pbl and accreditation
DESCRIPTION
PBL and accreditation. Anette Kolmos. Research on engineering education and PBL. 18 PhD studerende Creativity and mega projects (satellit) Organisational change to PBL PBL and the subject identity Design of PBL curricula in Thailand, India og Malaysia Intercultural learning in teams - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: PBL and accreditation](https://reader036.vdocuments.net/reader036/viewer/2022062517/56813c2d550346895da5a8a8/html5/thumbnails/1.jpg)
PBL and accreditation
Anette Kolmos
![Page 2: PBL and accreditation](https://reader036.vdocuments.net/reader036/viewer/2022062517/56813c2d550346895da5a8a8/html5/thumbnails/2.jpg)
Research on engineering education and PBL
• 18 PhD studerende– Creativity and mega projects (satellit)– Organisational change to PBL– PBL and the subject identity – Design of PBL curricula in Thailand, India og Malaysia– Intercultural learning in teams – PBL and sustainability – strategies for implementation
• Research projects – External: research council projects on engineering practice,
sustainability, currciculum construction– Internal projects evaluation of the new PBL model – ongoing – Group assessment and PBL
![Page 3: PBL and accreditation](https://reader036.vdocuments.net/reader036/viewer/2022062517/56813c2d550346895da5a8a8/html5/thumbnails/3.jpg)
Master in PBL in EE - CurriculaProgramModule
Modules ECTS Assessment
1.
semester
Course: Teaching and Learning in Engineering , Science and Health
5 P/NP Internal
Project: Teaching portfolio 5 7 step scale
Internal
2. semester
Course: PBL models and change strategies
5 P/NP Internal
Course: Process competences and facilitation
5 P/NP Internal
Project: PBL experiments 10 7 step scale
External
3.
semester
Course: Theory and methods 5 7 step scale Internal
Optional course:PBL and sustainabilityPBL and intercultural learningPBL and management
5 P/NP Internal
Project: Master project 20 7 step scale External
In total 60
Pt 15 indskrevne ved Master in PBL in EE
![Page 4: PBL and accreditation](https://reader036.vdocuments.net/reader036/viewer/2022062517/56813c2d550346895da5a8a8/html5/thumbnails/4.jpg)
Technological (e.g., bio-tech, digital systems, computer systems/tools, sustainable technology, interdisciplinarity)
Societal, Global, and Professional (e.g., social, political & economic, diversity, multi-disciplinarity, global markets & contexts, interaction of engineering and public policy)
Attributes of the Engineer of 2020:Strong analytical skillsPractical ingenuityCreativityCommunication competencies (oral, written, and cultural)Business, management, and leadership skillsHigh ethical standards and professionalismAgility, resilience, flexibility
Vision of the contexts for engineering in 2020:
![Page 5: PBL and accreditation](https://reader036.vdocuments.net/reader036/viewer/2022062517/56813c2d550346895da5a8a8/html5/thumbnails/5.jpg)
• Industrial simulation such as constructionarium and pilot plants
• Sponsored programmes
• Industrial liaison boards
• Project-based and other forms of active learning
• Industrial group projects
• Lectures / seminars from engineers in industry
• Case studies from industry Influence of part-time and mature students on full-time students
• Site visits and field trips
• National and international competitions
![Page 6: PBL and accreditation](https://reader036.vdocuments.net/reader036/viewer/2022062517/56813c2d550346895da5a8a8/html5/thumbnails/6.jpg)
• The ability to take a broader perspective - application of curriculum across countries
• An appreciation of what we do in
developing countries impact upon ourselves.
• Understanding our culture doesn’t have all the answers and there is more than one perspective and approach.
