Arnuparp Lekhakula

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Problem-Based Learning vs Project-Based Learning
Arnuparp Lekhakula Faculty of Medicine, Prince of
Songkla University, Hat Yai, Songkhla
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Scope of Presentation

• Challenge in Education
• Paradigm Shift
• Problem-based learning
• Project-based learning

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Challenges in Education
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Current Students Are Not Trained To...

• Challenge known facts
• Embrace unknowns
• Identify problems
• See issues in a holistic
• integrated manner
• Be creative innovative
• Be team players
• Be active learner

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You cannot teach a man anything. You can only
help him find it within himself. Galileo
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• Imagination is more important than knowledge
• Albert Einstein

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I forget what I was taught. I remember only when
Ive learned. Patrick White
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Nobody can be taught. Everything can be
learned Chinese Proverb
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Education Challenges

• Education would fail if institutions continue to
  teach content to students without paying
  attention to how quickly such content knowledge
  becomes obsolete
• Are the skills imparted really transferable to
  the workplace?
• Teachers would have failed if they use learning
  processes that do not impact on life-long
  learning

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Criticisms of the Curriculum
Didactic Overcrowded Stressful Competitive Fragmen
ted Teacher-centered
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Criticisms of the Students
Passive and uninvolved Exam dependent Poor
communicators Unable to apply theory when faced
with practical situations Irresponsible
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Inevitable awakening

• Exponential explosion of knowledge
• Information technology
• Trends in Modern Education

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Paradigm Shift
Education
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Ideas about Education

• Our students are not capable of
• working independently
• Students dont know what they ought
• to study
• Students need a core of fundamental
• facts

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Old Paradigm

• There are fundamental truths, and that
• when students are given the truth they
• will all have the same knowledge and
• understanding of the content
• Teacher-centered
• Role of the teacher is the transmission
• of knowledge

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Problems...

• 19th century educational model applied
• to a 21st century environment
• Industrial revolution vs information
• revolution
• For survival, learning must be greater
• than, or at least equal to, the rate of
• change in the environment

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New Paradigm

• Constructivism
• There are no absolute truths
• Understanding comes from our
• interactions with the environment
• Cognitive conflict stimulates learning
• Student-centered
• Role of the teacher is to facilitate
• learning

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Paradigm Shift
Subject Content
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Old Paradigm

• Reductionism
• Universality - context free laws of
• nature
• New facts are constantly being
• added, but few are being discarded

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New Paradigm

• Holistic and integrated approach
• Relativity - there are no universal
• truths, only context dependent
• processes

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Paradigm Shift
Organization
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Old Paradigm

• Hierarchy
• Traditional and rigid faculty and
• departmental structures
• Resources controlled by departments
• Funding dependent on quality of
• teaching

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Problems...

• Universities are built around the needs
• of administrators and faculty, rather
• than students/society
• Competing demands of teaching vs
• research vs service
• Timetables may be a way of
• controlling teaching, rather than
• encouraging learning

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New Paradigm

• Learning organization
• Matrix structure
• Dissolution of traditional boundaries
• Emphasis is on the quality of learning
• rather than the quality of teaching

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What is Problem of Learning?
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Assumption
Teaching Learning
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What we have seen.

• Transmission of knowledge
• Large size lecture
• Periodic examination
• Teachers as pillars of complete knowledge
• Culture of receivers students listen,
  transcribe, absorb and repeat passively
• Learning for classroom
• Subject-based curriculum
• Test bank exam smart students. Model answer.
  One answer
• Students are dependent on teachers

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What we have seen.

• Absorption of knowledge as hallmark of a good
  education
• Education institution defines its worth by
  pass-rates, teachers, research grants, books,
  articles and projects

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Traditional Modes of Learning can become Silos
of Content Delivery

• Learning becomes
• Content delineated
• Encapsulated
• Detached from the real world problem solving

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Results

• Passive and safe learners
• Rote learning
• Silo vision
• Dependent on teachers

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Information transfer
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Simplified Model of the Cognitive System
Long-term memory
Long-term memory
Short-term memory
Input
Sensors
Output
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The Learning Pyramid
Average Retention Rate
Lecture
5
Reading
10
Audiovisual
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Demonstration
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Discussion group
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Practice by doing
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Teach others
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National Training Laboratories, Bethel, Maine, USA
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Traditional Education
Modern Education
Student-centered Acquisition of knowledge Asking
questions Interacting with teacher Holistic
approach Integration
Teacher-centered Transfer of knowledge Giving
answers Listening to teachers Building
blocks Departmental control
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Dilemma of Education

• Subject vs Process
• Teacher-centered vs Student-centered
• Instruction vs Constructivism
• Teaching vs Learning
• Learning needs vs Students satisfaction
• Preparing for now vs Future
• Knowledge vs Wisdom

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Problem-Based Learning (PBL)
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Can We Learn From Problems?

• Problem is defined as an opportunity to improve a
  situation
• There is no one right answer
• There is no single resource base
• There is room for inquiry, problem solving, and
  acquiring relevant knowledge and collaborative
  learning (team work)
• Catalyst for inquiry and learning

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Can We Learn From Problems?

• Allow us to trigger what we know as a base to
  acquire new knowledge
• Problems are everywhere and mirrors real work
  demand. Relevant, meaningful and transferability
  of learning from classroom to workplace.

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Can We Learn From Problems?

