UNIVERSITY of LIMERICK The Problem...Problem Based Learning Guide Page 7 A.1: What is PBL? PBL is a...
Transcript of UNIVERSITY of LIMERICK The Problem...Problem Based Learning Guide Page 7 A.1: What is PBL? PBL is a...
Problem Based Learning Guide
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UNIVERSITY of LIMERICK OL LS COIL L UI MN I GH
PBL Guide
Yvonne Delaney Bob Pattinson, & Michael O’Brien
31st
August 2009
Problem Based Learning Guide
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Table of Contents Section Description Page
Introduction
Staff Roles
A1 What is PBL
A2 Why use PBL for the Certificate in Management
A3 How does the PBL Tutorial Operate?
A4 Participant Roles in the Tutorial
A5 Diagram of Participant Roles
A6 The Assessment Process
A7 What does the Tutor do?
A8 Participation Policies
A9 Conclusions
B1 Tutorial Timetables
B2 Introduction to the 8 Step Approach to PBL
B3 The 8 Step Approach in detail
B4 Agenda
B5 The Tutorial Memo
B6 Detailed Explanation of the Roles that Participants play
B7 Examples of Formulating Learning Objectives from the PBL Cycle
Step 5
B8 Learning Objectives versus Learning Outcomes
B9 Personal Study
B10 PBL Tutorial Assessment Process
C1 Peer Assessment Form
C2 Self Assessment Form
C3 Tutor Assessment Forms
D1 Appendix A: Assessing the Case Study Examination
D2 Appendix B: Exercise Content of the Modules Linking the TMA’s
Triggers, Skills
D3 Appendix C: Mapping the Assessment Process
D4 Appendix D: Working as a team in PBL
D5 Appendix E: Concepts Maps
D6 Appendix F : Reflective Journal
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Introduction
The purpose of this Guide is to give you an understanding of the use of Problem-Based
Learning (PBL) within the Certificate in Management Curriculum at the Management
Development Unit (MDU) in the University of Limerick. The aim is to give you enough
information about the ‘nuts and bolts’ of PBL for you to feel comfortable in your first PBL
session.
You may notice from the course timetable for the Autumn Semester that the first day of the
program involves a practice PBL session, and therefore there are PBL workshops
incorporated into each of the remaining five days of the first semester of this program.
Section A of the guide sets out to answer the following key questions you may have about
PBL:
o What is PBL?
o Why use PBL for the Certificate in Management
o How does the PBL Tutorial Operate?
o What roles do the participants play in the Process?
o What additional roles are involved?
o How will I be assessed?
o What does the Tutor do?
o Participation Policies
o Conclusions
Section B of the guide details the following:
o Daily Timetables
o Course Timetable
o Detailed Explanation of the 8 Step Process
o Agenda
o Tutorial Memo
o Detailed Explanation of the roles the participants play in the Process
o Examples of Formulation Learning Objectives
o Learning Objectives versus Learning Outcomes
o Personal Study Plan
o Detailed Explanation of the Assessment Process
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Section C of the guide details the range of Assessment Forms used in PBL
• Peer Assessment Forms
• Self Assessment Forms
• Tutor Assessment Forms
Section D of the guide details the Appendices
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Staff Roles in PBL Certificate in Management
Name Role Responsibility email Phone No. Yvonne
Delaney
Course
Director,
PBL Tutor
Bob Pattinson Unit Director,
PBL Tutor
Michael
O’Brien
PBL Tutor [email protected]
Brid Henley PBL
Administrator
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UNIVERSITY of LIMERICK OL LS COIL L UI MN I GH
Section A: PBL Overview
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A.1: What is PBL?
PBL is a learning strategy that draws upon real life situations to generate learning outcomes
that reflect the professional knowledge, skills and behaviours that demonstrate behaving
and acting like an effective manager.
In PBL, the course content focuses on what managers do rather than where they work.
Moreover, the role of the tutor is more of a facilitator than a single source of expert
knowledge; and participants become increasingly self-directed learners. Much of the
learning gained from PBL stems from the interactions of the participants in the workshop
and the sharing of ideas and information
A.2: Why use PBL for the Certificate in Management?
The Certificate in Management uses PBL because it:
o Recognises that each participant comes to the course with an existing inventory of
management knowledge and skill which can be usefully shared within the group to
add value to the learning process
o Empowers participants to take responsibility for their own learning
o Challenges participants to engage in active learning by taking real management
problems (triggers) drawn from a wide range of organisations
o Provides an effective mechanism for developing key management skills such as
leading teams, influencing others through the logic of argument, problem solving,
decision making, critical thinking, and communications via discussion, presentations,
e-mail, memos and teamwork.
o Builds self-confidence and esteem; as competence in these traits develops quickly as
the course progresses
o Allows participants to engage more fully in the self assessment and peer assessment.
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A.3: How does the PBL Tutorial Operate?
The Certificate in Management structures each of the course days in the University into
three learning segments:
1. Tutor Input
a. Some of these will be PowerPoint presentations, but many will involve group
tasks, case studies, videos, and guidance on the Tutor Marked Assignment
b. In the PBL workshop the tutor acts as a coach
2. Skills Exercises
There are three skills exercises
for the group
There is one skills exercise
for the Individual
Group Individual
1. Team Constitution
2. Job Specification
3. Selection Interview
1. Presentation of Personnel
Development Plan
3. PBL Workshop
For each of the four modules covered in the first semester, there will be a real
management problem (trigger) linked to the elements of the module being
examined.
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“The 8 Step Approach to PBL
This trigger helps to kick-start the 8 step PBL learning process which is summarised in
chronological sequence below:
3.
Brainstorming
7.
Closing discussion
1.Clarifying unfamiliar
concepts
2.
Defining the Problem
4.
Analysis/ Systematic Classification
5.Formulating Learning
Objectives
6.
Personal Study
8
Evaluation
PBL 8 Step Process
3.
Brainstorming
7.
Closing discussion
1.Clarifying unfamiliar
concepts
2.
Defining the Problem
4.
Analysis/ Systematic Classification
5.Formulating Learning
Objectives
6.
Personal Study
8
Evaluation
PBL 8 Step Process
A4: Participant Roles in the Tutorial
There are four roles to be undertaken in the PBL process: discussion leader (DL), recorder,
observer, and team member. The purpose of these instructions is to explain these roles as
summarised in the table below; To aid the learning process, the discussion Leader may wish
to appoint two additional roles to the observer and recorder roles, thus providing the
following role diagram a more detailed analysis of the roles is detailed in Appendix A.
Discussion Leader Recorder
Opening Discussion
Leads the group through steps one to
five, working through the triggers. The
emphasis here is on facilitating the group
discussion. An effective action would be:
• Everyone contributes
• There is a positive “can do”
approach
• The team set out the learning
objectives
• Everyone feels good about the
process
Closing Discussion
Leaders set the agenda and draw
the ideas from the group and
summarise the key points. Helps
the recorder get the process
started.
Three key roles
(1) Takes notes of the discussion
(2) Categorise the result from
Brainstorming
(3) Write the tutorial memo
The content of the opening discussion
tutorial memo and the closing discussion
tutorial memo are described in Appendix
G.
Observer Team Member
Observes and evaluates
(1) Group dynamics
(2) Each participants contributions
At the conclusion of the discussion, the
observer gives feedback:
(1) Overall group performance
(2) Recorder replies of each
participants performance
There should be both praise and
constructive criticism so that the group
can learn and understand where
improvements can be made next time.
