Davidson, A.-L., Naffi, N. (2014). Online PBL: Is this like eLearning with more problems? E.scape, Knowledge, Teaching, Technology. Conference theme: Innovations in teaching: getting the most out of online learning. Concordia University. http://www.concordia.ca/events/conferences/escape-2014/master-class-series.html

1. Online PBL:
Is this like eLearning
with more problems?

2. In the end of the 1990’s, eLearning was deemed
to be one of the panaceas of 21st century
education.

3. Very early into the century,
we realized that eLearning,
like all types of learning,
had its merits and its pitfalls.
ADDIE
The biggest criticism of
eLearning is that it tends to
value step-by-step
structured instruction and
leaves very little space for
the learner.
Give us the content
and we’ll design it

4. Give us the content
and we’ll design it
Course design
Content
Experience
Design the learner experience
and they will find
the content

5. Online problem-based learning or online PBL is often
presented as a solution to what eLearning could not do,
but we have to be critical in terms of what PBL can really
do for learners.
PBL-Mob
project
(Ecuador)
IWB
(Lebanon)

6. Question:
Will online PBL be just another fad,
or can we design so that it really
addresses problems that learners
can relate to and really wish to
solve?

7. Partners in crime (we co-design and co-teach
online courses in a PBL approach)

9. What is
Problem-Based Learning
(PBL)?

10. What is Problem-Based Learning (PBL)?
Student-centered approach
Medical education at MacMaster
University in the 1960s
Ill-defined and open-ended
situations and problems
Collaborative solution
Teacher as facilitator
Team and individual self-directed
learning
Co-construction of knowledge
Five Founding Fathers:
John Evans, was the new dean of the future medical school 1965, he
wanted to challenge how medicine was taught
Jim Anderson, Fraser Mustard, Bill Spaulding and Bill Walsh
they wanted to facilitate students’ active learning, the ability to solve
problems, to gather, evaluate, interpret and apply large amount of
information to better patient care
The ability to function in groups, self evaluate and reflect on own
learning
Student were engaged in group work informally. PBL made it formal
Harvard business school was using case studies, the difference is that
students solve problem after receiving all the information whereas in
PBL, problems are encountered prior to learning and was used as
stimulus and motivation for learning

11. Isn’t all learning
problem-based???

12. YES IT IS!!!

13. Actually, that’s not true.
It really depends on the
characteristics you attribute
to PBL

14. An acknowledgement of the base of experience of
learners
An emphasis on students taking responsibility for their
own learning
A crossing of boundaries between disciplines
An intertwining of theory and practice
A focus on the processes of knowledge acquisition
rather than the products of such processes
A change in staff role from that of instructor to that of
facilitator
A change in focus from staff assessment of outcomes
of learning to student self- and peer assessment
A focus on communication and interpersonal skills
PBL Characteristics

15. And the 4 phases
of PBL are...

16. Classical PBL model: 4 Phases
Pre-discussion
of a complex,
ill-structured
problem (i.e.,
brainstorm) in
the tutorial
group meeting
Formulation
of learning
issues in the
tutorial group
meeting
Individual self-
directed
learning (SDL)
activities
Sharing and
critically
evaluating the
literature
findings in the
second
tutorial group
meeting
Loyens, Kirschner, & Paas, 2012, p.404
1 2 3 4
And there are other models...
understand problem and think of possible
solutions based on prior knowledge
a. Students identify the gap in their
knowledge or skills
b. Formulate the questions that should
be answered in order to acquire the
information required to solve the problem
c. Decide on a plan of action for the
inquiry.

17. Why go online?

18. The Internet: A Powerful Teaching and Learning Tool
Removes space and time boundaries
Allows collaborative interactions through synchronous
and asynchronous interactions
Gives rise to “Digital Habitats” within and between
Web 2.0 environments
Allows students to develop more autonomy and
control
Weaknesses of e-learning
Loose contact between learners
Lack of interactivity
Difficult for application and practice
Limited feedback from learners and to learners

19. How do you make people collaborate?
What do you mean by interactivity?
What does application and practice
mean in an online environment?
How do you get/give feedback?
Pedagogical triangle...
Visual interactivity? Learner learner
interactivity?
Learner teacher interactivity?
Content-content interactivity?
Formative evaluation cycle, peer-evaluation
and workshopping of ideas and drafts

