Learning Competence-based PBL in Practice. Experiences from a Pilot Study in RUAS

Transkriptio

1 Learning Competence-based PBL in Practice Experiences from a Pilot Study in RUAS Helena Kangastie, Mika Kylänen and Veikko Kärnä Rovaniemi University of Applied Sciences

2 Some starting points for the reform Intensified competition in the higher education (governmental pressure) New President/Rector New strategy New pedagogical strategy: KOTA-ideology: PBL Keys for the Future from Learning by Experience New pedagogy for the whole University in Kangastie, Kylänen & Kärnä 2

3 Reasons for the reform Described in the RUAS strategy To strengthen the competences and knowledge of the teachers To strenghten the learning of the students To better meet the needs of the working life and employers Kangastie, Kylänen & Kärnä 3

4 Six PBL-pilots 6 pilots in differents departments our pilot in a Graduate programme Degree Programme in Management of Technological Competence Master of Engineering Study Unit: Human Resources Management 5 other pilots in Undergraduate programmes Pilots in RUAS are to be continued in the autumn of Kangastie, Kylänen & Kärnä 4

5 Our pilot experience Human Resources Management 10 credits Combines two formerly independent Study Units: Leadership (5 cr.) Competence Management (5 cr.) EQF level 7 competences required Kangastie, Kylänen & Kärnä 5

6 The students Adult group (27 students) All employed Average age 40, male Middle-managerial level or expert position B.Sc. in Engineering => M.Sc. in Engineering Kangastie, Kylänen & Kärnä 6

7 The Start Competences for the students defined together with the local working life and employers were defined in March 2011 One previous student was included in the group Problems for the 5 cycles of the Study Unit were defined with the local working life and employers in May Kangastie, Kylänen & Kärnä 7

8 Planning phase In addition to workshops with the employers as previously described additional resources were invited to the planning of the Study Unit Library rep How to search for information Virtual studies support rep How to use wikis & blogs in studies Kangastie, Kylänen & Kärnä 8

9 Competences definition Comptence Problem theme Problem: Learning assignme nt Methods and tools to be learned during the cycle Expert lectures? Who? When the tutorials? To manage yourself Employee skills in working life Prelimirary problem: There are going to be changes in the department of ICTservices in Futu-Tech Lapland Ldt during spring of 2012 with regard to the management structure of the department... How to lead yourself in a changing environmen t? a) Brainstorming b) Development discussion with one s superior c) Assessment discussions with one s superior d) Superior & subordinate skills e) Tutorial Expert lectures x 45 min Rauni & Helena superior-subordinate discussions Tutorial Kangastie, Kylänen & Kärnä 9

10 Planning phase ends... Actually it did not, the planning evolved during autumn 2011 in parallel with the Study Unit implementation Regular meetings throughout the whole autumn Kangastie, Kylänen & Kärnä 10

11 Implementation phase 5 cycles in autumn 2011 Cycle interval 2 3 weeks 10 tutorials, out of which 2 were virtual Tools: Learning platform Optima Blog (Blogger) Wiki (Wetpaint) Syncronous PC conferencing system ilinc Kangastie, Kylänen & Kärnä 11

12 Optima Kangastie, Kylänen & Kärnä 12

13 Blogger Kangastie, Kylänen & Kärnä 13

14 Wetpaint Kangastie, Kylänen & Kärnä 14

15 ilinc Kangastie, Kylänen & Kärnä 15

16 Virtual cycle: cmap tools Kangastie, Kylänen & Kärnä 16

17 Implementation Orientation period KOTA/PBL presentation (2 hours) 27 students 3 tutors = 9 students/group 1. cycle cycle cycle cycle cycle Kangastie, Kylänen & Kärnä 17

