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Libraries as problem based learning environments across reader services
Libraries as problem based learning environments across reader services
Libraries as problem based learning environments across reader services
Libraries as problem based learning environments across reader services
Libraries as problem based learning environments across reader services
Libraries as problem based learning environments across reader services
Libraries as problem based learning environments across reader services
Libraries as problem based learning environments across reader services
Libraries as problem based learning environments across reader services
Libraries as problem based learning environments across reader services
Libraries as problem based learning environments across reader services
Libraries as problem based learning environments across reader services
Libraries as problem based learning environments across reader services
Libraries as problem based learning environments across reader services
Libraries as problem based learning environments across reader services
Libraries as problem based learning environments across reader services
Libraries as problem based learning environments across reader services
Libraries as problem based learning environments across reader services
Libraries as problem based learning environments across reader services
Libraries as problem based learning environments across reader services
Libraries as problem based learning environments across reader services
Libraries as problem based learning environments across reader services
Libraries as problem based learning environments across reader services
Libraries as problem based learning environments across reader services
Libraries as problem based learning environments across reader services
Libraries as problem based learning environments across reader services
Libraries as problem based learning environments across reader services
Libraries as problem based learning environments across reader services
Libraries as problem based learning environments across reader services
Libraries as problem based learning environments across reader services
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Libraries as problem based learning environments across reader services

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lecture presented by Anna Rita L. Alomo at PAARL’s Seminar /Parallel Session-workshop on Library and Web 2011 (Holy Angel University, Angeles City, Pampanga, 19-20 August 2010)

lecture presented by Anna Rita L. Alomo at PAARL’s Seminar /Parallel Session-workshop on Library and Web 2011 (Holy Angel University, Angeles City, Pampanga, 19-20 August 2010)

