DEVELOPING A PROBLEM-BASED LEARNING MODULEPRACTICAL GROUP WORK SESSION

Rob Boast, Staffordshire UniversityRosemary Tomkinson, University of Manchester

THE BRIEF – THE V-C AGAIN . . . Your vice-chancellor, after reviewing the Green League

tables, has determined that one, of a number of responses that they would like to see implemented, is for all academic departments to incorporate a sustainability themed module into one ‘champion’ on-campus degree programme.

The v-c sees this module as being essentially a problem-based, student-centred module with students working in small teams developing a whole raft of graduate attributes / transferable skills along the way.

THE BRIEF CONTINUED . . . Your v-c understands that ‘one-size-does-NOT-fit-all’ and

so there are a number of design scenarios . . . but they ideally use technology supported learning.

Your team has volunteered / been encouraged to be a pbl-sustainability / skills champion!

Choose one of the scenarios (next slide) and map out a workable 12 week module meeting the key design criteria (see later).

Your v-c requires a 5 min ‘pitch’ of your champion module.

30 mins – go, good luck!

THE SCENARIOS . . . Scenario 1: Rivers of Flowers / Pollen Patch – students bring their

subject discipline to this x-University project. Provide an exemplar module ‘shell’ for a specific level.

Scenario 2: Greening the University – ‘Core Curriculum’ – students bring their subject discipline to this x-University project. Provide an exemplar module ‘shell’ for a specific level.

Scenario 3: Campus Sustainability Challenge – interdisciplinary / inter-level module(s) that is focused on transforming the sustainability of the campus.

Scenario 4: Curriculum Development Design for Sustainability – a module for final year students reflecting on and redesigning the curricula focusing on employability and working with alumni.

Scenario 5: Green Apprentice – sustainability consultancy module for transforming the university estate / curricula.

THE DESIGN CRITERIA . . .

What would be the key ‘problem’ theme of the module?

What are the key needs / skills / attributes would the module try to develop?

What would be the key delivery challenges?

How might you ensure successful group working?

How might you use technology to support the learning?

What might be an appropriate assessment package for the module?

Outline any key opportunities / challenges

VIEWS FROM THE SOUTH BANK UNIVERSITY (15/7/13) . . .

Opportunities ‘Learning’

Really mutli-disciplinary would be nice but interdisciplinary might be better

Proactive / engaged students researching / generating knowledge for themselves

Student-centred driven curricular – students designing the curricular

Linking cohorts - this year’s student learners next year’s mentors – passing the project / them onto the next cohort – that sort of sustainability of the project (rivers of flowers cascading across years)

‘Skills delivery’ It delivers graduate

attributes Business experience Group-working skills

‘e-literacy’ Social media facilitation

‘Assessment’ Truly related to the brief /

the process - convergent

VIEWS FROM THE SOUTH BANK UNIVERSITY (15/7/13) . . .

Opportunities ‘Real project approach’

Interdisciplinary working for all subjects in the University

Strengthen discipline identity as they put their take / angle on a theme

Authentic briefs – link curricular with the University life and non-University communities

NEXT practice in learning – refreshing curricula for staff

VIEWS FROM THE SOUTH BANK UNIVERSITY (15/7/13) . . .

Challenges ‘University management’

Longer time perspectives need to be taken to grow (not just trees / an orchard) but a big overarching theme.

Collaborating and buy in to a broad theme and then subject disciplines hanging their PBL variant module from the thee

Are we brave enough not to even have facilitators ?

Might we need incentivisation of early adopting students (& staff – workloads and champions)?

Who has responsibility of driving this? – does a Faculty lead or is it a committee or do you have an EPVC of Sustainability?

‘Students - getting it’ How do we sell modules to

students bunkered in their own discipline?

Concept of the module buy in from students – ideological aims of the module

‘Different Learning’ Respect for different

disciplinary backgrounds Working with others outside

the university – risk assessments and working with vulnerable groups

VIEWS FROM THE KEELE WORKSHOP (30/11/12) . . .

Opportunities ‘Learning’

Proactive / engaged students Journey in own learning DEEP LEARNING Master classes Linking cohorts - this year’s

student learners next year’s facilitators

Next learning for the trained facilitators

‘Change’ Transformative – into SD

issues Reflection & change Change perceptions

‘Skills delivery’ Teamwork / team skills Creativity Critical thinking Self-awareness Leadership skills

‘e-literacy’ Technology and use of

techniques Blogs – on-line monitoring Develop e-skills Online collaborative tools

VIEWS FROM THE KEELE WORKSHOP (30/11/12) . . . Opportunities

‘Real project approach’ Looking to the future – one

world multidisciplinary Interdisciplinary working /

disciplinary culture awareness Authentic briefs – students

doing a real project with others Students design for schools env

sus – taster days Collaborate with schools Outreach opportunities Citizenship Engagement creating the

meaningful Change agents – what can be

applied – action research

‘Assessment’ Negotiated assessment –

empowerment Assessment design awareness Deliver assessment feedback

dialogue Peer review and reflective

responding

‘Sustainable development agenda’

Enhancing SD in the curricula Personal - Local – regional – global

nested issues Multiple player – people,

communities, business Green journey

VIEWS FROM THE KEELE WORKSHOP (30/11/12) . . .

Challenges ‘University management’

Buy in from University / feasibility of module ideas

Staff time Timetabling Recruitment / training /

rewarding of final year facilitators

Logistics of online learning - training students to use tools

‘Students - getting it’ Name of module – selling to

students Concept of the module buy in

from students – ideological aims of the module

Contested terms – ‘sustainability’, ‘community

‘Students – group working’ Students not knowing each

other Passenger students Peer assessment can cause

conflicts

VIEWS FROM THE KEELE WORKSHOP (30/11/12) . . .

Challenges ‘Different Learning’

Respect for different disciplinary backgrounds Learning styles – disciplinary styles International / cultural differences between students Agreeing on assessments – flexibility of assessments Different level students working together – different learning

outcomes / assessments / motivations