Wednesday, the 29th of August: Planning project work, supervision and assessment
8.30
9.30
9.45
10.10
10.30
12.00
Presentation of the mini project, assessment and questions
Planning a project work
Ideas of Project Work + PBL
Themes
Controlling different projects
Gabs
Blooms taxonomy
Exercise (Make 1-3 project proposals (different types) for a given semester)
Coffee break
Supervision
Tasks of the supervisor
Tools
Contracts
An example
Tasks
Group classification
Roles of the supervisor
Facilitator interventions
What about students cooperation?
Assessment
The hidden curriculum
Basic assumptions
Assessment - practice
Points
Lunch
1
Reflection-in-action, missing:
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Mess at the higher levels
KOM problem
How to make project proposals
Examples must wait
Drawbacks of using the Aalborg model
Gab’s to day
More about other teaching systems
Next year
Differences in skills, e.g. DTU/Aalborg Experiences from companies
What information is available from the study board
Look at the Internet
God and bad story’s
I will try to remember, more next year
Supervising final project’s Compare as we go along supervision
Evaluation of presentations
Put into assessment
There should be developed general guidelines for teachers from the
study board. You could start with some of this material (handouts).
Turned over to the study board
Maybe there should even be a booklet for foreigners entering
Aalborg University
Turned over to the foreign office
2
Presentation of the mini project
• Each group present the results from
their project yesterday afternoon
• The other groups and the lecturer
comments both the presentation and
the results
3
Ideas of Problem-based
Learning
• As a learner-centred process, problembased learning meets the learners'
interests and as such gives room for
developing learning motivation.
• Furthermore, problem-based learning
emphasizes a development of analytic,
methodical and transferable skills.
4
Ideas of Project Work + PBL
Project work is a way of organizing the learning
process that lead to development of abilities to:
• formulate objectives, aims and goals
• start and end a project
• analyse and specify problems or objectives
• analyse and specify criteria for solution
• write reports
• collaborate, organize and plan the working process
• handle projects
• manage oneself
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What is a theme?
A framework for teaching and learning
• an area where technological development
and human, social economic and political
development are explicitly linked and
mutually interact
6
Methodological themes
Specification of the overall engineering
methods/disciplines to be applied - but
not specification of the area of specific
engineering to which the method should
be applied. There must be possibility to
allow a broad range of different areas,
e.g.:
• modelling of dynamic systems
• design of engineering constructions
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Problem oriented themes
Concentrating on issues which are
common to all engineering areas, e.g:
• working environment,
• natural resource consumption
• pollution
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What is a good theme?
• Must inspire and motivate the students, pose
a challenge
• Broad to be able to integrate specific
technical knowledge
• Clear description
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what is it all about
actuality
state of the art
some of the problems to be solved
technological implications
clear relation to subjects/discipline
project examples
9
Controlling different projects
Assignment Project
Supervisor
Students
Subject Project
Supervisor
Students
Problem Project
Supervisor
Students
Problem
Methods
Results
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+
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(?)
+
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(+)
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(?)
(+)
+
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(+)
+
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+
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Gaps
Deep understanding
project
project
???
Traditional teaching
focused on a broad
overview
?????
The student understanding need not remember
exemplarity - interdisciplinary
11
Levels of understanding Bloom
• Knowledge
– memorize
• Comprehension
– translation,interpretation
• Application
– Use, in new situations
• Analysis
– uncover relations between entities
• Synthesis
– Building something new of the entities
• Evaluation
– Judging
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Planning a project work
Conclusion:
• The project proposals should be in good
correspondence with the theme of the
semester
• Propose a problem project if possible
13
Exercise
• Choose a semester you know
something about
• Prepare 1-3 project proposals (different
types) for the semester
14
Coffee break until 10.30
15
Tasks of a supervisor
• 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
16
Tools for supervision
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Setting learning objectives - Bloom
Contracts
Students peer assessment
Process analysis (only first year)
Change of the teaching role towards:
– facilitation
– dialogue
17
Why Contracts:
Create common expectations and clear
agreements.
• Content could be:
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face to face meetings? (whenever possible)
how often are you going to have meetings? (once a week)
how long meetings (1 hour)
where? (in the group room)
agenda
chair of the meeting
students own objectives for the period
supervisors objectives for the period
areas of response to the Aworking papers@ during the
period:
• Language, structure, details, methods
– external contacts
– response to the group process
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An example: project
supervision
Prepare the meeting by reading the working
papers, reflecting the project structure
and details, and formulate your own
objectives for the meeting.
• let the students be responsibly of the agenda
• start discussing the agenda
• points in mind:
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the contract (formative evaluation)
external contacts
the structure of the project
the working process
• Ask questions about the content of the
working papers
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Tasks for a group meeting
• Planning tasks
Depending on:
• Subject tasks
• Social aspect
where in the process?
where in the educational progress?
which type of project?
types of students, experienced project
managers, good or poor, social
aspect
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Characteristics for a well
functioning group:
• Common goal or objectives
• Agreement about group standards
• The members ”plays” all the necessary
roles
• All group members respect the others
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Co-operation: group
classification
Integrated Instrumental
Hierarchic
Chaotic
Role casting
All
Some
Some
No
Work sharing
All
Some
Some
No
Control/Leadership
All
Yes
Few
No
Power
Equal
Equal/?
