Problem based learning v1


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PBL Wk 1

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Problem based learning v1

  1. 1. Virtual Presentation by Geraldine M. Cronk
  2. 2. Good morning, afternoon, and or goodnight. I am Geraldine M. Cronk and this is my presentation on Problem-Based Learning, a.k.a. PBL. Before we begin, I would like to challenge each of you with an exercise, to get our brain cells going…
  3. 3. Exercise Can you place ten coins into five rows, with each row containing four coins, without placing any coin on top of another coin? Stay tuned for the solution…you’ll have till the end of this presentation to come up with a solution, have FUN!
  4. 4. Here’s an Overview of this presentation:  Research Result on PBL History of PBL What is PBL? Why PBL? The Good, The Bad, and The Ugly of PBL  Emergent Virtual Tools…PBL How to implement PBL  Exercise…Solution
  5. 5. Research Result on
  6. 6.  According to Samford University, PBL began about 30 years ago at McMaster University in Canada  “Using problems based on actual clinical cases as focal points in a medical program evolved after years of medical faculty and student frustration with the traditional lectures and challenging clinical experiences” (Problem-Based Learning, 2009). Short History of PBL
  7. 7.  “First application of PBL, and perhaps the most strict and pure form of PBL, was in medical schools which rigorously test the knowledge base of graduates. Medical professionals need to keep up with new information in their field, and the skill of life-long learning is particularly important for them. Hence, PBL was thought to be well suited for this area” (Park). History of PBL (cont.)
  8. 8. So, what is PBL?  PBL is “both a curriculum and a process” (Problem- Based Learning, 2009)  This learning facilitation strategy requires each learner to perform research, discuss and collaborate…not the traditional teaching or learning process  Conducted in a small group (3-7 members); as they create solutions which includes all avenues of real- world scenarios; designed to be ‘student-centered’  Learners are not limited…they will have the ability to use all resources relevant to their problem/project  Expertise not required…in the end, learners will be more informed and will further develop numerous life fundamental skills
  9. 9. Courtesy of (to learn more, visit the website) Here is an example used by Illinois Mathematics and Science Academy to teach and learn PBL:
  10. 10. And here is a comparison table by Illinois Mathematics and Science Academy: Courtesy of Traditional Learning versus Problem-Based Learning
  11. 11. Then, why use PBL?  As future educators, we must be familiar with the variety of facilitation strategies available to us in order to enhance our student’s learning  PBL is only one of many facilitation strategies and in my opinion, one that would benefit the students more in the long-run  In PBL, as instructors, we are merely facilitators; we are not giving the students the answers to memorize for finals; we are preparing the students for life-events scenarios in which they will explore and discover the many possible solutions on their own; and we are providing support and coaching each team as needed
  12. 12. Of course, with any learning facilitation strategy …there are the “Good” the “Bad” & the “Ugly”… So, what are the good, the bad, and the ugly of PBL?
  13. 13. The “Good” of PBL:  Freedom…no limits in terms of creating possible solutions; the more ideas presented, the more feasible, efficient and effective list of solutions  Enhances the level of motivation to learn  Develops the autonomy to be innovative in their own ways  Retention of information as each learner will invest time to properly do research and analyze information to determine solutions
  14. 14. The “Good” of PBL (cont.):  Further development of 4Cs…(not Cut, Clarity, Color, or Carat) The 4Cs are Competence, Communication, Critical Thinking and Collaboration Skills  Learners will be able to link learned theories in practice thus promote the BEST solution (s)  Encourages LIFELONG LEARNING…as one aspect of research will lead into another, then another and so on…it is non-stop!  Builds professional confidence and identity as they are developing their 4Cs
  15. 15. The “Bad” of PBL:  Learners must be able to step up and or down as leaders and or as followers; as this may create ‘Storming Phase’ and disrupt the creativity process  Each member of the team must be willing to contribute and sacrifice their time and effort as equally as possible…if not, this may then result in animosity between team members  Avoid ‘cliques’ so that no particular member would feel isolated
  16. 16. The “Ugly” of PBL:  Each learner must know and understand that every project or problem will have a certain amount of time allotted for completion, a.k.a. ______________; they must set their goals early and adhere to the prescribed time frame as this may result in lack of organization in their brainstormed solutions TIME constraint
