Cooperative Problem Based Learning (CPBL) Process: Phase 3utmlead.utm.my/wp-content/uploads/2014/08/Sessi3.pdf · conform to the standard practice may lead to negligence. Based on

UTM Centre of Engineering Education (CEE) http://tree.utm.my

Cooperative Problem Based Learning (CPBL) Process: Phase 3

Khairiyah Mohd. Yusof, PhD ([email protected])

& Syed Ahmad Helmi Syed Hassan, PhD

([email protected])

Centre of Engineering Education Universiti Teknologi Malaysia

Universiti Teknologi Malaysia

3-4 September 2014

mailto:[email protected]

mailto:[email protected]


Indiv. meet

the problem &

identification

Overall class

problem

identification

& analysis

Team

synthesis &

application

for solutions

formulation

Presentation,

reflection &

team

feedback

Closure

Self-

directed

learning

Phase 1 Team

discussion &

consensus in

problem

restatement &

identification

Peer

teaching,

team &

overall class

discussion

Team

consensus on

final solution

generation

Phase 2

Phase 3

Phase 1

Cooperative Problem Based Learning (CPBL) Model

*

**

*Insufficient understanding of learning issues to solve problem

** Incomplete or misunderstanding of problem requirement

© 2010 All rights reserved



TLA in Phase 3

Solution presentation

Individual/team reflection and feedback

Closure


Presentation


Problem Crafting: Closure

Realistic

Problem

Lecturer as

Designer & Coach / Facilitator

Student as

Problem Solver


• “…. problem-based learning helps students to see that learning and life take place in contexts, contexts that affect the kinds of solutions that are available and possible.” (Savin-Baden 2003)

Why PBL?


Types of Problems in Curricula (Tan 2003)

Real World

Routine Novel

Artificial

Current

preoccupations

The kinds of

learning needed


Problem Solving Topology

Problem Solving - Process to obtain best answer

to an unknown, subject to constraints

- Ill defined - Novel - No explicit statement - More than one approach - Algorithm to solve unclear - Integration of knowledge - Strong skills of presenting

results

What’s the Difference?

Exercise Solving - Process obtain the one and only

answer - Well defined - Encounter similar problem before - Explicit, hints given - Usually one approach to one

answer - Recall familiar solutions – usual

method - Subject by subject - Presentation skills not required


• Deliver the intended learning outcomes 1

• Assess learning process and the achievement of learning outcomes

2

• Provide context of learning as well as professional practices

3

• Stimulate and train thinking skills 4

• Cater for teaching and learning activities 5

Problem as driving force for learning

Duffy and Cunningham (1996)


Effective Course Design under OBE

Students

Assessment

Classroom assessment techniques

Tests Other measures

Act/Coop Lrn. PBL

Lectures

Labs

Other experiences

Instruction

Technology

Goals and Objectives

Bloom’s Taxonomy

Course-specific goals & objectives

Program Outcomes

(Felder & Brent, 2000)


Constructive Alignment

11

Lecturer’s Intention

Student’s Activity

Exam’s Assessment

Intended outcomes must clearly be indicated

Assess intended outcomes

Activity will match outcomes

(Outcome-based Teaching & Learning, OBTL)



• Based on 2 premises:

– constructivism, where the learner constructs meaning through his learning activities, rather than what is transmitted.

– instructional design that aligns learning outcomes to teaching and learning activities, as well as assessment tasks.

J. Biggs, Enhancing Teaching Through Constructive Alignment, Higher Education, 32, 347-364, 1996



• Teachers align assessment and learning activities to the intended learning outcomes

• Students construct meaning from what they do to learn


INSPIRING CREATIVE AND INNOVATIVE MINDS

Medical

Learning takes place regularly at the

actual work setting using real medical

cases

Law

Modeling and simulation of mini court-proceeding

using real law cases

Engineering

“Industrial standards?”

