Project Organized
Learning
- a course from the Master
Programs Introduction Semester
for foreign student in Electronics
and Information Technology
Lars Peter Jensen
Associated Professor at Aalborg University
Department of Control Engineering
Fredrik Bajers Vej 7C, DK - 9220 Aalborg East
Phone: + 45 96358740, e-mail: lpj@control.auc.dk
URL: http://www.control.auc.dk/~lpj
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Wednesday the 14th of January (Fibigerstraede 13, room 55)
09.00-12.00
Co-operation in small teams cases and theories, using reflecting teams
12.00-13.00
Lunch
13.00-14.15
Project Management
14:15-14:30
Coffee
14.30-16.00
Assessment
16.00Reflection on outcome and
expectation
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Thursday the 15th of January
(Fibigerstraede 13, room 55)
9.00-10.00
10.00-12.00
12.00-12.45
12.45-13.30
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Supervision - theory,
strategies and tools
Cases on supervision.
Lunch
Reflection on outcome and
expectation
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1. What is a problem based project?
• The Aalborg model:
– PBL, Projects, Team work
•
•
•
•
A four phase model of a Project
Analysing: why, what and how?
Reflection for action
Exercise, start analysing your project
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Projects in the first semester
Reflective evaluation
Process analysis
Evaluation
Reflective evaluation
Process analysis
Evaluation
P0 – 5 weeks
1
Lessons
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P1 – 10 weeks
2 3
4
5
6
7
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How to start analysing
•
The six W- model
Why?
Whom?
What?
How?
•
Where?
Problem
When?
Post It Brain storm
1.
2.
3.
4.
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Everybody writes keywords on Post It notes for 5 min
All notes are placed on the blackboard
All notes are read out
Everybody goes to the blackboard and structures the notes together
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Reflection for Action
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Results:
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2. P0-experience exchange
Programme
8.15:
9.00:
10.45:
11.30:
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Lecture I: On reflection and learning
P0-experience exchange i crossgroups
Poster presentation
Lecture II: On the P0process analysis
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HOW to reflect?
Experience
Test
Reflection
Generalisation
The P0 project has given you some experience.
You analyse your experience through reflection.
By asking what and how to do better you generalise
in the form of ’Good Advice’ which can be tested in P1
and give you new experience.
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Poster Presentation
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International Master Program
POL Course Mm3
Cross-cultural Team Building
Learning in a New Culture
Xiangyun Du
October 15th 2003
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in
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Am I Stupid?
Study
I got a nick name of
‘question person’ from
asking all kinds of
stupid questions
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4. Project Management
Contents:
• The project settings and goal
• Managing people:
– Co-operation contract, Team health
assessment
• Project Planning, managing time:
– Activity diagram
– How long time do we need for a given activity?
- how to make a qualified guess
– The Gantt chart
– Project monitoring
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Agree on the goal,
or you won’t reach it!
-OR GET ON A
DESERT WALK
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Be aware of your differences
YOU ARE
STUPID !
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WE DON’T KNOW
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The co-operation agreement – A tool
for project management
• Expectations and ambitions ?
• Meetings – How often ? – What if somebody is late ?
• Organising meetings , chairman, referee, use of
blackboard ?
• Division of labour ?
• What kind of response do you give within the group ?
• How do you prepare a meeting with your supervisor ?
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Contracts - example
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5. Learning and learning
styles
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What is ’learning’?
Yes, it’s actually true –
you can get a degree by
repeating everything
the teacher says.
The psychological
mistake in learning:
”We pretend that there
is co-incidence between
what is being taught and
what is being learned”
(Illeriis, 1998)
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Learning – two different perceptions
A
• ’Knowledge’ is objective,
measurable, conscious.
• ’Learning’ is ’to receive
knowledge’ from outside.
• ’Teaching’ is ’to handout
knowledge’ (’waterglasspedagogics).
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B
• ’Knowledge’ is subjective,
non-measurable – often
implicit.
