Session F3B GLOBAL NETWORK AND GLOBAL CENTRE FOR PROBLEM BASED LEARNING Flemming K. Fink1 , Stig Enemark 2 , Egon Moesby3 , and Anette Kolmos4 Abstract - New skills are required of engineering graduates to meet the needs from industry and society - team-working, communication, project management, cross-cultural skills etc. in addition to engineering professional skills. These requirements are met implicitly via the Problem Based Learning concept. Aalborg University has proven to hold a strong position in Problem-Based Learning (PBL) and, an increasing number of universities and engineering schools worldwide are seeking consultancy and co-operation with Aalborg University. On that background the Global UICEE Centre for Problem-Based Learning (UCPBL) is established. This paper describes the UCPBL profile and plan of action. The activities include consultancy for university organisations that are changing from a traditional educational concept to PBL concept, staff development on organisational level, educational level and pedagogical level, a PBL Master programme and short courses. We are involved in (re)-organising universities in developing countries and focus on capacity building. Continuing Professional Development is also a natural task of the centre as one of more aspects of university-industry co-operation. In the paper and presentation we will also mention the global aspect of our work and the establishment of the Global Network on Problem Based Learning and how to be involved in this. Index Terms – Problem Based Learning, Capacity Building, Teacher Training, UNESCO Centre
INTRODUCTION Modern engineering requires entrepreneurial skills, and significant skills in communication and persuasion. Modern engineering graduates must also have the ability to lead and work effectively in a multidisciplinary team and have an understanding of the non-technical forces that affect engineering decisions profoundly. These skills are normally not part of a traditional discipline oriented engineering curriculum. However, they will be an implicit result of the project-organised Problem Based Learning educational set up [1],[2]. This fact is being realised and discussed at many engineering schools and universities around the world. The interest in and discussion of PBL is increasing worldwide,
and a number of different approaches are studied and tested. Since 1974, the capability of Aalborg University to produce engineers and basic research with a sufficient application-oriented touch has proven to be a core asset to the region. This way a technical university can play a rather direct role in the restructuring process of a region previously dominated by traditional industries. What has distinguished this region from others appears to be a widespread awareness of the importance of further developing the technological basis for the local industry. Due to many years of experience of using PBL in Engineering Education, Aalborg University was chosen to host the Global UICEE Centre for Problem Based Learning (UCPBL). The Centre is a satellite to the UNESCO In ternational Centre for Engineering Education (UICEE). This has given Aalborg University a leading position among the institutions with world’s best practice in the field. This paper describes the main tasks of UCPBL, based on the experiences of using PBL in engineering education, university-industry cooperation, and the resulting impact on society and industrial development.
BACKGROUND Aalborg University was established in 1974 and, at the same time, project-organised problem-based learning was introduced into Danish engineering education. The key element has been project work from the very beginning. AAU was established by integrating existing colleges such as two engineering colleges and a college for social workers. None of these colleges were research based at that time, and consequently it was a dramatic change in the professional conditions for the staff at these schools – the pedagogical concept was new, and they had to start researching. AAU was based on a strong co-operation between all actors of the community: industry, labour organisations, politicians etc. aiming at strengthening the northern region of Denmark. Project organised problem based learning as it is implemented at Aalborg University is described in the book “The Aalborg Experiment – project innovation in university education” [2].
1
Director of UCPBL, Professor and Head of School of Electronics and Information Technology, Aalborg University, Denmark –
[email protected] Vice- Director UCPBL, Professor and Head of School of Surveying and Planning, Aalborg University, Denmark –
[email protected] 3 Vice- Director UCPBL, Head of School of Basic Studies in Science and Engineering, Aalborg University, Denmark –
[email protected] 4 Vice- Director UCPBL, Professor Anette Kolmos, Aalborg University, Denmark –
[email protected] 2
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Session F3B
UCPBL – ORGANISATION The authors of this paper are forming the Board of Directors of the UCPBL. The Board is in charge of the development and implementation of the strategy, the profile and the working plan of UCPBL, and it is responsible for the UCPBL involvement in projects with partners around the world. Faculty members at Aalborg University with interest in disseminating their PBL experience, in participating in Capacity Building projects, and in provision of training-thetrainer courses etc., form a resource pool of competence as members of the UCPBL Centre. These Members of the UCPBL are the basic resources of the UCPBL activities. About 30 years of experience using the PBL educational model at Aalborg University as well as experience of facilitating implementation of different PBL approaches at various higher educational institutions is an excellent background for establishing the UCPBL at Aalborg University.