20. Online Interactions: 4 Possibilities
11:16 AM 08:26 PM
Same Place
Different Place
Synchronous Asynchronous
We have to cover all basis

21. What is the difference
between a typical online
learning experience and
an online problem-based
learning experience?

22. In a typical online learning experience, students use the
Internet to go through well-defined sequences of instruction
to complete learning activities and reach learning objectives
(Ally, 2008).
Whereas, when adopting an online problem based learning
(PBL) approach, students are the ones who are mapping
their learning experience and constructing their own
knowledge (Savin-Baden, 2006; Duncan, Smith, & Cook,
2013).
Typical Online Learning Experience
vs. Online Problem-Based Learning Experience
in a typical online learning experience a designer formulates instructional objectives and
prepares evaluation instruments then the designer carefully chunks the information in
packages that the learner can digest so that the cognitive load is not too heavy and as the
student goes into each module, the student should be able to reach the objective or the
outcome that has been identified at the beginning and demonstrate that by answering test
questions at the end.
In a online PBL students figure out what to do , they have to identify what the problem
is ,they have to identify what important to solve the problem, how to formulate an answer,
where to get the information, what process has to be employed

23. Online Problem-Based Learning Experience
Pre-discussion of a
complex, ill-structured
problem (i.e.,
brainstorm) in the
tutorial group meeting.
Formulation of
learning issues in the
tutorial group
meeting
Individual self-directed
learning (SDL) activities
Sharing and critically
evaluating the
literature findings in
the second tutorial
group meeting
Loyens, Kirschner, & Paas, 2012, p.404 with modifications
1 2 3 4
Students are
presented with
an ill-structured
problem through
web-based
material including
text, videos, and
simulations
(Savin-Baden,
2006).
Group synchronous
and asynchronous
discussions are
fostered in a wide
variety of Web 2.0
environments such as
chat rooms, discussion
boards, forums, wikis
and blog. These Web
2.0 environments are
either built within
learning management
systems, such as
Blackboard, or in
exterior Internet
platforms, such as
Wikispaces or Blogger
(Duncan et al., 2013;
Loyens et al., 2012).
Synchronous
tutorials are held in
web-conferencing
environments, such
as Adobe Connect.
To Note:
In a face-to-face PBL context, discussions are
limited by time and space, whereas online PBL
allows both synchronous and asynchronous
communication and collaboration, which leads
to an engagement in reflective commentary
(Scripture, 2008).
Synchronous
tutorials are held in
web-conferencing
environments, such
as Adobe Connect.

24. Ok but...
Isn’t online PBL risky?

25. Pedagogical space
Pedagogical competencies
Pedagogical competencies
Desjardins, 2001, 2005
Novice Expert

26. It is time to share
our example
with you!

27. The purpose of this course is to examine the foundations
and evolution of digital communications technologies.
Students will explore the shift from analogue to digital
technologies; identify the range of digital communications
technologies currently in use, analyze the impact of these
technologies on commerce, the professions, education
and society in general. Potential topics include, but are
not limited to, the social and environmental impact of
digital technologies, including issues of equity and digital
divide.
Digital Communicaton Technologies:
Course description

28. Digital Communicaton Technologies:
Competency
Exploit digital communication technologies
to solve problems in a social learning perspective

29. How Do We Proceed?
12 weeks = How many problems?
Is this...
• 1 problem per week? (problems around topics)
• 1 problem per x weeks? (problems around units)
• Problems presented at the beginning and students
have 12 weeks to solve them?

30. Ill Structured Open-Ended
Problems/Scenarios/Cases

31. Three overarching PBL Scenarios
Students will solve these problems through interacting in social media
and reading about concepts and principles of digital communication
technologies.
Commerce: Someone has a
business that is going down the
drain. The competition is high and
the competitors are tackling the
market from all perspectives.
They have a strong online
presence and their publicity is
targeted directly towards the
customer.
Education: Someone who has a language
school is trying to expand his/her business
beyond the brick and mortar school. The issue is
that he/she needs to change the pedagogy and
needs to make decisions regarding the
technologies through which this will happen.
Professions: Someone who is new to
Canada needs to find employment. He/
she has a wealth of experience in his/her
country of origin, but the job market here
in Canada is different. Licenses and
accreditations are not the same, people
search for jobs online and much of the
job market is invisible.

