Future Challenges

4.1. Common points between our approach and The Aalborg PBL Model

Our approaches are important meaning in raising students’ motivation to learn through social connection with the local community and improving the effect on the engineering education. In learning with the local community, students find their own aims to learn and their image as future engineers. On the contrary, Nakao (2009, p6) points out that students tend to lose their visions in the traditional learning style where teachers communicate knowledge one-sidedly to students.

In the Revitalization of the Local Hot Spring Town, our approach did not have a clear intention of PBL. But after having learned about PBL through conferences with members of Toyama National College of Technology, Kumamoto University and

Figure 17.EQ results of November 2010

Figure 18.EQ results in May 2011

Figure 19.EQ results of May 2012

Figure 20.The results of the past three EQ current fifth year

Figure 21.The results of the past three EQ current fourth year

Figure 22.The results of the past three EQ current third year

through inspection at Aalborg University, we found that our approach has much in common with the Aalborg PBL Model. Our approach has four basic points in common with the Aalborg PBL Model as follows:

1. Relation to social connection with local community involving community residents, local government and local companies

2. Involvement of real life problems 3. The teacher's role

4. Group work

4.2. Significant points of difference between our approach and The Aalborg PBL Model

On the other hand there are indeed significant points of difference: specifically the purpose of learning and the curriculum itself.

4.2.1. The purpose of learning

Table 2 compares the KNCT purpose of learning with those of Aalborg University. The main purpose of learning of KNCT is to ensure professional and technical knowledge. On the other hand, the main purpose of Aalborg University is to secure continued professional development throughout the student’s career via lifelong learning, i.e. “learning to learn”.

Aalborg University Kumamoto National College of Technology

To secure continued professional development throughout the student’s career via lifelong learning, i.e. “learning to learn”

To ensure professional and technical knowledge PBL Introduction, The Department of Development and Planning, Aalborg

University, Sep. 1^st 2012

Handbook for student of KNCT

4.2.2. The curriculum

Diagrams of The Aalborg PBL Modeland the KNCT AC curriculum are shown in Figures 23 and 24. The KNCT AC curriculum is a traditional one that is common to almost all Japanese Universities and National Colleges of Technology. There are many special subjects and they have almost no relevance to each other. Teaching is generally left to the professors. Our approach to teaching with PBL methods is only used in a few courses, under the traditional curriculum (Figure 24). Most so-called PBL approaches in Japan are in almost the same situation.

4.3. Critical challenges to solve for approaching The Aalborg PBL Model The critical challenges to solve for approaching to PBL are as follows:

1. Reorganization of the existing traditional curriculum to a Student-Centered PBL curriculum in KNCT there are only a few subjects that implement learning methods of PBL under the traditional curriculum. It is necessary to reorganize the traditional existing curriculum to one of PBL as the Aalborg Model so that our approaches can be more easily to practice.

Table 2. The Purpose of Learning

Figure 24. Diagram of the Department of AC curriculum Figure 23. Aalborg New Model

Seminar These are organized as related subjects.

●PBL style (group work) ●PBL style (group work) PBL style subjects are not related to the other subjects in the traditional curriculum.

However, the national architect qualification license examination is a big obstruction to reorganizing the curriculum, because candidacy for this examination requires completion of each special subject of architecture.

2. Construction of a new assessment system along with reorganization of the curriculum, it is necessary to construct a new assessment system.

3. Physical space for student project groups there is only one room exclusively for group work in our College. Adequate physical space for student project groups must be provided.

The approaches being taken toward Student- Centered PBL at present are as follows:

1. Increasing the number of class subjects of PBL-style learning under the traditional curriculum

2. Analyzing the depth of student learning through their experience of learning with the local community and reconfirmation of significance of the relevance with the local community.

3. Examining and improving problem and theme setting and assessment and how to give encouragement to students in the project.

4. Producing evidence of improvement of the quality of humanity and engineering competence of students by PBL style learning using EQ.

5. Preserving and displaying excellent student project work.

6. Maintaining relationships with the local community.

5. Conclusion

This paper introduced ten years of work in the Department of Architecture and Civil Engineering at KNCT and discussed problems that must be solved for approaching the Aalborg PBL Model of Project Based Learning. Although these approaches have been addressed mainly in the AC Department, it is possible to apply such learning methods to the other departments. At first, we need to reorganize the existing traditional curriculum of the AC Department. Thus, although it is may be preferable to approach PBL in only one Department, but it is very important that all departments in our college work to develop simultaneously for excellent educational effects of PBL on students.

Difficult problems continue that need to be solved, and further earnest efforts are required to decide a concrete policy towards PBL in KNCT.

Thanks

We would like to express our appreciation of the Aalborg PBL Model to Prof. Arne Remmen, Department of Development and Planning, and Dr. Michael Mullins, and Assoc. Prof. Adrian Carter, Department of Architecture of Aalborg University for their support with our research. And we would also like to thank the community and people of Yatsushiro City.

References

Kolomos, Anette. Flemming K. Fink and Lone Krogh (eds.), (2004). The Aalborg PBL Model - Progress, Diversity And Challenges, Aalborg University Press.

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