From Mohammad-Zamry, et al 2010



Principles of Crafting Engineering Problems

Mohammad-Zamry, Khairiyah, Nor-Farida, Syed Ahmad Helmi

presented in RCEE&RHEd (2010)

P2. Constructive and integrated

P3. S

uit

ab

le c

om

ple

xit

y

P4. Promote self-directed learning

and lifelong learning

P5. S

timu

late

critic

al th

inkin

g

an

d m

eta

co

gn

itive s

kills

P1. Auth

entic and re

alistic

FictionalAut

hen

tic

Real

O2. Deliver the intended

learning outcomes

O1. Pro

vide conte

xt of

learnin

g & p

rofe

ssional

practic

es

O5. S

timu

late

an

d

train

thin

kin

g s

kills

O4. Cater for teaching

and learning activities

O3. A

ssess

learn

ing

pro

cess

an

d learn

ing

o

utc

om

es

Problems

in

PBL



The scenario – a team of third-year students who will be attending a team interview for industrial training placements

Mode of delivery – offer letter for interview session from a

petrochemical company

(Paper on Problem Crafting)

CaseStudy1_17Dec2009.pdf





1st Problems

2nd Problem

3rd Problem

4th Problem

STUDENTS as “Novice Problem

Solvers”

STUDENTS as “Expert Problem

Solvers”

Professional achievements

Demand at the workplace

PBL Problems

Expectation

Mohammad-Zamry, Khairiyah, Nor-Farida, Syed Ahmad Helmi

presented in RCEE&RHEd (2010)


SUSTAINABLE SOLID WASTE MANAGEMENT CONTEST

(SSWMC)

Institutions of Higher Learning

24 July – 16 October 2008


Skudai, Johor

Organised by:

Faculty Of Chemical and Natural Resources Engineering Universiti Teknologi Malaysia

81310 UTM Skudai, Johor

ENTRY FORM SSWMC 2008 COMPETITION

Institutions of Higher Learning

Group Name:___________________________

Team members name: •____________________________________ •____________________________________ •____________________________________ •____________________________________ •____________________________________

Institution : ____________________________ Address : __________________________________ __________________________________ __________________________________ E-mail: ___________________________________ Phone: ________________Fax: _______________ H/P : ________________

Please send this form to: SSWMC Secretariat 2008 Faculty Of Chemical and Natural Resources Engineering Universiti Teknologi Malaysia 81310 UTM Skudai, Johor Other information can be obtained


Feedback from students on getting realistic problems

0%

10%

20%

30%

40%

50%

60%

70%

1 2 3 4 5

Perc

en

tag

e

Scale

Case Study

Solving the case study reveals the importance of the knowledge gained in this class in industry.

I understand how the learning process in this class is related to develop outcomes in knowledge

and skills required for me to have as an engineer.


What constitutes a problem?

• Failure to perform

• Situations in need of immediate attention or improvement

• Finding better and new ways to do things

• Unexplained phenomena or observations

• Gaps in information and knowledge

• Decision making problems

• Need for new design

• Need for new invention


Failure to perform

• Malfunctioning system

• Eg: Jane has a four-year old car. She has just attended a meeting in town and discovered that she could not start her car.


Situations in need of immediate attention or improvement

• Example issues include hunger, poverty, lack of health care, industrial accidents

• Eg: The engineers in a manufacturing plant are increasingly frustrated that the gains they have achieved at their plant are being frittered away in the distribution system. Some 30% of the cost of the product has been attributed to distribution and sales.


Finding better and new ways to do things

• Eg: ABC is a plant that manufactures special computer chips. In the current system, most of the air-conditioning in the plant is left on 24-hours. You have been asked to improve the current systems and to install new controls to reduce electricity consumption in the long run.


Unexplained phenomena or observation

• Eg: It has been claimed that nitric oxide is of great biological importance. You are working as a research assistant, and you have been asked to provide as much accurate information as possible from reported research on how nitric oxide might be produced in the human body and how it affects the various systems and functions of the body.


