Download Project Organized Learning - POL

Project Organized Learning - POL
What is a problem based project?
•
•
•
•
•
•
•
Project Organization
Problem-oriented – what is that?
A four phase model of a Project
Analysing: why, what and how?
Exercise, start analysing your project
Learning theory
Espoused theory/theory in use – be aware of the
difference
• Reflection for action
1
2
Project Organization
• You (the group) have to choose a task or problem
and set up their own objectives for the project
• Every project is a unique and complex task
• You have to be active in the seeking and learning
processes, which might lead to a deeper
understanding
• Teamwork
3
Aalborg model
• A project each semester (1. year)
• Each group has a group room
• Group size of 6-8 students first year, 2-3 students the
last year
• Each group has at least one supervisor
• Self selected group and projects within themes and
disciplines
• Group assessment
4
Problem-oriented – what is that?
• Wondering
• Asking questions
• Draw up contrasts
Learning is about posting questions
5
Problem-based awareness
Problem-based:
Discipline-based:
•
•
•
•
•
•
•
•
Methodical objectives
Based on experience
The student is in control
Interdisciplinary
Technical objectives
Based on subjects
Teacher is in control
One discipline at a time
6
A four phase model of a Project
Student
Project
too broad
Industriel
Project
Analyse
Design
Implementation
Test
P0
P1
Student
The ideal
Project
too narrow Student Project
7
Why is analysing important?
LP
Wife
Water
What shall I do to get to my wife?
8
What is analyse?
•
•
•
•
•
•
•
Asking Questions
Draw up contrasts
Estimate
Measure
Compare
Evaluate
See Perspectives
9
How to start analysing –
presentation of two tools
•
The six W- model
What?
Why?
Whom?
How?
•
Where?
Problem
When?
Post It Brain storm
1.
2.
3.
4.
Everybody write notes on post it laps for 5 min
All laps is placed on the blackboard
You read up all the laps
All go to the blackboard and together you structure the brain storm
10
Exercise:
• Use the 6 W- model to start analysing your project.
This way you “walk” around the problem and can be
fairly sure to discover most of the aspects of the
project.
• Afterwards you can use the post it brain storm to find
out both what it would be appropriate to analyse and
to structure the analyse.
11
Problem-based learning
and/or Project Work
Why use these new pedagogical
ideas?
To emphasize learning instead of teaching:
• Learning is not like pouring water into a glass
• Learning is an active process of investigation
and creation based on the learners interest,
curiosity and experience and should result in
expanded insights, knowledge and skills
12
Reflection – a learning theory
Experience
Test
Reflect
Generalise
The Kolb cycle with words paraphrased by John Cowan (Cowan 1998).
13
Reflection in a learning processa useful model
The Cowan diagram
14
Espoused theory/theory in use –
be aware of the difference - 1
Chris Argyris (from ”On Organizational Learning”):
•
Ask people in an interview or questionnaire to articulate the rules
they use to govern their actions, and they will give you what I call
their ”espoused” theory of their action. But observe the same
people’s behaviour, and you will quickly see that this espoused
theory has very little to do with how they actually behave.
•
When you observe people’s behaviour and try to come up with
rules that would make sense of it, you discover a very different
theory of action – what I call the individual’s ”theory-in-use.” Put
simply, people consistently act inconsistently, unaware of the
contradiction between their espoused theory and their theory-inuse, between the way they think they are acting and the way they
really act.
15
Espoused theory/theory in use –
be aware of the difference - 2
What’s more, most theories-in-use rest on the same set of governing
values. There seems to be a universal human tendency to
redesign one’s actions consistently according to four basic
values:
1.
2.
3.
4.
To remain in unilateral control
To maximize ”winning” and minimize ”losing”
To suppress negative feelings
To be as ”rational” as possible – by which people mean
defining clear objectives and evaluating their behaviour in
terms of whether or not they have achieved them
The purpose of all these values is to avoid embarrassment or threat,
feeling vulnerable or incompetent. In this respect peoples
actions is profoundly defensive.
16
Espoused theory/theory in use –
how to change from defensive to
productive reasoning
Defensive:
Productive:
•
•
•
• Hard data
• Explicit inferences
• Premises explicit, conclusion
publicly testable
• Explicit theory of strategy
formulation
• Set of directly interrelated
concepts
• Set of rules for using
concepts to reach testable
conclusions, and criteria to
judge the validity of the test
•
•
•
Soft data
Tacit, private inferences
Conclusions not publicly
testable
Tacit theory of dealing with
treat
Set of tacitly interrelated
concepts
Set of tacit rules for using
concepts to reach private
conclusions, and private
criteria to judge the validity of
the test
17
Semester Theme
Problem-based project-organised learning in
Electrical Engineering and Information
Technology.
Purpose:
• To give the students a comprehension and
understanding of the problem-based learning
method, which is being used at AAU.
• To give the students experience with project work in
connection with problems within the areas: Electrical
Engineering and Information Technology, together
with the corresponding documentation (report
writing).
• To give the students knowledge in specific areas
18
related to their choice of specialisation.
Contents:
P0: (1 period, 5 weeks)
• Preparation of problem formulation, project
delimitation and time schedule for the P1-work.
• The supervisor will give a short description of the
initiating problem.
• The students will carry out analysis, identification of
central knowledge areas, knowledge seeking, and
planning of the P1-project period.
• P0 is ended with a common evaluation seminar,
where the students present their work and receive
criticism from supervisors and fellow students.
19
Reflection for action
• Based on the purpose of the semester and
the specific content of the P0 period, discus
your expectations to the P0 period and to this
course.
• Write the expectations on a slide as key
words and present it for the other groups.
20