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
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 2013 16.4.2012 Kangastie, Kylänen & Kärnä 2
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 16.4.2012 Kangastie, Kylänen & Kärnä 3
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 2012 16.4.2012 Kangastie, Kylänen & Kärnä 4
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 16.4.2012 Kangastie, Kylänen & Kärnä 5
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 16.4.2012 Kangastie, Kylänen & Kärnä 6
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 2011 16.4.2012 Kangastie, Kylänen & Kärnä 7
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 16.4.2012 Kangastie, Kylänen & Kärnä 8
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 1.10.2011 09.00 11.30 Expert lectures 1.10.2011 12.30 16.00 4 x 45 min Rauni & Helena superior-subordinate discussions Tutorial 2 14.10.2011 18.00 20.00 16.4.2012 Kangastie, Kylänen & Kärnä 9
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 16.4.2012 Kangastie, Kylänen & Kärnä 10
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 16.4.2012 Kangastie, Kylänen & Kärnä 11
Optima 16.4.2012 Kangastie, Kylänen & Kärnä 12
Blogger 16.4.2012 Kangastie, Kylänen & Kärnä 13
Wetpaint 16.4.2012 Kangastie, Kylänen & Kärnä 14
ilinc 16.4.2012 Kangastie, Kylänen & Kärnä 15
Virtual cycle: cmap tools 16.4.2012 Kangastie, Kylänen & Kärnä 16
Implementation Orientation period 26.-27.8.2011 KOTA/PBL presentation (2 hours) 27 students 3 tutors = 9 students/group 1. cycle 17.9.2011 30.9.2011 2. cycle 1.10.2011 14.10.2011 3. cycle 15.10.2011 4. cycle... 5. cycle... 16.4.2012 Kangastie, Kylänen & Kärnä 17
Schedule/autumn 2011 1. kokoontumiskerta 2. kokoontumiskerta 3. kokoontumiskerta pe 26.8.2011Orientoivat opinnot Tutustuminen opiskelijoiden kanssa 10.00-11.30 la 27.8.2011Orientoivat opinnot Johdatus PBL:ään 13.45-15.30 la 17.9.2011Inhimillisten voimavarojen hallinta; tutoriaali 1/1 1:Toimintaympäristön muutosten vaikutukset johtamiseen 08.00-10.30 Tiedonhankinnan eväät; informaatikon opastus 11.00-12.00 Inhimillisten voimavarojen hallinta; tiedonhankinta 12.30-16.00 pe 30.9.2011Inhimillisten voimavarojen hallinta; tutoriaali 1/2 ONGELMA 1:Toimintaympäristön muutosten vaikutukset johtamiseen 09.00-10.30 la 1.10.20111. syklin tiedonhankinnan onnistumisen reflektointi 08.00-09.00 Inhimillisten voimavarojen hallinta; tutoriaali 2/1 ONGELMA 2: Itsensä johtaminen 09.00-11.30 Inhimillisten voimavarojen hallinta; tiedonhankinta 12.30-16.00 4. kokoontumiskerta (Virtuaalitapaaminen LearnLinc) pe 14.10.2011Inhimillisten voimavarojen hallinta; tutoriaali 2/2 ONGELMA 2: Itsensä johtaminen 18.00-20.00 la 15.10.2011Inhimillisten voimavarojen hallinta; tutoriaali 3/1 ONGELMA 3: Johtamisen hyvät käytänteet esimiestyössä 09.00-11.00 5. kokoontumiskerta Tiedonhankinta virtuaalisesti Helena/Rauni 12.00-16.00 la 29.10.2011Inhimillisten voimavarojen hallinta; tutoriaali 3/2 ONGELMA 3: Johtamisen hyvät käytänteet esimiestyössä 08.00-10.00 6. kokoontumiskerta Inhimillisten voimavarojen hallinta; tutoriaali 4/1 ONGELMA 4: Jatkuvalla oppimisella osaavaksi mestariksi 10.30-12.00 Inhimillisten voimavarojen hallinta; tiedonhankinta 12.30-16.00 la 19.11.2011Inhmillisten voimavarojen hallinta; tutoriaali 4/2 ONGELMA 4: Jatkuvalla oppimisella osaavaksi mestariksi 08.00-10.00 7. kokoontumiskerta Yhteensä Inhmillisten voimavarojen hallinta; tutoriaali 5/1 ONGELMA 5: Organisaation tutkiminen ja kehittäminen 10.30-12.00 Inhimillisten voimavarojen hallinta; tiedonhankinta 12.30-16.00 10.12.2011Inhmillisten voimavarojen hallinta; tutoriaali 5/2 ONGELMA 5: Organisaation tutkiminen ja kehittäminen 08.00-10.00 16.4.2012 Kangastie, Kylänen & Kärnä 18
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... 16.4.2012 Kangastie, Kylänen & Kärnä 19
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 16.4.2012 Kangastie, Kylänen & Kärnä 20
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. 16.4.2012 Kangastie, Kylänen & Kärnä 21
Results... Students experiences: I noticed that the blog enables better communication in group conversations and dialogy than regular e-mail. 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. 16.4.2012 Kangastie, Kylänen & Kärnä 22
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. 16.4.2012 Kangastie, Kylänen & Kärnä 23
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 16.4.2012 Kangastie, Kylänen & Kärnä 24
Thank you! 16.4.2012 Kangastie, Kylänen & Kärnä 25