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PBL and Networked LearningAddressing central challenges and issues in engineering education
Thomas Ryberg ([email protected])
@tryberg (twitter)
Professor
E-Learning Lab – center for user driven innovation, learning and design (www.ell.aau.dk)
Aalborg University
In collaboration with Aalborg Centre for PBL in Engineering, Science and Sustainability
http://www.ucpbl.net/
Further:• Co-chair of the Networked Learning Conference• Editor of the Journal of Problem Based Learning
in Higher Education
A new kind of University?
Bøgelund. P. (2015). How supervisors perceive PhD supervision – And how they practice it. InternationalJournal of Doctoral Studies, 10, 39-55. Retrieved from http://ijds.org/Volume10/IJDSv10p039-055Bogelund0714.pdf
Mode 1Academia and the disciplines
Mode 2Market-driven
Orientation to community
Orientation toacademia andtheory
Orientation toCompanies and instrumental practice
Mode 3 Community driven - An
Integrative Approach
ICT Explicit PBL skills
Leadership Cultural diversity and
integration International research
and theoryExternal stakeholders
Kolmos, 2015
The Aalborg PBL model
• Problem Based Learning– Based on real-life problems
• Project Organised Education- Project work supported by lectures and courses
• Group Work - groups of four to six students- supervised by lecturers/professors
• Interdisciplinary Studies
- Integration of theory and practice - Focus on Learning to Learn and methodological skills
• University Wide Model - Used in all faculties (with variations)
Problem Analysis
Problem Solving
Project Report
Literature Lectures Group Studies
Tutorials Field work Experiments
Problem Based Learning – the Process – 3-4 months
Project work : a major assignment within a given subject-related framework determined for each semester (thematic framework). (15 ECTS)Course work – 3 x 5 ECTS modules with an exam50 %
50 %
Students’ use of time - lectures, courses and project work
Changes in the educational technological landscape
• From hierarchical structures based on courses and topics towards more student centred networks
• From distribution to more horizontal patterns of exchange – peer-learning
• From Learning Management Systems (LMS) Personal Learning Environments (PLEs)
Personal Learning Networks (PLNs)
Ego-centric networks formed through e.g. social network sites (facebook, twitter, pinterest)
Traversing and harvesting the ego-centric network for information, ideas, and resources (and contributing)
The individual person’s ability to form and sustain a personal learning network
Many strengths and potentials – but heavily individualised notions of learning underpinning the ideas of PLNs
Mass collaboration
Diffuse, uncoordinated mass of people contribute to sustained or more ephemeral constructs
Sustained: Wikipedia, Open Source. #nlc2016, Some MOOCs
Ephemeral: wild-fire or flash activites – #jegharoplevet – eruptions and burst of hectic activies – short-lived activation of massive networks
Many strengths and potentials – but what is the quality of the contributions, how to get an overview, diffuse and chaotic, no joint goal – requires knowledge and literacy to draw from and make sense of (information overload)
Too much online/distance learning is:
• We have new spaces for networking and collaboration and co-construction of knowledge – however much online learning is:– Replicating traditional courses– Talking heads (video lectures) + quizzes– Largely teacher-centred– Disciplinary and not practice oriented e.g. active
learning and problem solving• We need to move from pedagogies of broadcasting
to pedagogies of collaboration and production
New formats – just one idea
• How about rethinking courses - moving from online courses to Cooperative Open Online Projects– Solve real-world large-scale problems together– Collaborations (e.g. 12 weeks) between researchers, students
and industry to work on particular ”grand challenges” – access to water, climate change, waste management
– Cross-cultural and trans-disciplinary teams from e.g. Europe, South America, Africa
– Combinations of theory, inquiry, problem solving – theory and methods emerge from the challenges
– Online collaborations and remote access to field site via video, case presentations by local students