A Global UCPBL Network will be established as a proactive part of the UCPBL profile. This network will be the platform for international and mutual dissemination of experience of PBL in different situations and contexts. This Global PBL Network will also be the natural basis for establishing new partnerships.
M AIN OBJECTIVES The main objectives are: • To support PBL interests worldwide • To initiate and conduct PBL research To offer consultancy concerning PBLTo facilitate PBL in Continuing Engineering Education • To develop educational capacity building within relevant engineering sectors.To provide a Master of Engineering Education in PBL and offer summer schools These objectives are presented in further details below PROMOTION OF PBL
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Session F3B The interest in and discussion of PBL is increasing worldwide, and a number of different approaches are studied and tested. Problem-Based Learning methods are discussed as an academic issue and as the object in pedagogical research projects. The approach taken to introduce PBL in engineering education varies depending on the attitude of the academic staff, the pedagogical traditions, the cultural context, relations to industry etc. This diversity of PBL approaches can be very fruitful for the further development and dissemination of PBL in the future. To facilitate this process, the UCPBL will undertake the following: • Promote PBL through workshops, conferences, articles, newsletters • Organise networks of contact and information concerning PBL • Establish a PBL Global Portal • Initiate research to support further development of PBL in Engineering Education Initial discussions have started with the Education Society, Scandinavian Chapter of the largest worldwide engineering professional organisation IEEE (The Institute of Electrical and Electronics Engineers), to arrange seminars, workshops etc. for engineering educational staff. Similarly, cooperation with other relevant organisations will be discussed in order to strengthen common interests. UCPBL will organise a Global PBL Network. Members of this network will be universities and engineering colleges active in or planning to be active in the implementation or exploration of PBL in engineering education. This Global PBL Network will • Facilitate access to the expertise at UCPBL • Support exchange of PBL experience between members, • Facilitate access to new results from development or implementation of PBL • Provide a regular newsletter • Facilitate cooperation among members • Support formation of partnerships for research programmes The PBL methodology implemented at Aalborg University since 1974 is based on a top-down decision, and there is a close connection between the pedagogical concept and the curriculum structure based on a semester organisation with each semester focusing on a specific theme. Other concepts are more bottom-up approaches with intro duction of problem-based tasks in the lecture courses in a more traditional discipline oriented curriculum. The comparison and further development of such different approaches would be an obvious task for the UCPBL. The aim of the PBL Global Portal is to increase the cooperation and networking between Global PBL Network members. Via the PBL Portal we will provide online access
to and overview of global R&D activities and results within PBL. We will provide effective information retrieval to as much documentation on PBL as possible using online access to books, journals, research publications etc. This will be an activity involving the Global PBL Network members.