Contributes to the discussion:
o Elaborating on the topics
o Asking for information and
clarification
o Listening actively
o Summarising what has been
discussed
o Giving feedback
o Asking for feedback
o Receiving Feedback
For the closing discussion the team
member should have carried out
personal study, made notes and be
prepared to contribute to the discussion
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Timekeeper The Scribe
Can assist the discussion leader with
agreed time checks, ideally linked to time
parameters set for each item on the
agenda.
.
Can help by writing ideas of the team on
the flip chart or whiteboard. This would
greatly assist the recorder as well as
providing visual input for the team.
prepared to contribute to the discussion
PBL Tutor
The tutor acts as a guide and facilitator
to the participants rather then a subject
matter expert conducting death by
power point.
Recognising that the course participants
are mature supervisors and managers,
However, tutors are available at and
between workshops to act as sounding
boards and help with the learning
process.
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Matti Helela (2008) Discussion Leader Recorder
The discussion leader
Is like a heater
Giving energy
To group synergy
© 2008 Matti Helelä
Make the team interactive
Make everyone active
Everyone’s contribution
Is our constitution
© 2008 Matti Helelä
A positive atmosphere
Without fear
Is the best you can provide
As a guide
© 2008 Matti Helelä
With an open ear
The recorder must hear
And use his or her potential
To write down the essential
© 2008 Matti Helelä
Observer Team Member
The observer pays attention
To the level of preparation
The level of contribution
And its distribution
© 2008 Matti Helelä
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A5: Diagram of Participant Roles
When it is the Scribe’s time to make a contribution, another team member could
take over. Alternatively, all the team members without a specific role could take a
turn at being the scribe. Note that even the observer and the recorder will be scribe
during the main discussion.
Timekeeper
3.Brainstorming
7.
Closing discussion
DiscussionLeader
Scribe
Team Member
Recorder
Observer
PBLTeam Meeting
Timekeeper
3.Brainstorming
7.
Closing discussion
DiscussionLeader
Scribe
Team Member
Recorder
Observer
PBLTeam Meeting
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A6: The Assessment Process
How will I be assessed? Assessment includes assessment of tutor marked assignments; skills based exercises and
PBL tutorial performance in the PBL tutorial. Self and peer assessment are carried out. The
student’s growth as a learner is considered in assessment.
Before going into the detail of how you will be assessed in the PBL tutorial, it is worthwhile
reminding you of the overall assessment for the semester for each module
Overall Assessment of the Semester from Each Module
1 Tutor Marked Assignment (Summative Assessment) 60%
2 4 Skills Based Practical Exercises (Summative Assessment) 40%
3 PBL Tutorial Performance Formative Assessment Formative
Total 100%
Formative assessment is carried out to provide you with feedback on your skills
development. You will receive quantitative and qualitative feedback but this is purely to
help you build on your key goals and work on any development areas. As part of the PBL
process you will also be assessing your PBL tutor.
No marks from the formative assessment contribute to your final assessment.
The latter, called Summative Assessment comprises of the TMA’s and skilled based
assignments outlined in the table above and detailed in more detail in part B of this guide.
A7: What does the Tutor do?
The tutor acts as a guide and facilitator to the participants rather then a subject matter
expert conducting death by power point.
Recognising that the course participants are mature supervisors and managers, a great deal
of the learning process is conducted and led by the course participants. The PBL process
places the tutor in a supportive role, there to lend a hand and offer guidance when
required. At times there will be some formal inputs, but in the main the tutor is in the
background of the learning process rather then the leading light.
However, tutors are available at and between workshops to act as sounding boards and help
with the learning process. They will be providing 1:1 and written feedback at the skills based
exercises, the PBL discussion and the TMA’s
Please make good use of the tutor as they are a resource to be tapped into through out the
course.
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A8: Participation Policies
PBL is a learning strategy that draws upon real life situations to generate learning outcomes that
reflect the professional knowledge, skills and behaviours that demonstrate behaving and acting as
an effective manager.
Accordingly your attendance; and critically your participation in tutorials are essential. If for any
reason you are unable to attend tutorials, it is a prerequisite that you must contact the course tutor.
Following an absence and in agreement with the course tutor you must submit a Personal Tutorial
Memo (PTM) within two weeks of the missed tutorial. The PTM must contain the following regarding
your missed tutorial:
• Personal reflections on the learning objectives concerning the closed task. Use theoretical
key concepts and models and apply them to a practical context.
• List the keywords and concepts employed.
• Indicate and identify the sources you have studied, using in-text references, bibliography,
etc.
Given your central role and contribution to the PBL process, we also encourage a professional and
business-like approach to tutorial punctuality. Again, please advise the course tutor if you are
experiencing difficulties or if you will be late for any reason.
A9: Conclusion
After studying this PBL Guide, you should have an understanding of how PBL works. Your feedback
and suggestions to enhance this guide are warmly welcome to the writers.
PBL is an effective learning approach when implemented by a team of tutors who constantly
seek to find better ways to answer to the changing demands in the workplace. We need
new triggers from your companies and other organizations, since PBL is built around the
problems and practices that occur in the profession to be studied. Problem-based learning
seeks to enhance the professional identity and learning among the learners and make their
transition from school to work as smooth as possible.
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UNIVERSITY of LIMERICK OL LS COIL L UI MN I GH
Section B: PBL Details
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B.1: Tutorial Timetables
Daily Tutorial Timetable
The following tables shows a suggested schedule and structure for the tutorial. In
this model, the closing discussion (steps 7 and 8) takes eighty minutes, including ten-
minute feedback given by the observer. Then we take a break for twenty five
minutes, and after that our opening discussion (steps 1 – 5) lasts one hour.
Table 1. Timetable for a PBL Tutorial (Apply to the First PBL Tutorial only)
8.45 DL arrives and makes sure the tables are in a PBL formation.
Everyone is seated with their papers and nameplates ready
before 8:45am
9:00–9:05 Step 1 Read trigger and clarify unfamiliar words
Open
9.05–9.15 Step 2 Define the problem
• Discuss the issue briefly
• Recorder writes down all the suggestions
• Name the issue
9.15–9.45 Steps 3–4 Brainstorm and categorize
9.45–10:00 Step 5 Formulate the learning objectives and keywords
• Recorder writes down all the suggestions
• Select two or more learning objectives
• Select keywords for information search
Step 6 Independent study and Resources 10:30–10:35 Step 7 Appoint/announce the recorder and observer
Assess the previous memo
Check/amend the agenda
Close
10:35–11:35 Closing discussion
• What sources did you study?
• Discussion based on the DL’s agenda and questions
• Involve everyone!
11.35-11.40 Closing summary by recorder
11.40-12.00 Step 8 Evaluation by observer
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Table 2. Timetable for a PBL Tutorial (Apply to every other PBL tutorial)
Suggested Timetable for a PBL Tutorial
8.45 DL arrives and makes sure the tables are in a PBL formation.
Everyone is seated with their papers and nameplates ready
before 8:45am
9:00–9:05 Step 7 Appoint/announce the recorder and observer
Assess the previous memo
Check/amend the agenda
Close
9.05–10.05 Closing discussion
• What sources did you study?
• Discussion based on the DL’s agenda and questions
• Involve everyone!
