PBL Ee Ucl

Problem Based Learning
in Electronic Engineering
Tony Kenyon, Hugh Griffiths, John Mitchell,
Lewis Elton, Mick Flanagan and Lionel Sacks
Electronic and Electrical Engineering

UCL
UCL ©copyright 2002 Supply & Demand in Engineering –23rd May 2002
Chinese Proverb :
Tell me, I will forget

Show me, I may remember
Involve me, and I will understand
Background
 Institution of Electrical Engineers (IEE) set up
PBL Working Party
 The group was formed in late 1998 in response
to the recommendations of the IEE Industry
Course Working Party
 A number of medical schools have moved to
PBL following the General Medical Council’s
1993 report, “Tomorrow’s Doctors”
Terms of Reference
 To assess what PBL has to offer in electrical

engineering degree courses
 To define what role PBL could play in such
courses
 To assess the additional resources needed for a
PBL course
Impetus for Change
 Employers are seeking graduates:
Who know how to learn
Who know how to tackle (and solve) problems in
the real-world
Who possess key/transferable skills
 Communication  Presentation
 Group working  IT
PBL
What is it?
How does it work?
Why is it better?
What will it cost?
What is PBL?
 Problems are used as the stimulus and focus for
student activity
 PBL courses start with the problems rather than
with exposition of knowledge
 Students acquire knowledge and skills through a
staged sequence of problems presented in context
How does PBL Work?
 Small groups of students (~ 8) work with a PBL

Tutor or Facilitator
 Groups meet twice a week, each time for
around 2 - 2.5 hours
 Students identify the main issues and formulate
questions to work on
How does it Work?
 Following a period of individual study (2 - 3
days), the group reconvenes
 They will discuss what they have learned, and
apply the new learning back to the original
problem
 Supporting activities (labs, lectures) are
timetabled as ‘Fixed Resource Sessions’ during
the periods of individual study
KEY
Electronics
Communications
Control
Digital Systems
Power Systems
Machines
THE PBL SPIRAL
Acquisition of
Knowledge
Integration of the
Curriculum
SCENARIO #5
SCENARIO #4
SCENARIO #3
SCENARIO #2
SCENARIO #1
PBL Advantages
 Active learning - occurs in context
 Integrated, holistic approach
 Leads to deep learning; long-term recall
 Promotes development of key skills
 Fosters the learning ethic
Solid foundation for Lifelong Learning
PBL Set-up Costs
 Estimated total effort required:
1000 academic days - 30 students
 Discounting existing course revision:

PBL Running Costs
Staff Days Required in
Year Year Year Year
1 2 3 4
30
175 175 175 125
Students
100
500 450 450 325
Students
Other costs
 Rooms
Large number of small rooms required
 Library
Substantial increase in use expected
 IT
Additional hardware and software
Good IT support
What Next?
 ‘Three Universities’ Pilot Project
Introduce PBL into years 3 and 4
Subsequently push down into earlier years
Review assessment methods
Award Certificate of Key Skills
 Sources of funding
HEFCE
Potential for industrial involvement
Partners
HEFCE Project
 Total funding of £684,000

 Industrially supported
 Total output of 190 graduates per annum
Examples in Electronic Engineering
 Very few examples in engineering; most
application are in medicine
University of Manchester – Common engineering 1st

year by PBL
University of British Columbia – part of 1st and 2nd
Year
University of Delaware – Electronic design in the
Physics Course
Issues
 What to teach in PBL?
 When to teach PBL?
 Methods of Assessment
 Staff Training
What to teach PBL?
 Not all subjects will benefit from PBL
 Fundamentals and basic ideas often best
presented first and then demonstrated with
examples and problem
 Key subjects taught traditionally, such as….
Mathematics
Basic circuit analysis
Electromagnetic principles
Semiconductor devices
When to teach PBL?
 PBL will replace around half of the taught
programme in the 3rd and 4th years
 However, students get used to the listen and
regurgitate approach  PBL will come as a
shock
 Introduction to PBL will feature in the 1st and
2nd years
Methods of Assessment
 How do you assess deep understanding of the
subject?
 Traditional ‘exams’ encourage regurgitation of
facts, it is difficult to judge ‘understanding’
 Options:
Peer Assessment
Self Assessment
Mix of all of these
Work Portfolios
Reports
Presentations
Staff Training
 Phrases such as “road to Damascus” used
 Requires a move from:
Teaching Learning
Staff being the authority being an authority
Disciple based transfer of Problem based,

knowledge independent
facilitator of learning
What are the Advantages for E&EE?
 It is hope that PBL will produce graduates
better suited to industry because they have:
Knowledge linked to application

Better problem solving skills developed
Ability to continue to learn throughout their career
Ability to work in a group
Ability to communicate ideas
Conclusions
 PBL has a number of distinct advantages as a

learning method - it can deliver graduates that
will be highly prized by industry
 The time, effort and money required to

implement a PBL-based programme is
substantial - but so are the potential rewards
Conclusions (contd)
 The IEE should actively promote the advantages

of PBL and encourage HEIs to consider
introducing this method of learning
 PBL should be approved by the IEE

Accreditation Committee as a learning method
that can be employed with advantage in electrical
engineering degree programmes

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Problem Based Learning

Electronic and Electrical Engineering

Tell me, I will forget

 To assess what PBL has to offer in electrical

 Small groups of students (~ 8) work with a PBL

 Discounting existing course revision:

 Total funding of £684,000

University of Manchester – Common engineering 1st

Staff being the authority being an authority

Disciple based transfer of Problem based,

Knowledge linked to application

 PBL has a number of distinct advantages as a

 The time, effort and money required to

 The IEE should actively promote the advantages

 PBL should be approved by the IEE

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