ProblemBased Learning: Geelong Professional Development Session

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Problem-Based LearningGeelong Professional
Development Session

• Scot Aldred

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Problem-Based Learning

• Overview

• what is PBL
• why use PBL?
• PBL characteristics
• generic PBL essentials
• learning engagement
• active learning
• what does PBL look like?
• PBL requirements for success

• curriculum design issues
• developing problem situations
• changing the learning paradigm
• advantages
• support
• challenges
• risks
• the way forward
• discussions

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Problem-Based Learning

• What is PBL

• Woods (1995) describes PBL as a generic term
  that relates to a family of pedagogical
  approaches
• learning tasks are crafted around authentic
  problem situations
• the learning tasks are undertaken in small groups
• the learning is guided by a coach or facilitator

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Problem-Based Learning

• What is PBL

Problem-based learning (PBL) is an educational
approach that organizes curriculum and
instruction around carefully crafted problematic
situations adapted from real-world issues.
Learners gather and apply knowledge from
multiple disciplines in their quest for
solutions. (IMSA 2002)Illinois Mathematics and
Science Academy
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Problem-Based Learning

• What is PBL

Guided by cognitive coaches, they develop
critical thinking, problem-solving, and
collaborative skills in addition to content
knowledge as they identify problems, formulate
hypotheses, conduct data searches, perform
experiments, formulate solutions, and determine
the "best fit" of solutions to the conditions of
the problem. (IMSA 2002)
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Problem-Based Learning

• What is PBL

• learning is learner-centred with the coach as a
  co-learner
• learning is active
• students prior knowledge and experiences need to
  be valued
• students discover and synthesise information into
  the learning tasks context
• substantial levels of communication are necessary
  for the groups to work effectively
• RelateCreateDonate philosophy is integrated
  into the PBL methodology

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Problem-Based Learning

• Why use PBL?

• authentic problem-solving engages learners
• develops generic skills and attributes
• problem-solving
• teamwork
• information literacy
• communication skills
• higher order and reflective thinking
• ethical analysis
• (Stepien 1994)
• develops independent learners for life
• develops deeper learning

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Problem-Based Learning

• Generic PBL Essentials

• Students must have and accept responsibility for
  their own learning.
• 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 self-directed
  learning must be applied back to the problem with
  re-analysis and resolution.

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Problem-Based Learning

• Generic PBL Essentials

• A closing analysis of what has been learned from
  work with the problem and a discussion of what
  concepts and principles have been learned are
  essential.
• Self and peer assessment should be carried out at
  the completion of each problem and at the end of
  every curricular unit.
• The activities carried out in PBL must be those
  valued in the real world.

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Problem-Based Learning

• Generic PBL Essentials

• Student assessment must measure student progress
  towards the goals of PBL.
• PBL must be the pedagogical base in the
  curriculum and not part of a didactic curriculum.
  
• (SIU School of Medicine)Southern Illinois
  University

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Problem-Based Learning

• Learning Engagement

• Engaged learners take ownership of their learning
  and develop deep understanding.
• Engagement theoryrelate-create-donate (Kearsley
  Shneiderman, 1999) http//home.sprynet.com/gke
  arsley/engage.htm
• Authentic learning tasks/problems develop high
  levels of learning engagement.

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Problem-Based Learning

• Active learning research

• Dales Cone and the Learning Pyramid
  http//www.acu.edu/cte/activelearning/whyuseal2.ht
  m

National Training Laboratories in Bethel, Maine
Edgar Dale, 1960s
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Problem-Based Learning

• What does PBL look like?

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Problem-Based Learning

• PBL Requirements for Success

• Understand the underpinning pedagogical basics of
  PBL.
• Design and develop the course materials including
  tutor guides and assessment items specifically
  for PBL.
• Train your tutors/coaches.

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Problem-Based Learning

• Curriculum Design Issues

• Learning design independent of PBL methodology?
• Design using PBL Methodology?
• Which is best?
• What flexibility do you have in the curriculum?
• Do the Subjects learning outcomes map directly
  back to the VCE/VCAL objectives?

