Aalto UniversitySchool of Engineering

A2.1 Presentation in CPBL 2012 Friday 13 April – Competence and ProblemBased Learning

Problem-based Learning in the Teaching of Environmental Technology in Collaboration between Students and Working life

Adjunct Professor, Senior University LectorPetri Peltonen Aalto UniversityFinland

Background of Project and Article

• EcoMill Environment Efficiency Workshop Project • Years 2010 – 2013• Project co-operators

– Main coordinator & Management: Lahti University of Applied Sciences, M.Sci (Tech) Reetta Jänis - Other Main partners- Aalto University, PhD Petri Peltonen and M.Sci (Tech Lic.)

Helena Mälkki- Lahti Town & Regional Enterprises

Courses involved in Development of PBL in Environmental Teaching

• Master's Degree Program in Environmental Engineering • Master's courses which exploit PBL exercise

– Course (1): Natural Resources and Environmental Impacts, 7 ECTS

– Course (2): Management of Environmental Risks of Substances and Chemicals, 5 ECTS

– Course (3): Experimental Methods of Environmental Technology, 5 ECTS

Workshops in EcoMill

– 1st Workshop in Bioenergy Wastes• Arranged, Autumn 2011• Results based on this article are based on 1st

workshop

– 2nd in Building Materials Wastes• March, 2012

– 3rd in Natural Resources and Energy • Late Autumn, 2012

– 4th coming in PBL & Environmental Teaching• Concluding workshop after end of project, July 2013

Profile of Participants in 1st Workshop

Profile of participants No. in PBL session

Type of company

Environmental waste management companies

2 From waste landfill and from waste logistics

Food consulting companies 1 Consulting company from school food service

Adult students (from their own companies)

19 Adult students from Master´s Degree Program working in many environmental companies & from communities

Project staff 2 From EcoMill project in Lahti University of Applied Sciences

University teachers 2 Aalto University & LAMKPBL education expert 1 EDUTA Oy

Total amount 27

Objectives of PBL Workshops in Environmental Teaching

To improveSubject-specific

Skills inEnvironmental

Learning

Via PBL Strategy

To develop and exploite PBL for Environmental

Teaching

To connect PBL into firmer

Enterprise –Student

CollaborationGenerate ideas for new Development Projectsand for Thesis Topics

To improve communication skills

PBL Tutorials in Environmental Marster´s Course

• As exercise of environmental knowledge learning

• As exercise of solving working life problems

PBL-startingEnvironmental

Waste Technology: Table 1: Bioand energy

wastesTable 2: School

food wastesTopics oriented

pre-lecturesPBL Strategy

was explainedbefore

brainstorm

1st TutorialSteps 1–5 Ended to finalizing

own studywork

Step 6Ownstudyperiod

2nd TutorialStep 7

Feedback via Moodle

Visualizationof own

learningOwn diary

Step 8 Teacherreport

Follow-upmeeting

Content of Feedback in EcoMill Workshop

• Active Moodle learning platform feedback– Students learning diaries

• Students answered to special learning questions and discussed inside Moodle learning platform

– Feedback via responsible teacher• From each learning diary to students on Moodle

• Active collaboration with follow-up group of EcoMill– Summarizing report

• From responsible teacher via Moodle to each student and follow-upgroup members

– Follow-up meeting• Handling of results• Information transfer

– Article writing• Rovaniemi PBL Conference

Bioenergy wastes under environmental learningBiowastes

• Overleft food rest, fish, eggshells etc.

• Solid fat• Shales of fruits and

vegetables• Coffee grounds and filter

paper bags• Household papers• Garden vegetable wastes

etc.

Energy wastes• Wood (not impregnated),

paper, carton etc.• Plastics coatings,

products (not PVC) & packages in households

• Yoghourt, cheese and butter boxes

• Plastic shopping bags• Styrofoam• Camera negatives• Textiles (not leather)

Table 1: Bioenergy wastes

Participants concluded final case task for students´ s own learningperiod

• A lot of ideas was generated• Actual learning task was presented finally in a form

of question:

Do we need a responsible person for households in department houses for bioenergy waste management?