18 Schedule/autumn kokoontumiskerta 2. kokoontumiskerta 3. kokoontumiskerta pe Orientoivat opinnot Tutustuminen opiskelijoiden kanssa la Orientoivat opinnot Johdatus PBL:ään la Inhimillisten voimavarojen hallinta; tutoriaali 1/1 1:Toimintaympäristön muutosten vaikutukset johtamiseen Tiedonhankinnan eväät; informaatikon opastus Inhimillisten voimavarojen hallinta; tiedonhankinta pe Inhimillisten voimavarojen hallinta; tutoriaali 1/2 ONGELMA 1:Toimintaympäristön muutosten vaikutukset johtamiseen la syklin tiedonhankinnan onnistumisen reflektointi Inhimillisten voimavarojen hallinta; tutoriaali 2/1 ONGELMA 2: Itsensä johtaminen Inhimillisten voimavarojen hallinta; tiedonhankinta kokoontumiskerta (Virtuaalitapaaminen LearnLinc) pe Inhimillisten voimavarojen hallinta; tutoriaali 2/2 ONGELMA 2: Itsensä johtaminen la Inhimillisten voimavarojen hallinta; tutoriaali 3/1 ONGELMA 3: Johtamisen hyvät käytänteet esimiestyössä kokoontumiskerta Tiedonhankinta virtuaalisesti Helena/Rauni la Inhimillisten voimavarojen hallinta; tutoriaali 3/2 ONGELMA 3: Johtamisen hyvät käytänteet esimiestyössä kokoontumiskerta Inhimillisten voimavarojen hallinta; tutoriaali 4/1 ONGELMA 4: Jatkuvalla oppimisella osaavaksi mestariksi Inhimillisten voimavarojen hallinta; tiedonhankinta la Inhmillisten voimavarojen hallinta; tutoriaali 4/2 ONGELMA 4: Jatkuvalla oppimisella osaavaksi mestariksi kokoontumiskerta Yhteensä Inhmillisten voimavarojen hallinta; tutoriaali 5/1 ONGELMA 5: Organisaation tutkiminen ja kehittäminen Inhimillisten voimavarojen hallinta; tiedonhankinta Inhmillisten voimavarojen hallinta; tutoriaali 5/2 ONGELMA 5: Organisaation tutkiminen ja kehittäminen Kangastie, Kylänen & Kärnä 18

19 Assessment Process assessment by the tutors Regularly during the implementation Assessment of learning Outcome assessment: Group paper/tutors by the cycles Employers after the Study Unit Process assessment: Students self-assessment Students peer assessment RUAS Study Unit Feed-back form 12/2011 Tutor assessment for instance: atmosphere, group dynamics, participation Kangastie, Kylänen & Kärnä 19

20 Results Tutors experiences: Pilot planning and implementation was very rewarding Systematic, creative and logical process Learning together in the tutorials Mutual success/learning from mistakes Planning phase extremely important The significance of the problem as the trigger for learning Enthusiasim to continue as a PBL-teacher PBL requires quite a lot of tutoring compared to our old way of teaching Kangastie, Kylänen & Kärnä 20

21 Results Students experiences: Right after the first tutorial my attitude changed totally. I felt the blog discussions very pleasant. I feel having received a lot of competences in managing the change. PBL requires a lot of participation and planning the schedule Kangastie, Kylänen & Kärnä 21

22 Results... Students experiences: I noticed that the blog enables better communication in group conversations and dialogy than regular . The Blog is quite good tool, which should be used in working life more. The feed-back from our tutor clarified significantly our PBL working Kangastie, Kylänen & Kärnä 22

23 Results Students experiences: It was nice to see, how our cooperation in our student group started smoothly. We discussed in the blog, and soon started to create in our wiki an interesting group paper. PBL is pleasant. I like this kind of doing together and functionality Kangastie, Kylänen & Kärnä 23

24 Next Steps in our Pilot Current phase, a process report : A Finnish pilot report for pedagocial development work in RUAS An English conference full paper that underlines the overall process and experiences ~ preliminary results (this one!) The next phase, a more analytical field report : An academic publication with an emphasis on theoretical framework, methodology, versatile data (now gathered and mainly analysed), data analysis and theoretical/pedagogical contribution Kangastie, Kylänen & Kärnä 24

25 Thank you! Kangastie, Kylänen & Kärnä 25