32. Jen
Pierre
Vicky Harry
Ricardo
Jack
Mary
Joe

33. Week 1: Introduction
Week 2: Breaking traditional communication models
Week 3: Environments, netiquette and PBL scenarios
Week 4: Online presence and online identity management
Week 5: Networking yourself
Week 6: Commerce
Week 7: Liberal professions
Week 8: Education
Week 9: Aggregate, filter, connect
Week 10: Working in collaboration (group work and CoPs)
Week 11: Society
Week 12: Synthesis of the course and presentation of the model

34. Course structure
Designed for the mobile learning culture:
anywhere, anytime, through any device.
12 modules:
1.Problem-based learning videos posted on YouTube
2.One hour of compulsory synchronous group tutorial activities in Adobe Connect
(for any time zone)
3.One hour devoted to asynchronous online activities such as forum discussions,
self-directed learning activities, etc.
Google Docs
Prezi
Facebook
LinkedIn
Twitter
Instagram
Reddit
Adobe Connect
BlackBoard
YouTube
Wikispaces
Skype
Email
Dropbox
Technologies
used

36. Script Visuals
Voice
Over
Video

37. Jen
Pierre
Vicky Harry
Ricardo
Jack
Mary
Joe
Harry! That’s me! I’m
Harry. I need to get
my business online
and I don’t know how.
If I can do it for Harry,
I can do it for myself.
Or vice versa.
I realized I was
Ricardo and I really
wanted to solve his
problem.
I associated a lot with
Mary. Not that I had a
language school or
anything like that. But
I am going through a
transition. At my
school, I have to use
technologies and I
really don’t know
where to start. It was
nice to see someone
else had the same
problem. I liked
having the help of my
classmates to solve
her problem.

38. Simple
Timeless
Demographic proof
Contagious
Easier to remember
Inspirational
Successful stories
Use emotions
Use surprise
Use metaphors and analogies
Keep it real
Why Storytelling Is Important?
http://www.lynda.com/Paul-A-Smith/2680710-1.html
(Smith, 2013)

39. Web-Based Material

40. Asynchronous Interactions

41. Asynchronous Interactions

42. Asynchronous Interactions

43. Synchronous Interactions

44. Ok this was for a
university course,
but what about
other contexts?

45. Model 1
PBL for Epistemological
Competence
Model II
PBL for Professional
Action
Model III
PBL for Interdisciplinary
Understanding
Model IV
PBL for Transdisciplinary
Learning
ModelV
PBL for Critical
Contestability
Knowledge Propositional Practical and performative
Propositional,
performative and practical
The examining and testing
out of given knowledge
and frameworks
Contingent, contextual
and constructed
Learning
The use and management
of a propositional body of
knowledge to solve or
manage a problem
The outcome-focused
acquisition of knowledge
and skills for the work
place
The synthesis of
knowledge with skills
across discipline
boundaries
Critical though and
decentring oneself from
disciplines in order to
understand them
A flexible entity that
involves interrogation of
frameworks
Problem scenario
Limited solutions already
known and are designed
to promote cognitive
understanding
Focused on a real-life
situation that requires an
effective practical
resolution
Acquiring knowledge to
be able to do, therefore
centred around
knowledge with action
Characterized by resolving
and managing dillemnas
Multidimentional, offering
students options for
alternative ways of
knowing and being
Students
Receivers of knowledge
who acquire and
understand propositional
knowledge through
problem-solving
Pragmatists inducted to
professional cultures who
can undertake practical
action
Integrators across
boundaries
Independent thinkers who
take up a critical stance
towards learning
Explorers of underlying
structures and belief
systems
Facilitator
A guide to obtaining the
solution and to
understanding the correct
propositional knowledge
A demonstrator of skills
and a guide to “best
practice”
A coordinator of
knowledge and skill
acquisition across
boundaries or both
An orchestrator of
opportunities for learning
(in its widest sense)
A commentator, a
challenger, a decoder of
cultures, disciplines and
traditions
Assessment
The testing of a body of
knowledge to ensure
students have developed
epistemological
competence
The testing of skills and
competencies for the
work place supported by a
body of knowledge
The examination of skills
and knowledge in a
context that may have
been learned out of
context
The opportunity to
demonstrate an integrated
understanding of skills and
personal and propositional
knowledge across
disciplines
Open-ended and flexible
Savin-Baden, 2000, p.126
PBL Models

