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    PBL, Supervision and Process Skills

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    Maribel Ferman
    The document discusses problem-based learning (PBL) and its implementation in engineering education programs. It describes how PBL was adopted by new universities in the 1970s to offer more student-centered pedagogies compared to traditional elite universities. The document also outlines several key aspects of PBL including the use of ill-structured problems, small student groups, facilitator teachers, and self-directed learning. It notes that while PBL aims to develop skills like critical thinking and collaboration, interpretations of PBL implementation vary between institutions. Assessment of PBL programs show improvements in student motivation, understanding, and development of transferable skills when implemented effectively through reflective practices.

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    PBL, Supervision and Process Skills

    Uploaded by

    Maribel Ferman
    30 views52 pages
    The document discusses problem-based learning (PBL) and its implementation in engineering education programs. It describes how PBL was adopted by new universities in the 1970s to offer more student-centered pedagogies compared to traditional elite universities. The document also outlines several key aspects of PBL including the use of ill-structured problems, small student groups, facilitator teachers, and self-directed learning. It notes that while PBL aims to develop skills like critical thinking and collaboration, interpretations of PBL implementation vary between institutions. Assessment of PBL programs show improvements in student motivation, understanding, and development of transferable skills when implemented effectively through reflective practices.

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    The document discusses problem-based learning (PBL) and its implementation in engineering education programs. It describes how PBL was adopted by new universities in the 1970s to offer more student-centered pedagogies compared to traditional elite universities. The document also outlines several key aspects of PBL including the use of ill-structured problems, small student groups, facilitator teachers, and self-directed learning. It notes that while PBL aims to develop skills like critical thinking and collaboration, interpretations of PBL implementation vary between institutions. Assessment of PBL programs show improvements in student motivation, understanding, and development of transferable skills when implemented effectively through reflective practices.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    30 views52 pages

    PBL, Supervision and Process Skills

    Uploaded by

    Maribel Ferman
    The document discusses problem-based learning (PBL) and its implementation in engineering education programs. It describes how PBL was adopted by new universities in the 1970s to offer more student-centered pedagogies compared to traditional elite universities. The document also outlines several key aspects of PBL including the use of ill-structured problems, small student groups, facilitator teachers, and self-directed learning. It notes that while PBL aims to develop skills like critical thinking and collaboration, interpretations of PBL implementation vary between institutions. Assessment of PBL programs show improvements in student motivation, understanding, and development of transferable skills when implemented effectively through reflective practices.

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    © All Rights Reserved
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    of 52

    Anette Kolmos

    UCPBL
    http://www.i4.auc.dk/ak
    http://www.plan.auc.dk/~ak
    • PBL

    • Supervision

    • Development of process
    competencies

    • Faculty development strategies


    • Expanded university system
    New universities with new pedagogy (Bremen,
    Maastricht, Aalborg, Roskilde, Linköping,
    Open University, UK)
    • From elite to mass university
    – Broader recruitment (social class and gender)
    – Start of distance learning programmes
    (adults, returners, continuing education)
    • Internationalisation and growing globalisation
    • Employability
    • Co-operation with industry
    – Local development
    • Privatisation
    – Management structure
    – Research funds and scholarships
    • Student centred versus teacher centred,
    – drop out rates, overstuffed curriculum, lack of
    motivation
    • The overall objective of this Master’s program is for the student to gain
    competence in the understanding of innovative teaching and
    educational experiments so that he/she has the capacity to
    develop an experimental practice that leads to continuous
    improvement of the quality within the technical science education.
    The experiments are based on problem-based learning and are aimed
    at groups of students with diverse backgrounds and characteristics, for
    example sex, class, cultural background and age.

