Problem-BasedProblem-BasedLearningLearning

An IntroductionAn Introduction

Bruce Heiman, PhDBruce Heiman, PhDCollege of Business, International Business,College of Business, International Business,

SFSUSFSU

Agenda-Intro to PBLAgenda-Intro to PBL

Need for a New Approach to teachingNeed for a New Approach to teaching The Case for PBLThe Case for PBL Teacher vs. Student-Centered (PBL)Teacher vs. Student-Centered (PBL)

ApproachApproach How PBL worksHow PBL works New Roles (for the teacher, students)New Roles (for the teacher, students) Wrap-upWrap-up Questions/DiscussionQuestions/Discussion

Need for a New Approach toNeed for a New Approach toEducationEducation

Productive workers and citizens for the nextProductive workers and citizens for the nextcenturycentury……

Cramming students with todayCramming students with today’’s facts ands facts andtheories--which may soon be outdated--theories--which may soon be outdated--doesndoesn’’t prepare people for a changing worldt prepare people for a changing world

The story of the origin of PBL in briefThe story of the origin of PBL in brief Once Upon a Time in Maastricht, NLOnce Upon a Time in Maastricht, NL

•• The Dutch-frugal, life is cheap and the individual isThe Dutch-frugal, life is cheap and the individual isimportantimportant

•• The tale of medical malpracticeThe tale of medical malpractice……

Need for a New Approach toNeed for a New Approach toEducationEducation

Students frequently ask why they need toStudents frequently ask why they need tostudy a subject or what use thestudy a subject or what use theinformation will be to theminformation will be to them

PBL places learning in the context of thePBL places learning in the context of the““real worldreal world””--deals with problems that are--deals with problems that areas close to real-life situations as possibleas close to real-life situations as possible

Ultimate Objectives ofUltimate Objectives ofEducation-One ViewEducation-One View

Acquire an essential body of knowledgeAcquire an essential body of knowledge

Develop the ability to use that knowledgeDevelop the ability to use that knowledgeeffectively in response to problemseffectively in response to problems

Develop the ability to extend or improveDevelop the ability to extend or improvethat knowledge in response to futurethat knowledge in response to futureproblems and opportunities--problems and opportunities--meta-cognitionmeta-cognition..

Barrows, H. (1996). NDTL, Volume 68, 3-12Barrows, H. (1996). NDTL, Volume 68, 3-12

Claims: PBL as Response toClaims: PBL as Response toChanging NeedsChanging Needs

Ultimate goal of PBLUltimate goal of PBL•• To produce graduates capable of managingTo produce graduates capable of managing

academic or professional problems of those whoacademic or professional problems of those whoseek their services in a competent mannerseek their services in a competent manner

High-level goals, the development of:High-level goals, the development of:•• An Integrated Knowledge BaseAn Integrated Knowledge Base

•• Problem-solving SkillsProblem-solving Skills

•• Effective Self-directed Learning SkillsEffective Self-directed Learning Skills

•• Team SkillsTeam Skills

PBL at Its Most Fundamental Level:PBL at Its Most Fundamental Level:3F3F

PBL in a NutshellPBL in a Nutshell•• Encounter the problem Encounter the problem FFirstirst•• A rich problem affords A rich problem affords FFreeree inquiry by students inquiry by students•• Students take Students take FFullull responsibility for their own learning responsibility for their own learning

What is needed to begin:What is needed to begin:•• Students are ignorant (but not too much so)Students are ignorant (but not too much so)•• Time and resources for individual, self-directed learningTime and resources for individual, self-directed learning•• Teacher is coach for the social and cognitive processesTeacher is coach for the social and cognitive processes•• Teacher as knowledgeable facilitator/tutorTeacher as knowledgeable facilitator/tutor

And then it makes:And then it makes:•• Different groups define different aspects of problemsDifferent groups define different aspects of problems•• Groups reconvene, and review problem managementGroups reconvene, and review problem management

The Case for PBLThe Case for PBL

Research on Research on expertiseexpertise--process of progressive problem---process of progressive problem-solving in which people continuously rethink and redefinesolving in which people continuously rethink and redefinetheir tasks.their tasks.

Developing expertise in students involves a process ofDeveloping expertise in students involves a process ofcontinually continually making knowledge publicmaking knowledge public in different ways at in different ways atdifferent moments--to yourself (different moments--to yourself (indivindiv. research), your. research), yourgroup, the professor and the class--at different moments).group, the professor and the class--at different moments).PBL makes ! ! ! thinking explicit and focuses on sustainedPBL makes ! ! ! thinking explicit and focuses on sustainedinquiry--driven by the student-as it is in the real world byinquiry--driven by the student-as it is in the real world bythe practitioner.the practitioner.