10.05–10.10 Closing summary by recorder
10.10–10:20 Step 8 Evaluation by observer
10:45–10:50 Step 1 Read trigger and clarify unfamiliar words
Open
10:50–11:00 Step 2 Define the problem
• Discuss the issue briefly
• Recorder writes down all the suggestions
• Name the issue
11:00–11:30 Steps 3–4 Brainstorm and categorize
11:30–11:45 Step 5 Formulate the learning objectives and keywords
• Recorder writes down all the suggestions
• Select two or more learning objectives
• Select keywords for information search
*11.45-15-00 Step 6 Personal study and review with Tutor
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Table 3. Semester Tutorial Timetable
Date Workshop
Theme
9.00-10.30 10.50-12.20 13.00-14.30 14.50-16.30 Prior Reading TMA Submission
31/08/2009 Introduction
Welcome
Introduction
• Aims and
Objectives
• Assessment
Process
• Reflective
Learning
Skills Exercise 1
• Writing a Team
Constitution
(Trial run of
some of the PBL
steps)
• Library Visit
• Concept Maps
Skills Exercise 2
Writing Job
specification for 3
PBL roles:
1. Discussion
Leader
2. Observer
3. Recorder
Tutor input
Practice PBL
session using
Sample trigger
Management &
Leadership
Briefing TMA 1
Course Hand book
How to write a job
specification
Sample team
construction
Triggers
Management &
Leadership
N/A
07/09/2009 Management
and Leadership
Open PBL
Tutorial
• Trigger1
Skills Exercise 3
• In tray
Group Work on
• Trigger 1
• Feedback
• Tutor input
• Briefing TMA
2
• Independent
Study
Course Handbook
and readings
28/09/2009 Motivating the
Team
Closing PBL
Tutorial
Trigger 1
Opening PBL
Tutorial
• Trigger 2
Group Work on
• Trigger 2
• Feedback
• Tutor input
• Independent
Study
• Briefing on
TMA 3
Course Handbook
and readings
29 September
TMA 1
27/10/2009 Managing
Communication
Closing PBL
Tutorial
Trigger 2
Opening PBL
Tutorial
• Trigger 3
Group work on
• Trigger 3
• Feedback
• Independent
Study
• Briefing TMA
4
Course Handbook
and readings
23 October
TMA 2
16/11/2009 Selecting
Teams
Skills Exercise 4
Presentation on
Personnel
Development
plan
Closing PBL
Tutorial
• Trigger 3
Opening PBL
Tutorial
• Trigger 4
• Feedback
Group Work on
• Trigger 4
• Briefing on
TMA 4
Course Handbook
and reading
27 November
Managing
Communications
TMA 3
07/12/2009 Reflective
Learning
Skills Exercise 5
Selection
Interview
Skills Exercise 5
Selecting
Interviewing
Closing PBL
Tutorial
• Trigger 4
• Feedback
Discussion on
Reflective
Learning Journal
Prior Reading for
Semester 2
18th
December
Selecting the
Team
TMA 4
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.
B.2: Introduction to the 8 Step Approach to PBL In problem-based learning, each learning task is approached systematically, step by step. The
8-step approach used in this course means that each learning task is opened (steps 1 – 5) and
closed (steps 6, 7 and 8) in a clearly structured fashion. Each opening discussion results in
clear learning objectives formulated by the student team itself. After an active personal study,
the students close the learning task together in a closing discussion.
Students open a new learning task in each tutorial session, including the formulation of new
learning objectives. To prepare for the next tutorial, each student finds and explores relevant
information. The students close the learning task in the next tutorial by sharing what they
have learned during personal study. The purpose is to understand the theoretical concepts
and to apply them in practice.
After closing the learning task in the tutorial, the students open the next task. This means that
they define new learning objectives based on the management problem” given by the tutor in
the form of a text or videotape or another “trigger”. Students themselves take turns as the
discussion leader, the recorder and the observer, while the instructor’s role as the tutor is to
facilitate the flow of discussion with guiding questions when necessary.
By explaining their own reflection and hearing other perspectives, students learn and build up
their own knowledge more effectively than they would by listening to readily given solutions.
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B.3: The 8 Step Approach in detail Opening
1. Clarifying unfamiliar concepts
2. Defining the problem
3. Brainstorming
4. Analysis/Systematic classification
5. Formulating learning objectives
Closing
6. Personal study
7. Closing discussion
8. Evaluation
Except for the first and last tutorials of the course, each tutorial starts with a closing
discussion and evaluation (step 8). This usually takes 1 hour and 20 minutes. The subsequent
opening discussion (steps 1 to 5) usually takes 60 minutes. A suggested timetable is provided
in the following pages.
The following description of the 8-step approach is written directly for students.
Step 1: Clarifying unfamiliar concepts
• Read or view the trigger given by the tutor.
• To understand the trigger, check any unfamiliar terms and ask what they mean.
Step 2: Defining the problem
• Discuss the trigger.
• Think about the possible problems and formulate one.
• Ask yourself: “What is going on here?” The word “problem” here refers to what the trigger
is all about. In other words, defining the problem is comparable to giving a title to the
issue, in the form of a sentence: either a statement or a question.
Step 3: Brainstorming
• Elaborate on the problem and think about what you already know about the problem
area.
• Write down words, concepts and ideas related to the problem.
• Try to come up with many ideas and do not be critical at this stage.
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Step 4: Analysis / Systematic classification
• Give the results of your brainstorming to the recorder.
• Assisted by the recorder, analyze the results of the whole team’s brainstorming.
• Think about the relations between the different concepts.
• Use these concepts and their relations to build a conceptual framework or map, also
called “working theory,” based on your conceptions.
Step 5: Formulating learning objectives
• Formulate two to four learning objectives in the form of questions or statements.
• The learning objectives should guide you to apply new theoretical concepts to a jointly
selected practical solution, related to the trigger or a chosen company, product or
phenomenon.
Step 6: Personal study
• Study the required, and hopefully the recommended, sources. You are also expected to
find more sources yourself, since one major goal is to learn to find, evaluate and apply
new sources to practical solutions.
• Keep the learning objectives clearly in mind. Instead of reading every word or line in your
text, try to find answers to the learning objectives, since they are the guiding light in your
study.
• Apply the content of your study to the example given in the trigger or to the context
chosen for the learning objectives. To apply theory, you are expected to find and analyze
relevant examples in the real world (outside the textbook), including your own
experiences.
• Make notes to check that you understand the main ideas in your study. Making notes
helps you to prepare for the closing discussion.
• Draw a concept map or illustrations of the outcome of your study. You may combine the
various theories you have studied or even improve them according to your own views if
you can argue your perspective.
• Compare your findings with the concept map (categorization of brainstorming) in the
opening memo, to understand your learning.
• Write down your sources and try to evaluate their reliability. In other words, prepare to
explain to your team members with whom you have been “discussing.”
• Contemplate your learning process. In other words, make some notes about how the
material affected your thinking. (This will also help you to include qualitative comments
about your learning in the theme-specific self-assessment forms that you are expected to
hand in.)
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Step 7: Closing discussion
• Be present in the tutorial and arrive on time. It is better to be ten minutes early than one
minute late.
• Contribute to team knowledge construction by sharing your learning. Provide information
and suggestions for joint consideration and public debate.
• Argue your opinions and perspectives.
• Use the whiteboard and audiovisual tools to facilitate your presentation when applicable.
• Ask questions to check your understanding and to challenge the others.
• Listen to the others. Give critical and constructive feedback about their ideas and
perceptions. Challenge their statements with well-grounded argumentation.
• Move between different perspectives and try them.
• If needed, adopt another person’s perspective and evaluate it critically.
• As a team, try to come up with a shared view of the key concepts and models. In addition
to solid theory, make a strong application to the example given in the trigger or to the
context chosen for the learning objectives.
