Problem Based LearningTRAINING

FE - Trisakti University – August 2006

Welcome to

Everything about Problem Based Learning

Faculty of Economics Faculty of Economics Trisakti UniversityTrisakti University

Astra Rules

Dimensions of Competency:• Conceptual Thinking• Planning and Organizing• Interpersonal Understanding• Leadership• Achievement Orientation• Integrity• Technical Expertise

Insanity is:

“Continuing to do the Same Things and

Expecting Different Results”

Nadler & Hibino

PARADIGM SHIFT IN TEACHINGTraditional Paradigm

(Passive Learning Approach)

New Paradigm

(Active Learning Approach)

Knowledge Transferred from faculty to students Jointly constructed by students and faculty

Students Passive containers to be filled with faculty’s knowledge

Active constructers, discoverers, transformers of own knowledge

Faculty role Classify and sort students Develop students’ competencies and talents

Relationship Impersonal relationships among students and between faculty and students

Personal interactions among students and between faculty and students

Types of activities

Competitive and individualistic learning activities

Mixture of individual and co-operative learning activities

Assumption Any expert can teach Teaching is complex and requires considerable training

PBL Background: Origins

• PBL began in the early 1970s at the medical school at McMaster University in Canada

• In recent years the approach has been incorporated into the sciences and the humanities at universities throughout the world

(Linda Dion, 1996)

Lectures vs

Problem Based Learning

Lectures

… the emphasis is on giving information rather than learning

… the real teaching challenge is:

to ensure that most students are not lost in the process !

Problem Based Learning

• PBL is an approach to structuring the curriculum which involves confronting students with problems from practice which provides a stimulus for learning (Boud & Felleti, 1991)

• PBL is an approach of the educational learning process in which students tackle problems in a small groups (Schmidt, 1990)

Problem Based Learning

• PBL is an instructional method that challenges students to “learn to learn”, working cooperatively in groups to seek solutions to real world problems. These problems are used to engage students’ curiosity and initiate learning the subject matter. PBL prepare students to think critically and analytically, and to find and use appropriate learning resources (Duch, 1995)

• PBL is an instructional strategy that promotes active learning. PBL can be used as a framework for modules, courses, programs, or curricula (Samford, 1998)

Problem Based Learning

Guess what?The students are in control of their own learning.

Problems/Tasks

… are used as a tool to achieve both the required knowledge base and the skills to solve them (Barrows, 1986)

WHY USE PBL?• Encourages students to take responsibility for their own

learning• Emphasizes critical thinking skills and learning how to

learn (self-directed learning)• Develops in students the ability to define problems,

research and evaluate information, and develop solutions to problems improve decision making skill

• Helps students achieve high levels of comprehension and retention

• Develop in students strong reasoning, communication and team building, social, and management skills

• Increases the transference of skills and knowledge from the classroom to work

• Increases student motivation• Assesses learning in ways that demonstrate

understanding and not mere acquisition

Linda Dion, 1996

• Adaptation and participation in change • Application of problem solving in new and future

situations • Creative and critical thought • Adoption of holistic approach to problems and situations • Appreciation of diverse viewpoints • Successful team collaboration • Identification of learning weaknesses and strengths • Promotion of self-directed learning • Effective communication skills • Augmentation of knowledge base • Leadership skills • Utilization of relevant and varied resources

According to Barrows and Tamblyn (1980) and Engel (1997), PBL can enhance students’ achievement of:

(National Training Laboratories in Bethel, Maine / www.acu.edu, 2000)

(Edgar Dale /www.acu.edu, 2000)

PBL Process

Problem Small-group discussion Learning goals

Self-studyChecking the result

Monash University uses a three stage approach. This approach can also be utilized to explain the PBL problem process to students:

1. Understanding the ProblemsWhat do I know about this?What is the problem?How can we model this?What solutions are possible?What are the evaluative criteria?

2. LearningWhat do we need to know?Who will collect the information?Where will I find the information?Is the information useful/reliable?How can I teach my group?What can they teach me?

3. SolvingHow to apply my new knowledge?What documentation is needed?

What similar problems can I solve?

Seven-jump Steps1. Clarify the meaning of any terms or

concepts in the text, determine what the main points are, determine method to use

2. Defining the problem

3. Analyzing the problem

4. Restructuring and inventorying

5. Formulate learning objectives

6. Gather information from outside the group

7. Synthesize and test the new information

Various methods of incorporating PBL into course (Deckard, 2002):

• Problem, Problem, Problem• Specific Problem, Specific

Problem, Comprehensive Problem

• Level A Problem, Level B Problem, Level C Problem

• Problem, Lecture, Problem, Lecture

• Case Study, Problem

PBL Format:

• Partial-format: interactive lectures + PBL sessions

• Full-format: PBL sessions

PBL in KU FE Usakti:

• Partial-format

• Based on Maastricht University’s Model

ROLES

IN

PROBLEM BASED LEARNING

Tutor

You are a facilitator. By undestanding this, you are on your way to become a good tutor.

You & Tutoring

As a tutor,your most responsibilities will be to facilitate the group processes, communicate clearly, enable individual learning objectives, and provide constructive feedback.

You & Tutoring

It is within the tutorial process, that we, as tutors, must show our trust in students: in their abilities and efforts!

3 aspects will influence your tutoring performance:

• Guidance you provide to students

• The amount of content knowledge input you have

• The commitment you give to the group learning processes.

The Role of Tutor

• 1st domain: have to play an active and stimulating role in the small group tutorial with respect to promoting the learning processes of students

• 2nd domain: have to play an active and stimulating role in the small group tutorial with respect to the cooperation processes between students

• 3rd domain: must act as an intermediary between school and students

Students Responsibilities in PBL

• Respect

• Communication

• Responsibilities

• Self-evaluation

The Role of Chairman

• Guard learning process steps• Stimulate participation of other group

members• Acts as timekeeper• Monitor relevance of the discussion• Makes appointments for the group• Take care of all formalities• etc.

The Role of the Secretary

• Cooperates with chairman• Making minutes, reading and

distributes minutes of the previous meeting

• Participates in discussion• Structures brainstorming of the

group• As chairman for the next PBL

session

The Role of Group Member

• Making notes for individual learning• Study minutes and reacts if necessary• Always be prepared for discussion,

report, ask questions, and explanations• Helps with the stimulation of discussion• Gives opinion about the activities of

other member• Observe rules of courtesy when

interacting with tutor, chair, secretary and other member

Evaluation is the reflection process where by the group can look backwards at what they have done and how they have proceeded

• can give direction to learning as well as cooperation processes of the tutorial group,

• provides possibilities to assess whether the goals of the group are being achieved, what to do to achieve them, or if there are other goals that seem to be more realistic,

• the legal opportunities to speak up what is on everybody’s mind and heart,

• gives the participants a sense of accmplishment, and as well an indication where improvements can be made.

• The educational outcome of the discussion• The discussion of the process itself• The working procedure• The role of the chairman• The communication pattern between the

group• The role of the tutor• The interaction style of individual participants

Possibilities:

• after each task

• after two/three tasks

• after the whole module

• Orally: by means of discussion,

• In writing: by means of a post-meeting questionnaire

• Visually: by means of video-recording of a previous session