    On a scientific foundation, the education will provide the student with the
    ability:
    • To understand the meaning of engineers’ global and national
    competence development, including the role of engineering education
    to society.
    • To methodologically analyse, develop, implement, and evaluate
    longer and interrelated educational programs within engineering
    education and work life.
    • To methodologically analyse, develop, implement, and evaluate
    various student-centred teaching programs within engineering
    education and work life.
    • To methodologically reflect, document, and develop his/her own
    • PBL: problem based learning
    • PBL: project based learning
    • PBLE: problem based learning engineering
    • POL: project organised learning
    • PLEE: project lead engineering education (Powel)
    • TPL (Total Project Learning) (Finland)

    • Dual learning- work based learning


    • Self-directed specialisation learning – master thesis
    model
    • Autodidactic learning – all aspects of learning
    • Problem
    • Project,
    • Problem solving
    • Stanford version: P5BL: problem, project,
    product, process and people
    • Architecture and Design version: Play
    • Problem based learning: 102.000 links
    – + pbl: 24.400
    • Project based learning: 46.000 links
    – + pbl: 4.340
    • Problem based learning and project based
    learning: 1700
    • Project oriented learning (POL): 1.050 links
    – + pbl: 88
    26. October via Stofa
    • Different practices within the guidelines
    of traditional educational models.

    • Specific educational models based on


    the PBL principles,

    • Central theoretical learning principles,


    • Single courses
    • No change in examination
    • Individual examination
    • No difference between group work
    and project work
    • No support from the organisation
    • No training – enthusiasts
    Vic Neufeld McMaster
    etableret in
    Donald R.
    Woods
    1968
    Henk Schmidt Maastricht in
    Peter Bouhuijs
    1972
    Linköping in
    Knud Illeris
    1972
    Eva Hultengren Roskilde in
    1972
    Aalborg in
    1974
    • Constructive allignment (Biggs, Trigwell,
    Ramsden) Students’ learning and teachers’
    teaching
    • Relation didactic (Hiim and Hippe) scandinavian
    approach: system- individual
    • Disciplinary cultures (Becher and Trowler)
    identity in academia
    • Communities of Practice (Lave and Wenger)
    Goals and competencies

    Organisation and Teacher


    culture

    Assessment Selection of
    content

    Frame: Space, Students


    resources

    Methods
    • PBL for epistemological Competence
    • PBL for professional action
    • PBL for Interdisciplinary understanding
    • PBL for transdisciplinary learning
    • PBL for critical contestability
    • a project each semester (1. year)
    • 30 ECTS: 7,5 for Study unit courses, the rest
    for a project unit: 7,5 for project courses, 15
    for project
    • each group has a group room
    • group size of 6-8 students first year, 2-3
    students the last year
    • each group has at least one supervisor
    • self selected group and projects within
    themes and disciplines
    • group examination
    Study courses and
    Project courses lectures
    lectures seminar
    50%
    Examination

    Project
    50%

    Examination
    • Thematic blocks
    • group based
    • based on case studies
    • interdisciplinary
    • individual examination
    Aalborg Maastricht
    • Subject based • Process based
    supervison supervision

    • Instruktion, examples, • Facilitating chair and


    questions, dialogue, reporter
    faciltation
    • Progress testing
    “supervisor ”

    “Students”

    http://meds.queensu.ca/medicine/pbl/pblhome.htm
    Tutor

    Students

    reporter

    chair
    http://meds.queensu.ca/medicine/pbl/pblhome.htm
    • Where in the proces
    • Where in the education
    • Type of projects and objectives
    • Type of students
    – Experienced?
    – Brilliant or poor students
    – Social competence

    Ability to read the situation …. Students


    are hiding themselves
    • Summarizing
    • mirroring
    • asking open-ended questions
    • use why, how, what, where
    • dynamic list of questions
    • feedback as thinking loudly
    Student-centred
    Small student groups
    Teachers are
    facilitators/guides
    Problems form the focus
    and stimulus for learning
    Problems are the vehicle
    for development of
    problem solving skills
    New information is
    acquired through self
    directed learning
    Learning is a constructive
    process and not a receptive
    process

    Knowing about knowing


    affects learning –
    metacognition

    Social and contextual factors


    influence Learning
    (Gijselaers, 1996)
    • Danish context: Illeris refering to Dewey, Piaget og
    Lewin
    • Negt Kluge
    • American research: Bruner, Dewey, Piaget, Vygotsky,
    Gardner
    • German research: William Killpatrick, USA, 1919
    (Heitmann, 1993)

    • AAU-research: professional reflection and development


    of theories
    - Problem based
    - Contextual learning

    - Participant directed
    - Group based learning
    - Experience based learning

    - Activity based learning


    - Theory-practice relation
    - Interdisciplinary learning
    - Exemplary learning
    Profession based theories
    Cognitive theories
    exemplarity

    interdisciplinary
    Theory and
    practice Content
    Experience and
    Situated interest Social
    learning Problem Team learning
    contexual
    Participant
    directed Communication