PBL CONSULTANCY As the interest in new pedagogical tools is developing we see an increasing interest in Problem-Based Learning worldwide such as • Franklin W. Olin College west of Boston with first intake of 60 freshmen in 2002 [3]. • Monterrey Tec in Mexico – a large private university with 90.000+ students on 30+ campuses. Working on a top-down decision of implementation of PBL. • Mondragon University in Spain – a small private university with 4.000+ students. The university is part of a big co-operative society and is in the initial phase of staff development. UCPBL is involved in more projects like these in Brazil, Chile, Vietnam, Mozambique, South Africa, and Germany. The diversity of cultural context, academic traditions, the involvement of labour unions, the definition of aims, etc. is of course, immense. Therefore, the PBL approach must be adapted to the cultural and academic setting. The experience of UCPBL is based on the involvement in several projects. This experience will be used as a basis of offering consultancy to universities and technical colleges that wish to develop their pedagogical concept towards PBL. Consultancy may be carried out at three levels: § Organisational level - Sustainable infrastructure § Educational level - Curriculum development § Pedagogical level - Master programme - Train the trainers At the organisational level the infrastructure of implementing the pedagogical concept within the given institution must be considered. Various questions need to be answered. What kind of decision-making processes are needed and how do they fit into the institutional and environmental traditions? What demand will be put forward to the organisational set up and the administrational support? In what way will the pedagogical concept and the change of curriculum structure influence the attitude and spirit among colleagues? What kind of staff development will be needed? Etc. At the educational, level discussions have to be taken and conclusions made on the philosophy of curriculum structure. Should it be discipline oriented with pro blems added to each (or some) lecture course(s) or should the core of the curriculum be organised around real life engineering problems supported by lecturing etc.? Who will be responsible for the content of each educational element
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Session F3B (course, project, workshop etc) and how will the profile of the education and the graduate be monitored? At the pedagogical level discussions have to be taken and conclusions made on how to prepare the faculty for the new challenging situation: - less individual and more team organised preparation and teaching, more focus on learning and less on teaching, facilitation of team work, integration of more disciplines in real life engineering problem solving, etc.
PBL IN CONTINUING ENGINEERIN G EDUCATION The PBL concept is based on large engineering problems and each semester needs a pool of real life engineering problems as a learning source. This calls for well-developed university-industry contacts in order to provide the faculty with new ideas and relevant problems each semester. On the other hand, this is a fine opportunity for the industry to have students try-out new ideas or solutions for products, integrate new technology in existing solutions etc. Personal contact between faculty and engineering staff in the industry will have good chances of becoming a win-win situation. Aalborg University has almost 30 years of experience in this kind of cooperation: such experience will be included in UCPBL portfolio. The industrial and technological innovation, combined with an increasing number of new engineering research results, opens up new opportunities and challenges for the engineering staff in a dynamic industry. Competition is hard and the engineer continuously has to update his professional knowledge and improve his skills to keep his company in front of the competition – or to maintain his personal employability. The establishment of good contacts between faculty and engineering staff in the industry will improve the industrial knowledge of the available competences to be found at the university or engineering school. This can form the basis of a more formalised Continuing Professional Development (CPD) activity facilitated by the engineering educational institution [4,5]. Traditional CPD can be very time consuming and expensive – the engineer has to leave the company for several days to follow the course, and it is not easy to find a course with a content that is perfect for each participant. However, using the PBL approach, students learn while they solve a given problem. Can this way of learning be transformed into an industrial context? At the Centre for Continuing Engineering Education (ELITE) at Aalborg University this concept is being explored in a research project. This integration of PBL into CPD gives a research based continuing engineering education with high appeal to busy engineers. This concept is called Work Based Learning, and we will se more R&D projects in this area in the future. UCPBL will also include this in its portfolio.