Step 8: Evaluation
• Evaluate the level of the discussion from the perspectives of
(1) Group dynamics and
(2) Your learning in relation to reaching the learning objectives.
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Summary
Contents of the Tutorial Process using the 8 Step Process
Opening Discussion Content
1. Clarify Concepts
Briefing description of how the team approaches the
topic represented by the Trigger
2. Define the problem Title of the topic set out in the form of a question,
statement or concept
3. Brainstorm Note on how the group conducts the brainstorm
4. Analyse and classify concepts Outline of the conceptual, framework based on the
teams current knowledge Concept Map (covered in
detail later) to usually summarise the outcomes of the
brainstorm
5. Formulate learning objectives Two to four learning objectives or outcomes dealing
with the chosen problem area.
Closing Discussion
6. Formulate learning Objectives Repeat of those recorded in the opening discussion
7. Closing Discussion o Summarise the central learning results arising
from the discussion
o Use sub- headings based on the topics and
concepts discussed
o Usually highlight the concepts, with explanations
and practical examples given in the discussion
o Key theoretical concepts covered
o Sources studied by the participants
8. Evaluation o Evaluation of the tasks and learning results
o Main feedback comments from the observer
(group dynamics rather then personal feedback)
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B.4: Agenda
The purpose of the agenda is to provide a specific structure for the discussion. The DL should ask the
tutorial team, at the beginning of the tutorial, whether the team accepts the agenda as such or
whether someone would like to suggest any changes. Any team member could also ask the DL, if
need be, if a certain topic would be brought up in the discussion, if the agenda doesn’t clearly suggest
it. A well-prepared agenda serves the team throughout the discussion, as it shows how the discussion
is moving from topic to topic, even when it seems to zigzag back and forth.
The agenda shows
How the discussion flows
© 2008 Matti Helelä
Perhaps “a table of contents” would be a good phrase to describe the nature of the expected agenda,
since the agenda may consist of headings and subheadings. Alternatively, the agenda may include
questions, although the DL should have a larger reserve of questions in his or her notes without
including them all on the agenda. The DL can use these questions to lead the closing discussion.
An agenda that includes only the usual timeframe for the procedure that always takes place and the
learning objectives chosen in the previous tutorial is only a reminder of previously given information.
We also welcome the use of concept maps and models on the agenda, if applicable. The agenda
should always visualize the structure of the planned discussion for the whole team, whether
constructed as a list or as an inspiring illustration.
B5: The Tutorial Memo
The recorder writes the tutorial memo. Note there is one for the opening Discussion and another for
the closing Discussion, as shown in the following page. The recorder includes a summary of the
observer’s main feedback comments on the group dynamics in the memo. The observer may help
here by providing a copy of the observer’s notes to the recorder.
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Tutorial Memo Contents of the Tutorial Memo
Close task 1.1
Learning
objectives
Learning objectives defined in the previous tutorial and recorded at
the end of the previous memo.
Discussion
(use subheadings)
Well-structured description of the central learning results on the
basis of the closing discussion. Theory and application.
• The memo must reflect the contents of the discussion (no
content from outside, unless the team authorizes the recorder
to add more specific information as an appendix).
• The structure should be based on the topics and concepts rather
than on a chronological sequence of comments.
• Concepts should be visually highlighted and followed by
explanations and practical examples given in the tutorial
discussion.
Keywords Theoretical key concepts related to the topic.
• The recorder selects the main keywords on the basis of the
memo contents.
Sources Sources studied by the participants.
Evaluation Evaluation of the task and the learning results.
• The main feedback comments from the observer (group
dynamics rather than personal feedback).
Open task 1.2
Discussion Brief description of how the team approached the topic represented
by the trigger.
Problem Title of the topic or chosen perspective in the form of a question,
statement or concept.
Categorization of
brainstorming
Outline of the conceptual framework based on the team’s current
knowledge.
• Drawing (or photo) of the illustration.
Learning
objectives
Objectives and tasks on the basis of the chosen problem area.
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B6: Detailed Explanation of the Roles that Participants play
Discussion Leader
The DL prepares the agenda and leads the discussion, also taking care of the timing. A
successful tutorial from a DL’s perspective means that everyone contributes to the learning
discussion in a positive atmosphere, the team reaches its learning objectives, and everyone
feels good about the discussion afterwards.
The discussion leader
Is like a heater
Giving energy
To group synergy
© 2008 Matti Helelä
The discussion leader plays the most important role in a PBL tutorial. The outcome of the
tutorial lies very much on the DL, who must therefore be very well prepared as to the
contents, concepts and structure of the topic. The DL should understand the highlights or
main points of the topic and take care that these are included on the agenda.
The DL prepares the meeting agenda, encourages and facilitates the participation of the other
team members, regulates the flow of communication, summarizes the essential points,
paraphrases to enhance understanding, and concludes the session. The DL also makes sure
that the recorder gets all the essential information and the tempo is right. The agenda covers
the main points of the topic; it is much more detailed than just the list of learning objectives.
The DL keeps questioning and keeps the discussion going by encouraging the participants and
by giving everyone the chance to express their views, making everyone responsible for their
contribution. The challenging part is to build a bridge between people, referring to previous
statements, and throwing the same ball forward. There is no discussion if people, one after
another, just read their findings from paper! The DL encourages the peers to go to the
whiteboard to draw or design or write down the most essential information.
Make the team interactive
Make everyone active
Problem Based Learning Guide
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Everyone’s contribution
Is our constitution
© 2008 Matti Helelä
Sometimes the discussion may be escalating to its heights and the rules and good manners
may be forgotten. This is when the DL has to put the group back into order – not rudely but
decisively. Raising hands is usually the best way to express the willingness to say something.
A positive atmosphere
Without fear
Is the best you can provide
As a guide
© 2008 Matti Helelä
As a discussion leader, the student learns real leadership and management skills for the
future.
(4.2) Recorder
The recorder‘s main responsibility is to take notes. The recorder also categorizes the results
from brainstorming, while the other team members provide their active contribution to
creating an understanding of the team’s view.
The recorder is expected to prepare properly to be able to grasp the essentials of the
discussion. The recorder is welcome to ask for help and clarification from the peer group as
well as the tutor.
The recorder writes a tutorial memo and makes it available to all team members according to
the team agreement. It is recommended to post the memo in e-mail.
With an open ear
The recorder must hear
And use his or her potential
To write down the essential
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© 2008 Matti Helelä
Team members are expected to read the memo after each tutorial. The memos are helpful
reading material for the examination as well. The following table summarizes the expected
contents of the memo. A template for the tutorial memo is given through a link in Appendix 1
(link group 2).
In our tutorials at University of Limerick, the recorder writes a tutorial memo and posts it on
the e-mail for everyone to see. The memo should be available early enough for the team
members to review the contents of the discussion when preparing for the next tutorial. The
tutorial team should decide about the general deadline for posting the memo. Further, the
memo is evaluated with constructive feedback at the beginning of the following tutorial. In
our tutorials, it has been customary for the previous observer to give the first comments
about the pluses and minuses of the memo. This way, the observer continues his or her
feedback for the recorder after reading the memo. The whole team should nonetheless read
the memo and be prepared to provide their comments. It enhances their learning further and
helps them to write better memos.
Since our tutorials include a closing discussion and an opening discussion concerning the
following learning task, the memo correspondingly includes these two parts. The recorder
does not normally participate in the discussion, since he or she has to focus on making notes.
Naturally the recorder should ask for clarification from the DL and the team when needed.