    Motivation
    and
    psychology
    • Improvement of skills (Dochy et al 2003)
    – Tendency they get deep knowledge – and
    better understanding
    – Improvement of motivation and engagement
    among both students and staff
    • Variation in the understanding of PBL
    (Dahlgren, 2003)
    • Improved subject interest
    • Improved engagement and motivaton
    • Difficult to implement
    • Difficult in relation to independency and
    self directed learning
    • Tendency that the effect of PBL is related
    to the degree of implementation in the
    organisation
    (Thomas, 2000)
    – Critical thinking
    – Co-operation
    – Intercultural co-operation
    – Communication
    – Project management
    – Indepence Also known as:
    - core competencies,
    – Language - transferable skills,
    – Interdisciplinarity - process skills,
    - key skills,
    - higher order skills
    - etc
    • Courses at the first year program: Collaboration -
    learning - project management: CLP

    • Submit both a project and a process analysis

    • Examination of both project and process analysis


    Instruction Students had Front-up Process
    1980 - 1993 not previous m odel analysis poor
    experiences - Introductio and not
    w ith PB L n to PB L serious: 1 -
    - N o relation 1½ page
    betw een
    courses and
    process
    analysis
    Theory and D iverse Interactive Process
    reflection-on- experiences m odel analysis
    action - Effective im proved: 2 -
    1994 - 1999 learning 5 pages
    - reflection
    loops
    Portfolio: D iverse L earning G reat
    reflection-in- experiences - com m unity im provem ent
    action, but m ajority m odel of the process
    experim ents has PB L - creating a analysis/
    2000 - experiences reflective portfolio: 15
    culture in pages
    the groups
    • Related to praxis and experience
    • methods in analysis and structuring of
    knowledge
    • awareness of tacit knowledge
    • empathic part (tacit knowledge)

    • risk of reactive thinking (past experiences)


    • Innovative experiences and creativity
    • Conscious planning
    • Awareness of the problem and solution

    • Not ”dangerous” - it is only an experiment….


    • What if ….. play more ….

    • proactive thinking - looking forward…


    Types of experiments and reflection
    Concrete experience
    Trial
    and
    error
    explorative - common sense

    Active Reflective
    experiment
    move-testing - comparative type observation

    hypothesis - vertical type

    Abstract conceptualization
    Project management

    Project planning and management


    - What is a project ?
    - Why project management ?
    - The paradox of planning
    - Tools for planning and management
    - Collecting data for the portfolio

    Project design
    - Experiences with project plans
    - Project design ?
    - Report design ?
    students just make a calendar on a sheet of
    paper :

    “if we make a calendar and enter all our


    activities on the respective dates, we will
    be able to see how we can manage to
    finish our project in due time”
    Based on students experiences and/or
    reflection, they develop a calendar:

    “we should allot time for a visit for a


    company and then add an activity called
    further consideration/analysis after the
    visit”
    The students try to estimate time of various
    activities, and based on the former experiences
    reach conclusion that they have to add “buffer
    time” to special activities.
    “What if the laboratory tests we have planned take
    more time or fail..?”
    This experiment implies that the group set up
    criteria and decide how they will carry out their
    test
    - Observation of the
    communication
    - analysis of the
    diagram according to:

    national background,
    gender

    roles and function

    sharing the work

    experiences
    • Supervision/facilitation is incredible important to
    establish the progression among the different types of
    experiments…
    • Training of supervisors needed……

    • The course has been based on experiential learning,


    emphasising the reflection part - and now also the
    experimental part
    • Experiments and reflection are integrated elements -
    if there were no experiments there were nothing to
    reflect on - if there were no reflection, trial and error
    would dominate...
    • Creativity is an important part of the experiments
    • also students must learn about the types of
    experiments and relate them to their own
    learning strategy
    • students interest - engineering students are
    interested……
    • clear assessment criteria
    • integrated respected part of the culture, e.g.
    support from the project supervisors - hard to
    get
    • double qualified teachers to teach the course -
    both technical knowledge and knowledge of
    process competencies
    • research and document the development - and
    bring in learning theories, management theories,
    co-operation theories etc….

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