PBL R ESEARCH Problem Based Learning (PBL) and Work Based Learning (WBL) are becoming recognized as effective approaches to establish lifelong learning. While some engineering institutions in Europe have changed towards PBL and WBL as well as other student-centred learning methods, few research activities have been undertaken to examine these approaches as a means of developing lifelong learning skills. Moreover, there has been little research to date on how to manage the implementation of the transformation processes in engineering education in order to establish lifelong learning. Only two research activities will be mentioned here in addition to the one mentioned above: The FACDEV program: Promoting faculty development to enhance the quality of learning in higher education The objectives of this project are to develop and disseminate an international curriculum jointly with 3 Canadian and 4 EC institutions and to create the necessary infrastructure to support student and faculty mobility during and beyond the life of the project. Moreover, the project aims to foster the development of a community of practitioners whose objective is to enhance the quality of university teaching and learning. Faculty development is a professional process involving a range of activities that aim at ameliorating the educational experiences of university students in general and the quality of teaching and academic programs in particular. The pro posed project uses a distributed learning model to create and nurture a community of practice, enriched and informed by a range of expertise, different higher education traditions, cultures, and languages. The multi-lateral set-up of this program coupled with the different orientations of partner institutions and participating members will bring together a vast array of expertise. This project is innovative on several counts. • First, it aims at developing and disseminating an international curriculum through a collaborative process between multiple institutions with diverse cultural and higher education traditions. • Second, it promotes university teaching and learning by conceptualising faculty development as a formal, academic discipline. • Third, it offers a unique opportunity for doctoral students to be better prepared for academic careers by developing solid grounding in university pedagogy. • Finally, it prepares tomorrow’s academics toward becoming change agents in improving the quality of teaching and learning in their respective institutions. Another purely European project with seven countries involved is being initiated. The overall objective is to develop a model for educational change towards lifelong learning in engineering, which take into consideration the different national
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Session F3B educational systems, and directs future scenarios for lifelong learning in engineering in parts of Europe. The detailed objectives are: National level - Research the needs for lifelong learning skills in seven European countries at the bachelor and master’s level. - Analyse the national opportunities for change in higher education. As higher education is a national issue, the possibilities for integrating PBL and lifelong learning will be dependent on the national educational laws. - Analyse national educational policies for lifelong learning as well as various strategies and opportunities for integrating PBL and WBL in engineering colleges and universities. Institutional level - Analyse and compare the transition processes involved in moving from a traditional teachercentred approach to learning, to a student-centred approach in engineering institutions, including the faculty development strategies that have been used and the cultural aspects embedded in the process. Pedagogical level - Analyse project-organised and problem-based el arning as tools for lifelong learning in engineering education. - Compare and analyse studentcentred models in engineering education from a cultural and pedagogical perspective. Strategic level - Develop a generic model based on interdisciplinary methods, which can be used for implementation strategies at the national levels. We will be working with engineering education at both the bachelor’s and master’s levels; this project is envisioned as the beginning of a strong European network among engineering institutions running a student-centred approach to learning. As part of the research and dissemination strategy, a web portal for Lifelong Learning in Engineering will be established. Furthermore, there will be a global conference to provide sharing of knowledge to other countries interested in implementing these strategies and approaches to lifelong learning.
§ § § §
Assessment of capacity needs Design of PBL-based curricula to meet needs Implementation of organisational and pedagogical aspects Evaluation and assessment
In this way capacity building may be seen as a consultancy activity carried out for a client (developing or transition country) through an international donor such as the World Bank, or international aid agencies. Higher education is the modern worlds basic education, but many countries are falling behind. Tertiary education is necessary for the effective creation, dissemination and application of knowledge as well as for building technical and professional capacity. De veloping countries are at risk of being further marginalized in a highly competitive world economy because their tertiary education systems are not adequately prepared to capitalize on the creation and use of knowledge [7]. Given this, PBL can act as a catalyst in the process of enhancing tertiary education systems in developing and transition countries. The PBL model should bring revitalization, co-operation and good governance to the table. Revitalization involves enhancing the spirit and commitment of the students, the faculty staff and the university leadership. Cooperation in cludes enhancing the interaction between education, research and professional practice. Good governance covers quality enhancement and effective financial resource management. UCPBL will include this capacity building profile in its portfolio. Currently, UCPBL is involved in a capacity building project in Malawi with regard to the educational aspect of implementing land policy reforms [7]. UCPBL is also involved in a project related to enhancement of higher education in Mozambique that is currently being designed by the World Bank.
CAPACITY B UILDING
FACULTY TRAINING PROGRAMME
Capacity building is increasingly seen as a key component of donor projects in developing countries – e.g. World Bank projects. Capacity Building may be defined as: The development of knowledge, skills and attitudes in individual and groups of people relevant to the design, development, management and maintenance of institutional and operational infrastructures and processes that is locally meaningful [6].