Social Science Problem

• Complex but students always assume it can be solved

without conducting any research, self-reading etc. –

Common Sense / Logic thinking solution – NOT FACT!

• Social Science problem always looks familiar to

students.

• The problem should come with trigger consists of hints

on the tasks they should do.


Example…

The collapse of Highland Tower signifies the disastrous

construction practice. Failure to provide proper advice and

service as required by the professional body can be

damaging. As highlighted by Judge Azlan, failure to

conform to the standard practice may lead to negligence.

Based on some remarkable cases such as Dr. Abdul Hamid

vs. Jurusan Malaysia Sdn. Bhd. Comment on the existence

of tort liability in the project undertaking. Highlight some

important concepts negligence together with the supporting

evidences.


Example…

• Learning Outcomes:-

– To understand Tort (Private Law) Liability of

Engineer in Practice

– To understand the concept of negligence

– To understand the impact of professional

negligence


Effective Problem

• Problem must first engage students’ interest and

motivate them to probe for deeper understanding of the

concepts being introduced.

• It relates to the reality of the student’s world and

interests.

• Problems induce students to make decisions or

judgments based on facts, information, logic and/or

rationalization. They require students to justify decisions

and reasoning based on the principles being learned.

• Cooperation from all members of the group is necessary

in order to effectively work through a good problem.


Effective Problem (cont’d)

• The initial questions in the problem have one or more of the following characteristics :

– open ended, not limited to one correct answer

– connected to previous learning

– controversial issues that will elicit diverse opinions.

• The objectives and standards of the curriculum are incorporated into the problem.

• The problem also connects to concepts in other curriculum areas.



Problem Crafting Process



Pro

ble

m C

raft

ing

Pro

cess

1. Identify learning outcomes (LO) and the time frame

2.1. Identify actual problem/situation, scenario and context of the problem

2.2. Identify demand at the workplace

3.1. Infuse LO into the problem

3.2. Identify and prepare resources needed

3.3. Provide recommendation or suggestion

4.1. Write solution guidelines

4.2. Prepare grading rubric

5. Package the problem for presentation

6. Review, revise and refine

7. Delivery


1. Identify learning outcomes, also list of concepts already known, and

concepts from other disciplines/courses developed

* if the gap in knowledge and skills in the problem is considerably

large, then break them into parts

2.1 Identify actual situation/problem and work setting where the learning

outcomes fit

2.2 Identify demand at the workplace that require the students to make

response

Problem Crafting Process


3.1 Write the first draft – infuse the learning outcomes into the problem as

intermediates between problem and demand at the workplace:

use present tense

provide context of time, place, specific role of practitioner

contains objective rather than interpretive data

request student to make a response (demand at the workplace), i.e.

make a decision to take an action, prepare a technical reports, make

a proposal, attend an interview, etc.

3.2 Identify and prepare resources needed – process description,

datasheets, diagrams, charts, etc.

3.3 If necessary, recommend approach to deal with the problem and

suggest learning resources and references

Problem Crafting Process (cont’d)


4. Prepare solution guidelines and grading rubric for assessment

5. Package the problem for presentation:

Add value to the problem e.g. data and calculation sheets with mock company heading and logo

Choose suitable mode of delivery e.g. letter, email, memo, conversation, phone call, etc.

6. Review, revise and refine - ensure that the problem is solvable and can be solved by the students in a the given timeframe

7. Delivery

Problem Crafting Process (cont’d)


Packaging Problems for Presentation

• Letter

• Email

• Memo

• Conversation

• Video clip

• Newspaper article

• Advertisement

• Poster, etc.


Example: Interview Letter



Example: Email



Example: Memo



Example: Conversation



Example: Poster



Example: Data sheet



Added Value in Problem Crafting

Electronic forum for discussion – e-learning

Support materials – calculation sheet, letter head, etc.

