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George H. Watson, University of Delaware
Realizing the Promise of Problem-Based Learning
in Higher Education
Problem-Based Learning: A Process to Enhance LearningA professional development conference at
Baton Rouge Community College August 11, 2005
www.udel.edu/pbl/BRCC/
The Way It Was... 1973
2005
Computation and Calculation
scientific calculators,graphing calculators,
laptops,PDAs
tablet PCs,gigabytes and gigahertz,ubiquitous computing
The Way It Was... 1973
2005
Communication and Collaboration
e-mail,voice-mail,chatrooms,
FAX,cell phones,
text messaging,instant messaging,
blogging,wireless connectivity
The Way It Was... 1973
2005
Collections and Connections
Online Information:web catalogs,
networked databases,Britannica Online, online newspapers,
course websites,CMS and LMS
Given the amazing advances in technology
and the dramatic change in the environment of our students,
Can we afford to continue teaching the way we were taught?
An important question:
First, an exercise:
1. Individually, write down five words or short phrases that come to mind when you think of:
Student-Centered Learning2. In pairs or small groups, select three
“most important”.
3. Finally, report out just one.
“The principal idea behind PBL is that the starting point for learning should be a problem, a query, or a puzzle that the learner wishes to solve.”Boud (1985)
What is Problem-Based Learning?
PBL is a learning approach thatchallenges students to “learn to learn,”working cooperatively in groups,to seek solutions to real world problems.
What is Problem-Based Learning?
PBL prepares studentsto think critically and analytically,to find and use appropriate learning
resources,to communicate effectively, orally and in
writing,to work well as members of a team.
What is Problem-Based Learning?
What are the CommonFeatures of PBL?
Learning is initiated by a problem.
Problems are based on complex, real-world situations.
All information needed to solve problem is not initially given.
Students identify, find, and use appropriate resources.
Students work in permanent groups.
Students are presented with a problem. They organize ideas and previous knowledge.
Students pose questions, defining what they know and do not know.
Assign responsibility for questions, discuss resources.
Investigate learning issues.Reconvene, explore newly learned information,
refine questions.
PBL: The Process
Problem-Based Learning Cycle
Overview/Assessment Problem, Project,
or Assignment
Group Discussion
Research
Group Discussion
Preparation of Group “Product”
Whole Class Discussion
Mini-lecture(only when needed!)
A Typical Day in a PBL Course
Characteristics Neededin College Graduates
High level of communication skillsAbility to define problems, gather and
evaluate information, develop solutionsTeam skills -- ability to work with othersAbility to use all of the above to address
problems in a complex real-world setting
Quality Assurance in Undergraduate Education (1994)Wingspread Conference, ECS, Boulder, CO.
Skills Used Frequently by Physics Bachelorsin Selected Employment Sectors, 1994
Source: AIP Education and Employment Statistics Division
Realizing the Promise of Problem-Based Learningin Higher Education??
Collaborative workspace
Flexible furniture in PBL classroom
www.udel.edu/inst
Problem-Based Learning: From Ideas to Solutions through Communication
Regularly offered in January and June
This three-day workshop demonstrates and models ways that PBL can be used effectively in all disciplines, in upper and lower division courses, and in all size classes. One focus of this program is writing effective problem-based materials; participants leave the session with new or revised problems for use in their courses. Another focus is engaging students in research and communication as part of the process of PBL.
PBL Clearinghouse
An online database of PBL articles and problems.All material is peer-reviewed by PBL practitioners for
content and pedagogy.All problems are supported by learning objectives and
resources, teaching and assessment notes.Holdings are searchable by author, discipline,
keywords, or full text.Fully electronic submission, review, and publication
cycle.Controlled access by free user subscription, students
excluded.
PBL Clearinghouse
Currently there are more than 9000 registered users and 100 PBL problems.
Of the problems available, more than half are in physics, chemistry, and biology, but the number in other disciplines is growing steadily.
We are very interested in publishing adaptations of problems to other cultural/geographical contexts.
www.udel.edu/pblc
The principal idea behind PBL is?
A. PBL challenges students to learn to learn.
B. Learning is initiated by a problem.
C. Student-centered work in permanent groups.
“The principal idea behind PBL is that the starting point for learning should be a problem, a query, or a puzzle that the learner wishes to solve.”Boud (1985)
A. PBL challenges students to learn to learn.
B. Learning is initiated by a problem.
C. Student-centered work in permanent groups.
Think/ pair/ share
The principal idea behind PBL is?
Methods of Active andGroup Learning
Student Involvement
temporary groups permanent groups
“Think/Pair/Share” PBL
Cooperative Learning: What the research shows
Academic Successhigher achievement, including knowledge acquisition, accuracy, creativity in problem-solving, and higher reasoning level.
Attitude Effects persistence towards goals, intrinsic
motivation, applying learning in other situations, greater time on task
Johnson, Johnson, and Smith (1998)