The Case for PBLThe Case for PBL

Cognitive research on comprehension--learning inCognitive research on comprehension--learning incontext and in dialogue with others improves retentioncontext and in dialogue with others improves retentionand application of knowledgeand application of knowledge

Motivational--students focus on problems, issues andMotivational--students focus on problems, issues andquestions they create. Students are questions they create. Students are engagedengaged by their by theirown self-directed researchown self-directed research

Constructive vs. ReceptiveConstructive vs. Receptive model of education model of education

A Prototypical PBLA Prototypical PBLCurriculumCurriculum

Knowledge is organized around realKnowledge is organized around realproblems taken from professionalproblems taken from professionalpracticepractice––raises the question of suitabilityraises the question of suitabilityacross fields of study across fields of study but there is evidencebut there is evidencean entire liberal arts university (UM, NL)an entire liberal arts university (UM, NL)can adapt and succeed.can adapt and succeed.

Example of a PBL ProblemExample of a PBL Problem

The firm, US Steel, has tried to change its approach to its evolving

marketplace by moving away from large, flexible, high-volume

manufacturing facilities. These facilities produce steel at the lowest costs

to customers, but provide customers only with “raw” materials (e.g., cold-

rolled steel rod) rather than more finished products (e.g., pre-fab. beams

or walls). US Steel is moving to the “mini-mill” model of some notable

competitors in order to deliver a limited range of products, but more cost-

efficiently and faster than larger mills.

Mini-mills offer lower economies of scale than large plants, which sell more

generic materials. Some managers at US Steel wonder about the

soundness of trying to be a leading differentiator (mini-mills) and a low-

cost producer at the same time.

Teacher-Centered vs. P BLTeacher-Centered vs. P BL

Textbook centered; roteTextbook centered; rotememorizationmemorization

Weekly assignmentsWeekly assignmentspredetermined by instructorpredetermined by instructor(linear)(linear)

Individual-oriented; littleIndividual-oriented; littleopportunity for collaborationopportunity for collaboration

Students decide how they willStudents decide how they willgather information to solvegather information to solveproblemsproblems

Non-linearNon-linear––students work withstudents work withtime between classes fortime between classes forstudent-driven inquiry.student-driven inquiry.

Promotes collaborativePromotes collaborativelearning and team skillslearning and team skills

Conventional Approach PBL Approach

Teacher-centered vs. PBLTeacher-centered vs. PBL

Learning is a passive activityLearning is a passive activity

Instructor-centeredInstructor-centered

Spoon-feeding of information inSpoon-feeding of information inan abstract context (& spitting itan abstract context (& spitting itback to the teacher)back to the teacher)

Disciplinary isolationDisciplinary isolation

Active engagement in learningActive engagement in learning

Student-centeredStudent-centered

Problem-centered on authenticProblem-centered on authentictasks---active tasks---active discoverydiscovery* of* ofinformation in a real-life contextinformation in a real-life context

Interdisciplinary approachInterdisciplinary approach––seekseekto ID & understand theto ID & understand theproblem(s)problem(s)––go where the processgo where the processtakes you.takes you.

*Discovery by students greatly aids*Discovery by students greatly aidsbuilding an integrated knowledgebuilding an integrated knowledgebase (where actions are connected tobase (where actions are connected toproblems)problems)

Conventional Approach PBL Approach

How PBL WorksHow PBL Works

Transforming topics into problems--whatTransforming topics into problems--whatproblem do we really want students toproblem do we really want students toinvestigate?investigate?

Does the problem provide:Does the problem provide:——an authentic, real world task?an authentic, real world task?

——multiple goals?multiple goals?

——response to student interests?response to student interests?

——motivation for students to take action?motivation for students to take action?

How PBL WorksHow PBL Works

Introduce broad task and open-endedIntroduce broad task and open-endedquestions that hooks studentsquestions that hooks students

Co-develop with students a plan ofCo-develop with students a plan ofinquiry or work to investigate problems ofinquiry or work to investigate problems ofinterestinterest

Conduct the inquiry and analysisConduct the inquiry and analysis

How PBL WorksHow PBL Works

Prepare and present findings to one orPrepare and present findings to one ormore authentic audiencesmore authentic audiences

Engage in authentic assessmentEngage in authentic assessmentactivities (Structured Critical Reflection)activities (Structured Critical Reflection)

PBL: New Role for InstructorsPBL: New Role for Instructors

Instructors move from center stage to theInstructors move from center stage to theside (students and the subject matter takeside (students and the subject matter takecenter stage)center stage)

Instructors act as tutors, guides andInstructors act as tutors, guides andfacilitators of learning, helping students tofacilitators of learning, helping students toformulate, research, plan and solve realformulate, research, plan and solve realproblems--the problems--the approachableapproachableknowledgeable mentor instead of theknowledgeable mentor instead of thesomewhat-distant somewhat-distant ‘‘supreme controller.supreme controller.’’

