Problem Based Learning:

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Problem Based Learning The Aalborg
Pedagogical Model Problems, Possibilities and
New Challenges Lise Busk Kofoed, PhD Aalborg
University
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• Agenda
• Aalborg University PBL
• Definition of PBL in a Danish context
• The Aalborg Model
• PBL Learning Principles
• Process Skills
• PBL Staff Development Programme
• New Educations
• PBL In Interdiciplinary Educations

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Aalborg University Established 1974 14,000
Students, 1200 Faculty Staff
Faculty of Engineering, Science and Health 6,000
Students
Faculty of Social Science 4,500 Students
Faculty of Humanities 3,500
Students

• Department of
• Social Studies
• Organisation
• Economics, Politics and
• Public Administration
• Business Studies
• Law

• Department of
• History, International,
• and Social Studies
• Music and Music Therapy
• Communication
• Languages and
• International studies

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• Roots for project based learning
• Danish Context (Knud Illeris)
• Problem orientation
• Interdisciplinary
• Exemplary learning
• Participant directed
• Teams or group work

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• 1. Project based
• formulation of objectives and problems
• unique and complex tasks
• active searching and writing process which may
  lead to deeper understanding
• teamwork
• deadlines

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2 Problem based two approaches

• Problem based open
• methodical objectives
• problem based themes
• experience based
• learner directed
• interdisciplinary
• exemplarity

• Discipline based
• subject objectives
• methodological/discipline themes
• subject understanding
• learner and teacher controlled
• disciplines
• exemplarity

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• The Aalborg Model
• Problems question wondering within a
  frame/theme
• a project each semester
• 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 facilitator
• self selected group and projects within themes
  and disciplines
• group examination

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Courses and project work
courses
project
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Study courses and Lectures - 7,5 ECTS
Project courses lectures seminar 7,5 ECTS
Examination
Project 15 ECTS
Examination
1 ECTS (European Credit Transfer System) 30
working hours
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A week in the life of a student.

..a week in February
..a week in April
..a week in May
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Areas of competences
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Areas of competences The technical
competences off course. The competences to
evaluate a technical solution in a
context. Competences that are related to make
projects in a professional way and to be
responsible to conditions set external to a
project. Competences in scientific ways of
working.
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The general objectives of the project units
apply within the below-mentioned three fields of
professionalism Having completed xx the student
must be able to Choose, describe and use
relevant technical and scientific models,
theories and methods for analysis and processing
of the chosen problem, Formulate and prioritize
processing requirements, whether processing is
analysis- or solution-oriented, Undertake a
methodical and consistent professional
assessment of the results obtained and their
reliability and validity.
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• Plan and manage project work,
• b) Make systematic choices of methods for the
  acquisition of knowledge I n connection with
  problem analysis and problem processing,
• make a critical evaluation of the relevance of
  the knowledge acquired in relation to the project
  work at hand, including an
• evaluation of the suitability of the
• chosen models, theories and/or methods,

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• Analyze their own learning process, with a view
  to identification of stronger and weaker points
  and, on this basis, is able to evaluate their
  preferences regarding further studies and the
  study effort required,
• d) Analyze the project-group organization of the
  co-operation, with a view to identification of
  stronger and weaker points and, on this basis, be
  able to improve co-operation in future groups,
  reflect on causes of any group conflicts and
  point to possible solutions of such conflicts,

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• Communicate the work results and processes of the
  project in a clearly structured, coherent, and
  precise way, in writing as well as graphically
  and orally.
• ..... And - maybe
• f) Present and demonstrate the result of the
  analysis and conclusions to the Client, and
  where possible start the implementation of the
  chosen solution