46. Ok good answer,
but what are the
challenges?

47. Challenges when Designing Online PBL
Demonstrating an understanding of the foundation and the
objectives of employing a PBL approach
Planning for a variety of audiences
Designing a learner experience that stimulates interactions,
discussions and collaborations amongst the group of
students
Creating stimulating and relevant problems
Matching the affordances of the technology to the
requirements of a PBL process
...--->>> Having technological competencies and a
knowledge of visual culture

48. Accepting the transition from being the teacher to being the
facilitator.
Negotiating group dynamic problems
Ensuring the involvement of students in discussions in both
asynchronous and synchronous discussions settings.
Developing technological skills essential to perform within
online learning managing systems and Web 2.0
technologies, while ensuring the use of the PBL
pedagogical approach.
Tolerating ambiguity and uncertainty.
Challenges when Facilitating Online PBL

49. Understanding they are entirely responsible for their learning
Being active
Asking questions
Participating to synchronous and asynchronous discussions
Negotiate group responsibilities
Assuming different roles
Developing technological skills essential to perform within
online learning managing systems and Web 2.0 technologies,
while ensuring the use of the PBL pedagogical approach.
Tolerating ambiguity and uncertainty.
Challenges for Students in Online PBL

50. Online PBL:
Is this like eLearning
with more problems?
Not really. It’s eLearning differently.

51. Questions?
Comments?

52. References
Ally, M. (2011). Foundations of educational theory for online learning. In T. Anderson (Ed.), The theory and practice
of online learning (2nd ed., pp. 15-44). Canada: Marquis Book Printing.
An, & Reigeluth, C. M. (2008). Problem-based learning in online environments. Quarterly Review of Distance Education,
9(1), 1-16.
Anderson, T. (2011). Towards a theory of online learning. In T. Anderson (Ed.), [The theory and practice of online learning]
(2nd ed., pp. 45-74). Canada: Marquis Book Printing.
Desjardins, F. & vanOostveen, R., (2008). Implementing PBL online as a collaborative learning strategy for teachers:
COLE. Proceedings of the 11th IASTED International Conference on Computers and Advanced Technology in
Education. ACTA Press, 85 – 89 [PDF-IASTED-2008]
Desjardins, F. & vanOostveen, R., (2008). Collaborative Online Learning Environment: Towards a process driven approach
and collective knowledge building, in Luca, J. & Weippl, E. (ed.) Proceedings of Ed-Media World Conference on
Education Multimedia, Hypermedia & Telecommunications, AACE, 2563 – 2570 [PDF-EDMedia-2008]
Desjardins, F. J. « L’apprentissage par problème par l’entremise de la communication médiatisée par ordinateur » Colloque
du Réseau d’enseignement francophone à distance du Canada (REFAD), Montréal, mai, 2005, [html]
Duncan, M. J., Smith, M., & Cook, K. (2013). Implementing online problem based learning (PBL) in postgraduates new to
both online learning and PBL: An example from strength and conditioning . Journal ofHospitality, Leisure, Sport
&TourismEducation, (12), 79-84.
Jonassen, D. H., & Hung, W. (2008). All problems are not equal: Implications for problem-based learning. Interdisciplinary
Journal of Problem-Based Learning, 2(2), 6-28.
Loyens, S. M., Kirschner, P. & Paas, F. (2011). Problem-based Learning. In K. R. Harris, S. Graham & T. Urdan (Eds.), APA
Educational Psychology Handbook: Vol 2 (p. a). Washington: American Psychological Association.
Paivio, A. (2006). Dual coding theory and education. Pathways to literacy achievement for high poverty children. University
of Michigan School of Education.
Savin-Baden, M. (2006). The challenge of using problem-based learning online. In M. Savin-Baden, & H. Wilkie (Eds.),
Problem-based learning online (1st ed., pp. 3-13). UK: Open University Press.
Scripture, J. D. (2008). Recommendations for designing and implementing distributed problem-based learning. American
Journal of Distance Education, 22(4), 207-221.