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Problem-Based Learning

• Developing the Problem Situation

• Embed the learner in the rolerealistic and
  engaging triggers
• Develop authentic messy problems based in real
  practice
• Map the problem terrain
• Plan and structure the learning experience
• Enculturate the students
• Enculturate and train the tutors/coaches
• Develop cascading problems
• Develop assessment items that are authentic and
  woven into the generic skills

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Problem-Based Learning

• Changing the Learning Paradigm

• PBL forces students to become active learners
• Coaches need to guide student groups rather than
  direct
• PBL methodology values a students prior learning
• Outcomes are always negotiated
• Process becomes as important as content!
• The development of generic skills, including
  lifelong learning and information literacy, are
  important goals

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Problem-Based Learning

• PBL Advantages

• encourages the development of generic skills
• employers comments suggest that PBL graduates
  are better prepared for professional life
• encourages deeper learning
• develops extraordinary skill in problem solving
  and transference
• GAT examinations are mostly structured in a
  general format and offer real scenarios.

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Problem-Based Learning

• PBL Support

• email discussion list (pbl_at_cqu.edu.au)
• PBL Web Portal (http//pbl.cqu.edu.au)
• these PBL seminars workshops
• online support (email eboard).

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Problem-Based Learning

• Some Challenges

• content vs. process
• initial resistance from students
• more initial preparation required
• requires a higher level of supervision and group
  guidance in the early stagesless after
  orientation
• substantial impact on the usage of computer labs
  and library
• methodology challenges the way we have always
  done things
• infrastructure favours a didactic
  modelclassrooms programming
• state govt funding is related to a traditional
  model of teaching and learning

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Problem-Based Learning

• The Risks

• converting a course to PBL requires a great deal
  of workparticularly the first one you undertake
• PBL experienced students may complain when they
  move back into a didactic classroom
• a program-wide approach to PBL is the ideal
  situation, but involves an enormous amount of
  time to develop, and to train coaches.
• the production of high quality graduates has a
  direct effect on the reputation of an
  institution, but is difficult to measure in the
  short term

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Problem-Based Learning

• The Way Forward

• PBL adopters require adequate levels of
  institutional support
• experiment with a post-hole approach before
  committing to changing the entire subject
• we need to nurture a supportive learning
  community that is interested in, and tolerant of,
  a diversity of pedagogical approaches
• build partnerships with early adopters to avoid
  pitfalls and build a learning community

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Problem-Based Learning

• Discussion Time

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Problem-Based Learning

• e-learning Supported PBL

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Problem-Based Learning

• Learning design research

Adapted from Oliver, 2003
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Problem-Based Learning

• e-learning PBL examples tools

• single role
• multi-role WebQuests
• online role-play simulations
• Blogs
• Wikis

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Problem-Based Learning
Single role Introduction to Problem-Based
Learning Blog tool
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Problem-Based Learning
Multi-role WebQuestBernie Dodge
modelhttp//emints.more.net/info/northeast/japanw
ebquest/index.html WebQuestTom March model
1http//pbl.cqu.edu.au/web_quest/home.htm WebQue
stTom March model 2http//pbl.cqu.edu.au/ohs_web
_quest/home.htm WebQuest Portalhttp//webquest.o
rg/http//webquest.sdsu.edu/ WebQuest Direct
http//www.webquestdirect.com.au/ Wiki
tools http//wikipedia.org/
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Problem-Based Learning
Online Role-Play Simulation AUQA Audit at the
University of Kew
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Problem-Based Learning

• Learning environments

The best possible case is to use a powerful
strategy like simulation or WebQuests in the
context of group projects so you can get the full
measure of interaction and engagement. Another
element to consider is the degree of authenticity
in the learning activitiesengagement theory
stresses the importance of course work that is
based in real applications. Most simulations and
WebQuests are realistic in nature and that helps
too. Kearsley, 2003
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Problem-Based Learning

