Introduction to Problem based
Learning – The AAU Way
Program for to day, The Aalborg model - trying
it out:
• Theories behind the Aalborg model: Reflection
• Discussion in groups of the three types of
project work
• Mini project
• Lunch
• Exercise: Role play of a supervising situation
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Reflection – a learning theory
Experience
Test
Reflect
Generalise
The Kolb cycle with words paraphrased by John Cowan (Cowan 1998).
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Reflection – a learning theory
Kolb’s cycle modified by John Cowan (Cowan 1996).
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Reflection in a learning
process- a useful model
The Cowan diagram
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Reflection in a learning
process- a useful model
• Reflection-on-action mainly looks back on the action
contained in past experiences; it attempts to analyse and
summarize that past experience, and thereby to extract
generalizations which will be of future use.
• Reflection-in-action looks backward to immediately past
experiences, and forward to experiences which are
imminent. It entails as much anticipative thought and
analysis as retrospective review. It is a reflection which
should, for example, lead to improved or at least carefully
premeditated performance.
• Reflection-for-action establishes priorities for subsequent
learning by identifying the needs, aspirations and objectives
which will subsequently be kept prominently in the learner’s
mind.
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Reflection in a learning
process- a useful model
Modified Cowan diagram
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The Danish Concept of
Project Work
• problem orientation and interdisciplinary
• open curriculum and experience-based
learning
• basic year and gradual specialization
• project work in study groups
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Three Types of Project Work
Looking at the practice of project work in
engineering ,education at Aalborg
University, there are at least three ways
in which problem orientation is
integrated into project work.
• For all types of projects, a problem has
to be analysed and solved by means of
different kinds of methods.
• The phases of the project are common
to all described project types
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The assignment project
• Considerable planning and control by the
teachers/supervisors.
• The 'problem and the subject' as well as the
methods are chosen beforehand.
• The educational objectives are very easily
controlled and they are very often formulated
as traditional subject-objectives.
• Being a supervisor is easy in that the
supervisor knows exactly what is going to be
explored in the project and will direct the
students' choices in the planned direction.
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The assignment project
Problem
Subject
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The subject project
• Subjects chosen beforehand.
• The students have a free choice 'either of
problem within the subject' or the problem will
be given and the students have a 'free choice
among a number of described methods'.
• The educational objectives are formulated
mostly as traditional subject-objectives.
• Being a supervisor in this process may be a
bit uncertain, because the students are
allowed to make some choices on their own.
However, the scientific field is described well
and hardly any surprises occur .
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The subject project
Problem
Subject
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The problem project
• Based on problems as the starting point
• The problem will determine the choice of
disciplines and methods
• The educational objectives concern ability to
analyse and obtain methodical skills.
• The problem has to be chosen within a frame, but
this frame is mainly described as a broader social
technical topic.
• Being a supervisor in this process may be difficult
because it is a self-directed process and the teacher
may find him/herself at the edge of a capacity .
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The problem project
Problem
Subject
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Which project type when?
• First year: assignment and problem project
• Second and third years: assignment and
subject project
• Fourth and fifth years: mostly problem project
The educational aims differ depending on
the semester:
• In the first year, some of the aims are to
obtain a general project competence and to
achieve a general methodical awareness
• The rest of the engineering education are
focused on specific technical and scientific
objectives.
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Discussion in groups
• Discus the three types of project work
using the groups common experience
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Mini Project
• In a danish brewery there is too much
noise emitted in the production hall, due
to the bottles. Plan how to find the noise
sources and how to find solutions.
• Prepare a short presentation (10
minutes) of your results to be given
tomorrow morning.
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Lunch until 12.45
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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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