• Understanding the local context of development
• Coping with uncertainty
Douglas Bourn and Ian Neal
EAP and Development Research Centre
![Page 7: PBL and accreditation](https://reader036.vdocuments.net/reader036/viewer/2022062517/56813c2d550346895da5a8a8/html5/thumbnails/7.jpg)
Overall assessment of Danish Engineering Institutions by companies (Ingeniøren, 2008)
![Page 8: PBL and accreditation](https://reader036.vdocuments.net/reader036/viewer/2022062517/56813c2d550346895da5a8a8/html5/thumbnails/8.jpg)
Are there one or more institutions which you find particular good at developing engineering education according to the
needs of society and companies? (Ingeniøren, 2008)
![Page 9: PBL and accreditation](https://reader036.vdocuments.net/reader036/viewer/2022062517/56813c2d550346895da5a8a8/html5/thumbnails/9.jpg)
Courses 5 ECTS
The new Aalborg Model
9
50%courses
50%project
Courses 5 ECTS
Project 15 ECTS
One semester
1 ECTS (European Credit Transfer System) = 30 working hours
Courses 5 ECTS
One semester – half year
Group based project assessment
Individual assessment
Individual assessment
Individual assessment
![Page 10: PBL and accreditation](https://reader036.vdocuments.net/reader036/viewer/2022062517/56813c2d550346895da5a8a8/html5/thumbnails/10.jpg)
10
Self organised groups
Project management
![Page 11: PBL and accreditation](https://reader036.vdocuments.net/reader036/viewer/2022062517/56813c2d550346895da5a8a8/html5/thumbnails/11.jpg)
Courses, lectures, seminars
11
![Page 12: PBL and accreditation](https://reader036.vdocuments.net/reader036/viewer/2022062517/56813c2d550346895da5a8a8/html5/thumbnails/12.jpg)
12
Facilitation and group dynamics
![Page 13: PBL and accreditation](https://reader036.vdocuments.net/reader036/viewer/2022062517/56813c2d550346895da5a8a8/html5/thumbnails/13.jpg)
Many different types of projects
13
‘It is so exciting to work on this, we solve problems and we see things happen…’ - Students from EE
‘It is boring to only focus on technical things… I don’t want to become nerds by studying engineering. I want to work with technology in a creative way and to do something for people…’ - Students from A&D
![Page 14: PBL and accreditation](https://reader036.vdocuments.net/reader036/viewer/2022062517/56813c2d550346895da5a8a8/html5/thumbnails/14.jpg)
PBL learning principles
LearningProblem basedCases or ProjectsContextual learning
Social Participant directedTeam based learning
ContentInterdisciplinary learning Exemplary learningTheory-practice relationResearch methodology
14
![Page 15: PBL and accreditation](https://reader036.vdocuments.net/reader036/viewer/2022062517/56813c2d550346895da5a8a8/html5/thumbnails/15.jpg)
PBL design for different purposes
Subject based Problem based
Tasks Cases Projects
Discipline Contextualisation
Teacher directed Participant directed
Individual learning Peer learning Collaboration
Disciplinary Interdisciplinary Trans-disciplinary
Text book learning Exemplary learning
Theory Practice
![Page 16: PBL and accreditation](https://reader036.vdocuments.net/reader036/viewer/2022062517/56813c2d550346895da5a8a8/html5/thumbnails/16.jpg)
Problem analysis Problem solving
![Page 17: PBL and accreditation](https://reader036.vdocuments.net/reader036/viewer/2022062517/56813c2d550346895da5a8a8/html5/thumbnails/17.jpg)
Problem analysis Problem solving
Realistic process
![Page 18: PBL and accreditation](https://reader036.vdocuments.net/reader036/viewer/2022062517/56813c2d550346895da5a8a8/html5/thumbnails/18.jpg)
Obvious problems
![Page 19: PBL and accreditation](https://reader036.vdocuments.net/reader036/viewer/2022062517/56813c2d550346895da5a8a8/html5/thumbnails/19.jpg)
Western obvious problem“Why fix it, when you can buy something new?”
![Page 20: PBL and accreditation](https://reader036.vdocuments.net/reader036/viewer/2022062517/56813c2d550346895da5a8a8/html5/thumbnails/20.jpg)
20
Project dilemma
Importance of decisions
Knowledge level
Dilemma and risk
time
![Page 21: PBL and accreditation](https://reader036.vdocuments.net/reader036/viewer/2022062517/56813c2d550346895da5a8a8/html5/thumbnails/21.jpg)
Project phases
• Problem definition• Pre phase study• Design• Detailed design • Implementation –
prototype• Implementation – real
system
21
PBL
Next generation of PBL
![Page 22: PBL and accreditation](https://reader036.vdocuments.net/reader036/viewer/2022062517/56813c2d550346895da5a8a8/html5/thumbnails/22.jpg)
Research on PBL• More motivated• Deeper learning• Increased skills and competences
• Employability increased – relevant skills process skills: collaboration, project management… etc.
• Higher retention• Faster duration• Higher salary after ten years from enrollment• Higher grades
![Page 23: PBL and accreditation](https://reader036.vdocuments.net/reader036/viewer/2022062517/56813c2d550346895da5a8a8/html5/thumbnails/23.jpg)
Ruth Graham, 2012
![Page 24: PBL and accreditation](https://reader036.vdocuments.net/reader036/viewer/2022062517/56813c2d550346895da5a8a8/html5/thumbnails/24.jpg)
![Page 25: PBL and accreditation](https://reader036.vdocuments.net/reader036/viewer/2022062517/56813c2d550346895da5a8a8/html5/thumbnails/25.jpg)
Educational focus of the changes• Contextualising engineering learning in authentic,
professional settings• Hands-on immersive projects, often in cross-
disciplinary or international teams• Linking students with industry mentors• Creation of a collegial student culture where
students can take risks and fail in a safe environment
• Emphasis on self-reflection• Often set within a global or societal context
Ruth Graham, 2012