• Bibliography

Beaudoin, M.F. 1998, A new professoriate for the
new millenium, DEOSNEWS vol. 8, no. 5.  Bork, A.
Britten, D.R. 1998, The web is not yet
suitable for learning, Computer, June, pp.
115-6. Cravener, P. 1998, Education on the web
A rejoinder, Computer, September, pp.
107-8. Downes , S. The Future of Online Learning
new window , Online. Available
http//www.nald.ca/fulltext/future/future.PDF
Accessed 7 January 2003. Farrell, G. M.1999, '
The changing face of virtual education
Introduction new window Online. Available
http//www.col.org/virtualed/virtual2pdfs/V2_chapt
er1.pdf Harasim , L. Shift happens Online
education as a new paradigm in learning new
window Online. Available http//virtual-u.cs
.sfu.ca/vuweb.new/papers/harasim_ihe_nov00.pdf
Herrington, J. et al 2000, Towards a new
tradition of online instruction Using situated
learning theory to design web-based units new
window, Online. Available http//www.ascilite.
org.au/conferences/coffs00/papers/jan_herrington.p
df Accessed 7 January 2003. Kearsley, G., and
Shneiderman, B. 1999, Engagement Theory A
framework for technology-based teaching and
learning, (http//home.sprynet.com/gkearsley/enga
ge.htm)
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Problem-Based Learning

• Bibliography

Kearsley, Greg, Is Online Learning for
Everybody?, http//home.sprynet.com/gkearsley/ev
erybody.htm, accessed 28Mar03 Kearsley, Greg,
1998, Online Education New Paradigms for
Learning and Teaching, http//home.sprynet.com/gk
earsley/allen.htm Kearsley, G. Learning and
teaching in cyberspace new window , Online.
Available http//home.sprynet.com/gkearsley/chap
ts.htm Accessed 7 January 2003 Liber , O.
Colloquia a Conversation Manager new window .
Online. Available http//celt.bangor.ac.uk/file
s/CWIS_paper20.doc Accessed 7 January
2003. Owston, R. The world wide web A
technology to enchance teaching and learning new
window ,
Online. Available http//www.nib.unicamp.br/rec
ursos/distance_education/owston.htm Accessed 7
January 2003. Paulsen, M. ' Pedagogical
techniques new window, Online. Available
http//www.nettskolen.com/forskning/19/cmcped.html
Accessed 7 January 2003.  Taylor, J.C. 1996,
Technology, pedagogy and globalisation ,
Keynote address presented at the UNESCO funded
Asia-Pacific Workshop on Vocational Education and
Distance Education, Korea Open National
University, Seoul, October. 
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Problem-Based Learning

• Secondary Schools doing PBL

• IMSA
• Education Queenslandtechnology syllabus 100 PBL
  in 2006
• Mooroopna Secondary College, VictoriaJeff
  Trevaskismaths classes that examine game design
  (what makes a game fair?)What makes straight
  lines different? ( use of digital photography,
  graphic design software, PowerPoint interactive
  whiteboard)Design of a year 9 learning centre
  (costing, plans, scale model, presentation)
• Lara Secondary College

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Problem-Based Learning

• Other Learning Institutions doing PBL

• Central Queensland UniversityBachelor of Social
  Work Welfare StudiesBachelor of
  EngineeringBachelor of Human Movement
• University of QueenslandBachelor of
  MedicineBachelor of Nursing
• Mastrich UniversityNetherlandsall courses and
  programs are 100 PBL
• Univertas MalaysiaBachelor Medicine
• Southern Illinois School of Medicine
• Macropia CollegeUSA
• many more

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Problem-Based Learning

• Discussions?

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Problem-Based Learning

• Workshop Activities

• divide up into discipline teams of 4 to 6
• decide on a Unit of Work and KLAs that you would
  like to convert to a PBL approach
• work together in these teams to go through the
  PBL development cycle for the Unit of Work
• remember to think more widely than just a single
  subject
• make the problems real-world and authentic
• present your plans to the workshop at the end of
  the day