NDLI: Changes in roles and behavior of learners and teachers when going for POPBL

Content Provider	IEEE Xplore Digital Library
Author	Borch, O.E.M. Helbo, J. Madsen, P.P.
Copyright Year	2006
Description	Author affiliation: Dept. of Control Eng., Aalborg Univ., Aalborg (Borch, O.E.M.; Helbo, J.; Madsen, P.P.)
Abstract	It is accepted world wide; that project-organized problem-based learning (POPBL) is the right method to improve learning and satisfy the customer's being more innovative and creative. Shifting to POPBL in universities seems uncomplicated when it comes to changes in materials and procedures, but for the people involved, mentally, it is a very difficult change in behavior and attitudes. Organizations and staff in many universities are skeptical about POPBL concerning student competence measurement and assessments. On the personal level the teacher's major apprehension is the loss of prestige, templates, and traditions. Students need to be more active in the learning process so the concern is more work. It is always difficult to make major changes in an (mature) educational institution, but shifting to POPBL collaborative learning has been proven to be a successful learning method at Aalborg University, Denmark (AAU) for more than 30 years and it has provided great satisfaction for all parties including students and customers. Although, it was difficult in the beginning and after much iteration, AAU is now the leading university in on-campus POPBL, as well as on-line POPBL. However, the ongoing development of information technology (IT), pedagogy and didactic methods requires new demands to all parties in openness, willingness, and readiness in adapting new roles and behavior. This article describes challenges and changes in roles and behavior when going for and maintaining a modern and successful POPBL environment. Based on years of POPBL development and experience - methods and recommendations will be presented to staff and students when working with the courses and projects in an on-campus, as well as on-line POPBL educational environment.
Starting Page	357
Ending Page	362
File Size	7888652
Page Count	6
File Format	PDF
ISBN	1424404053
DOI	10.1109/ITHET.2006.339786
Language	English
Publisher	Institute of Electrical and Electronics Engineers, Inc. (IEEE)
Publisher Date	2006-07-10
Publisher Place	Australia
Access Restriction	Subscribed
Rights Holder	Institute of Electrical and Electronics Engineers, Inc. (IEEE)
Subject Keyword	Courseware Technological innovation reflection Process control Project management roles Educational institutions Information technology Learning systems Control engineering project work POPBL Collaborative work Speech Control engineering education supported learning remote education
Content Type	Text
Resource Type	Article

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
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8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in