Recommended
Recommended
More Related Content
What's hot
What's hot (20)
Viewers also liked
Viewers also liked (9)
Similar to Learning Just in Time: Project Based Learning at SAE Australia
Similar to Learning Just in Time: Project Based Learning at SAE Australia (20)
More from LearningandTeaching
More from LearningandTeaching (20)
Recently uploaded
Recently uploaded (20)
Learning Just in Time: Project Based Learning at SAE Australia
- 1. Learning just in time … Project Based Learning at SAE Australia Dr Colin Webber May 2017 1
- 2. History first … • SAE introduced new programs in September 2013. • Trimester 3 of these programs included 30CP “Studio” modules to be taught • Training with David and Clare Price (Educational Arts / Engaged Learning) 2
- 3. Good stuff - Fail rates • qualitative fail rates at SAE Australia have nearly halved overall • Stage 2 (trimesters 3-5) 3 13T1 16T3 13.8% 5.3%
- 4. Good Stuff - Retention • Retained after 6 trimesters 4 Old Courses - 0213 New Courses 15T1 25.8% 54%
- 5. Good Stuff - EFTSL 5
- 6. Good Stuff - Quality of work • https://sae.edu.au/showcase/student-work/ 6
- 7. Good Stuff - Transferable skills 7
- 8. Challenges - What is it exactly? • Done badly, PBL can make students LESS engaged. • Project ORIENTED is NOT project BASED • Projects can be short term failure for long term success 8
- 9. Challenges - The Right People • Problem Solving • Time management and multitasking • Communication • Innovation between content and real world • Differentiated learning • Big Picture view of Studio in context 9
- 10. Challenges - Faculty training • Carefully selected faculty who are willing, and supported to, adopt change. • Training needed • … then more training • … and support 10
- 11. Challenges - Faculty costs • It may not be cheaper per head, • (But you are less likely to lose your heads …) • Need for strong integrated faculty • “Contact hours and associated duties” becomes something else. 11
- 12. Challenges - Student expectations • Students expect to be taught • Students may not realise what they have learned • Students need structure 12
- 13. Solutions • Start earlier - start earlier • Get reflexive - students and staff • Explicitly facilitate time management - students and staff “Reflexivity can simply be defined as an ability to recognise our own influence” (Fook & Askland, 2006, p. 45) 13
- 14. Thanks - questions and comments • Be Kind • Be Helpful • Be Specific 14
- 15. Bouhuijs, P. (2012). Designing and implementing problem based learning: Why is it so hard? In Congreso internacional de innovación docente universitaria en historia natural (1 extordmasculine. 2012. Sevilla), 126-134 Ching, C. (2000). Fear and loathing in PBL: Faculty reactions to developing problem-based learning for a large research university . In Problem-based learning: Educational innovations across disciplines. Selected papers from the second asia-pacific conference on problem-based learning . Singapore: University Publications Fook, Jan and Askeland, Gurid Aga (2007) Challenges of Critical Reflection: nothing ventured, nothing gained. Social Work Education. The International Journal, 26, (5), 520-533 Graaff, E. (2007). Management of change : Implementation of problem-based and project-based learning in engineering. Rotterdam [u.a.]: Sense Publ. Kiang, D. (2014). Using Gaming Principles to Engage Students. Edutopia, October 14, 2014.https://www.edutopia.org/blog/using-gaming-principles-engage-students- douglas-kiang Paslawski, T., Kearney, R., & White, J. (2014). Measuring the Effectiveness of Faculty Facilitation Training in Problem-Based Learning in a Medical School. Creative Education, 5, 164- 170. Tough, D. (2010). Shaping audio engineering curriculum: An expert panels view of the future. In Audio engineering society convention 129 15
Editor's Notes
- Project based learning is not new. It has been used in various forms in medicine, engineering, teaching and other fields for several decades. The creative industries, where solving a problem, often one of effective communication through creative means is the nature of the beast, seems like a no brainer. The programs were introduced in “standard” 10CP modular version and (C)PBL applied as the teaching method based on the “ill structured problem” one that doesn't have a single solution or outcome, and requires more resources than a single individual. Project is predominantly task oriented rather than theoretical resolution. http://engagedlearning.co.uk
- Overall rates in this period fell from 25 to 18% - the large figures are now almost confined to stage 1 - which is the next target for the method. Not many fail Studio classes, although there are some withdrawals. Overal Fail rates from dropped from around 18% to 12%. These fluctuate between trimesters, and 16T2 was our first <10% fail stat.