As you can see in our suggested tutorial schedule above, the closing discussion includes five
minutes for a summary given by the recorder at the end, right before the observer’s ten-
minute feedback. Thus, we do hear the recorder’s voice in the tutorials. Summarising the
discussion is not all that easy, and it partly depends on the structure of the closing discussion
and on the easiness of the topic. Some recorders might tend to repeat too many details, while
others focus more on the big picture. The recorder’s role is a great opportunity for the
students to learn the skills related to making notes, summarising them, and writing and
publishing the final memo.
A good tutorial memo reflects the contents of the discussion. Sometimes the discussion may
zigzag from point to point. The recorder should nonetheless structure the memo logically
according to the contents of the discussion. In other words, the structure should be based on
the topics and concepts, rather than on a chronological sequence of the comments in the
discussion. The concepts could be somehow visually highlighted and followed by explanations
and practical examples given in the tutorial discussion. In addition, the recorder should
include a simple list of the main keywords at the end of the closing discussion. On the basis of
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the memo contents, the recorder should select these keywords according to his or her own
discretion.
With an open ear
The recorder must hear
And use his or her potential
To write down the essential
© 2008 Matti Helelä
The recorder should not add content from outside the discussion, unless specifically agreed in
the discussion. For example, if the team did not have time to elaborate on something that was
briefly mentioned, the team may decide that the recorder adds this information as an
appendix to the memo. This kind of addition would nevertheless be an exception rather than
a customary practice.
In our tutorials, the DL normally asks the team members what sources they have studied.
Often the recorder circulates a list where the participants can write their sources. This
information is then easily included in the memo.
The recorder should use headings and subheadings according to the contents of the
discussion and according to recorder’s own discretion. The layout should confirm to the
proper document standard. Thus, writing the memo should support the studies related to
word processing and document writing and vice versa. The memo should also include the
illustrations shared in the tutorial discussion, and thus the recorder may practice using the
drawing features of the word processing program.
In the opening discussion, the recorder or another team member should facilitate in the
analysis and categorization of brainstorming. In many of our tutorials, we have designated the
observer (sometimes together with the DL) for this purpose, since the recorder may want to
focus on writing the memo during the analysis phase as well.
The recorder should also write down the main feedback comments from the observer,
particularly the evaluation of the group dynamics rather than the personal feedback given to
each team member. If agreed, the observer may send his or her own summary of the
evaluation and to the recorder before the memo is published.
When the opening discussion begins and the students start to suggest alternative problem
definitions, it is hard for the team to remember the suggestions after a while. Therefore, the
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recorder should keep record of the suggestions (it wouldn’t hurt for everyone to do this).
Then the DL may ask the recorder to repeat the suggestions so far. Or if the DL is not very
active in this role, the recorder could take the initiative in reporting his or her notes if need
be.
The recorder should draw an illustration of the brainstorming analysis and categorization to
be included in the memo. Or the recorder may take a digital picture of the illustration, since
many students seem to carry a phone with a camera.
Finally, the recorder writes down the learning objectives formulated by the team. Here again,
the recorder should keep record of the suggestions to facilitate the final selection and
formulation. It may be advisable for the recorder to write the problem and learning objectives
on the whiteboard for everyone to see them clearly. If not, the recorder should read the final
learning objectives out loud. This way everyone gets them in the right form and any
corrections are easier to make before the tutorial is over.
The recorder should also include the keywords decided in this connection. The suggested
contents of the tutorial memo are given below.
(4.3) Observer
The observer observes group dynamics and each participant’s personal contribution in every
tutorial. The tutor should encourage the observer to share feedback effectively. After hearing
the observer’s feedback at the end of the discussion, the tutor should adjust his or her own
comments according to the feedback already given. Repeating the same comments may not
be wise, but the tutor might emphasize certain points or add some missing perspectives or
observations. The tutor should show that the students are co-owners of the assessment
process through self and peer assessment.
In our tutorials, we have used the observer mainly in the closing discussion, but we
sometimes assess the opening discussion in some other way. We select the discussion leaders
and recorders from an alphabetical list, to make the system easy, but usually we appoint the
observer at random each time, still making sure that everyone acts in this role once before
anyone is chosen for the second time.
It is important that the observer remain quiet during the discussion, focusing on intensive
observation and making notes. If the observer participates in the discussion, he or she easily
neglects the main responsibility. It is easier to make sharp observations without participating
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in the discussion. The observers have told us that it is a very educating experience to learn to
keep one’s mouth shut even when tempted to participate in the discussion. Silence
observation provides good intensive training for that. Naturally giving room to other people
may still be a challenge to talkative students every time, and they should be encouraged to
listen to the others and not always be the first to offer their views right after the discussion
leader begins a new topic or asks a new question.
.
Feedback should focus on pluses and minuses, always challenging everyone to perform
better, still making it clear that there is room for mistakes and the tutorial is a safe place to
make them, as long as everyone tries their best. The attitude towards collaborative learning is
what counts.
Whatever it takes
Make space for mistakes
Not to spoil creativity
As the basis for activity
© 2008 Matti Helelä
The observer should pay attention to how well the participants have prepared for the tutorial
(including their notes) and how effectively they refer to and discuss with their sources (using
the author’s name) and, in the best case and especially at advanced levels of study, how well
they compare or even challenge their sources. This way all students gradually learn to refer to
evidence and they begin to understand the value and purpose of source references. Further,
the observer should notice the use of theoretical concepts and their application to the
practical context (based on the trigger or other relevant context) through the participants’
own examples. The observer’s comments may cover how well the members listen to each
other, even how they use their voice and body language. Mutual respect and group support
are also commented, and anything related to professional behaviour and team values. The
guiding principle in our tutorial performance feedback and assessment is this: We evaluate
and assess what we consider valuable.
According to our experience, some observers have been very good at giving feedback about
the overall group performance, while others have focused a great deal on giving individual
feedback...
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The observer pays attention
To the level of preparation
The level of contribution
And its distribution
© 2008 Matti Helelä
Thanks to our feedback system, the students learn to give and receive constructive criticism
and use it to improve their performance. They also gain self-confidence, which is decisive in
their personal and professional growth. This way we really help our students to have better
work opportunities in the future.
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B7: Examples of Formulating Learning Objectives from the PBL Cycle Step 5
Topic or Problem raised by the Tutor Sample learning objectives (Use a question,
statement, or concept)
Motivation Examine theories of motivation and
evaluation of their relevance to the
problem identification in the trigger
Job Satisfaction What are the main factors leading to
positive job satisfaction?
Team work Analyse factors which influence group
cohesiveness and performance
Leadership Review the factors that determine effective
leadership
Management What is Managerial Effectiveness?
Organisation Structures & Design Explore the factors that help to make an
effective organisation structure
Communication How can transactional analysis contribute
to effective interpersonal communication?
Group Dynamics Examine methods of analysing the
behaviour of individual members
Selection How do assessment centres improve the
process?
Decision - Making What factors contribute to effective
decision–making in groups?
HOT TIPS:
☼ Learning Issues are things that you think you should learn about or need to
learn about to use to progress the PBL case package.
☼ Learning Outcomes are things you should be learning and researching as part of
your study for the PBL case package.
