Problem based learning: a Problem based learning: a simple teaching tool or simple teaching tool or fundamental learning fundamental learning

paradigm?paradigm?

Dr Howard LeeDr Howard Lee

Audience in groups of Audience in groups of

three/four people:three/four people:

1.1. What would be the best route What would be the best route to travel from here to to travel from here to Birmingham Birmingham by public by public transport?transport?

A little mental exercise…..A little mental exercise…..(3 minute limit)(3 minute limit)

Each group to discuss:Each group to discuss:• Did one group member know more Did one group member know more

than others?than others?• Did one group member chair the Did one group member chair the

exercise?exercise?• How did you communicate How did you communicate

information within the group?information within the group?• How did you feel about doing this How did you feel about doing this

exercise? Was it fun? Was it a pain?exercise? Was it fun? Was it a pain?

DiscussionDiscussion

This exercise was based upon This exercise was based upon Problem Based Learning (PBL)Problem Based Learning (PBL)

Some definitions of PBL:Some definitions of PBL:“…“…a student-centred approach, whereby students deal with ill-a student-centred approach, whereby students deal with ill-structured problems while working in small groups”structured problems while working in small groups”

Araz, G., Sungur, S. (2007). Interplay among cognitive and motivational Araz, G., Sungur, S. (2007). Interplay among cognitive and motivational variables in problem-based learning classes. variables in problem-based learning classes. Learning and Individual Learning and Individual Differences.Differences. In press. In press.

“…“…a method of learning in which students first encounter a a method of learning in which students first encounter a problem followed by a systematic inquiry and reflection problem followed by a systematic inquiry and reflection process.”process.”Mennin, S. (2007). Mennin, S. (2007). Small-group problem-based Small-group problem-based learning as a complex adaptive system. learning as a complex adaptive system. Teaching and Teacher EducationTeaching and Teacher Education 23,23, 303–313. 303–313.

PBL covers aspects of:PBL covers aspects of:‘Teaching by Asking,’ – Geoff Petty’s representation.(source:http://www.geoffpetty.com/downloads/WORD/25waysforTWT.doc)

PBL covers aspects of:PBL covers aspects of:

Gibbs G. (1992) Gibbs G. (1992) Improving the Improving the quality of student quality of student learning.learning. Technical and Technical and Education Education

Services Ltd.Services Ltd.

Kolb's model, derived Kolb's model, derived from Lewin.from Lewin.

PBL covers aspects of:PBL covers aspects of:

Bloom’s Taxonomy of LearningBloom’s Taxonomy of Learning

Psychomotor:Utilise manual skills to manipulate objects, tools, etc.

Cognitive: Stimulate ‘thought processes’ e.g. define terms, summarise.

Affective: Develop feelings, emotions or attitudes to other people, ideas or things – e.g. show concern/increased awareness

about an issue.

Undertaking a problem Undertaking a problem

solving task involves:solving task involves:

• Planning, Planning,

• Doing,Doing, and and

• ReflectingReflecting

The PBL processThe PBL processPart 1 – Trigger introduction sessionPart 1 – Trigger introduction session

1. Search problems as group; explore, identify, define 1. Search problems as group; explore, identify, define

2. Ask each other Qs & explore existing knowledge 2. Ask each other Qs & explore existing knowledge

3. List what you know & test & Q this knowledge within group; test evidence 3. List what you know & test & Q this knowledge within group; test evidence

against prior knowledge against prior knowledge

4. Find out what group does not know, then identify learning needs4. Find out what group does not know, then identify learning needs

5. Use learning needs - define outcomes/goals & objectives: resources 5. Use learning needs - define outcomes/goals & objectives: resources

needed; expectations; tasks for self-study and group study; prepare to needed; expectations; tasks for self-study and group study; prepare to

present solution(s)present solution(s)

Part 2 - Trigger review sessionPart 2 - Trigger review session

6. Review group learning; share information gained & issues for further 6. Review group learning; share information gained & issues for further

exploration exploration

Part 3 – presentation of the evidence sessionPart 3 – presentation of the evidence session

7. Disseminate knowledge 7. Disseminate knowledge viavia presentation(s), share & Q; reflect & review; presentation(s), share & Q; reflect & review;

what have I/we gained?what have I/we gained?

