Prof Sopia Ppt Slides (1)

7/31/2019 Prof Sopia Ppt Slides (1)

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ISSUES AND CHALLENGES INIMPLEMENTING PBL:

IMPLICATIONS FOR

MANAGEMENT EDUCATION

By:

PM Dr Sopia Md YassinDirector, NCDRC

Sultan Idris Education University


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Rationale of PBL

Are our students ready forthe demands of our

changing economy and

workplace?


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Rationale of PBL

Are our students information and technology literate?

Are our students flexible and adaptable?

Are our students innovative?

Are our students effective communicators?


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Rationale of PBL

Are our students criticalthinkers and problemsolvers?

Are our students globallyaware?

Are our students goodcollaborators?

Are our students self-directed?


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The Change:

The Changing World

We are preparing our studentsfor jobs that don't exist, using

technologies that have not

been invented, to solve

problems that we haven't even

considered yet.

Richard Riley (1999)


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The Change:

The Changing Nature Of Students

Change in environment has aknock-on effect on the ways

learners think, behave and

learn.

(OECD, 2009)


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The Change:

The Changing Nature of Teaching

and Learning

Student centered learning

Cognitive processes

Learning skills


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The Change:

The Changing Understanding of

Learning

Neuroscience of learning


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The Change:The Changing Scene in Higher

Education cuts in public funding

greater proportionin higher

education

teaching-friendly

environment

growing criticism


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Goals of Professional Education

Education in the professions

should prepare students for

action.

Charles Gragg, 1940

Harvard Business School


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PBLAn education process that

requires the learner to go

through the same activities

during learning that are valued

in the real world

The intent is to challenge the

learner with problems found

in practice both as a stimulus

for learning and focus for

organizing what has been

learned for later recall and

application to future work.

Howard Barrows (2000)
http://rds.yahoo.com/_ylt=A0Je5x5JP3VFXR0AU0eJzbkF;_ylu=X3oDMTBjMHZkMjZyBHBvcwMxBHNlYwNzcg--/SIG=1f34th977/EXP=1165398217/**http:/images.search.yahoo.com/search/images/view?back=http://images.search.yahoo.com/search/images?p=Howard+Barrows+&ei=UTF-8&fr=sfp&x=wrt&w=445&h=396&imgurl=shaw.medlib.iupui.edu/cgea/barrows.jpg&rurl=http://shaw.medlib.iupui.edu/cgea/barrows.html&size=161.0kB&name=barrows.jpg&p=Howard+Barrows&type=jpeg&no=1&tt=25&oid=402c0bf6859874ce&ei=UTF-8


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PBL : Change in Starting Point

Change in Roles

Existing

Lecturer Student

Content

FacilitatorProblem

Solver

Problem

PBL

Learn new

knowledge


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EXISTING PBL MODELS(118 courses at 103 institutions across 35 countries)

QuickTimeand adecompressor

are needed to see this picture.

Linkoping University

Roskilde University


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Where & How Are PBL Practiced?


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Faculty Decision Making: Intensive

Training

4th -6th SEPTEMBER 2006

Temasek Polytechnic

14 lecturers from Faculty of

Science and Technology

First exposure


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Formation of PBL Pilot Team

1st

November 2006 14 members

Objectives

Implement PBL in FST,UPSI

In-house training

Research


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In-house Training

11th

and 12th

December2006

Trained 25 FST lecturers

Plan and develop teaching

and learning curriculumbased on PBL for science

and mathematics

Followed the Temasek

Polytechnic Model


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Pilot Test

Started on Semester II2006/07 (DecemberMarch)

Courses involved :-

Biology Teaching Method

Strategies in Teaching

Biology

Biotechnology

Coordination Chemistry

Animal Physiology

Fundamental Biology

Physics Teaching Method

Basic Physics

Number Theory


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Outcomes of The Pilot Test

(Students Responses)

solve daily life problem,

better understanding of

subject matter

student-centred

positive argument creative thinking

confident, independent,

improve self-esteem

build communication skill and

teamwork encourage to develop inquiry

gain a lot of knowledge,

share and exchange

information

What did

you enjoymost

about the

PBL

sessions?


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(Students Responses)

more challenging problem

scenario and real situation

implement in more courses,

options for students to choose

own topic related to the subject

shorter period for a problem vs

more time

experiences needed before

giving the actual problem

integrated interdisciplinary

approach in a problem scenario rubrics are given earlier

more facilitators for large groups

How couldthese

sessions be

improved?


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(Lecturers Responses)

Able to internalize knowledge acquired

Increase in confidence level and self-esteem

Transfer skills to non-PBL tasks

Brave to ask questions

Effective problem scenarios

Managing large group

Suitable assessment methods

Student not transparent in givingassessment


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Issues And Challenges

Curricular format

Resourcerequirement

Faculty

development

Problem/trigger design

Assessment


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Recommendations for Implementing

PBL in Other Institutions

Decide and understand why you are incorporating PBL

Involve the whole faculty

Trained in PBL facilitation, problem design &assessment

Create champions

Relevant and appropriate curriculum management plan

Engage in constant improvement based on feedbackand needs


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Ongoing Initiatives

CompetencyAssessment Level

PBL Outreach forSchools


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Ongoing Initiatives

Research & Publications

Creating Global Network


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Role and Support for Students

Student induction into PBL and the process

Workshops on supporting skills

Eg: problem solving, self directed learning, teamworkand interpersonal skills, group learning, peer teaching,

information literacy and assessment.

Learning spaces PBL studios, learning pods,podcasts


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Role and Support for Facilitators

PBL foundationprogrammes:

Introduction to PBL andits philosophy

Curriculumconstruction for PBL

Problem design

Assessment for PBL

PBL facilitation fortutors

Ongoing supportincludes:

Co-tutoring new withmore experiencedlecturers

Further training inspecific areas

Continuousimprovement

Setting up communities

of learning Rewarding

contributions


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Hallinger (2006)

Seeing and

hearing is believing,but eating is

knowing. Wisdom cannot betold


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THANK YOU

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Prof Sopia Ppt Slides (1)