PBL: New Role for InstructorsPBL: New Role for Instructors

Design the problem situation.Design the problem situation.

Set the direction for what contentSet the direction for what contentknowledge, skills, abilities and attitudesknowledge, skills, abilities and attitudesare required for solving problems.are required for solving problems.

Guide students through the process ofGuide students through the process ofanswering PBL questions, but provide noanswering PBL questions, but provide noanswers--some answers--some ““hintshints”” as to direction. as to direction.

PBL: New Role for STUDENTSPBL: New Role for STUDENTS

StudentsStudents• are responsible, manage their own learning.• undergo a constructive experience.• face and plan for real-world challenges.• execute using real-world tools.• cope with real-world roadblocks (and overcome

them).• bring in and synthesize prior class learning.• create a truly dynamic, very powerful learning

environment, in which they may take pride intheir individual and group-based contributions.

Meta-cognition & Knowledge UseMeta-cognition & Knowledge Use

Meta-cognition or Meta-cognition or ““mission controlmission control”” Is an essential element of skilled learningIs an essential element of skilled learning

•• Goal-setting--What are we going to do?)Goal-setting--What are we going to do?)

•• Strategy selection--How are we (and I) going to do it?)Strategy selection--How are we (and I) going to do it?)

•• Goal evaluation--Did it work?)Goal evaluation--Did it work?)

Teaching strategiesTeaching strategies Focus on understanding, not memorizationFocus on understanding, not memorization

Bowden & Marton (1998)Bowden & Marton (1998)

How Does the Learning How Does the Learning EnvironmentEnvironmentAffect StudentsAffect Students’’ Learning? Learning?

Achieving more than minimal learning outcomes?Achieving more than minimal learning outcomes?•• Surface approach = syllabus bound, assessment conscious,Surface approach = syllabus bound, assessment conscious,

reliance on rote learningreliance on rote learning

Factors resulting in surface approach:Factors resulting in surface approach:

•• Inadequate prior knowledge, time constraints, over-demandingInadequate prior knowledge, time constraints, over-demandingsyllabus, frequent assessment for credit, lack of feedback,syllabus, frequent assessment for credit, lack of feedback,assessment focuses on recallassessment focuses on recall

Factors that encourage a deep approach:Factors that encourage a deep approach:•• Active and long-term engagement with learning tasks, clearlyActive and long-term engagement with learning tasks, clearly

stated expectations, teachersstated expectations, teachers’’ commitment to the material, commitment to the material,opportunities for students to exerciseopportunities for students to exercise

Schimidt, et al (1996). Acad. Med., 71Schimidt, et al (1996). Acad. Med., 71

Evidence: Problem-SolvingEvidence: Problem-Solving

Problem-solving SkillsProblem-solving Skills General problem-solving skills: no differenceGeneral problem-solving skills: no difference

PBL students and students from integrated curriculum madePBL students and students from integrated curriculum mademore accurate diagnoses than students trained in conventionalmore accurate diagnoses than students trained in conventionalcurriculumcurriculum

““Integration between basicIntegration between basic……sciences + emphasis onsciences + emphasis on……problemsproblemsmay be the critical factors that determine performance and notmay be the critical factors that determine performance and notself- or teacher-directed curriculumself- or teacher-directed curriculum””

Locus of ControlLocus of Control

Students identify about 70% of learningStudents identify about 70% of learningissues incorporated in the problemissues incorporated in the problem

•• Q: Q: Are students actively engaged in solvingAre students actively engaged in solvingproblems and developing a sense ofproblems and developing a sense ofownership?ownership?

•• Engagement leads to truly student-drivenEngagement leads to truly student-drivenexperiences, but instructors intervene whenexperiences, but instructors intervene whenneeded to guide discussion, and criticallyneeded to guide discussion, and criticallyreflect reflect afterafter audience-students. audience-students.