  17. 17. Emergent/Virtual Tools to Implement:
  18. 18. With today’s technological advances, implementing PBL through virtual means is really not that complicated. So, let us cover a specific tool that can be used to facilitate Problem-Based Learning.
  19. 19. How to implement PBL? Class Live Pro is one way to implement PBL, in fact Park University is already using this particular tool.
  20. 20. Do you remember our class collaboration discussion last Wednesday night…this is exactly how PBL would be conducted. The discussion between members can be accomplished regardless of the member (s) geographic location.
  21. 21. Last year, I was stationed in Germany while I was taking a course that introduced me to PBL. I distinctly remember our team project… PBL, and was able to contribute to many possible solutions; be part of the team regardless of my geographic location. Although, different time zones may pose difficulty at first-- keeping the lines of communication between team members is the best way to keep the PBL in the right path and eventually to success.
  22. 22. The main thing to remember is to keep the conversation on the topic (no side bars…no distractions). It is also important to have a record keeper/note taker who will capture the details of the discussion. Assigning a discussion leader and a note taker before beginning any discussion is a must. Oh, and do not forget to set an agenda prior to the scheduled collaboration, this will keep the discussion on topic, or at least it should.
  23. 23. So, what word…or words come to mind when you hear Problem-Based Learning (PBL)? Hmm…
  24. 24. _________PBLPBLcritical thinkingcollaboration researching Students asking “WHY?” communication Active Learning Real Life Problems Small groups creating solutions Identify Problem Statement brainstorming “Mind -the- Gap” Learning Goals Self Study responsible Share ResultsNeed Support From Facilitator focus Helping-1- Another Student Centered structuredelaboration Deep Thinking Team Work Contributes Equally Listening -2-1- Another Life-Long Learning competencies Meaningful Learning Becoming SME” Inquiry Based Answering The “HOW?” questioning reflectinginvestigating Diversity of Ideas “OUT-of-the-BOX” Thinking C R E A T I V I T Y analyzing critiquing feedback Decision Makers Problem Solving Skills leadership skills followership…camaraderie
  25. 25. Have you got the answer? Can you place ten coins into five rows, with each row containing four coins, without placing any coin on top of another coin?
  26. 26. Exercise…Solution Can you place ten coins into five rows, with each row containing four coins, without placing any coin on top of another coin?
  27. 27. In summary, I presented the following info:  Research Result on PBL History of PBL: 30 years ago at McMaster University in Canada What is PBL?: ‘student-centered’ Why PBL?: instructors are facilitators; develop life skills; retain information The Good, The Bad, and The Ugly of PBL  Emergent Virtual Tools…PBL How to implement PBL: Class Live Pro  Exercise…Solution
  28. 28. “Isidor I. Rabi, the Nobel laureate in physics who died January 11, 1988, was once asked, ''Why did you become a scientist, rather than a doctor or lawyer or businessman, like the other immigrant kids in your neighborhood?'' His answer has served as an inspiration for me as an educator, as a credo for my son during his schooling and should be framed on the walls of all the pedagogues, power brokers and politicians who purport to run our society…''My mother made me a scientist without ever intending it. Every other Jewish mother in Brooklyn would ask her child after school: 'So? Did you learn anything today?' But not my mother. She always asked me a different question. 'Izzy,' she would say, 'did you ask a good question today?' That difference - asking good questions -made me become a scientist!'' This world of ''Ready, Fire, Aim'' would be a far better place if all the world's leaders, starting in particular with our President, hearkened to this wisdom. It's time to stop giving answers before we understand the questions” (Sheff, 1988). To conclude, ponder on this…
  29. 29. • Project Based Learning: Explained ( • Problem Based Learning • Digital Learning Design and Problem Based Learning Here are YouTube references that may help further elaborate on PBL:
  30. 30. References  Park, J. (n.d.). The Purpose of This Site. Retrieved June 3, 2014, from Problem Based Learning:  PBLN, I. (Ed.). (2014, February 27). IMSA's PBL Teaching and Learning Template. Retrieved June 3, 2014, from IMSA PBLN Network Collaborative Inquiry in Action:  Problem-Based Learning. (2009). Retrieved June 3, 2014, from SAMFORD University Center for Teaching, Learning and Scholarship:  Sheff, D. (1988, January 12). 'Izzy, Did You Ask a Good Question Today?'. New York, USA. Retrieved June 3, 2014, from question-today-712388.html
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