- Combined with reduced fail rates, a doubling in retention % is a pretty good statistic. Anecdotally, students who fail a PBL module are very likely to try again and pass with flying colours. Retention defined as Complete, still in the course or deferred, 6 trimesters later. Actual figures will be slightly higher, as this calculation does not account for students who changed course, eg between film and animation or between Animation - 3D and Animation - Character. Completion rates improved and then settled back a bit, we think because students are reducing their load especially in trimester 6 as seen in the EFTSL slide. SAE programs are intensive, 6 terms in 2 years and maintaining 40CP can be a bit of a slog. Definition: Completed - All students who with a status of Complete Continuing - All students who have a status of Current or Deferred in Navigate Withdrawn - All students who with a status of Withdrawn or Terminated. Formula Completion = Completed / (Completed+Continuing+Withdrawn) Retention = (Completed+Continuing) / (Completed+Continuing+Withdrawn) Withdrawal = Withdrawn / (Completed+Continuing+Withdrawn)
- Our Studio Modules are 30CP so the 20CP loads in T3-5 have virtually disappeared. The lift in ratio is also reflected in the Completion rates at 7 trimesters, 13T1 = 24, 14T1 = 33, 15T1 = 26. In the past we had a lot more students doing < 30 CP in later trimesters. Potential trap We have had a cohort that decided not to do the CIU modules alongside studio (ie 30CP instead of 40) but they really struggled to contextualise the work and the outcomes suffered. Students might be encouraged to maintain the load, or to consider doing a modified progression, eg CIU210 Media Studies, CIU211 Cultural Studies and an elective in between the 30CP Studio modules - so they have the context for their work.
- We believe in MANY instances that the work quality of Trimester 4 students is comparable to previous final projects. These speak for themselves really. https://sae.edu.au/showcase/student-work/ Note that exhibition of mid-program work as well as final projects is a motivator for quality, but also allows students to celebrate imperfect work that taught them something. Fail early, fail often, learn more. Measured in terms of interdisciplinary approach industry feedback from exhibitions final project faculty
- Transferrable (soft) skills are vital for employability outcomes (Tough, 2010), and intrinsic to PBL. These are introduced early - but maybe not early enough yet. Stage 1 - Production 1 (Student self assessment) Stage 2 - Studio Modules (Faculty and Student) Stage 3 - Work placement (Employer and Student) Currently in Production1 (Trimester 2). Progressive approach to expectations is required and built into the degree. Awareness, self assessment, faculty assessment, peer assessment, employer assessment.
- Project Oriented learning is characterised by “teaching content”, then expressing understanding a project. Project based foregrounds the project itself as the initiator of learning, and we learn “just in time” and “just enough” to complete the various project stages. The scope and intent of the project has to align to the learning outcomes, and therefore requires a deft hand to guide it. Early projects are defined by the facility with student input, later ones by students with facilitator input. The LOs must be known to all in order to generate and fine tune the projects. The best projects seem to also have a broader context than “lets make an album with artist X”, eg “Raise awareness of teenage drinking” and fit in with the CIU stream (cultural and media studies).
- • Exceptional problem-solving skills • Exceptional time management and headspace management skills (rapid switch-tasking and multi-tasking, ability to create and enforce milestones) • Exceptional project management skills and communication skills • Confidence to bend the rules within reason (alternative assessment strategies) • Ability to innovate learning and teaching strategies focused on bridging course content and industry practices (accountability, consequences, real-world impact) • Thorough understanding of the systems and processes in Stage 2 as well as an understanding of the functioning of different departments at SAE (Stage 2 training, regular discussions with facilitators in other disciplines, regularly attend student testing and feedback sessions, exhibitions) • Heavy focus on differential learning and the ability to wear different hats (knowing and appreciating an individual student's intrinsic motivation, providing feedback as a mentor, as a friend & as an industry professional and inter-weave these roles) (Thanks Akshay)
- Not everyone can do this “Student learning is a central issue in PBL. Lecturing and structuring excellent true knowledge by teachers is not sufficient to be successful. Co-operation between teachers is essential for success.”Bouhuijs, P. (2012) “faculty often did not even realize that they were not adhering to the norms of PBL, so entrenched were they in old ways of knowing and doing and respective roles for teachers and students.” Ching 2000 Bouhuijs, P. (2012). Designing and implementing problem based learning: Why is it so hard? In Congreso internacional de innovación docente universitaria en historia natural (1 extordmasculine. 2012. Sevilla), 126-134.
- Staffing model is based on 20-25 students 9 hour contact +18 hours associated work = 27 hours per week per cohort, spread across faculty. Typically the facilitator is 2/3rd of that total. This model is imperfect - the associated hours may well be “contact” that requires a different model of time management Note that the award currently doesn't scale for smaller cohorts.
- Students may not recognise the learning they are doing. Encouraging reflection and then reflexivity is key - including asking students directly to identify their learning
- There is no reason that PBL cannot be introduced at the beginning of the program, at least in chunks. The temptation to do small elements that are actually project ORIENTED (learn, then do) should be avoided at all costs. The project must drive both the content and the timing and manner of learning of the content “Reflexivity can simply be defined as an ability to recognise our own influence – and the influence of our social and cultural contexts on research, the type of knowledge we create, and the way we create it” (Fook & Askeland, 2007, p. 45) Reflection entails introspection after the event, reflexivity entails introspective awareness and action DURING the event, AND outward to context. This is a skill we need to encourage and develop in BOTH faculty and students. Essential to the PBL facilitator, because there is minimal opportunity for “repeat”.
- https://docs.google.com/document/d/1MhpvD4s9MYhLqwdWdrPAKuT0-A8dINSXpuPSbAW7NQQ/edit#