☼ Ideally, your Learning Issues and Learning Outcomes should be closely
matched
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B8: Learning Objectives versus Learning Outcomes
Learning Objectives Learning Outcomes
In the opening Discussion the
team: o Reads the Trigger and develops
the ideas via the brainstorming
on the problem to be
investigated
o Generates relevant management
concepts that relate to the
problem
o Designs a concept map
(Appendix L)
o Writes 2-4 learning objectives
o To help write learning objectives,
a team member needs to ask:
o ‘What needs to be
learned in order to
understand and solve the
problem’
o Examples: Motivation Problem
o To examine theories of
motivation and evaluate
their relevance to the
problem ‘Identify the
Triggers’
In the closing discussion the team: o Notes what they have learned
from the PBL discussion
o Example: Motivation Problem
o Goal setting theory linked
to expectancy theory,
demonstrate that joint
goal setting can help
motivation different ways
o Hackman and Oldham
(1986) Job enrichment
theory, shows how the
fivefold framework
helped to set out a plan
to enrich jobs and
empower individuals
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B9: Personal Study (From the PBL Cycle Step 6)
After the Opening Discussion, the recorder will circulate the first Tutorial Memo,
which summarises the key points raised in the discussion under the following
headings:
(1) Clarify Concepts
(2) Define the problem
(3) Brainstorm
(4) Analyse and classifying objectives
(5) Formulate learning Objective
In addition, the tutor will provide some guided reading around the concepts raised
in the Triggers.
The purpose of the personal study steps in the PBL process is to help you develop
the following skills:
(1) Sourcing Information
(2) Analysing Information
(3) Identifying the core issues
(4) Applying knowledge to a practical problem
(5) Solving Problems creatively
(6) Applying Critical thinking
(7) Writing notes to help you contribute to the discussion
Please note that one further purpose of the Personal Study step is to help you gain
the knowledge and skills with which to tackle the Tutor Marked Assignment
The following suggestions are made on how you might best structure your personal
study in preparation for the closing discussion
Problem Based Learning Guide
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How to Structure your Personal Study
1. Sources Search for additional sources to those provided by
the tutor, as one major goal of the course is to help
you learn to find, evaluate and apply new sources to
practical solutions.
2. Learning Objectives Study the two sets of sources by focusing on the
learning objectives, rather then reading every word
or line or text.
Aim to find answers to the learning objectives set by
your group in the opening discussion.
3. Apply Theory to
Practice
Apply the context of your study (e.g. What is
managerial effectiveness?) to the example given in
the trigger.
Analyse relevant examples from your own
organisational experiences to support your ideas on
how the theory works in practice.
4. Make Notes To check that you understand the main ideas in
your study.
To help you prepare for the closing discussion.
5. Draw a Concept Map
(Student Guide)
Does Job Satisfaction Matter?
Economic View
Ethical View
Behavioural View
Feedback and Recognition
6. Compare Your Findings
with a concept Map
This will help you understand your learning
7. Evaluate the reliability
of Your Sources
Does the theory hold true in practice
Prepare to explain to your team members how your
experiences fit the theory.
8. Contemplate your
learning process
Make notes about how the material effects your
thinking.
Highlight your key learning points which you can
now apply to your job.
Job
Satisfaction
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B10: PBL Tutorial Assessment Process
PBL Tutorials Assessments (Formative)
In each semester you will participate in five PBL tutorials. In which you will take part
in the following:
• 4 Opening Discussions
• 4 Closing Discussions
For two of the five tutorials, you will be a team member and for three Tutorials you
will in turn play the role of discussion leader, recorder and observer
For the following 3 modules, one of the skills based practical exercises completed for
each module, is linked to PBL tutorial performance
Module
Skills based exercise
Formative Assessment
Management and
Leadership
Acting as Discussion
Leader
Formative Assessment
Motivating The Team Acting as Observer
Formative Assessment
Managing
Communications
Acting as Recorder
Formative Assessment
Problem Based Learning Guide
Page 39
PBL Tutorial Performance (Formative) The PBL Tutorial Performance will be assessed from two sources:
• Self Assessment
• Peer Reviews
• Tutor Assessment
These Formative assessments will be based upon your performance in the Opening
Discussion and the Closing Discussion. Your role in these discussions will vary from
module to module, depending upon which role you happen to play on the day.
However, over the five tutorial discussions you will be formatively assessed once as
Discussion Leader, Observer, and Recorder, and twice as a team member.
How are the Assessments Made? The PBL Tutorial Performance (Formative) Assessment, whether a self assessment or
a peer assessment, uses a standardised behaviour anchored rating scale covering six
key criteria:
1. Tutorial preparation and motivation
2. Contribution to the team knowledge
3. Understanding the discussion and applying theory to the task
4. Critical Thinking skill
5. Professional behaviour
6. Giving and receiving feedback
Appendix I displays the behaviour-anchored scale
Section C contains the self assessment form and the peer assessment form.
Self-Assessment Form
The purpose of the self-assessment method is to help you reflect upon your learning
process and to improve your skills in evaluation performance. This form may also
assist you preparing for your tutorial.
A key element of the form is the section on comments, where you have the
opportunity to list out the key points supporting your rating. You are requested to
complete the form and return a copy to the tutor within 48 hours of the tutorial
discussion. This is so that you will be able to express your thoughts before the event
begins to fade from memory.
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Peer Assessment Form
The key criterion in column one of this forms summarises the main features of a
team member operating at Level 3 on the rating scale. You are asked to complete
one of these forms for every member of your team and return copies to your tutor
at the same time as you return the self-assessment form. This speedy return will
allow for each team member to receive feedback in time to reflect on how to
perform better the next time.
The Tutor will summarise the key comments on to one anonymous feedback sheet
and return this summary to each member of the team
Problem Based Learning Guide
Page 41
Summary of the Assessment Process for each module in the First semester
Autumn 2009 Tutor Marked Assignments 60% Skills Based Practical Exercised 40% Tutorial Performance
(Formative)
Management and
Leadership
Q1 How would you attempt to
distinguish between an effective and
an ineffective manager? What
criterion would you use to assess
your own performance as a manager
Q2 With the aid of one or more
leadership theories, outline a plan for
developing you own leadership skills
1.Completion of an individual in
tray exercise :
To assess:
Planning and Organising
Time Management
Delegation
2.Acting as discussion leader of a
PBL group
(I)
40%
Formative
(I)
Self Assessment
Peer Assessment
PBL Tutor Assessment
Selecting The Teams Q1 .Comment critical on the benefits
to be gained from effective
induction, and outline how you would
plan and implement a program for a
new member of you team
Q2 .Discuss the role human resource
planning and development may play
in helping an organisation to achieve
it’s strategic objectives
1.Planning, Preparing and
evaluation a selection interview
2.Writing a Job specification for
the PBL roles of:
Discussion Leader
Observer
Recorder
(I &G)
30%
10%
(G)
Self Assessment
Peer Assessment
PBL Tutor Assessment
Problem Based Learning Guide
Page 42
Autumn 2009 Tutor Marked Assignments 60% Skills Based Practical Exercised 40% Tutorial Performance
(Formative)
Management and
Communications
Q1. What do you see as the benefits
of transactional analysis as a
technique for improving
interpersonal communication?
Q2.Define assertiveness and outline
the practical steps one might take to
develop assertiveness skills.
