Implementing Project-Organized Problem-Based Learning in
international master programs
POPBL in classes where new students
with no previous experience in POPBL are
to be integrated with students
experienced in POPBL.
by
Torben Rosenørn
Head of Aalborg University Esbjerg
Torben Rosenørn, Aalborg University Esbjerg, 2010
In this presentation the new students are
understood as students with no previous experience
in POPBL where the projects are allocated from
50% to 100% of the students workload every
semester.(450 – 900 hours/student)
These students may come directly from high
school or come from other universities and join
(master) programs which are conducted based on
POPBL
Torben Rosenørn, Aalborg University Esbjerg, 2010
When the students come directly from high school
they are in the first and second semesters attending
courses in which they learn how to learn through
POPBL. The courses are project supporting
courses and the learning is developed through the
work with projects ( 6 to 7 before B.S. level)
Students from other universities who join master
programmes must usually work together with
students with previous experience in POPBL.
The ”new students” must consequently learn about
the POPBL teaching method in order to be able to
work together with the other students who are
familiar with the method
Torben Rosenørn, Aalborg University Esbjerg, 2010
Why Project organized problem based learning?
Because it is easy to adapt the teacing to:
•Change in young peoples’ culture and values
•Continously growing amount of new knowledge
•Industry and society request new competences
•International competition
and it is motivating for the students as well as
For the teaching staff
Torben Rosenørn, Aalborg University Esbjerg, 2010
Introduction to POPBL
What we can ”Teach” the students
within the given time
Boundary of known knowledge
Ever moving boundary of new
knowledge
Torben Rosenørn, Aalborg University Esbjerg, 2010
Product
Init proble m
P ro je c t u n it
O fficial goals for education
Torben Rosenørn, Aalborg University Esbjerg, 2010
Fullfilm ent of offic ial goals for
educ ation
P roject re port
The main areas to address to new students:
•The learning concept (POPBL)
•Analytical approach (they are very discriptive in their
approach)
•Work and learn in teams – also when the facilitator is not
present
•Collaboration (contracts)
•Learning contracts – Bloom’s taxonomy
•Written and oral communication/presentation
•Writing reports (references, validation of information)
•Assessment/examination
Torben Rosenørn, Aalborg University Esbjerg, 2010
The project
Seen from the learning point of
view
Torben Rosenørn, Aalborg University Esbjerg, 2010
Product
Init proble m
P roject unit
Torben Rosenørn, Aalborg University Esbjerg, 2010
P roject re port
Fu llfilm enProduct
t o f stu d en t’s
o w n g o als
Fullfilm ent of offic ial goals for
educ ation
P roject unit
Init proble m
Proje ct
PS c ourses
O fficial goals for education
Torben Rosenørn, Aalborg University Esbjerg, 2010
P roje ct report
Consulta ncy
S tudent’s ow n goa ls
Key competences,
Learning requirements,
Courses,
Students’ interests
and
The project work
Torben Rosenørn, Aalborg University Esbjerg, 2010
Key competences
Scope and
specific aims
Torben Rosenørn, Aalborg University Esbjerg, 2010
Key competences
Scope and
specific aims
Methodical skills
Torben Rosenørn, Aalborg University Esbjerg, 2010
Deeper
learning
Deeper
learning
through project
work
Key competences
Scope and
specific aims
Methodical skills
Torben Rosenørn, Aalborg University Esbjerg, 2010
Deeper
learning
through project
work
Key competences
Scope and
specific aims
Methodical skills
Torben Rosenørn, Aalborg University Esbjerg, 2010
Pedagogical method:
Experiential learning
Torben Rosenørn, Aalborg University Esbjerg, 2010
Torben Rosenørn, Aalborg University Esbjerg, 2010
The Kolb learning cycle
Course
start
Torben Rosenørn, Aalborg University Esbjerg, 2010
Course
ends
The Kolb learning cycle and courses
?
Course
ends
Course
start
?
Torben Rosenørn, Aalborg University Esbjerg, 2010
The Kolb learning cycle and courses
Analytical approach to planning of
own learning process:
Reflection
Torben Rosenørn, Aalborg University Esbjerg, 2010
Reflection
Fore
On
In
Explorative
Action
Consolidating
The Cowan reflection diagram
The Cowan Diagram
Torben Rosenørn, Aalborg University Esbjerg, 2010
Conceptualization
E xp e rie nce
R e fle ction
T est
Status seminar
Torben Rosenørn, Aalborg University Esbjerg, 2010
Analytical approach to project work
and learning:
Problem analysis
Torben Rosenørn, Aalborg University Esbjerg, 2010
Legislation
authorities
Customers
Interested parties
In society
Owners
employees
Initiating problem
Relevans of
problem
Ethics
Quality
Banks
insurance
Economy
Health
Social
Science
Language
Environment
Science
Technological
knowledge
Problem
analysis
Task to solve
Torben Rosenørn, Aalborg University Esbjerg, 2010
Working
Environment
Technical content:
•Models
•Calculations
•Theory
•Laboratory work
•Results
•Discussion/conclusion
•And, and, and
Torben Rosenørn, Aalborg University Esbjerg, 2010
Courses and project
Non project
Project
Supporting courses
25 %
Supporting courses
Project - 50 %
SUPERVISION
Moesby & Rosenørn, Aalborg University Denmark, 2002
Torben Rosenørn, Aalborg University Esbjerg, 2010
25 %
Distribution of time between courses and project.
(Necessary for students’ time and resource planning)
100 %
PS
courses
Project
NPS courses
0%
0
Moesby & Rosenørn, Aalborg University Denmark, 2002
Torben Rosenørn, Aalborg University Esbjerg, 2010
15 weeks
Assessment
Change of the role of supervisor
Type
Process
Supervisor
Assessor
Product
Time
Problem:
Assessment
The change of supervisor’s role seen from the students’ point of view!
Torben Rosenørn, Aalborg University Esbjerg, 2010
T h em e
Processes in oil and gas industry
Desription of the theme includes relevant possible
problem areas from existing practical systems
The description of the theme generalizes the problem
and must be the basis for the projects
Torben Rosenørn, Aalborg University Esbjerg, 2010
The project for the 7th semester Master course in
Oil and Gas Tehcnology is:
“Design an off shore separation train for separating
gas, oil and water”
Torben Rosenørn, Aalborg University Esbjerg, 2010
Key competences are:
Flash calculation
Separation system
Instrumentation
Control
Oil and gas techniques
Project and team work
Torben Rosenørn, Aalborg University Esbjerg, 2010
Project unit courses are:
Thermodynamics
Chemical unit operations
Introduction to oil and gas techniques
Project and team work - course in POPBL
Torben Rosenørn, Aalborg University Esbjerg, 2010
Thermodynamics:
Gas/liquid systems
Ideal/non ideal systems
Flash calculations
Torben Rosenørn, Aalborg University Esbjerg, 2010
Chemical unit operation:
Separation systems
Mechanical separation
Destillation
Absorption
Heat transfer
Heat exchangers
Torben Rosenørn, Aalborg University Esbjerg, 2010
Oil and gas techniques:
Oil and gas chemistry
Instrumentation
Pumps and valves
Control systems
Safety and security
Environmental care
Torben Rosenørn, Aalborg University Esbjerg, 2010
Course in POPBL
Allready discussed
Torben Rosenørn, Aalborg University Esbjerg, 2010
The difficult thing is to analyse the problems and to
make assumptions
They need to explain the assumptions
It is difficult to define the problems to solve based
on the received information
And it is difficult to learn to act as a team and not
as the individual student
Torben Rosenørn, Aalborg University Esbjerg, 2010