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  • 1. PAARL Parallel Session-Workshops on Library and Web 2011, Holy Angel University, Pampanga, 19-20 August 2010Ms. Anna Rita L. AlomoHead Librarian - General Reference and Information SectionUniversity of Santo Tomas yMiguel de Benavides Library
  • 2. O tliOutlineUnderstandings and Interpretations of Problem-basedLearningFrameworks of Librarian Involvement in PBL ProgramRoute to Authentic LearningConclusion
  • 3. t ti fU d t di g and Interpretations ofUnderstandings d I t gProblem-based Learning Problem-based learning (PBL) is an educational technique used supp e e t o ep ace t a t o a ectu e ase cou ses. use to supplement or replace traditional lecture-based courses. It provides the theoretical framework for a learner-centered active instructional experience that relies on collaboration, critical thinking, and hands-on interaction with resources. An approach to learning through which students have been enabled to understand their own situations and f bl d d d h i i i d frameworks so k that they are able to perceive how they learn, and how they see themselves as future professionals. p .
  • 4. Information Resources Printed and electronic books (e-books) Printed and electronic journals (e-journals) Printed and electronic reference tools (e-dictionaries, e-abstracts and indexes, multimedia encyclopedias, etc.)
  • 5. F k f Lib iFramework of LibrarianInvolvement in PBL Program1. Assistance at the Reference Desk2. Instruction at the Reference Desk3. Course-Related Instruction4. Resource Management and Utilization5. Consultation with Faculty and Students6. Group Facilitation
  • 6. 1. Assistance at the Reference Desk- Interaction with students at the reference desk, helping them I t ti ith t d t t th f d k h l i th select appropriate resources for their learning objectives. directory dictionary atlas newspaper
  • 7. 2.2 Instruction at the Reference Desk- Closer to the goals of the curriculum than directing students to resources- Teach students how to use specific resources How the online catalog can be used to identify what journal titles the library owns? How to use ScienceDirect to identify review articles?
  • 8. 3 Course Related Instruction3. Course-Related- Librarians would identify curricular integration- Recognizes the importance of information-seeking skills information seeking A. Interactive Information Seeking B. B Steps in Information Seeking- A concept map presents the relationships among a set of connected concepts and ideas. It is a tangible way to display how p g y p y your mind "sees" a particular topic. By constructing a concept map, you reflect on what you know and what you dont know. In a Concept M the concepts, usually represented b single words C Map, h ll d by i l d enclosed in a rectangle (box), are connected to other concept boxes by arrows. y
  • 9. PBL and Concept Maps-An Analogy: In problem-based learning, each student group is like a partyof explorers entering new territory. As a group they decide whatneighboring areas they should reconnoiter, the individual membersscout these areas and return to describe things they discovered that arerelevant t th party’s i t t It i i l t to the t interests. is important i thi process th t th t t in this that thescouts know what they are looking for (have well-defined learningissues). In this effort, each member learns different things that getintegrated and used to make decisions. Not all of the information willbe transmitted to the others. When the expedition is over and thep yparty needs to summarize their explorations, they draw a map that p , y pcaptures the important features of the territory. This wouldcorrespond to a PBL group constructing a concept map. Theinstructor or tutor ser es as a nati e guide in this analog serves native analogy.
  • 10. 4. Resource Management and Utilization- Collection management must be synchronized closely with th C ll ti t tb h i d l l ith the curriculum- Gathering and analyzing information about the resources used by students A. Information resources and tools B. Evaluating information resources
  • 11. 5. Consultation with Faculty and Students- Components: C t 1. Consulting during planning and development of the PBL curricula. curricula 2. Consulting with students and faculty during PBL regarding information sources, use, and information-seeking g g g strategies.
  • 12. 6. Group Facilitation- Indicates the greatest level of curricular integration is librarians serving as small-group facilitators (tutors)- Librarians can function well as facilitators because of the interpersonal and communication skills developed for reference interviewing and assisting library users
  • 13. Route for Authentic Learning What is authentic learning? What makes authentic learning effective? g Why is authentic learning important?
  • 14. Wh I A h i L i ?What Is Authentic Learning?- Authentic learning typically focuses on real-world, complex problems and their solutions, using role-playing exercises, problem-based activities, case studies, and participation in virtual communities of practice practice.- A learning environment is similar to some ‘real world’ application o sc p e: o e a p e, a ag g city, u or discipline: for example, managing a c ty, building a house, flying g ouse, y g an airplane, setting a budget, and or solving a crime.- Authentic learning intentionally brings into play multiple disciplines, multiple perspectives, ways of working, habits of mind, and community.
  • 15. 10 El Elements of A th ti t f Authentic Learning1. Real-world rele ance1 Real orld relevance2. Ill-defined problem3. S i d investigation3 Sustained i i i
  • 16. 4. Multiple sources and perspectives5. Collaboration6. Reflection (metacognition)7. Interdisciplinary perspective
  • 17. 8. Integrated assessment89. Polished products10. Multiple interpretations andoutcomes
  • 18. Authentic Learning Practices Inquiry-Based Simulation- Learning (Open Based Learning Learning Initiative) I ii i ) Working with g Peer-Based Peer Based Student-Created Student Created Remote Evaluation Media Instruments Reflecting and Working with Documenting Research Data Achievements
  • 19. Wh Makes Authentic L iWhat M k A h i LearningEffective? - Authentic learning aligns with research into the way the human mind turns information into useful, transferable knowledge.
  • 20. Three principles illustrate the alignment betweenlearning research and authentic learning: Learners look for connections i Long-lived Long lived attachments come with practice New contexts need to be explored
  • 21. Eight critical factors that researchers say mustbe aligned to ensure a successful learningenvironment : goals content instructional design learner tasks instructor roles student roles technological affordances assessment
  • 22. Why Is Authentic Learning y gImportant?- Authentic learning exercises expose the messiness of real-life decision making, where there may not be a right or a wrong answer per sese, although one solution may be better or worse than others depending on p g the particular context. - The goal is to give learners the confidence that comes with being fid h i hb i recognized as “legitimate peripheral participants participants” in a community of practice.
  • 23. Conclusion PBL Authentic User Program Learning i Reader Services
  • 24. ConclusionThe value problem based-learning has been underestimated in terms of the ways in which it can: equip students f the world of work d for h ld f k improve students’ learning by helping them to learn with complexity and through ambiguity and ambiguity, enable students to see learning as a lifelong cyclical process through which to develop increasing understandings of g p g g themselves and the situations in which they learn effectively.

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