Ei dian otsikkoa

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• EDUCATIONAL INNOVATIONS USING PBL IN
• TEACHING BUSINESS AND CULTURE
• SPACE Autumn meeting 2000
• CONTENTS
• s Introduction
• s Competence requirements of future working life
• s PBL approach for developing different
  competencies
• Case Cultures in Contact 7 cu
• Harriet Fagerholm, senior lecturer, M.Sc (Econ.)
  Helsinki Business
• Polytechnic
• harriet.fagerholm_at_helia.fi

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Competence requirements of future working life s
Factual knowledge s Procedural knowledge u
how to acquire, analyse and synthesise informat
ion u how to solve problems u social
competencies - internationalization - networki
ng - teamwork - shared cognition u
communities of practice u boundary crossing s
Metacognitive knowledge
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What to remember when trying to enchance the
development of expert knowledge in higher
education (cf. Tynjälä 1999) s the emphasis is
not on memorising and reprodusing knowledge but
using and transforming it s acquiring and using
knowledge are not separated as different phases
of expert development but knowledge is learnt by
using it s knowledge is used especially to
solve problems s stimulating students thinking
activities and enchancing their metacognitive
and self-regulative skills are embedded in
the study of content knowledge s social
interaction has a central role in the learning
process s assessment of learning is embedded in
the learning process s students are themselves
involved in the assessment of their learning
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PBL as a learning method
u PBL dates back to 1960 and has mainly been
used in medical studies u In PBL the starting
point for learning is based on a problem or a
question the student want to solve u PBL is a
way of planning and teaching courses by using
problems, based on the key contents in the
vocational education, as triggers for students
activities. The problems integrate different
subjects u Students should learn to recognise
problems in an ill-defined situation u The
ability to search for information is also
stressed u PBL is more than a new teaching
method, it requires a different attitude from
both teachers and learners u Teaching is
organized in tutorials, where students
debate the problem
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Important concepts in PBL
u Blocks u Tutorial u Seven-step approach u
Problem, trigger, starting point u
Pre-discussion (opening of problem u
Post-discussion (closing of problem) u
Discussion leader of the tutorial u Secretary
of tutorial u Skills
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The seven-step approach
1 Clarifying concepts 2 Defining the
problem 3 Analysing the problem/brainstorming 4
Problem analysis/systematic classification 5 Form
ulating learning objective 6 Self
study 7 Discussion/analysis of learning
Opening
Closing
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Supporting methods in PBL
RESOURCE PERSONS
SKILLS
BASIC GROUP/ TUTORIAL
LECTURES
FIELD STUDY
LIBRARY
WORK PLACEMENT
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Teachers role in the PBL curriculum
PLANNING
IMPLEMENTATION
CONTROL
- objectives - starting points - resources
- tutor - lecturer - resource person
- evaluation
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Case Cultures in Contact 7cu

• Part 1 Intercultural interactions and cultural
  analysis 3 cu
• Part 2 European cultural heritage 2 cu
• Part 3 Non-European cultures 2 cu

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Working methods

• tutorials
• teams of 5 students
• computer game
• guest lectures
• role plays
• comprehensive project work
• assessment through the use of individual and
  group portfolio
• test according to the PBL-method

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Conclusions

• encouraged to continue by students, although
  differing points of view
• change in attitudes needed
• focus on getting the students familiar with the
  method
• challenge to develop good triggers, starting
  points
• the development of students metacognitive skills
  could be seen

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