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An important part of the group organized
project work Process skills
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CLP- course collaboration, learning and project
management 2,2 ECTS 66 hours of students
learning time Colaboration in groups Managing a
project Different learning style tests, Roles
and functions, Motivation
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Process Skills Problem analysis and problem
solving Project management and
leadership Analytical skills and critical
thinking Dissemination and communication Interdi
sciplinary competencies Intercultural
communication Innovation and creativity Social
abilities Collaboration
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Submission of students processanalysis Student
s reflection on Own learning process Cooperation
Project management Their use of
facilitator Formulation of learning
objective etc
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Structure of a project
Initiating Problem
Problem Analysis
Task Formulation
Problem Delimitation
Solution
Discussion/conclusion
Implementation
Reporting
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Initiating Problem
Problem Analysis
Phases with problems for the teams! The intensity
of the colours illustrates the frustration levels
of the students.
Task Formulation
Problem Delimitation
Solution
Discussion/conclusion
Implementation
Reporting
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The facilitators role in the Project
work
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The Group Process

• Maturity
• Clear goals and role
• Mutual respect
• Clear communication
• of facts and feelings
• Constructive criticism
• Consensus
•  

• The initial phase
• Uncertainty
• Vague norms and roles
• Power struggles

• Conflicts
• Divide /rule
• Alliances
• Management

• Integration
• Crystallization of roles
• Sub-groups
• Deeper communication
• We - feeling

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Tasks of a teacher In the beginning of a
project Help to find appropriate
literature Help establishing contacts with
companies ect. Discussing the project proposal
with the students During the whole project
period Commenting both oral and written
presentations/memos/working paper Continues
assessment of the professional level of both
group and individual At the end examination
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The formal basis for Staff-development The
institution must ensure that during the
contracted employment term (the assistant
professor) is given responsibility for teaching
activities, and must provide teacher education
supervision and advising to such an extent that a
written evaluation of the qualifications can be
provided upon completion of employment term.
(Circular on employment structure for higher
education institutions under the Danish Ministry
of Research and Technology, September 2000).
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Staff-development course - goal Gain further
knowledge of the basic university pedagogy and
education theory with focus on the qualification
of abilities to develop, plan, design, and
analyse various types of educational programs
Gain further knowledge and understanding of
learning theories. Become more familiar with a
variety of pedagogic tools and methods. Develop
more abilities to strengthen his/her project
supervision competencies in relation to the
initiation an d support of student group
processes. Gain further knowledge and
understanding of evaluation as a developmental
and guiding tool. Gain experiences in working
systematically and analytically with teaching
portfolios.
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• Course span The course comprises a work load of
  175 work hours 7 ECTS.
• Two modules. Module 1 1. April 2006 1.
  September. Module 2 1. September 2006 1. April
  2007.
• Teaching portfolios (individual)
• Starting point awareness of teaching and
• facilitation practices
• Literature
• Study groups (reading,
• discussions and reflections)
• Workshops
• Supervision and guidance
• Evaluation-statement from the supervisors
• Course certificate

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Supervision and guidance Each participant is
assigned two supervisors/teacher (a
PUC-supervisor and a department supervisor) The
PUC-supervisor is the contact-person throughout
the course The department-supervisor represents
the participants professional enviroment PUC
Pedagogical Development Center
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The PUC supervisor Tasks Guidance in
connection with readings Support to the group
discussions Support to the individual participant
(teachingportfolio) Supervision during the
course-period (Supervsion 2-3 times (per
participant) and 10 workhours for study-group
support (incl. preparation)
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The Department supervisor Tasks Is expected
to attend two group supervisions and two
lectures. Responsible for supervision during
module 2 Supervision and guidance in relation to
the participants teaching and projects
supervision. Responsible for writing the
evaluation statement together with the
PUC-supervisor
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New challenges for PBL New Engineering
Educations Combination of Humanities and
Engineering Science e.g. Media Technology
Product Psychology and Design Architecture
and Design
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Example Media Technology The goal of the
education is to develop problem solvers in a
digital age independent of tasks This goal is
achieved by merging creativity, arts and
technology through the development and
cross- combination of areas and topics within
the field of engineering technologies, computer
science, psychology, sociology and arts. Such
areas have been until recently kept apart by
conventional standards. The education is
concerned with the current and future needs of
society, culture, industry, hardware and
software