- In competition with this subject was an idea:Can symbol markings of packaging materials improve the system?

Examples from key ideas in Table 1

1 Development of household technical composting

Composting is not yet sufficiently controlled. Freezing and heating can be done by electric power

2 Development of information system for bio-and energy wastes

Newspapers, calendars, corporate webpage, campaigns etc.

3 Development of waste-separation points in kitchens and laundry rooms.Development of tube sorting systems for wastes for department houses, e.g. Stockholm

Washing and sorting opportunity of waste, including also textile waste

Ideas from students learning diaries (Table 1)

No. Actions Comments

1 Biowaste needs its own regulation

Engaging of properties should be launched, but before it should be possible to find out the obstacles imposed by the law. Similarly, the regional municipality and administrative involvement should be investigated.

2 Selection of waste responsible persons

A majority of the students considered that the selected waste responsible persons could be a good and effective tool for improving the quality and collection of energy waste.Waste responsible person's education and training must be arranged.

Visualization of an in-place separation of bio and energy wastes

WasteAllocatedinforming

(driver of awaste lorry)

Waste

fees

Waste management

fees

Cooperationbetween waste

disposalcompanies

Easyness and clarity

BetterBetterseparation of

wastes in placeis enough

Recycling and end using

The improvementof hygiene and safety at work

Preprocessing and the developement

of processingWaste co-ordinator in

houses is notneeded?

Table 2: Problems in school food wastes

– Developed case task based on main idea:• Removal of law barriers in food regulations makes the

system more rational

Final task was fixed in question form as follows:– Means and barriers in utilization of surplus food

and promotion of use of food from the localfarms?

Examples from main ideas in Table 2

Idea no. Item Comments1 Improvement of recycling of

food by using local food Surpluses are exported to home. Near-area (local)food origin is exploited. Business good for farming.Students are offered frozen prepared dishes from food-machine. Students do their food themselves.

2 Styling the space of school canteen

More attractive, comfortable, lighter, not too noisy.

3 Removal of law barriers in food regulations makes the system more rational

Do we need a separate bio-waste regulations?Pollution prevention. Renewing the cold machines and development of them. Ensure hygiene chain.

4 Manner education. Rewarding good practice. Forbid candy & soft drink automats.

Incentives, competitions, increase information via computers. Rewards to chefs.

Ideas from students learning diaries (Table 2)1 New food legislation

& use of surplus food is needed

Life cycle of food in school without wastes, shouldallow also the use of surplus food because eatable food cannot end up to the early waste.

2 Establish a communication network between food service and school

Food server screens to corridors of schools.Food sale foresight planning on a weekly basis so that

students must order food in advance.

3 Food-selling machines Variety of semi-finished and frozen dishes to schools. Biggest minus is the cost of the system.

4 Activating the school-based working groups

Kitchen staff guides and informs students and parents. School food attractiveness campaigns. Manner education. Noise away from dining rooms.

Students´ diary conclusions on PBL Benefits Opposite opinions- PBL is useful in any creative field of research & development- PBL's application depends on company sector and workplace atmosphere (attitude)- PBL approach would help to transfer old workers' "tacit knowledge“ to new ones before the older employees retire- PBL's scope could be suited in procedures for environmental impact assessment- Team work and knowledge skills improvements for teaching- Sharing of information in group by creation of new ideas is good- PBL makes a lot of project and Thesis ideas- PBL approach can be used as inspiration sauce behind the project pre-planning stage

- PBL can increase workload- Business world is too busy, and calls onlyfor cost-efficiency- PBL as teaching tool and interactive way of working is not as effective as traditional teaching- At first it was difficult to understand PBLtutorials and their purpose, because all group members were unfamiliar with PBL in beforehand. Must be well-instructed.- Brainstorming duration in Tutorial can´t be too long because it is a little bit frustrating to sit in table without any new “saying”- A smaller group might have produce more participative discussion

Working life & Universities in Enterprise ProblemSolving

Thank you for your attention !

Questions ?

» petri.v.peltonen@aalto.fi