Applications of PBLApplications of PBL

SUBJECTSUBJECT EXAMPLES__________EXAMPLES__________

NursingNursing Jones & Johnston, 2006; Jones & Johnston, 2006;

Ehrengerb & Haggblom, 2007Ehrengerb & Haggblom, 2007

PharmacologyPharmacology Michel Michel et alet al., 2002 ., 2002

MedicineMedicine Subnukarn & Haddawy, 2006Subnukarn & Haddawy, 2006

Vet. scienceVet. science Dodd, 2007Dodd, 2007

EngineeringEngineeringLau & Mak, 2004 Lau & Mak, 2004

BiologyBiology Ash & Robinson, 2006Ash & Robinson, 2006

HospitalityHospitality Kivela & Kivela, 2005Kivela & Kivela, 2005

PBL in medicinal sciencesPBL in medicinal sciences

Onion model

for trigger

development

and

exploration of PBL. McLoughlin, M.,

Darvill, A. (2007).

Peeling back the

layers of learning: A

classroom model for

problem-based

learning. Nurse

Education Today 27,

271–277. p.273.

http://www.trumpuniversity.com/learn/trump360article.cfm?id=42

Audience in Audience in samesame groups of three/four people: groups of three/four people:

2.2. You are on a three-day field trip project, You are on a three-day field trip project, based in one location, with students. The based in one location, with students. The students are studying the key issues students are studying the key issues affecting the possible development of a affecting the possible development of a municipal composting site (see handout). municipal composting site (see handout). The field trip will be The field trip will be structured as a PBL structured as a PBL exercise. exercise. What should the students be What should the students be doing? doing?

PBL exercise 2 – 15 minutes!PBL exercise 2 – 15 minutes!

PBL exercise 2 PBL exercise 2 Municipal compostingMunicipal composting

See arrow for site of planned new municipal composting site at Charlton School. The school grounds will be converted into a compost site. Waste to be composted will be ‘green waste’ (garden and kitchen waste, including some paper) and will be delivered to the site by 20 tonne lorries.

Some hints:Some hints:Part 1 – Trigger introduction sessionPart 1 – Trigger introduction session

1. Search problems 1. Search problems as a groupas a group; ; explore, identify, defineexplore, identify, define the issues the issues2. 2. Each groupEach group, ask each other Qs & explore existing knowledge , ask each other Qs & explore existing knowledge 3. List what you know & test & Q this knowledge within group 3. List what you know & test & Q this knowledge within group 4. What PBL activities might need to be undertaken?4. What PBL activities might need to be undertaken? (e.g. F2F interviews of council officials, door-to-door interviews of local(e.g. F2F interviews of council officials, door-to-door interviews of local residents, phone/email/F2F contacts with compost experts, visit(s) to residents, phone/email/F2F contacts with compost experts, visit(s) to nearby existing compost sites etc.- there are plenty of other options)nearby existing compost sites etc.- there are plenty of other options)5. 5. SoSo, how might the students’ three days be structured? (groups of , how might the students’ three days be structured? (groups of students would need to present their findings at the end of the field trip)students would need to present their findings at the end of the field trip)

Part 2 - Trigger review sessionPart 2 - Trigger review session 6. Review 6. Review your your group learning group learning for this exercisefor this exercise

Part 3 – presentation of the evidence sessionPart 3 – presentation of the evidence session 7. Selected groups disseminate their ideas (30 secs!)7. Selected groups disseminate their ideas (30 secs!)

PBL exercise 2 – 15 minutes!PBL exercise 2 – 15 minutes!

PBL exercise - discussionPBL exercise - discussion

• Individual development – what has Individual development – what has each of youeach of you learnt from this PBL learnt from this PBL exercise?exercise?

• How did your group work as a How did your group work as a team?team?

• How do you feel about PBL as a tool How do you feel about PBL as a tool for teaching and learning?for teaching and learning?

ConclusionsConclusions• PBL is a stimulating mode of PBL is a stimulating mode of

teaching and learning;teaching and learning;

• It can be fun to deliver and to It can be fun to deliver and to participate in – and students often participate in – and students often learn more effectively than from a learn more effectively than from a classic lecture; classic lecture;

• PBL deserves to be adopted more PBL deserves to be adopted more widely.widely.

Issues we have not had time to consider:Issues we have not had time to consider:• Multimedia learning (MML) e.g. MayerMultimedia learning (MML) e.g. Mayer• EE-learning e.g. virtual learning -learning e.g. virtual learning

environments (VLEs)environments (VLEs)• Blended learning (mixtures of F2F/Blended learning (mixtures of F2F/

e-learning)e-learning)• How can the PBL group dynamic How can the PBL group dynamic

function in a blended environment?function in a blended environment?

Issues affecting the wider Issues affecting the wider adoption of PBL adoption of PBL