Artificial personnel – supervisor, plant manager, etc.

Invited experts from industries – to share experience

Industrial collaboration – real problem/case study

Additional activities – competition, writing a proposal,

bidding for a contract, etc.


Concluding Remarks


Crafting PBL

Problems

Criteria & Principles

Problem crafting process

Proper planning

Getting feedbacks

Creativity



“Solving unstructured problem is like playing a jigsaw puzzle; interesting but challenging, painstaking but rewarding.”


Indiv. meet

the problem &

identification

Overall class

problem

identification

& analysis

Team

synthesis &

application

for solutions

formulation

Presentation,

reflection &

team

feedback

Closure

Self-

directed

learning

Phase 1 Team

discussion &

consensus in

problem

restatement &

identification

Peer

teaching,

team &

overall class

discussion

Team

consensus on

final solution

generation

Phase 2

Phase 3

Phase 1

Cooperative Problem Based Learning (CPBL) Model

*

**

*Insufficient understanding of learning issues to solve problem

** Incomplete or misunderstanding of problem requirement

© 2010 All rights reserved



TLA in Phase 3

Solution presentation

Individual/team reflection and feedback

Closure

UTM Centre of Engineering Education (CEE) http://tree.utm.my Part of a Student’s Meta-reflection in

Phase 3 I felt, this class is incredible. Technical knowledge is a definite yes, of course we learnt what was supposed to be learnt, those things covered in the course outline. But more importantly, I think my thinking have matured, I think I learn how to look past what is in front of the eyes, and I think I can control my emotions better now compared to how I was when I first entered uni....I also discovered some weaknesses which I need to improve on. First thing first, I need to get some of my negative thinking out of the way, and focus more on the good stuff so that I don’t get depressed so easily as I do now, haha. Second of all, I need to learn to calm down at critical times to think rationally. And third of all, I need to welcome feedback, opinions, and different perspectives in a better and more open minded way.

UTM Centre of Engineering Education (CEE) http://tree.utm.my Part of a Student’s Meta-reflection in

Phase 3 I felt, this class is incredible. Technical knowledge is a definite

yes, of course we learnt what was supposed to be learnt,

those things covered in the course outline. But more

importantly, I think my thinking have matured, I think I learn

how to look past what is in front of the eyes, and I think I can

control my emotions better now compared to how I was when I

first entered uni....I also discovered some weaknesses which I

need to improve on. First thing first, I need to get some of my

negative thinking out of the way, and focus more on the good

stuff so that I don’t get depressed so easily as I do now, haha.

Second of all, I need to learn to calm down at critical times to

think rationally. And third of all, I need to welcome feedback,

opinions, and different perspectives in a better and more open

minded way.

UTM Centre of Engineering Education (CEE) http://tree.utm.my Date PBL process Activities Scaffolding,

Assessment

4/1 Problem restatement & identification

L: CS1 posted

S: Read CS1 (out of class)

8/1 Problem restatement & identification (PR&I)

S: a) in-class PR&I

b) Divide peer-teaching

L: a) overall PR&I

b) Hand out tutorial

Team PR&I

10/1 Peer teaching and feedback

S: Overall class peer teaching & tutorial discussion

L: monitor and facilitate discussion

a)Indiv. peer teaching notes

b) Team tutorial answer

c) Quiz 1

15/1 Solution presentation & closure

S: Presentation & discussion

L: Closure

Report, presentation

17/1 Reflection S: Peer feedback & team reflection

L: Closure & motivate

Indiv. & team reflection, peer rating


CPBL PROCESS

Consequences of Missing a Step


Problem Restatement

Purpose: ensuring that students get the clear picture on what is

actually meant and asked by the problem.

If not:

Students cannot understand what actually happen inside the

problem.

Students may have wrong mental picture

Misconception or wrong perception on the problem concepts.

Do not know how and where to start.

Students do not focus on what they suppose to do; wrong way

direction.

