The document discusses problem-based learning (PBL) in engineering education. It describes the origins of PBL in medical education at universities like McMaster in the late 1960s. It then discusses how PBL was adapted for engineering education, particularly through the Aalborg model in Denmark. Key aspects of PBL discussed include using real-world problems to stimulate self-directed learning, teachers acting as facilitators rather than lecturers, interdisciplinary learning, and emphasis on developing problem-solving skills. Research is cited showing benefits of PBL for skills development, deep learning, and motivation of students. Factors in successful implementation and management of change to PBL are also examined.

1. PROBLEM BASED LEARNING IN ENGINEERING:
HOW TO MAKE IT WORK
Erik de Graaff
Delft University of Technology, Aalborg University
UNESCO Chair in Problem Based Learning

2. PROBLEM BASED LEARNING IN
ENGINEERING: HOW TO MAKE IT WORK
• The origin of PBL
• PBL in Medicine McMaster – Maastricht
• Paradigm shift: from teaching to facilitation
• PBL in Engineering The
Aalborg model
• Management of Change

3. Assignment
• Each person has to come up with one
advantage of PBL
• Share the ideas in groups of 3-5 persons
• Choose a top 3

4. 4
McMaster, 68
Linkoping 72
Roskilde 72 and Aalborg University 74
Maastricht 72
•Problems constitute the stimulus for learning
•Working on real life problems promotes the development of
problem solving skills
•Self directed small student groups
•Teachers are facilitators/guides
•Problem orientation
•Interdisciplinarity
•Exemplary learning
•Participant directed
•Teams or group work
Newcastle 76
In the beginning

5. The early history of PBL
• Don Woods coins the words PBL for his teaching in a
chemistry class in McMaster’s university by the end of
the sixties.
• PBL chosen as the didactic method for the
development of a new medical curriculum at
McMaster’s university (1969).
• Introduction of PBL in Maastricht, also for the
development of a new medical curriculum.
• Implementation of POBL in Engineering Education in
Roskilde and Aalborg in Denmark

6. Different versions of PBL
Problem Based Learning
Project
Phenomenon
P B L
Based Learning
Organized Learning
Practice Oriented Learning

7. Problem based learning (PBL)
PBL builds on pedagogic traditions like:
Maria Montessori: my playing is my learning
Jerôme Bruner: learning by discovery
William Killpatrick: whole hearted learning
Carl Rogers: student centered learning
The Harvard method: case based learning

8. PBL Global Network
8

9. 9
•Problem
based
•Project
based /
organised
•Contextual
learning

10. 10
Participant
directed
Team based
learning

11. 11
Theory-practice
•Interdisciplinary learning
•Exemplary learning

12. Characteristics of PBL
Thematic curriculum structure
• Integration of knowledge and skills
• Integration of different domains
Focus on the learning process
• Cooperative learning in small groups
• Students responsible for their own learning

13. PBL entails:
A paradigm shift
From teaching to
learning
From learning content
to study activities

14. Paradigm shift in educational design:
form follows function
Educational functions
• Insight in the relationship
between technology and society
• The development of a scientific
attitude of critical reflection
• The development of a sense
responsibility and an
independent personality
• Acquisition of professional
knowledge and skills
Educational form
• Active participation in
cooperating groups, dealing
with insecurity and learning
to take responsibility
• Working on practice oriented
projects and analyzing
theoretically oriented
problems
• Critical reflection on
performance

15. Rationale for PBP:
Bales’ pyramid of learning
5 %
10 %
Lecture
Reading
Audio-visual
Demonstration
Discussion group
Practice exercise
Teaching others
Average
retention
20 %
30 %
50 %
75 %
80 %

17. 17
The central role of learning objectivesThe price of knowledge

18. The Maastricht perspective
PBL Modules:
• lasting six weeks
• containing just some cases
• integrating knowledge form different
disciplines
Tutorial Groups
• self-directed learning
• Eight students in a group
• cooperation and teamwork
Facilitated by a tutor:
• guiding the process without taking the lead
• guarding quality without interfering in the
process
A Curriculum based on thematic
modules

19. Teacher roles in a PBL curriculum
The teacher as:
• Expert
• Facilitator
De Graaff & Frijns, 1993
• Designing a stimulating
environment for learning
• Management of the learning
process, including evaluation
• Stimulates students to define
their own learning goals and to
direct their own learning process