Wrap-UpWrap-Up––PBL andPBL andMeta-cognitionMeta-cognition

Meta-cognition Adds HUGE ValueMeta-cognition Adds HUGE Value an essential element of skilled learningan essential element of skilled learning––DrivesDrives

student towards:student towards:•• Goal setting (What am I going to do?Goal setting (What am I going to do?––Prob. ID)Prob. ID)

•• Strategy selection (How am I doing it?Strategy selection (How am I doing it?––incl. Collab. Strat.)incl. Collab. Strat.)

•• Goal evaluation (Did it work?Goal evaluation (Did it work?––Refinement)Refinement)

Take-away messages--PBLTake-away messages--PBL Focus on understanding, not memorizationFocus on understanding, not memorization

Constructive vs. Receptive learning modeConstructive vs. Receptive learning mode

Finally: Is PBL Worth theFinally: Is PBL Worth theTrouble?Trouble?

““Once anyone is involved as a PBL tutor working withOnce anyone is involved as a PBL tutor working withstudents and has the opportunity of seeing whatstudents and has the opportunity of seeing whatstudents can do when given the permission to think andstudents can do when given the permission to think andlearn on their own, he or she usually becomes alearn on their own, he or she usually becomes aconvert.convert.””

““Even if knowledge acquisition and skills are notEven if knowledge acquisition and skills are notimproved by PBL, enhancing the work environment forimproved by PBL, enhancing the work environment forstudents and faculty is a worthwhile goal in and of itself.students and faculty is a worthwhile goal in and of itself.””

ReflectionsReflections Students learn only 10% of what they read, but 80% of what they personallyStudents learn only 10% of what they read, but 80% of what they personally

experience and 90% of what they teach others.experience and 90% of what they teach others.

Using groups of two or three students to focus on key concepts and report backUsing groups of two or three students to focus on key concepts and report backto the class on their findings reduces inhibitions against class participation.to the class on their findings reduces inhibitions against class participation.Expanding the group size over time will lead to richer class-wide discussions andExpanding the group size over time will lead to richer class-wide discussions andother benefits.other benefits.

Role-playing fosters richer student understanding of the multiple perspectivesRole-playing fosters richer student understanding of the multiple perspectivesinherent in most learning issues.inherent in most learning issues.

Field work and other student-centered learning activities foster personal interest,Field work and other student-centered learning activities foster personal interest,motivation, and commitmentmotivation, and commitment……

Student presentations not only increase retention and higher level learning, butStudent presentations not only increase retention and higher level learning, butself-efficacy that extends well past the classroom.self-efficacy that extends well past the classroom.

The instructor has an opportunity to evaluate students in a richer environment,The instructor has an opportunity to evaluate students in a richer environment,assess genuine learning, and identify areas requiring additional attention moreassess genuine learning, and identify areas requiring additional attention moreeffectively.effectively.

Make the teaching and learning enterprise a lot more fun for everybody!Make the teaching and learning enterprise a lot more fun for everybody!

Lyons (date unknown). Lyons (date unknown). The adjunct professorThe adjunct professor’’s guide to success: Surviving and thriving in the college classrooms guide to success: Surviving and thriving in the college classroom..Ch.9.Ch.9.

The Short and Mysterious History ofThe Short and Mysterious History ofProblem Finding ResearchProblem Finding Research

Merton, 1945Merton, 1945 Wertheimer, 1945Wertheimer, 1945 Mackworth, 1965Mackworth, 1965 GetzelsGetzels CzikszentmihalyiCzikszentmihalyi Merton, 1973Merton, 1973

Nobel laureates Nobel laureates ““uniformly express the stronguniformly express the strongconviction that what matters most in their work is aconviction that what matters most in their work is adeveloping sense of taste, of judgment, in seizingdeveloping sense of taste, of judgment, in seizingupon problems that are of fundamental importance.upon problems that are of fundamental importance.””

Problem ChoiceProblem Choice

The formulation of a problem is often more essential than its solution,The formulation of a problem is often more essential than its solution,which may be merely a matter of mathematical or experimental skill.which may be merely a matter of mathematical or experimental skill.To raise new questions, new possibilities, to regard old questionsTo raise new questions, new possibilities, to regard old questionsfrom a new angle, requires creative imagination and marks a realfrom a new angle, requires creative imagination and marks a realadvance in science.advance in science.

Wertheimer, 1938Wertheimer, 1938

A problem well put is half solved.A problem well put is half solved.

