The Master Programme in Problem Based Learning
Master in Problem Based Learning in Engineering and Science (MPBL) | ||
Module 1: Development of Teaching Competences | ||
Course: -Teaching and Learning in engineering, science and health | Assessment: -Written examination -Internal censorship -Assessed by the 7-step scale | 5 ECTS |
Project: -Teaching portfolio | Project assessment: -Internal censorship -Assessed by Passed/Non-passed | 5 ECTS |
Module 2: PBL experiments | ||
Course: -PBL models and change strategies | Assessment: -Participation in seminar -Internal censorship -Marked by Passed/Non-passed | 5 ECTS |
Course: -Process competences and project supervision | Assessment: -Active participation in workshop -Internal censorship -Marked by passed/Non-passed | 5 ECTS |
Project: -PBL as experiment | Project assessment: -External censorship -Marked by 7-step scale | 10 ECTS |
Module 3: Research based design of PBL programme | ||
Course: -Theory and method | Assessment: -Written examination -Internal censorship -Marked by 7-step scale | 5 ECTS |
Optional course: -PBL and sustainability -PBL and intercultural learning -PBL and management | Assessment: -Oral examination -Internal Censorship -Marked by Passed/Non-passed | 5 ECTS |
Master thesis: | Project assessment: -External censorship -Marked by 7-step scale | 20 ECTS |
Module 1 Development of Teaching Competences
The aim of this module is to present the learning and curriculum and the contextual which form the foundation of student centred teaching and learning in engineering education (including PBL) and to support the participants in reflecting on own teaching experiences and competences. Module 1 contains one project and one course.
The project is a teaching portfolio and after completion of the project the participants should have obtained competences in order to:
Develop a personal teaching philosophy containing a personal understanding of the concepts “science”, “teaching” and “learning”, including attitudes and relations to the students.
Generalise own teaching experiences in the light of the presented concepts, theories and methods of the project courses.
Systematically work with own reflections, analyse the use of student activating teaching principles with the aim of planning, experimenting with and developing own teaching practice.
The course is Teaching and Learning in Engineering, Science and Health and the aim of the course is to support the participants in acquiring understanding of the basic learning and curriculum theories and relations between teaching methods, curriculum models and PBL-principles. The course supports the participants in developing a Learning portfolio including reflection methods.
Module 2: PBL experiments
The module aims to present the PBL learning principles, models and methods enabling the participants to work with design and planning of a specific lesson plan involving PBL learning principles and to estimate the organisational change processes this will implicate. There is one project and two courses.
After the completion of the project the participants should have obtained competences enabling them to:
Analyse pedagogic development strategies of a specific institution related to PBL.
Develop possible PBL development strategies in own learning/institution into perspective.
The two courses are
PBL models and change strategies with the aim of the course is to support the participants in acquiring knowledge about the fundamental principles underlying problem based learning and how these principles can be used in different PBL models as well as the understanding of various types of change strategies by the implementation of PBL.
Process competences and project supervision with the aim to support the participants in development of competences of project supervision related to PBL based learning lesson plans. The participants should also be able to understand the analysis and development of project management and cooperation processes.
Module 3: Research based design of PBL programmes
The overall aim of the module is that the participants learn the research based analysis models and methods to enabling them to analyse, reflect and design PBL educational course within a chosen sub-section at technical and scientific educations. There are the master project and one mandatory course and a serious of optional courses
Master thesis
After completion of master thesis, the participant should obtain competences in order to:
Utilise scientific theories and methods in a complex problem area.
Take responsibility for and design a problem based project work in cooperation with advisor and project or study group.
Put the drafted design into perspective to increase PBL in the chosen education.
Generalise the conclusion of the project to other educational areas.
The courses are:
- Theory and method with the aim to support the participants in acquiring knowledge about the fundamental research methods within educational research and engineering didactic.
- Choice of one of the optional courses as a specialisation strategy:
- PBL and sustainability to support the participants in acquiring knowledge about the fundamental principles within sustainability and understanding of how PBL may frame the systematic integration of sustainability in technical and scientific educations.
- PBL and intercultural learning to support the participants in exploring and reflecting on relations between “culture” and “education” in general and more specifically between culture and PBL.
- PBL and management to support the participants in understanding the consequences of the global development on the competency and quality development and on the management of the educations.