Faculty staff is subject to training when an educational change based on PBL is introduced at a university. The training must focus on pedagogical issues as well as on planning and conducting the PBL programme and facilitating the students’ learning process. However, the training programme will vary depending on the position held in the organisation. The UCPBL Faculty Training Programme offered to universities reflects the different needs of different faculty levels. The programme is foreseen for four levels in the organisation: The Executive level, the Programme developing level, the Operational level (teachers) and the Supporting level. Executive level training is an introduction to PBL focusing on the political and strategic perspectives, on barriers and on managing the organisational change. The training for programme developers focuses on strategic and tactical issues and on how to develop changes in the organization at the
Capacity building is a process, and one of the key elements is education. In this context, the UCPBL looks at mainly engineering education to facilitate capacity building within relevant engineering sectors. The process includes at least four steps:
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Session F3B operational level. The training of the operational faculty staff will provide the actual teaching and facilitation focus on operational hands-on training and how to perform under the new educational paradigm. Finally, informative training is offered to the supporting levels, e.g. members of the administration, laboratory staff, library staff etc. The different programmes can be given at Aalborg University or at local universities. The UCPBL faculty-training programme at the Operational level consists of a modularised programme: • •
• • •
Basic Courses: Introduction to PBL and Assessment Courses on specific topics, such as o Facilitation (supervision) in PBL o Project development in PBL o Cooperation with industry in PBL o Interdisciplinary project work Certification course for facilitators – a two week intensive course Certification course on curriculum development – a two week intensive course Master of Engineering Education focussing on PBL
The Master of Engineering Education focussing on PBL is a new programme starting in 2004. The pro gramme is a one-year nominal education that can be taken as part time studies. The Master programme is divided into modules that can be taken separately. The semesters consist of courses and project work. Each module in the semester will be credited and after each passed semester a certificate is given. After successfully having passed the final semester a diploma will be issued. The Master programme themes will be: 1. Reflection on Engineering Values 2. Learning Theories and Theories of Engineering Education 3. Curriculum Development and Methods of Teaching and Learning 4. Educational Management 5. Theses/specialization. The UCPBL faculty-training programme at the executive level and at the programme developing level is not modularised and will be tailored to suit the needs of the individual institutions. The UCPBL faculty-training programme is based on the philosophy of PBL and will help universities to establish a PBL education based on the local culture, resources, teaching cultures, etc. The training programmes can be supplemented by Consultancy programmes for facilitation of the transition and implementation towards a new educational model. From our ongoing consultancy activity we have developed a pool of courses in staff development with the topics mentioned above. Some of these courses will be offered as summer school at Aalborg University with the
option of later merit into the master programme. The courses will also be offered around the world on a needs basis.
CONCLUSION The foundation of the UCPBL at Aalborg University has become a reality from spring 2002. Aalborg University, as a pioneer in PBL, is an obvious choice to host this activity. On the other hand, the establishment of UCPBL is a splendid opportunity for AAU to organise and institutionalise its many activities on facilitation of the dissemination of PBL experiences. UCPBL will be a perfect basis for worldwide networking activities on different aspects of PBL, for the mutual exchange of experiences and support of curriculum development, capacity building and impro vement of the university-industry co-operation in a local as well as an international perspective. During the first year of existence, many parties from around the world have contacted UCPBL in view of a possible cooperation. The contacts are showing that Problem Based Learning are considered strongly as a tool of improving engineering education and being a better way to meet the new requirements from modern industry and society to the skills of graduates
REFERENCES [1] Fink, F.K., “Integration of Engineering Practice into Curriculum – 25 Years of Experience with Problem Based Learning”, Proc. Frontiers in Educ. Conf. (FIE’99), Puerto Rico, November 1999. [2] F. Kjaersdam and S. Enemark, “The Aalborg Experiment – project innovation in university education”, Aalborg University Press, 1994 [3] http://www.olin.edu [4] Fink, F.K., “Modelling Continuing Professional Development in an Innovative Context”, Journal of Computing and Information Technology, Vol. 9, No 3, Zagreb 2001. [5] Fink, F.K., “Problem Based Learning in Engineering Education - a catalyst for Regional Industrial Development”, World Transactions on Engineering and Technology Education Vol.1, No.1, Melbourne, Australia, 2001 [6] Groot, R. and Molen P: “Workshop on Capacity Building in Land Administration for Developing Countries”. Final Report. ITC, Enschede, The Netherlands, November 2000. [7] World Bank: “Constructing Knowledge Societies: New Challenges for the Tertiary Education”. April 2002. [8] Enemark, S. and Ahene, R.: “Capacity Building in Land Management – Implementing land policy reforms in Malawi”. Proceeding of FIG Commission 7, Congress of International federation of Surveyors, Washington DC. April 2002.
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