1.Make a formal presentation on
a personal development plan to
develop two key managerial skills
2.Acting as a recorder at a PBL
meeting, with the responsibility
for taking notes, categories the
results of the brainstorming and
writing a tutorial
40%
(I)
Formative
(I)
Self Assessment
Peer Assessment
PBL Tutor Assessment
Motivating the
Teams
Q1 Explain the major differences
between motivation and job
satisfaction. Support your answer
with practical examples
Q2. Apply Belbins Team type’s
analysis to your work team and
comment on the level of group
cohesion and performance. How
might you improve these two
1.Preparation of a team
construction for the PBL tutorial
2..Preparation of a Motivation
Plan for a member of your staff
Acting as the observer at a PBL
meeting, with the responsibility
for:
Observing and evaluation the
group
Providing feedback to the group
Providing individual feedback
20%
20%
(G)
Formative
(I)
Self Assessment
Peer Assessment
PBL Tutor Assessment
Problem Based Learning Guide
Page 43
UNIVERSITY of LIMERICK OL LS COIL L UI MN I GH
Section C: PBL Assessment Forms
Problem Based Learning Guide
Page 44
C1: Peer Assessment Form
Peer Assessment Form Discussion Group
Team member assessed
Date
Criteria Level 3 Benchmark Evidence Rating 0-5
Tutorial Preparation and
Motivation
• Show Interest in
the triggers
• Has read the main
sources
• Has researched
extra sources
• Has prepared
notes and
illustrations
Contribution to team
knowledge
• Demonstrates
active listening
• Builds positively,
but uncritically,
and doesn’t
challenge
• Prepares notes and
sources
• Focuses on the big
picture
Understanding the
discussion and applying
the theory
• Can describe
relevant concepts
and apply them
• Can link theory to
practice to present
the big picture
• Lacks deeper
knowledge
• Partly doubts own
knowledge
Problem Based Learning Guide
Page 45
Peer Assessment Form (cont’d) Critical thinking skills
• Often generates
new ideas and
question different
view points
• Argumentation is
mainly logical
• Often makes clear
points
• Makes logical
points
• Identifies relevant
problems
• Finds relevant
solution
Professional behaviour
• Hardly any absence
or late arrivals
• Show respect to
others
• Demonstrates
active listening
• Shows interest in
the viewpoint of
others
• Thinks of the well-
being of the team
Giving and receiving
feedback
• Listens actively
• Builds positively on
what others say
• Shows
appreciation
feedback received
and benefits from
most of this
feedback
Problem Based Learning Guide
Page 46
C2: Self Assessment Form
Self Assessment Form Evidence
Date
What have you learned
about the PBL experience
in this PBL tutorial
What has your
contribution been to the
PBL team
How specifically will your
improve your contribution
to the team
Problem Based Learning Guide
Page 47
C3: Tutor Assessment Form
Name of Tutor Evidence
Date
Academic Structure of Session Content covered Demonstrated understanding of the content Preparation of Session Accuracy in end of session report
1 2 3 4 5
Social Punctuality Reliability Responsiveness to student needs
1 2 3 4 5
Communication Clarity of explanation
1 2 3 4 5
General Timing (pacing and sequencing) Overall Structure Continuity (follow up from previous session and/or link to current learning
1 2 3 4 5
Problem Based Learning Guide
Page 48
UNIVERSITY of LIMERICK OL LS COIL L UI MN I GH
Section D: Appendices
Problem Based Learning Guide
Page 49
Appendix A - Assessing the Case Study Examination
5 4 3 2 1 0
Problem
Identification
Identifies all aspects of the
problem.
|__|
Identifies all of the major
problem aspects, leaving out
only a few minor aspects.
|__|
Identifies most of the major
problem aspects and most of
the minor aspects.
|__|
Identifies some of the problem
aspects, but misses the big
picture and most of the minor
aspects. |__|
Identifies the bare minimum of
the problem.
|__|
Fails to identify the problem in
any meaningful way.
|__|
Theoretical Concept
Explanation
Theory related to the problem
is relevant and accurate.
Explanation and terminology is
very accurate. Explores
multiple theories. Application
challenges or combines theory
when appropriate. |__|
Theory related to the problem
is relevant and accurate.
Explanation and terminology is
accurate. Explores more than
one or two theories per topic
and compares them.
|__|
Theory related to the problem
is relevant and accurate.
Explanation and terminology is
somewhat accurate. Theory is
limited to one or two major
theories per topic with limited
or no comparison. |__|
Theory related to the problem
is somewhat relevant and
accurate but limited.
Explanation and terminology is
somewhat accurate with some
errors. Does not compare
different theories or
viewpoints. |__|
Theory related to the problem
is often irrelevant and with
multiple errors. Explanation
and terminology is
disorganized and hard to
follow. Explores minimal
theory. |__|
No theory related to the
problem, or all theory
irrelevant and inaccurate.
Missing or incorrect
terminology.
|__|
Application of Theory Application supports the
different theories to the
problem, challenging theory
when appropriate. Explains the
big picture clearly and logically.
Explains the connection
between different
perspectives.
|__|
Application supports the
theory. Explains the big picture
and builds some connections
between different
perspectives.
|__|
Application supports the
theory. Attempts to build big
picture, but with limited
success.
|__|
Application is not always
supported by theory. Fails to
adequately build big picture.
|__|
Description seldom supported
by theory or theory with very
little application. Minimal
dialogue between theory and
application. Fails to build big
picture.
|__|
Theory without any application
or no dialogue between theory
and explanation. Fails to build
big picture.
|__|
Synthesis into a
Working Plan or
Solution
Builds and explains a sound
plan or solution that is well
supported by theory and
analysis and contains all
needed components.
|__|
Builds and explains a plan or
solution that is supported by
theory and analysis and
contains all key components,
with some minor components
missing. |__|
Builds and explains a plan or
solution that is somewhat
supported by theory and
analysis, with some key and
minor components missing.
|__|
Builds a plan or solution that is
missing some key and minor
components and lacks
sufficient support of theory
and analysis.
|__|
Builds the beginning of a plan
or solution but misses many
key and minor components and
lacks support of theory and
analysis.
|__|
Fails to create any meaningful
plan or solution.
|__|
Clarity between
Source-based Inform-
ation and Reasoning
Fluent dialogue with sources,
referring to them accurately
without gaps. High clarity
between source-based
information and the student’s
reasoning |__|
Refers to sources clearly
without gaps. Cited
information is fluently
integrated into the student’s
own narration.
|__|
References to sources make
the origin of the information
clear. Cited information is
rather fluently integrated into
the student’s own narration.
|__|
Refers to the sources but cited
information is not fluently
integrated into student’s own
narration or there are clear
defects in the in-text
references. |__|
Refers to sources here and
there. Repeats source-based
information mostly without
personal reflection or
explanation.
|__|
Hardly refers to sources. Pieces
of scattered information are
not connected.
|__|
Self-assessment instructions: To pass, you must gain 1–5 in each criterion.
Check the relevant box for each criterion above | V | Final grade given by the instructor ________ |__| Failed
http://myy.haaga-helia.fi/~liibba/assessment/trigger-exam-rubric.doc
This
is th
e to
p o
f the
pa
ge w
hen y
ou a
ppe
nd th
is d
ocu
ment to
your re
port. T
his
sh
ould
be
the
last p
ag
e.