20. WHAT IS A PROBLEM?
• A Difficulty
• Something complicated
• A Puzzle, a Riddle
• A Challenge
• An Assignment
In Engineering: A project

21. Video: Pitfalls of tutoring

22. PBL in Engineering: the Aalborg Model
Students learn from working on real life problems
as a team of engineers:
•Problem Based
•Project Organized
•Cooperation in small groups

23. Dimensions of the Educational Process
input throughput output
situation teacher focus
problem
discipine
workplace
classroom
professional
didactic
student
teacher
product
competence
frontal frontal frontal frontal frontal
lbd lbd lbd lbd lbd

24. Dimensions of the Educational Process
input throughput output
situation teacher focus
problem
discipine
workplace
classroom
professional
didactic
student
teacher
product
competence
PB
L
PB
L
PB
L
PB
L
PB
L
PO
L
PO
L
PO
L PO
L
PO
L

25. Differences between Projects and PBL
Type of problem
Time per problem
Number of students
Role of the teachers
Expected results
Assessment
a real life task
broad range
small groups (4-8)
expert
a finished product
product and process
phenomenon
about one week
small groups (6-12)
process facilitator
learning results
individual test of
learning results
Projects PBL

26. Results of a Survey among employers of
engineering graduates (Ingeniøren, 2008)
Questions: Are there one or more institutions which you find particular good at
developing engineering education according to the needs of society and companies?

27. Overall assessment of Danish Engineering
Institutions by companies (Ingeniøren, 2008)

30. Duration rates for Danish universities,
2007, Official statistiscs

31. The tripod of successful innovation
Visiononteaching
andlearning
VisiononManandSociety
Educational Philosophy PBLEducational Philosophy PBL
Visionontheprofession
A question of balance

32. Managing change: Strategies for
implementing PBL
Chin and Benne (1985) distinguish
three types of strategies that can
be applied in changing an
organization:
– Empirical-rational strategies
– Normative-re-educative strategies
– Power-coercive strategies

33. Research support for PBL
Learning
Motivation and engagement Graff and Cowdroy 1997, Thomas 2000, Kolmos and
Du, 2006
Deep learning Biggs 2003
Self-satisfaction and meaningfulness Savin-Baden 2000, Du 2006a
Skills
Professional Skills improvement Dochy et al 2001, Frenay et al 2007
Process skills Kolmos 1996, 1999, Du 2006, Kolmos and Du 2006,
Croshwaite, 2006,
Complex knowledge and identity
Interdisciplinary knowledge and skills Kjaersdam 1994, Graaff and Kolmos 2003
Professional identity and responsibility Hmelo and Evensen 2000, Kolmos 2006, Du 2006a,
2006b
Management
Higher retention and duration on time Kolmos and Du 2008
40

34. Complex knowledge and identity
Interdisciplinary knowledge and skills Kjaersdam 1994, Graaff and Kolmos
2003
Creativity and designing skills Schrøder 2006
Professional identity and responsibility Hmelo and Evensen 2000, Kolmos
2006, Du 2006a, 2006b
Management
Higher retention and duration on time Kolmos and Du 2008
Regional development
PBL support entrepreneurship and relation to companies Lundvall et al 2000
41

35. Factors in Managing Complex Change
confusionconsensus skills incentives resources action plan =+ + + +
resistancevision consensus skills resources action plan =+ + + +
=vision consensus skills incentives resources action plan change+ + + + +
=vision consensus skills incentives resources pointless+ + + +
frustrationvision consensus skills incentives action plan =+ + + +
sabotagevision skills incentives resources action plan =+ + + +
after: Thousand &Villa 1995
anxietyvision consensus incentives resources action plan =+ + + +

36. Key Features in the Success of PBL
• Students responsible for
their own learning process
• A clear purpose of all
learning activities
• Sufficient attention for
Communication Skills
• Balanced support from
Technical experts to
overcome knowledge
barriers

37. Assignment
• Each person has to come up with one
advantage of PBL
• Share the ideas in groups of 3-5 persons
• Choose a top 3
What is the difference ?

38. Any Questions ?
Can I get an
ice cream ?
Are we going to the
zoo ?
When is Mama
coming back?

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