Students not able to put a boundary around the problem


Problem Identification

Purpose: ensuring that students clearly identified the list of

knowledge that they have to learn in order to solve the problem

and also acknowledge the significant of course

outcomes/syllabus.

If not:

Students will be unable to tie-up the prior knowledge they have

with the current problem that they are facing.

Unable to determine the new knowledge that they have to

learn in order to solve the problem.

Neglect the significance of course outcomes/syllabus.

Students take for granted on the actual work to solve problem

given to them.


Intra-team Peer Teaching

Purpose: self-directed learning.

If not:

High tendency of misconception on the learning issues.

Unable to compare different perspective of understanding

from each group members.

Unable to select and combine the ideas produced by each

group members.

Monopoly or conquer by somebody might happen.

Team might fall apart.


In-Class Peer Teaching

Purpose: self-directed learning.

If not:

Lecturers will be unable to ensure that all students have the

correct understanding on problem and concept of knowledge.

Knowledge exchange in a bigger boundary couldn’t be carried

out – overall peer teaching and discussion.

Students will not deeply comprehend the learning issues,

unless they are asked to explain and defend the knowledge

(especially for the presenters).

Knowledge sharing ethic is not applicable.


Progress Check

Purpose: inspection on the current position and status of students in the

problem-solving process.

If not:

High possibility the students will be off-track; lost…

Misunderstanding on the given problem.

Misconception on the learning issues/new knowledge that they have

to learn.

Unable to join-up each particular knowledge they learnt and put it

into a big picture that represent the whole problem.

Difficult to trace-out in which angle students develop their

understanding on problem and concept of knowledge.

Unable to trace-out how much effort that the students put through

in order to solve the problem – lifelong learning.

Missing an effective way to monitor team-working skill.


Solution Presentation

Purpose: asking students to defend their findings and match the problem

and solution with the theories.

If not:

Students will take for granted of their findings; just solve the

problem for submission purpose and for the sake of marks.

Unable to identified the level and strength of knowledge that the

students gained along the problem-solving process.

Students/groups might lack some ideas that defined by other

students/groups – if overall discussion on findings is neglected.

Students will be remain identical with their findings if more than

one answer can be applicable – knowledge sharing ethic is not

practiced.

Unable to prove that the course syllabus/content is useful when they

are working.


Self and Team Reflection

Purpose: providing space and moment for the students to look back on what they

have gone through so far and what they can improve in the future; also

comment on their learning process honestly. May lead to self-discovery.

If not:

Students/groups will present the same level of performance through out the

semester – no improvement in terms of learning process, knowledge, skills and

ethics.

Students will not acknowledge strengths and improve weaknesses that they

have.

Goals for the next problems/PBL process are not identified.

Difficult to measure students’ feeling and the level of satisfaction on their

learning process

Difficult to identify what they want and what we should do so that they can

perform better.

Unable to trace-out the conflicts inside a team, if any.


Closure

Purpose: Ties-up any loose ends, clarifies doubts, join-up each

parts of learning issues, gives additional information and also

cover the untouched section of the course syllabus that have

not covered in the problem.

If not:

Students will continuously be lost.

Difficult for the students to move on to the next learning

issues/chapters if the knowledge is interconnected.

Students might miss some parts of the course syllabus.

Comments and feedbacks on students findings is undelivered.

Students will feel demotivated to keep on moving in the course

since the content of course syllabus is not clearly and totally

understood.


People have different perspectives and views about a problem.

We should learn to exchange views to gain a better

understanding of a problem situation rather than assume a

“correct” or “best” answer in one’s own mind. Furthermore,

when it comes to understanding the different perspectives of a

problem, it can be said that none of us is as smart as all of us.

60

Documents

Cooperative Problem Based Learning (CPBL) Process: Phase 3utmlead.utm.my/wp-content/uploads/2014/08/Sessi3.pdf · conform to the standard practice may lead to negligence. Based on