• ’Learning’ is ’personal
transformation of
experiences’.
• ‘Teaching’ is ‘to stage
transformation of
experiences’, ‘to establish
room for learning’.
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Passive versus active learning
• A study performed by Socony-Vacuum Oil Company shows that
students learn (i.e. remember) :
–
–
–
–
–
–
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10% of what they read
26% of what they hear
30% of what they see
50% of what they see and hear
70% of what they say
90% of what they say and do
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passive
active
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Experiential learning
- Kolb’s learning cycle
Experience
Test
Learning is the process whereby
knowledge is created through the
transformation of experiences
- David Kolb
Reflection
Learning is a function of the activity,
context, and culture in which it
normally occurs, thus it is situated
- Jean Lave & Etienne Wenger
Generalisation/
conceptualisation
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Experiential learning –
the Cowan loopy diagram
P0-proces analysis ”P1-midway seminar”
Reflection
for
P0-project start
P1-process analysis
on
in
Eksperimental,
testing
Consolidating,
verifying
action
Next project
Time
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Everyday reflections –
an enhanced Cowan loopy diagram
Reflection
Planned and joint ’grand’ reflections
Incidential and personal ’small’ reflections
Time
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Break for 15 minutes
Deadline is deadline !
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On Learning Styles
Overview:
•
•
•
•
WHAT is learning style?
WHY test learning style?
The test
Different learning styles
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WHAT is learning style?
• A person’s way of taking in and processing
information – and thereby learn.
• Different persons have different learning
styles.
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WHY test learning style?
• To make you aware of how you learn
• …and thereby improve your learning process
• To enable the group to take into consideration the
group members’ different learning styles
• … and thereby improve your team work
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Different learning styles –
Information channel
Visual Learners
Verbal learners
•
•
•
•
•
•
• ‘Explain it to me’
• Spoken word
• Written words
‘Show me’
Pictures
Diagrams
Sketches
Schematics
Flow charts
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Different learning styles –
Information processing
Active Learners
Reflective Learners
•
•
•
•
•
•
•
•
•
‘Let’s try it out’
Process actively
Jump in prematurely
Like group work
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‘Let’s think about it’
Process introspectively
Work quietly
Slow in starting
Like solo or pair work
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Different learning styles –
Perceiving
Intuitive Learners
Sensing Learners
•
•
•
•
•
Concrete: facts and data
Focus on sensory input
Practical
Observant
Repetition
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•
•
•
•
•
Abstract: theory and models
Focus on subconscious
Imaginative
Look for meanings
Variety
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Different learning styles –
Comprehension
Sequential Learners
Global Learners
• Function with partial
understanding
• Steady progress
• Explain easily
• Analysis, details
• Need big picture to function
• Initially slow, then major
leaps
• Can’t explain easily
• Synthesis, systemsecological thinking
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REMEMBER:
• The test cannot be used to categorise people.
• No learning style is better than another – they are simply
different.
• The test informs you about your preferred learning style(s) –
strengths and weaknesses
• The more ways you are able to learn the better you learn.
• Take into consideration differences in learning styles when
cooperating in the group.
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6: Conflict handling
Agenda:
1.
2.
3.
4.
5.
6.
Conflicts, what, why and how
Role play about conflicts
Break
Preventing conflicts
Break
Conflict behaviour and conflict solving
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Conflicts
– WHAT? WHY? HOW?
• WHAT? Behaviour exhibited by one (or more) person(s) which
bothers another (or other) person(s) and/or prevents them from
doing something they would like to do.
• WHY? Disagreement, “bad chemistry”, fight about power, lack of
respect, cultural insensitivity e.g..
• HOW? It is easy to start a conflict – but it might be hard to solve
it satisfactorily!.
