Teacher in a PBL Environment – Jack of All Trades?
5 Conclusions and future perspectives
This last section contains the conclusion in the form of answers to the three research questions. It further presents perspectives for future use of the SAM model at AAU. The research questions are repeated here for convenience:
1) To which extent can the study activity model SAM be used to visualize the diversity of study activities in a problem based learning environment in engineering at Aalborg University?
2) To which extent can the study activity model SAM be used to explicate and clarify the role of the teacher in relation to different study activities?
3) To which extent can the use of the study activity model SAM lead to enhanced understanding and clarification of the study activities involved in the Aalborg Problem Based Learning model?
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The questions will be answered based on the discussion in the previous section as well as the experience of the authors with the use of the SAM model.
5.1 RQ 1: Visualizing diversity
When applying the SAM model to the first semester EIT programme at AAU it was found that the model is indeed useful in visualizing that studying to become an engineer at AAU involves taking active part in a number of different study activities. The multitude of activities taking place in connection with especially the project work may not be easily categorized into only four categories; nevertheless, we have found the SAM model to be a useful framework for describing activities within the AAU PBL environment and the model provides a transparent overview of activities.
The weakness mentioned above, i.e. the broad definitions of the two main concepts, might be overcome by positioning study activities along the two continua described, but that would at the same time create a more complex model with many more categories, possibly rendering the model useless. Another weakness of the model is that is says nothing about learning outcomes, such as knowledge, skills and competences that students have to acquire. Therefore, in connection with educational planning, whether by educational managers or by the individual teacher, the model has to be accompanied by learning taxonomies such as Bloom or SOLO for formulation of learning outcomes.
As was mentioned in the discussion, the high percentage of C3 activities in the case study was a surprise, but maybe this is part of the explanation for the fact that candidates from FoES, AAU are highly acclaimed by Danish industry because of their competences?
5.2 RQ 2: Clarifying role of the teacher
While the role of the teacher is visible and may be clearly described in C1 and C2, in C3 and C4, where the students have the initiative the role is less visible and less clearly specified but equally important. For students to study and learn on their own they depend upon feedback and formative assessment in order to be able to further develop their knowledge, skills and competences and this feedback is one of the most important roles of the teacher. To accept the situation where the initiative rests with students the teacher has to possess the courage to accept uncertainty, the flexibility needed to adapt to students’ needs and the trust in the students’ ability and willingness to study and learn on their own. In the experience of the authors a useful tool for getting a clearer overview of the role of the teacher in C3 and C4 is for teachers, whether course teacher or project supervisor, to negotiate mutual expectations with students. More specifically, project supervisors may negotiate contracts of collaboration with their project groups. In spite of the challenges related to the teacher’s role in C2 and even more so in C3, the SAM model is useful for explicating and clarifying the multiple tasks of the PBL teacher.
5.3 RQ 3: Enhancing understanding of Aalborg PBL model
Developing this paper has brought up more ambiguities than envisioned about the SAM model but also ambiguities about our understanding of what students and teachers do in the Aalborg PBL model. We have had differing perceptions embedded in our values, our language and our approaches to teaching. Thus, in applying the SAM model to the case study we have been forced to turn more stones than usually when exchanging views on and explaining rationale behind study plans. This process of scrutinizing our values and language in connection with describing and categorizing the study activities has been very enlightening and informative and has given cause for deeper than usual reflection on the diverse roles of both students and teachers. For us as teachers the SAM model is useful to discuss study activities with our students and to clarify mutual expectations. Furthermore, the model is recommended for overall study programme planning,
61 looking at progression of the study from semester to semester. Analyzing a complete study program, from 1st to last semester would be a useful exercise that might reveal new views on the Aalborg PBL model.
5.4 SAM in AAU perspective
Aalborg University is presently in a process of discussing a new 5-year strategy for 2015 – 2020. Two of the key action areas deal with education, one called ‘PBL – next generation’ and the other called ‘Education with a difference’. In connection with the discussions related to the strategy formulation the SAM model might be a useful tool for renewed discussion about the next generation PBL. The model could be used to mark out guidelines for planning of study programmes so that the high quality presently found in the Aalborg PBL model is maintained and industry will remain satisfied with Aalborg University graduates.
References
Biggs, J. and Tang, C. 2009. Teaching for Quality Learning at University, 3rd ed. Maidenhead: Open University Press.