DeweyDewey

Final ReflectionFinal Reflection

Human beings are primarily concerned with solving theirHuman beings are primarily concerned with solving theirproblems; They perceive reality, they learn from theirproblems; They perceive reality, they learn from theirenvironment, and they choose and act accordingly toenvironment, and they choose and act accordingly totheir problem situation. There is no perception per se,their problem situation. There is no perception per se,but always perception in relationship to a problem. Andbut always perception in relationship to a problem. Andthere is no learning per se either, but always learningthere is no learning per se either, but always learningabout ways (to) solve problems.about ways (to) solve problems.

Mantzavinos, 2001, p. 8 Mantzavinos, 2001, p. 8

ReferencesReferencesGratitude: Wim Gratitude: Wim GijselaersGijselaers (UM, NL) and Ron Purser (SFSU, USA) (UM, NL) and Ron Purser (SFSU, USA)

Albanese, M (2000). PBL: Why curricula are likely to show little effect on knowledge and clinicalAlbanese, M (2000). PBL: Why curricula are likely to show little effect on knowledge and clinicalskills. skills. Medical EducationMedical Education, 729-738., 729-738.

Barrows, H (1996). See Willkerson & Gijselaers (1996).Barrows, H (1996). See Willkerson & Gijselaers (1996).Gijselaers, W.H., & Schmidt, H.G. (1990). The development and evaluation of a casual model ofGijselaers, W.H., & Schmidt, H.G. (1990). The development and evaluation of a casual model of

problem-based learning. In Z. Nooman, H.G. Schmidt & E. Ezzat (eds.), Innovation in medicalproblem-based learning. In Z. Nooman, H.G. Schmidt & E. Ezzat (eds.), Innovation in medicaleducation: An evaluation of its present status (pp. 95-113). New York: Springer Publishingeducation: An evaluation of its present status (pp. 95-113). New York: Springer PublishingCompany.Company.

Gijselaers, W.H. (1996). Connecting problem-based practices with educational theory. In L.Gijselaers, W.H. (1996). Connecting problem-based practices with educational theory. In L.Wilderson & W.H. Gijselaers (eds.), Bringing problem-based learning to a higher education:Wilderson & W.H. Gijselaers (eds.), Bringing problem-based learning to a higher education:Theory and practice (pp. 13-22). New directions in teaching and learning, Theory and practice (pp. 13-22). New directions in teaching and learning, Josey-Bass QuarterlyJosey-Bass QuarterlySourcebooksSourcebooks, number 68. San Francsico: Jossey-Bass Publishers., number 68. San Francsico: Jossey-Bass Publishers.

Moore, G.T. et al (1994). The influence of the new pathway curriculum on Harvard medical students.Moore, G.T. et al (1994). The influence of the new pathway curriculum on Harvard medical students.Academic MedicineAcademic Medicine, 69, 983-989., 69, 983-989.

Norman, G.R., & Schmidt, H.G. (2000). Effectiveness of PBL curricula: Theory, practice and paperNorman, G.R., & Schmidt, H.G. (2000). Effectiveness of PBL curricula: Theory, practice and paperdarts. darts. Medical EducationMedical Education, 34, 721-728., 34, 721-728.

Schmidt, H.G. et al (1996). The development of diagnostic competence. Schmidt, H.G. et al (1996). The development of diagnostic competence. Academic MedicineAcademic Medicine, 71,, 71,658-664.658-664.

Stinson & Milter (1996). See Wilkerson & GijserlaersStinson & Milter (1996). See Wilkerson & GijserlaersWilliams, S. M. (1992). Putting case-based instruction into context: Examples from legal and medicalWilliams, S. M. (1992). Putting case-based instruction into context: Examples from legal and medical

education. education. The Journal of the Learning SciencesThe Journal of the Learning Sciences, 2 (4), 367-427., 2 (4), 367-427.

Stinson & Milter (1996). NDTL, Volume 68, 33-Stinson & Milter (1996). NDTL, Volume 68, 33-4242

Implementation ofImplementation ofPBLPBL––IssuesIssues

““Inappropriately used, PBL will not lead to theInappropriately used, PBL will not lead to thepotential robust learningpotential robust learning……the criticalthe criticalimplementation issuesimplementation issues……include incomplete orinclude incomplete orinappropriate use of the process, facultyinappropriate use of the process, facultycapabilities and attitudescapabilities and attitudes……

We were not effectively helping students toWe were not effectively helping students tomake their learning explicit. We were assumingmake their learning explicit. We were assumingthat the students would, as a natural part of thethat the students would, as a natural part of thelearning process, reflect on their experiencelearning process, reflect on their experienceand extract abstract knowledge.and extract abstract knowledge.””