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Learning Recursively: Integrating PBL as an authentic problem experience

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Invited presentation given at 3rd Regional Conference on Engineering Education and Research in Higher Education, Kuching, 7 June 2010

Invited presentation given at 3rd Regional Conference on Engineering Education and Research in Higher Education, Kuching, 7 June 2010

Published in: Education

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  • Students like certainty of familiar systemsNeed time to adjust to PBLTutors are used to providing informationChallenged by different approach
  • Collaboration in groups has benefitsEven for silent studentsStudents are used to individual studyNeed group skillsMedium-sized (6) groups work bestResource challengesTutors need facilitation skillsExpertise in subject is less important
  • BarriersTime = interaction of motivation, priorities & flexibility and effects on participationTechnology = student skill levelsLearning = personal learning styles/preferences and interaction among group members
  • Transcript

    • 1. Learning Recursively:Integrating PBL as an Authentic Problem Experience
      Peter AlbionUniversity of Southern QueenslandAustralia
      Image: Daragh CC (by) (nc) (sa)
    • 2. Overview
      The world we live in
      Why Problem Based Learning
      Approaching PBL as PBL
      What counts as PBL?
      Challenges of implementing PBL
      Facing the challenges
      Conclusion
    • 3. The world we live in
      Exponential knowledge increase
      Learning is a lifelong activity
    • 4. Friedman: The World is Flat
      Image: Eva the weaver CC (by) (nc) (sa)
    • 5. Brown: From push to pull
      Image:John Atherton CC (by) (sa)
    • 6. Brown: From stock to flow
      Image:Amyc500 CC (by) (nc)
    • 7. 21st century education
      Learning
      to be not about
      by doing not listening
      Learning how to learn
    • 8. Why Problem-Based Learning?
    • 9. At the heart of PBL
      Solving authentic problems
      Matches 21st century skills
    • 10. Motivations for PBL
      Relevance
      Integration
      Ongoing learning
    • 11. 4 ‘uncommon’ objectives of PBL
      Structure knowledge for practice
      Develop clinical reasoning
      Develop self-directed learning
      Increase motivation
    • 12. PBL outcomes
      More nurturing & enjoyable
      Equal on clinical but less base knowledge
    • 13. Problem-based learningpredates 21st century skills but remains relevant
    • 14. 21st century professionals
      Information literate
      Adaptable
      Learning as needed
      Integrating across disciplines
    • 15. PBL fits 21st century learning
    • 16. Approaching PBL as PBL
      Image:blmurch CC (by) (sa)
    • 17. PBL begins with a problem
      Group analysis of what needs to be known
      Individual research
      Developing a solution
      Reflection on process & learning
    • 18. PBL implementation as PBL
      Problem = how to design course using PBL
      Requires knowledge of PBL and challenges
      Enables developing & testing solution
      Reflection informs next steps
    • 19. PBL & problem solving heuristics
      Understand, plan, execute, evaluate
      Ask, imagine, plan, create, improve (STEM)
    • 20. PBL implementation is recursive
      Applied to educators’ practice
      Effects PBL for students
    • 21. What counts as PBL?
    • 22. 5 characteristics of PBL
      Starting point is a problem
      Authentic for professionals
      Knowledgeorganised around problems
      Students have responsibility for learning
      Most learning in small groups, not lectures
    • 23. PBL tutors
      Not knowledge dispensers but resources
      Consistent with 21st century learning
    • 24. Advocates argue for program level
      Clear distinction from related approaches(anchored, case-based, project based)
      Difficult to achieve purity in practice
    • 25. How pure must PBL be?
      Barrows proposed a taxonomy
      Spectrum of methodsAchieving objectives by degrees
    • 26. Two dimensions of PBL
      Presentation of problem as open or closed
      Learning directed by teacher or student
    • 27. PBL is a spectrum of methods
      Six methods on spectrum
      Major benefits with full PBLOther methods have benefits
      Image:Charles TilfordCC (by) (nc) (sa)
    • 28. Barrows’ taxonomy of PBL methods
    • 29. Challenges of implementing PBL
      Student & tutor roles
      Collaborative group work
      Design of curriculum & assessment
      Use of technology in PBL
    • 30. Student & tutor roles change
      Students accept more responsibility
      Tutors provide less information
    • 31. PBL involves group work
      Collaboration has benefitsEven for silent students
      Students need group skillsMedium-sized (6) groups work best
      Tutors need facilitation skillsExpertise in subject may be less important
    • 32. Curriculum & assessment for PBL
      Design of problems is criticalNeed to address all aspects of courseNeed to motivate learners
      Traditional assessment not appropriateNeed to focus on problems not facts
    • 33. Technology in PBL
      Multimedia presentation of problemsIncreases motivationLittle or no effect on performance
      Computer mediated communicationSupports online & distributed PBLBenefits for access to informationLess benefit for collaboration
    • 34. Facing some PBL challenges
      PBL for distance educationInteractive Multimedia-PBLEngineering problem solvingEducation inquiry course
      PBL with large distributed groupsLarge problem in groupsScaffolding with sub-tasks
    • 35. Interactive Multimedia-PBL
      PBL for individual/isolated students – How?
      PBL groups stimulate ideas
      Build varied ideas into materials
      PBL tutors facilitate & model thinking
      Structure with sub-tasks with aids
      Include expert responses
      Success confirmed by
      PBL evaluators
      Student response
    • 36. Engineering problem solving
      PBL for groups at a distance – How?
      Virtual teams interact via Moodle
      Group forums & wikis
      Email & chat for messages & files
      Virtual teams perform as well as on campus
      Some added barriers
      Time, technology and learning
      Course team plans
      More technology such as videoconference
      Team building strategies
    • 37. Education inquiry course
      Group inquiry for 350 online students – How?
      Small group forums & wikis in LMS
      Optional virtual tutorials in Wimba
      Mixed results
      Some groups worked well
      Some groups had communication issues
      Lessons learned
      Need to prepare students for virtual collaboration
      Provide more models in future classes
    • 38. Large problem in groups
      150 students collaborate – How?
      Cohort on 2 campuses challenged
      Develop & share teaching materials
      Positive response to authentic task
      Materials used beyond graduation
      Management challenges
      Large group coordination
      Non-contributors
      Lessons learned
      Preparation for communication & coordination
      Peer assessment tool to moderate outcomes
    • 39. Scaffolding with sub-tasks
      PBL for 500 1st years on 3 campuses – How?
      Students & staff unprepared
      Applied IMM-PBL insights
      Scaffolding with sub-tasks
      Narrative for coherence
      Approach succeeded
      Supported staff & students for performance
      Strong evaluations
    • 40. PBL provides 21st century learning
    • 41. PBL is a spectrum of methods
      Image:Charles TilfordCC (by) (nc) (sa)
    • 42. PBL is challenging
      Student & tutor roles
      Collaboration in groups
      Curriculum & assessment design
      Technology
    • 43. Treat PBL implementation as PBL
      Develop solutions for now
      Learn lessons for the future
    • 44. Questions
      Peter Albion
      University of Southern Queensland
      Australia
      Peter.Albion@usq.edu.au