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Invited presentation given at 3rd Regional Conference on Engineering Education and Research in Higher Education, Kuching, 7 June 2010
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Learning Recursively:Integrating PBL as an Authentic Problem Experience
Peter AlbionUniversity of Southern QueenslandAustralia
Image: Daragh CC (by) (nc) (sa)
Overview
The world we live inWhy Problem Based LearningApproaching PBL as PBLWhat counts as PBL?Challenges of implementing PBLFacing the challengesConclusion
The world we live in
Exponential knowledge increase
Learning is a lifelong activity
Friedman: The World is Flat
Image: Eva the weaver CC (by) (nc) (sa)
Brown: From push to pull
Image: John Atherton CC (by) (sa)
Brown: From stock to flow
Image: Amyc500 CC (by) (nc)
21st century education
Learningto be not aboutby doing not listeningLearning how to learn
Why Problem-Based Learning?
At the heart of PBL
Solving authentic problems
Matches 21st century skills
Motivations for PBL
Relevance
Integration
Ongoing learning
4 ‘uncommon’ objectives of PBLStructure knowledge for practice
Develop clinical reasoning
Develop self-directed learning
Increase motivation
PBL outcomes
More nurturing & enjoyable
Equal on clinical but less base knowledge
Problem-based learningpredates 21st century skills but remains relevant
21st century professionals
Information literateAdaptable
Learning as needed Integrating across disciplines
PBL fits 21st century learning
PBL begins with a problem
Group analysis of what needs to be known
Individual research
Developing a solution
Reflection on process & learning
PBL implementation as PBL
Problem = how to design course using PBL
Requires knowledge of PBL and challenges
Enables developing & testing solution
Reflection informs next steps
PBL & problem solving heuristics
Understand, plan, execute, evaluate
Ask, imagine, plan, create, improve (STEM)
PBL implementation is recursive
Applied to educators’ practice
Effects PBL for students
What counts as PBL?
5 characteristics of PBL
1. Starting point is a problem
2. Authentic for professionals
3. Knowledge organised around problems
4. Students have responsibility for learning
5. Most learning in small groups, not lectures
PBL tutors
Not knowledge dispensers but resources
Consistent with 21st century learning
Advocates argue for program level
Clear distinction from related approaches(anchored, case-based, project based)
Difficult to achieve purity in practice
How pure must PBL be?
Barrows proposed a taxonomy
Spectrum of methodsAchieving objectives by degrees
Two dimensions of PBL
Presentation of problem as open or closed
Learning directed by teacher or student
PBL is a spectrum of methodsSix methods on spectrum
Major benefits with full PBLOther methods have benefits
Image: Charles Tilford CC (by) (nc) (sa)
Barrows’ taxonomy of PBL methods
SCC CRP SDL MOT
Lecture-based cases 1 1 0 1
Case-based lectures 2 2 0 2
Case method 3 3 3 4
Modified case-based 4 3 3 5
Problem-based 4 4 4 5
Closed-loop problem-based
5 5 5 5
Complete case or case vignette
Partial problem simulation
Full problem simulation (free inquiry)
Teacher-directed learning
Student-directed learning
Partially student & teacher directed
Challenges of implementing PBL
Student & tutor rolesCollaborative group workDesign of curriculum & assessmentUse of technology in PBL
Student & tutor roles changeStudents accept more responsibility
Tutors provide less information
PBL involves group work
Collaboration has benefitsEven for silent students
Students need group skillsMedium-sized (6) groups work best
Tutors need facilitation skillsExpertise in subject may be less important
Curriculum & assessment for PBLDesign of problems is criticalNeed to address all aspects of courseNeed to motivate learners
Traditional assessment not appropriateNeed to focus on problems not facts
Technology in PBL
Multimedia presentation of problemsIncreases motivationLittle or no effect on performance
Computer mediated communicationSupports online & distributed PBLBenefits for access to informationLess benefit for collaboration
Facing some PBL challenges
PBL for distance educationInteractive Multimedia-PBLEngineering problem solvingEducation inquiry course
PBL with large distributed groupsLarge problem in groupsScaffolding with sub-tasks
Interactive Multimedia-PBL
PBL for individual/isolated students – How?PBL groups stimulate ideas
Build varied ideas into materials
PBL tutors facilitate & model thinkingStructure with sub-tasks with aidsInclude expert responses
Success confirmed byPBL evaluatorsStudent response
Engineering problem solvingPBL for groups at a distance – How?Virtual teams interact via Moodle
Group forums & wikisEmail & chat for messages & files
Virtual teams perform as well as on campusSome added barriers
Time, technology and learning
Course team plansMore technology such as videoconferenceTeam building strategies
Education inquiry course
Group inquiry for 350 online students – How?Small group forums & wikis in LMSOptional virtual tutorials in Wimba
Mixed resultsSome groups worked wellSome groups had communication issues
Lessons learnedNeed to prepare students for virtual collaborationProvide more models in future classes
Large problem in groups
150 students collaborate – How?Cohort on 2 campuses challenged
Develop & share teaching materials
Positive response to authentic taskMaterials used beyond graduation
Management challengesLarge group coordinationNon-contributors
Lessons learnedPreparation for communication & coordinationPeer assessment tool to moderate outcomes
Scaffolding with sub-tasks
PBL for 500 1st years on 3 campuses – How?Students & staff unprepared
Applied IMM-PBL insightsScaffolding with sub-tasksNarrative for coherence
Approach succeededSupported staff & students for performanceStrong evaluations
PBL provides 21st century learning
PBL is a spectrum of methods
Image: Charles Tilford CC (by) (nc) (sa)
PBL is challenging
Student & tutor roles Collaboration in groupsCurriculum & assessment designTechnology
Treat PBL implementation as PBL
Develop solutions for now
Learn lessons for the future
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