Cowan, J. 2006. On Becoming an Innovative University Teacher. Reflection in Action. Society for Research into Higher Education and Open University Press. 2nd ed.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H. and Wenderoth, P. 2014. Active learning increases student performance in science, engineering, and mathematics. In: Proceedings of the National Academy of Sciences of the United States of America (PNAS), June 10, 2014. Vol. 111, no. 23, 8410-8415.
http://www.pnas.org/content/111/23/8410
Illeris, K. 2007. How We Learn. Learning and non-learning in school and beyond. London and New York: Routledge &
Francis Group.
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Lave, J. and Wenger, E. 1991. Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
Mølgaard, H. 2014. Tilegnelse af professionel kompetence – at lære at studere til professionsbachelor (Eng. Acquisition of professional competence – learning to study to become a professional bachelor). In: Professionsbachelor - uddannelse, kompetencer og udvikling af praksis (Eng. Professional Bachelor – education, competences and development of practice). Nielsen, B., Grønbæk, N. and Mølgaard, N. (eds.), Samfundslitteratur.
Piaget, J. 1950. The Psychology of Intelligence. London: Routledge and Kegan Paul.
UC-DK. 2015. Study Activity Model. http://www.uc-dk.dk/da/english/sam.html Vygotsky, L. 1978. Mind and Society. Cambridge, MA: Harvard University Press.
The “Game of Ethics” used as an active learning approach for engineering students
Angelo E. B. Marques1 and Luiz C. Campos21 Universidade São Judas Tadeu, Brazil prof.battistini@usjt.br
2 Pontifícia Universidade Católica de São Paulo, Brazil lccampos@pucsp.br
Abstract
The professional engineer performance has concerns relating to the technical quality of services in addition to their ethical relationship with society and other professionals. Several international agencies have sought to establish principles and ethical limits in order to ensure quality and honesty in professional practice.
Explaining and discussing ethics and its importance to future engineering professionals is a challenge that arises for higher education institutions. Thus, teachers of São Judas Tadeu University have created the
“Game of Ethics" in order to show students the importance of ethical behavior, and confront them with situations that appear frequently in the workplace.
The game is adapted from a traditional African board game, Lilah, which consists of a board with 36 or 64 numbered squares (or “houses”). Over the board, ladders and snakes of various sizes are distributed, connecting the houses. During the game, the class is divided in teams, which are represented by pawns of different colors. Different ethical situations are given to each team. Students discuss their positions and opinions and, by convincing other groups, the team advances the houses. The objective is to reach the last house. On the board, if the team goes to a house occupied by a ladder, the pawn moves the boxes to the top the stairs, on the other hand, if occupies the house of a snake head, the player returns to the house where the tail of the snake is located. That is, the stairs always mean a breakthrough and the snake is a step backwards.
After the game, a debriefing section invite students to think about ethical behavior.
1. Introduction
Ethics is a branch of philosophy dedicated to understanding of moral values, principles and ideals that govern the behavior of society. The term "ethics" is derived from the Greek ἠθικός, meaning "that which belongs to the 'ethos', that is, the character or a genuinely human action and that comes from the inside of the moral subject”. In other words, ’ethos' is the impulse that leads us to act. On the other hand, one can also interpret the "ethos" as being what it refers to the habits, customs, practices and rules, which materializes in the social assimilation of values (SPINOZA, 2009 ).
We can say that ethics commands the action of the individual, according to his/her principles, while the moral guides social relations.
Engineering is an occupation that requires, in addition to professional training, posture and ethics to its customers, employers, and especially with the whole of society. Due to this professional qualification, the ethical action of an engineer is essential because it often depends on the very security of society (HOLTZAPPLE, 2006).
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Among the various aspects of professional action, ethics is perhaps the most difficult to be seen. The creation of a code of ethics by professional associations seek to a regulation of professional practice and often by the companies themselves can help to guide the ethical attitude, but the day to day of profession often puts tough questions to answer.
The "Ethics Game" was created to awaken the student reflection on the subject. Not intended to be a handbook of conduct nor to give definitive answers. We understand that, in reflecting on the matter, the future professional will know how to analyze according to their values and have the ability to make their own decisions.
The proposal to use a game is linked to the fact that "with the game, one can work various aspects of the intellectual, social and ethical development, as there are rules to follow. He collaborates developing attention, being with rules and teamwork” (DOHME, 2008).