Problem Based Learning Guide
Page 50
Appendix B -
Exercise Content of the Modules Linking the: o TMA’s
o Triggers
o Skills
Module
TMA Trigger Skills Exercises
Management
and Leadership
Q1 Effective/ Ineffective
Management features
Criteria for assessing own
managerial effectiveness
Q2 Apply Leadership theories
to an action plan for
developing own leadership
skills
1. A chance of promotion
o Planning and organising
o Time Management
o Scheduling
o Management Styles
2. A Change of Job
o Managerial
effectiveness
o Leadership Styles
1. In tray Exercise
o Planning Organising &
Scheduling
o Time Management
o Delegation
o Decision Making
o PBL discussion leader
o Leadership
Motivating the
Team
Q1 Differences between
motivation and job
satisfaction
Q2 Applying Belbin to own
team
Steps to improve team
effectiveness
1. Call Centre Supervisor
needs to improve team
performance
o Profile of the 6 team
members
2. Chairing the
sports/social
committee
o Planning Events
o Motivating Involvement
1. Preparation of Team
constitution
o Team effectiveness
o Group formation
2. PBL meeting observers
o Group Behaviour
o Cohesiveness and
effectiveness of the group
o Team skills
Management
Communication
Q1 Practical benefits of
transactional analysis for
improving internal
communication
Q2 Defining assertiveness
Practical steps towards
developing assertiveness
skills
1. Sales figures
presentation
o Ineffective presentation
techniques and level of
preparation
2. Team Briefing
o Level of preparation
and follow up
1. Making a formal
presentation on a PDP
o Use of Power point
2. Acting as PBL recorder
o Note taking
o Categorising
Brainstorming
o Writing a tutorial memo
Selecting The
Team
Q1 Benefits of effective
Induction
Inducting a new member of
the Team
Q2 The role of human
resources planning and
development in helping an
organisation achieve its
strategic objectives
1. The New Customer
Services Manager
Induction Training and
Selection
1 Planning, preparing,
conducting, evaluating a
selection interview
2. Writing a Job specification
for 3 PBL roles:
1. Discussion Leader
2. Observer
3. Recorder
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Appendix C
Mapping the Assessment Process (In chronological order) Sources of Assessment
Assessment
instruction
Individual
or Group
%
Mark
Self Peer Tutor Submission
Dates 1. 31/08/2009
Skills Exercise 1 Team
Constitution
Group 8 September
2. 31/08/2009
Skills Exercise 2
Job Specification
Group 8 September
3. 08/09/2009
Skills Exercise 3
In tray
Individual 8 September
4. TMA 1
Management and
Leadership
Individual 18 September
5. TMA 2
Motivating the Team
Individual 16 October
6. 17/11/2009
Skills Exercise 4
Presentation on
Personal Development
Plan
Individual
7.TMA 3
Management and
Communication
Individual 6 November
8. 07/12/2009
Skills exercise 5
Selection Interview
Group
9. TMA 4
Selecting the Teams.
Individual 18 December
10.PBL performance in 4
roles
o Discussion Leader
o Recorder
o Observer
o Team Member
Individual
Assessment
forms completed
on the day of
each role
Team member
Summary form:
18th
December
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Appendix D: Working as a team in PBL
PBL and me: a student guide to problem-based learning at CSU © Charles Stuart University 2007 - 11 –
Working as a team in PBL The sooner you function as a team (and not as a group of individuals), the easier and more enjoyable PBL will be for
you, as team formation is a key component of PBL. Tuchman’s theory on group formation outlines five stages. Your
team may or may not pass through these stages, but it is beneficial to be aware that these stages are a normal
process.
Stage 1: Forming Your team is new, even though you know all the team members by name and perhaps some members quite well.
You will be uncertain as to how to proceed as you are now out of the safe comfort zone of being told what to learn
and into a more self-directed leaning mode. It’s scary, yes, but with time you WILL become familiar with the
process. As an individual you will want to be accepted in the team and be assured that the team is a safe place to
express your views and ideas, without fear of put downs. You will need to set some ground rules here about
member behaviour.
You may be asking yourself questions such as: “Will I be accepted?”, “Will I embarrass myself?”, “What will the PBL
Tutorial sessions be like?” and “Will I have to do something I really don’t want to?” You are not alone if you are
feeling a little apprehensive about the whole PBL deal and working as a team. The building of trust between team
members is an important component of small group process.
Stage 2: Storming As individuals you will adjust to working in a team and in doing so some conflict and competition is likely to develop
during this stage. Some personal relationship issues may develop or some or one of you may attempt to take over
the organisation of the team’s tasks. You may disagree on the organisation of the team; its leadership and
structure. You may have to make slight adjustments to your ideas, attitudes and feelings to suit the team as a
whole. Some team members may be very vocal and some remain silent during this stage. You should focus on
treating everyone in the team fairly and with compassion, and you will move through this stage of adjustment.
Stage 3: Norming You will get through the storming stage and develop into a cohesive team with your own team identity. Each of you
is valued for active participation in the team by contributing to the team knowledge, communicating effectively
with team members and solving team issues as they arise. You are open to other members‟ ideas and you are
willing to change your own thoughts based on the facts presented by other team members. In this stage you will
share data and knowledge, question each other about the validity of the knowledge, give feedback to each other’s
ideas and explore each others information. As a team you will be creative and you will be feeling good about being
a part of such an effective team
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Stage 4: Performing Not every team will reach this stage where the team is more than the sum of the parts. Team identity, trust and
morale are high in this stage, but you will function efficiently as a PBL team even if you never reach this level of
team work. There is great trust in each other and most effort is directed at the task at hand. If your team reaches
this stage you will truly enjoy working with your team and you may resent the inevitable break-up of the team at
the end of the semester
Stage 5: Mourning If you built trust, respect and cohesion in your team and you are all actively engaged in the
PBL process, you may resist the dissolving of your team and having to move forward into another team and
beginning the process over again.
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Guidelines for Students in PBL Teams
1. Speak aloud. Your ideas and plans are a vital contribution to the team thought process, and provide your
peers and facilitator with a means of recognising your ability and effort.
2. Maintain eye contact with team members. Avoid looking to the facilitator for approval or with an
expectation that the facilitator will provide answers.
3. Everyone sit at the table if possible.
4. When you do not know, say so. Identifying what you do not know is a vital part of the learning process,
and an expected professional behaviour.
5. Risk a hypothesis even if you are uncertain. Placing your hypothesis on the table for group discussion
has great learning value for all team members. They will help you justify your plan and/or teach you
another perspective.
6. Keep the group scribe involved. Because the scribe is often at the board, a special effort is needed to
remind the scribe to participate in the discussions. Also be certain that the scribe has captured your ideas
and plans in the notes.
7. Avoid bogging down in resources. Generally it is unwise to read from books or handouts as a source of
“answers” to the learning issues or to get lists of hypotheses. When the team is “stuck” it is appropriate to
call a break and move forward at a later time. The exception is the use of the medical dictionary to define
new terms.
8. Keep the brainstorming table clear of computers and resource books
9. Follow the team process. The case unfolds in stages. Attention to each part of the process will guarantee
opportunities for success for all team members. Steps are listed here. Repeat these with each new segment
of the scenario disclosed.
a. Read/review the information presented
b. Determine what information/facts is/are relevant
c. Generate/modify a list of ideas/hypotheses which could explain the problem(s)
d. Generate/modify a list of plans by which you would pursue the problem(s)
e. Generate a list of learning issues which encompass both basic and clinical sciences
10. Conduct thorough independent research. Before concluding the team discussions, discuss resources
that might be used to research each of the learning issues. Research your learning issues and bring
materials to the next session that you found most helpful. Allow your group access to these.
11. At the beginning of the next session, plan to summarise the case. Your summary at this stage will
permit you and the team members to incorporate your new knowledge.
Do your best work at all times? You are the professional
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HOT TIPS:
☼ You ALL have knowledge and experiences to bring to your group. Do not be afraid to speak up.
☼ You will learn excellent interpersonal and negotiation skills from working in small groups.
☼ Remember your group does not need to reach an agreed decision. Different members may have
different ideas and you should, as a team, consider all of them
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Appendix E
Concepts Maps
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Appendix F
Reflective Journal