Problem-Based Learning in Professional Education
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Transcript of Problem-Based Learning in Professional Education
Problem-Based Learning in Professional Education
Doris R. Brodeur Massachusetts Institute of Technology
AAHE - April 2004
Professional Education
Architecture
Medicine and Health Care
LawEngineering
TeachingBusiness
Today’s Objectives
Apply knowledge of PBL to
your own professional programs
Share ideas and experiences of PBL with other participants
Outline
Key features of PBL Relevance to conference theme Learning theories that underlie PBL Design of PBL experiences Assessment of PBL experiences
PBL: Problem? Project? Performance?
Problem-Based Learning
Project-Based Learning
Performance-Based Learning
Student-centered and self-directed
The Water Bike Project at The Royal Institute of Technology (KTH), Stockholm
Organized around real-world problems
The SPHERES Project at MIT
Focused on authentic skills
Collaborative
With faculty as facilitators
Workshop at Queen’s University, Belfast
Pair-and-Share
Your name, affiliation, and professional area
Experience with PBL (is it problem, project, or performance?)
Questions about PBL
Outline
Key features of PBL Relevance to conference theme Learning theories that underlie PBL Design of PBL experiences Assessment of PBL experiences
Democratic Transformations
Opportunities for students to organize their own learning
Increased access to multiple sources of information
Changing roles for faculty Collaboration across disciplines,
cultures, and countries
Outline
Relevance to conference theme Key features of PBL Learning theories that underlie PBL Design of PBL experiences Assessment of PBL experiences
Constructivism
What is learned is a function of the content, context, activity of the learner, and goals of the learner
Students build their own internal frameworks of knowledge upon which they “attach” new ideas
Cognitive conflict is the stimulus for learning
Metacognition
Knowing about knowing affects learning
Students are encouraged to think critically and monitor their understanding
Students reflect not only on what they know, but on how they know it
Social Negotiation
Social and cultural factors affect learning
Knowledge evolves through social negotiation and evaluation of the viability of individual understandings
Collaboration promotes PBL
Outline
Relevance to conference theme Key features of PBL Learning theories that underlie PBL Design of PBL experiences Assessment of PBL experiences
Pair-and-Share
Describe a sample problem in your area
List the key intended learning outcomes for this PBL experience
Describe the learning environment
Designing Problems (1)
Identify problems that raise the concepts and principles relevant to the content domain
Anchor all learning activities to a larger task or problem
Support the learner in developing ownership for the overall problem or task
Designing Problems (2)
Design an authentic task, i.e., one in which the thinking required is consistent with the thinking in the environment for which the learner is preparing
Design the learning environment to support and challenge the learner’s thinking
Design the task and environment to reflect the complexity of the environment in which learners will later function
Designing Problems (3)
Encourage testing ideas against alternative views and alternative contexts
Set realistic and assessable parameters Provide opportunities for reflection on both
the content learned and the learning process
Sequencing PBL Experiences
The learning sequence is not necessarily the same as the sequence of the process in the professional environment
Sequence for levels of complexity in problem structure, type of solution, number of people required, length of time
Level of Complexity #1
Structured problem Known solution Individual or group
solution Same problem for all
students Short time frame
Level of Complexity #2
Structured problem Known solution Team solution Same problem for all
teams Short time frame
Autonomous Robots at MIT
Level of Complexity #3
Complex problem Solution can be
known or unknown Team solution Different problem for
each team Several weeks or
monthsThird-Year Electronics Project at Linkoping University
Level of Complexity #4
Complex problem Unknown solution Team solution Single problem solved
by multiple sub-teams
More than one term long
ARGOS Project at MIT
Pair-and-Share
Discuss the levels of complexity and sequencing of PBL experiences in your professional programs
Outline
Relevance to conference theme Key features of PBL Learning theories that underlie PBL Design of PBL experiences Assessment of PBL experiences
Intended Learning Outcomes
Content knowledge Reasoning and problem solving Oral and written communication Teamwork and collaboration Project management Self-directed learning
Assessment Methods
Case Study Analysis
Observation with Rating Scale Self-
Assessment with Rating Scale
Journals and PortfoliosProduct
Review with Rating Scale
Oral Questions and Interviews
Intended Learning Outcomes
Matching Assessment With Outcomes
Oral Q's CaseStudy
Analysis
Observa-tion
Pr oductReview
Se lf-Assess/J ournals
Con tentK now ledgeRea soning/Pro blSolvingSk ills
Attitude s/Affect ive
Project Assessment
Product Review• Built to specification• Time
Team Collaboration Written
Documentation Reflective Journal
Formula Student Project at Chalmers Institute of Technology, Gothenberg
Project Assessment
Product Review• Built to specification• Course completion• Time• Number of trials
Team Collaboration Articulation of robot
logic
Summary
Key features of PBL Learning theories that underlie PBL Design of PBL experiences Assessment of PBL experiences
QUESTIONS?