PROBLEM BASED LEARNING IN ENGINEERING: HOW TO MAKE IT WORK

Erik de Graaff Delft University of Technology, Aalborg University

UNESCO Chair in Problem Based Learning

PROBLEM BASED LEARNING IN ENGINEERING: HOW TO MAKE IT WORK

• The origin of PBL• PBL in Medicine McMaster – Maastricht• Paradigm shift: from teaching to facilitation

• PBL in Engineering The Aalborg model

• Management of Change

Assignment

• Each person has to come up with one advantage of PBL

• Share the ideas in groups of 3-5 persons• Choose a top 3

4

McMaster, 68

Linkoping 72

Roskilde 72 and Aalborg University 74

Maastricht 72

•Problems constitute the stimulus for learning•Working on real life problems promotes the development of problem solving skills•Self directed small student groups•Teachers are facilitators/guides

•Problem orientation•Interdisciplinarity•Exemplary learning•Participant directed•Teams or group work

Newcastle 76

In the beginning

The early history of PBL

• Don Woods coins the words PBL for his teaching in a chemistry class in McMaster’s university by the end of the sixties.

• PBL chosen as the didactic method for the development of a new medical curriculum at McMaster’s university (1969).

• Introduction of PBL in Maastricht, also for the development of a new medical curriculum.

• Implementation of POBL in Engineering Education in Roskilde and Aalborg in Denmark

Different versions of PBL

Problem Based Learning

Project

Phenomenon

P B L

Based Learning

Organized Learning

Practice Oriented Learning

Problem based learning (PBL)

PBL builds on pedagogic traditions like:Maria Montessori: my playing is my learningJerôme Bruner: learning by discoveryWilliam Killpatrick: whole hearted learningCarl Rogers: student centered learningThe Harvard method: case based learning

PBL Global Network

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9

•Problem based•Project based / organised•Contextual learning

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Participant directedTeam based learning

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Theory-practice•Interdisciplinary learning •Exemplary learning

Characteristics of PBL

Thematic curriculum structure• Integration of knowledge and skills• Integration of different domains

Focus on the learning process• Cooperative learning in small groups• Students responsible for their own learning

PBL entails:

A paradigm shift

From teaching to learning

From learning content to study activities

Paradigm shift in educational design: form follows function

Educational functions• Insight in the relationship

between technology and society• The development of a scientific

attitude of critical reflection• The development of a sense

responsibility and an independent personality

• Acquisition of professional knowledge and skills

Educational form• Active participation in

cooperating groups, dealing with insecurity and learning to take responsibility

• Working on practice oriented projects and analyzing theoretically oriented problems

• Critical reflection on performance

Rationale for PBP:Bales’ pyramid of learning

5 %

10 %

Lecture

Reading

Audio-visual

Demonstration

Discussion group

Practice exercise

Teaching others

Average retention

20 %

30 %

50 %

75 %

80 %

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The central role of learning objectivesThe price of knowledge

The Maastricht perspective

PBL Modules:• lasting six weeks • containing just some cases • integrating knowledge form different

disciplines Tutorial Groups

• self-directed learning• Eight students in a group• cooperation and teamwork

Facilitated by a tutor:• guiding the process without taking the lead• guarding quality without interfering in the

process

A Curriculum based on thematic modules

Teacher roles in a PBL curriculum

The teacher as:• Expert

• Facilitator

De Graaff & Frijns, 1993

• Designing a stimulating environment for learning

• Management of the learning process, including evaluation

• Stimulates students to define their own learning goals and to direct their own learning process

WHAT IS A PROBLEM?

• A Difficulty• Something complicated• A Puzzle, a Riddle• A Challenge• An Assignment

In Engineering: A project

Video: Pitfalls of tutoring

PBL in Engineering: the Aalborg ModelStudents learn from working on real life problems as a team of engineers:•Problem Based•Project Organized•Cooperation in small groups

Dimensions of the Educational Process

input throughput output

situation teacher focusproblem

discipine

workplace

classroom

professional

didactic

student

teacher

product

competencefrontal frontal frontal frontal frontal

lbd lbd lbd lbd lbd

Dimensions of the Educational Process

input throughput output

situation teacher focusproblem

discipine

workplace

classroom

professional

didactic

student

teacher

product

competencePBL

PBL

PBL

PBL

PBL

POL

POL

POL PO

L

POL

Differences between Projects and PBL

Type of problemTime per problemNumber of studentsRole of the teachersExpected results Assessment

a real life task broad range small groups (4-8)experta finished productproduct and process

phenomenonabout one weeksmall groups (6-12)process facilitatorlearning resultsindividual test of learning results

Projects PBL

Results of a Survey among employers of engineering graduates (Ingeniøren, 2008)Questions: Are there one or more institutions which you find particular good at developing engineering education according to the needs of society and companies?

Overall assessment of Danish Engineering Institutions by companies (Ingeniøren, 2008)

Duration rates for Danish universities, 2007, Official statistiscs

The tripod of successful innovation

Visio

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ach

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and le

arn

ing

Visio

n o

n M

an a

nd S

ocie

ty

Educational Philosophy PBLEducational Philosophy PBL

Vis

ion o

n t

he

pro

fess

ion

A question of balance

Managing change: Strategies for implementing PBL

Chin and Benne (1985) distinguish three types of strategies that can be applied in changing an organization:– Empirical-rational strategies– Normative-re-educative strategies– Power-coercive strategies

Research support for PBLLearningMotivation and engagement Graff and Cowdroy 1997, Thomas 2000, Kolmos and

Du, 2006

Deep learning Biggs 2003

Self-satisfaction and meaningfulness Savin-Baden 2000, Du 2006a

SkillsProfessional Skills improvement Dochy et al 2001, Frenay et al 2007

Process skills Kolmos 1996, 1999, Du 2006, Kolmos and Du 2006, Croshwaite, 2006,

Complex knowledge and identityInterdisciplinary knowledge and skills Kjaersdam 1994, Graaff and Kolmos 2003

Professional identity and responsibility Hmelo and Evensen 2000, Kolmos 2006, Du 2006a, 2006b

Management

Higher retention and duration on time Kolmos and Du 200840

Complex knowledge and identityInterdisciplinary knowledge and skills Kjaersdam 1994, Graaff and Kolmos

2003

Creativity and designing skills Schrøder 2006

Professional identity and responsibility Hmelo and Evensen 2000, Kolmos 2006, Du 2006a, 2006b

ManagementHigher retention and duration on time Kolmos and Du 2008

Regional developmentPBL support entrepreneurship and relation to companies Lundvall et al 2000

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Factors in Managing Complex Change

confusionconsensus skills incentives resources action plan =+ + + +

resistancevision consensus skills resources action plan =+ + + +

=vision consensus skills incentives resources action plan change+ + + + +

=vision consensus skills incentives resources pointless+ + + +

frustrationvision consensus skills incentives action plan =+ + + +

sabotagevision skills incentives resources action plan =+ + + +

after: Thousand &Villa 1995

anxietyvision consensus incentives resources action plan =+ + + +

Key Features in the Success of PBL

• Students responsible for their own learning process

• A clear purpose of all learning activities

• Sufficient attention for Communication Skills

• Balanced support from Technical experts to overcome knowledge barriers

Assignment

• Each person has to come up with one advantage of PBL

• Share the ideas in groups of 3-5 persons• Choose a top 3

What is the difference ?

Any Questions ?Can I get an ice cream ?

Are we going to the zoo ?

When is Mama coming back?

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