• Problems change with time. Dynamic and updated.
• Problems are multi-dimensional and integrative
• Promote just-in-time learning

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Definition of PBL
Barrow, 1980
A learning method based on the principle of
using problems as a starting point for the
acquisition and integration of new knowledge. The
problem is encountered first without prior study
of the background facts or concepts.
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Conceptual Understanding of PBL
Subject-Based Tradition
SOLUTION/ APPLICATION
PBL Approach
SOLUTION/ APPLICATION
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Characteristics of PBL Cognitive and Social
Interaction

• Problem as stimulus
• Uses real world situations to provide
• the context for learning
• Learning is integrated, conceptually-
• based, and cumulative
• Focus is on thinking skills
• Small group learning
• Self-directed learning

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PBL Promotes Adult Learning
Learning is most effective when students

• use what they learn soon after learning it
• learn what is needed to solve real
• professional problems not just learned
• isolated facts
• see their own pace
• are motivated by setting their own
• objectives
• know how they are doing

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Key Features of PBL PROBLEMS

• Problems key units for relevant learning
• Resources information for self-learning
• Objectives planned by teachers, but with
• student input
• Behaviour students behaviour
• Learning active, student-directed peer-
• and facilitator monitored
• Examples establish rules and lead to
• higher concepts
• Motivation the excitement of discovery
• Self-directed learning and self-assessment

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Learning Objectives of PBL

• Structuring knowledge for use in real
• contexts
• Developing independent, critical thinking
• Developing an effective reasoning process
• Development of effective self-directed
• learning skills
• Fostering group and team work skills
• Increased motivation for learning

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Skills Specific to Self-directed Learning (SDL)

• Self-evaluation and identification of needs
• Accurate formulation of learning issues
• Selection and use of appropriate resources
• Selection of relevant, effective educational
• activities
• Identification and rapid rejection of
• irrelevant material
• Critical application of new knowledge
• Evaluation of steps

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PBL Process 7 Jumps
1. Clarify unclear term of the scenario 2. Define
the problem 3. Brainstorming to define
explanations for phenomena observes in the
scenario 4. Arrange possible explanations and
working hypothesis 5. Formulates the learning
objectives 6. Independent study 7. Report back,
synthesized explanations and apply newly
acquired knowledge
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• Clarify term
• Define problem
• Explanation
• Interim conclusion
• Formulate learning objectives

Small group

• Independent study

• Discuss, synthesize and
• summarize the knowledge
• acquired

Small group
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Does PBL Work?
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Research Findings on PBL

• 1. Hypo-deductive and reasoning ability
• Patel et al (1991,1993), Boshuisen et al
  (1990)

2. Self directed learning skills.
Anderson et al. (1990) Blumberg and Michael
(1991)
3. Retention of core knowledge Tans et al.
(1986) Coulson (1983) Martensen et al. (1985)
4. Content alone is no longer king!
Barrows (2000)
5. PBL is better way to learn Vernon
Blake, 1993 Albanese Mitchell, 1993
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Disadvantages of PBL

• Teachers cannot use their expertise
• Does not motivate staff to share
• knowledge with the students
• The knowledge acquired tends to
• remained unorganized
• Students acquire less knowledge
• Students may be unsure how much SDL
• Requires many teachers competence
• Resources/Cost of implementing
• Time consuming

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Factors affecting the Quality of Problem-based
Curriculum

• Relevance
• Quality of problems
• Group functioning
• Tutor performance
• Skills training
• Learning resources

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Bottom Lines for PBL

• Learners must have the responsibility
• for their own learning
• The problem simulations must be
• ill-structured and allow for free inquiry
• Learning should be integrated from
• a wide range of disciplines or subjects
• Collaboration is essential
• What students learn during their SDL
• must be applied back to the problem

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Bottom Lines for PBL

• A problem is the starting point of learning
• Lecturers role is to facilitate learners
• thinking
• Learners should engage in shared learning
• Learners should engage in independent and
  reflective thinking
• Learners should learn through a problem
• solving process

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Project-Based Learning (PBL)
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Project-Based Learning

• Potential to increase students responsibility
  and control their own learning
• Create tasks mimic problems in the real world
• Challenge students and motivate them towards
  construction of knowledge
• Acquire problem-solving, communication,
  collaboration, planning and self-evaluation
  skills

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Project-Based Learning Pedagogy

• Improved learning strategies and thinking skills
• Learning to learn
• Life-long learning
• Active learning
• Cooperative learning
• Contextual learning
• High standards for all learners

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Project-Based Learning Pedagogy

• Changing roles and increasing participation
• Students as teachers
• Teachers as facilitators
• Parent and community
• involvement

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Authentic Project-Based Learning

• Allows for a variety of learning styles
• Real world oriented
• Encourage the use of high order thinking skills
• Utilizes hands-on approach
• Provides for in-depth understanding
• Utilizes various modes of communication
• Assessment is congruent with instruction

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Authentic Project-Based Learning

• Students are responsible for their own learning
• Projects promote meaningful learning, connecting
  new learning to past performance
• Utilizes real time data
• Learning cut across curricular area
• Teacher is a facilitator of learning
• Encourage student s self-assessment

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Characteristics of Project-Based Learning

• Students make decisions within a prescribed
  framework
• Theres a problem or challenge without a
  predetermined solution
• Students design the process for reaching a
  solution
• Students are responsible for accessing and
  managing the information they gather

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Characteristics of Project-Based Learning

• Evaluation takes place continuously
• Students regularly reflect on what they are doing
• A final product is produced and is evaluated for
  quality
• An atmosphere that tolerates error and change

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Project-Based Learning

• Define destination
• Choosing the travel route
• Strategies for success
• Planning for the journey

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It may not be a perfect wheel, but its a
state-of-the-art wheel.