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Preventing Conflicts
Conflicts are best prevented by:
• Knowing and understanding expectations, opinions
and feelings - your own as well as those of others
(dialogue, I-messages)
• Agreeing on rules, roles and relations in the group,
(co-operation agreement)
• Evaluating your group co-operation regularly (’hot
chair’, team health profile).
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Evaluating personal relations:
The ’Hot chair’
Every 2-3 weeks group members evaluate each other
one at a time according to the following rules:
• The person in the ‘hot chair’ is not allowed to comment, she/he
is supposed to listen to the constructive and loyal criticism of
other group members
• All the others have to give positive and negative feedback e.g.
Two things they like about the person’s behaviour within the
group, and two things they don't like
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Evaluating personal relations:
The ’Hot chair’
Feedback must:
•
•
•
•
•
•
•
•
Describe behaviour – not interpret motives
Express your own feelings directly – not indirectly
Be specific – not general
Only address issues which can be changed
Make room for change
Be non-judgmental
Only be given when asked for/agreed upon – not uninvited
Be motivated by a wish to help others – not to hurt
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How to use ’I’-messages to tell others
about something you don’t like
Phase
Example
Start (state the factual
behaviour)
”You didn’t tell me that the meeting was
cancelled.
Consequence (describe the
So I have wasted my time coming here.
consequence of this behaviour
for you)
Feeling (describe how you feel This makes me angry and I feel that you
about this)
disrespect me and my job.
Alternative (point out another
way to behave)
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If you had notified my secretary she could
have notified me.”
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Behavioural self-assessment
test
Assertive, submissive and aggressive
behaviour ?
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The concept of assertion
• Assertive communication is to say what you mean and
to mean what you say – without demeaning or hurting
others
• Assertive behaviour is to be able to and dare express
feelings, opinions and needs clearly, unambiguously
and honestly – with respect for others
• Assertive behaviour is to be who you are and let others
be who they are
• Assertive behaviour increases your self-confidence and
gives you personal impact that improves the positive
feelings in the situation
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How to spot a conflict
• Very loud discussion in stead of dialogue – nobody is
trying to understand each other
• Very long arguing but no decisions
• Goes ‘for the man’ not ’for the ball’
• Postulate in stead of reasoning
• Formation of cliques
• Talk about people behind their backs
REMEMBER:
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Deal with conflicts,
the sooner the better !!!
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Personal conflict behaviour
Relations
Important
Smooth things out
Confronting
Compromising
Drawing
Forcing
Not important
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Goal
Important
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Remember:
Conflicts arises !!!
It is your choice whether they shall lead to positive or
negative results.
It depends upon whether your mental frame is positive
or negative !
What do you read here?
• OPPORTUNITYISNOWHERE
• OPPORTUNITY IS NOWHERE
• OPPORTUNITY IS NOW HERE
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7. Presentation and Communication
Content:
•
•
•
•
•
•
•
Models of Communication
Types of communication + exercise
Oral presentations
Illustrations
How to write
How to review technical papers
Exercise
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Communication
Talk - in order to be understood
and
listen - in order to understand
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Planning what to ”send”
•
•
•
•
•
What is my point?
Why do i want to tell?
Who is to know?
How should i tell it?
Where and when should it be told?
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Message
Purpose
Receiver
Media
Situation
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Disturbances at sender
•Intentions not well considered
•Conflict between needs and interests
•Verbalising-problems
•Non-logical sequence
•Too much information
•Nervousness
•Tone and body language
•Speed
•Lack of knowledge of media
•Bad choice of medium
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•Not adjusted to receiver
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Disturbances at receiver
•Refusal of medium
•Selection among sensations (needs and
interests)
•Perception of sensations (needs and interests)
•Processing to a meaningful whole
•Expectations
•Already known
•Pre-conceived opinion about sender
•Pre-conceived opinion about subject
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Group Exercise
• Read the Technical paper review form
carefully
• ”transfer” the ideas to reviewing your groups
written material
• The result should be a: Paper review form for
group xxx
• Prepare a short presentation of the most
important parts of the review form
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