Get Real and Solve the Problem - Success Formulae for Setting Up Problem & Project Based Authentic Learning
Date Friday, Nov 25 Time – Room Tiergarten I/II/III
We need to train our students to become ‘Creative Problem Solvers’, but we often use teaching methods that are detached from the real context in which students will have to identify solutions. Problem-based and project-based learning wants to overcome this issue and proposes a form of education positioned between learning and working. Join and hear more about best practices that can help to set up such learning in your own (digital) learning environment.
Lecturer / Team Leader, Inholland University of Applied Sciences, Netherlands
Stef Zelen knows that students which expect the unexpected become successful professionals. This is his 4th year at University Applied Sciences Inholland The Netherlands. As lecturer he loves to use all technical (ICT) possibilities to develop innovative educational content and raise it to a higher level. Before his carrier as lecturer, he was working as IT-Auditor and frequently asked to speak at conference swithin en outside The Netherlands.
Next to his proffesion as lecturer (team leader) he is boardmember of ISACA Netherlands Chapter; cooperated with "Roadmap Digital Secure Hard- and Software of Dutch Government and wrote a book about “Agile Secure Software”.
Gert van Hardeveld
Team Lead and Coach, University of Applied Science Utrecht , Netherlands
Gert is an inspirator en innovator of student centred programs at the University of applied science Utrecht. He won several awards with his new ICT bachelor program Open-ICT. Open-ICT is a student centred program, where students can fully take the lead for their own learning. Students work agile on real projects from the beginning of their study.
Professor, University Politehnica of Bucharest, Romania
Mariana Mocanu, full professor, with habilitation, was head of the Computer Science Department between 2016 – 2020. Currently she is the president of the QA Commission of the University Senate, member of the Faculty Council. She is in charge with the"e-Governance" master study programm and participates in the development of the ERASMUS Knowledge Alliance project - IT in Aviation. She was member of the national team that developed, implemented and self-assessed the National Qalification Framework and coordinated the team that developed the National Register for Qualifications in Higher Education.
She participated in several national and european projects related to quality assurance in HE. She participated in several activities concerning the development of digital society, like: coordinator of the team that published the report “Industrie 4.0 in Rumänien. Einblicke und Ausblicke”, published in “Abhandlungen der Leibnitz-Sozietät der Wissenschaften, Band 54 – Industrie 4.0 zwischen Idee und Realität; participation at the Annual conference of the International Network on Cultural Diversity and New Media at the University of Potsdam, 2019. She also coordinates World University Service – Romanian Committe, an NGO that promotes the human right to education.
Educational Development Consultant, University of Calgary, Canada
Patti Dyjur, PhD, is an Educational Development Consultant with the Taylor Institute for Teaching and Learning, University of Calgary. She works on curriculum review and development, as well as collaborating with others to design courses and programs that incorporate intentional, meaningful student learning experiences. Her research interests include curriculum development and review in higher education, micro-credentialing, and Universal Design for Learning (UDL) in higher education.
Problem Based Learning During Master Studies, Mariana Mocanu
In this presentation participants will be briefly informed about the concept of Problem Based Learning and the combination of Problem Based Learning, Research Based Learning and Project Based Learning will be exemplified based on a case study experienced in the e-Governance master programme.
Education in the current period is influenced by a multitude of social, ethical, economic, geopolitical, and technological factors. Often during our studies, we focus on teaching concepts, methods or technologies in a way that is detached from the real context in which they can be applied.
In the presented approach we start from the identification of a real problem. A top-down approach enables the identification of the domain(s) that have to be addressed in order to get a solution. The next step is the use of Research Based Learning to find similar problem settings, design at least two possible solutions, evaluate them and decide upon the best approach. After, all activities are carried out within a team project.
- Identify and model the problem to be solved.
- Choose the appropriate tools and methods to build a solution.
- Handle interdisciplinary problems.
Student in the Lead with SCRUM and Project Based Education, Gert van Hardeveld
This presentation shows a new bachelor programme, in which students are involved in real customer owned projects from the onset.
At Open-ICT, working and learning is based on SCRUM. Every two weeks students deliver a working product and the corresponding learning.
At the end of the two weeks, they send in their work, which is always reviewed by peers, apprentices (more experienced students) and experts. Students are fully in the lead with what they want to learn and with whom they want to learn.
Open-ICT is a well-balanced programme of qualifying skills as well as professional skills or 21 century skills. We have smartly integrated the professional skills, so students will become self-learning and independent professionals.
The effect of the programme is tremendous. Students are extremely motivated, work hard, are very satisfied and show great learning outcomes. Our drop-out rate is very low, and we keep most students on board. This because every student can work at their own pace, and we take into account their personal situation.
At the end of the session there will be a discussion on what this transformation means for traditional students and lecturers.
- Motivate students with a project and agile (SCRUM) based programme.
- Evaluate students with an assessment as learning method.
- Design an authentic learning experience with impact.
Expect the Unexpected (Interactive Learning Experience), Stef Zelen
This presentation gives an example of a course that simulates a business environment where students learn through gamified group assignments.
Students nowadays needs to get activated to learn optimally. To activate them you need to give them an interactive learning experience. Expect the unexpected: for the students, but as well for the lecturer. Be prepared and use a script, but don’t be afraid of changing the script during the course. Try to feel how the students experience the course and interact on this. You will need some subscripts but otherwise you will act in an agile way.
Two weeks before the start of the course, students are informed that they can “expect the unexpected” during the course. They get a brief overview of the programme with elements such as blended learning, a pressure cooker, interactive learning, and group assignments.
After the information session, a countdown clock starts counting. The clock is visible on the intranet, and while the clock is counting, more and more course data becomes available.
The course starts with a two-day pressure cooker. This starts at the last minute of the countdown with some loud music. At zero it is suddenly silent, and students start to introduce themselves to get to know each other better.
After the introduction an invited expert speaker from the business world teaches them in one day the skills they will need for the rest of the course.
The next day, the main theoretical aspects are repeated upon which they receive group assignments that have a 4-week lead time.
To perform their assignment, they need to gather information on their own and act as a professional using different platforms (intranet, books, podcasts, websites, and external email-addresses and Whatsapp accounts).
Behind the external email-addresses and Whatsapp accounts is the lecturer, but the students do not know this, and most students think they are real business professionals. The students only get the right information from those accounts if they act as a business professional. To make it real, the accounts are not always available and sometimes the students need to wait or get useless information.
Through these accounts, we also provide extra assignments at moments the student do not expect. For example, that they need to give a presentation at the end of the assignment. Or during their presentation the next morning they are requested to give a solution and only the evening before, at 23:00, they receive the latest information.
During their presentations we also invite business professionals, to give it all a look and feel of a business setting.
Facts about the course:
- Attendance rate: 95% (average other courses <50%)
- Passing rate: 98% (average other courses 60% - 70%)
- Feedback from students : ++ "not comparable with any other course" - "WhatsApp communication at midnight and direct response, impressive"
- Share knowledge in a different way.
- Effectively use social media in your course.
- Create the fun factor of learning and a wow effect among your students.
- Use your time as lecturer effectively.
- Student motivation and involvement is not as difficult as it seems to be.