Unequal
No
Personal Engagement
High
Fair
Different
Low
Group identity
High
Low
Low
Low
Conflict solving
Yes
No
No
No
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Roles of the supervisor
• The group member
– Takes over responsibility for the project work
– Very active in choice of theory and methods
– Gives answers in stead of asking questions
• The visitor
– Stands on the sideline, ready to kick or withdraw
– Points out directions where to seek answers
– The students own the project
• The consultant
– Only activated on request
– Only answers the questions asked
– leave all decisions, planning and control to the group
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Roles of the supervisor - 2
Discuss the following questions:
• Is one of the roles better than the other?
• Do all groups need the same role?
• Could it be useful to change roles
during a project period?
• Do you think your role will change when
you gets older and more experienced?
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Roles of the supervisor - 2
Discuss the following questions:
• Is one of the roles better than the other?
– The students learn the most from the visitor
• Do all groups need the same role?
– No, e.g.. A hierarchic group don't need a consultant
• Could it be useful to change roles during a
project period?
– Yes, in some periods try to be a consultant
• Do you think your role will change when you
gets older and more experienced?
– Often young supervisors become group members
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Facilitator interventions
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summarizing
mirroring
asking open-ended questions
use why, how, what, where
dynamic list of question
feedback as rethinking loudly
26
What about students
cooperation?
How can the supervisor find out - and what
to do?
• ask to the way the students organize the work
and discuss the working process
• ask to special project functions
• discuss objectives for the organizational
aspects
• individual consultations
• feel the atmosphere - be present
• let the student discuss
• try to involve all the students
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What about students
cooperation? - 2
Put on the students agenda when
starting the project:
• level of ambitions
• how to share the work
• discipline of meetings
• how to solve conflicts
• social relation
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Assessment - the hidden
curriculum
The aim of
the study
goals
objectives
Teaching and
learning
methods:
PBL and
project work
Forms of the
exams and
criteria
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Basic assumptions
• Examination is dominating the students
learning approach
• Criteria for evaluation are crucial for the
learning process
• Personal skills, metalearning etc. need
formative evaluation forms
• Evaluation is a basic part for the
learning process (reflection)
• Education is forming identity
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Assessment - practice
Peer
group
Project
group
Supervisor and (external) censor
1.
2.
ALL THE MEMBERS IN THE GROUP PRESENT PARTS OF THE PROJECT.
MAX 10 MINUTES EACH and TEACHER AND EXTERNAL
EXAMINATORER GIVE COMMENT TO THE PRESENTATION
GENERAL DISCUSSION OF THE REPORT
3.
INDIVIDUAL QUESTIONS
INDIVIDUAL MARKS BASED ON:
1.
2.
3.
4.
REPORT
PRESENTATION
DISCUSSION
INDIVIDUAL QUESTION
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Points
• Criteria and methods of self and peer
assessment has to be integrated in the
summative examination
• Evaluation/reflection has to be part of
the learning environment - both as
structures and at the informal level
• Supervisor has a role to play in
facilitating students peer assessment
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Project supervision
• Changing focus from product to process
• Students opinion
• Example of supervision - Video
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Lunch until 12.45
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12.45
13.00
Introduction to role-play
Exercise: Role-play of a supervising situation
14.10
14.30
Coffee break
Exercise continued
15.30
Assessment of course (reflection-on-action)
What have we accomplished according to your expectations?
What is missing according to your expectations?
Which subjects from the course do you need the most in the
next months?
Are you well "equipped" to start teaching (both as lecturer and
supervisor)?
If not: What do you need more?
Would it be a good idea to meet again and share experience
e.g. in November and again after the Project exam in
January 2002?
35
End of course
16.00
Role-play
• Six role plays/advising situations that describe various
group situations will be held. The particular topics the
groups will work with and where the group work will take
place will not be stated in advance but is chosen by the
group, e.g. your project from yesterday.
• The role plays illustrate an advisor meeting.
• The group will have already given an agenda to the
advisor (which topic the group wants discussed at the
advisor meeting) played by a person from another group.
• The group's members assign roles between themselves, so
that the outlined situation in the role play occurs.
• Each role play lasts approximately 7 minutes.
• Each play is commented by 6 observers.
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Assessment of course
Reflection-on-action:
• What have we accomplished according to
your expectations?
• What is missing according to your
expectations?
• Which subjects from the course do you need
the most in the next months?
• Are you well "equipped" to start teaching
(both as lecturer and supervisor)?
• If not: What do you need more?
• Would it be a good idea to meet again and
share experience e.g. in November and again
after the Project exam in January 2002?
37