Introduction to PBL (coreJan12) week 7

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Introduction to PBL (coreJan12) week 7

  1. 1. PGCAPLTHE module @pgcap 1
  2. 2.  Explain the basics of PBL Discuss how PBL could be used in own practice 3
  3. 3.  Discuss common characteristics and differences in pairs 4
  4. 4. passive > active > accelerated 5
  5. 5.  broad umbrella term Individual students/groups of students seeking resolutions to questions/issues, following own line of enquiry contextualised questioning (building on existing knowledge) leading to knowledge formation develop problem solving skills, inquiring attitudes and lifelong learning habits tutor facilitates learning PBL main differences •Problem first •Structure and process •Small groups 6
  6. 6. Grown since 1960s pioneered at McMasterUniversityhttp://www.mcmaster.ca/home.cfmwith medical students (Howard Barrows)Strong evidence that it works well!!!Whole university approach: Maastricht Universityhttp://www.maastrichtuniversity.nl/web/Main/AboutUM.htmhttp://www.maastrichtuniversity.nl/web/Main/Education/EducationalProfile/ProblemBasedLearning.htm 7
  7. 7. Can be used: Small •Face-to-faceTraditional lecture group •Blended learning •Fully online Subject Problem based based Co- Competitive operative learning earning 8
  8. 8.  Developing ‘skills’ and subject specific reasoning skills Learning takes place in ‘context’ for students Self-directed learning is promoted Savin-Baden (1996) source: Busfield, J & Peijs, T (2003) Learning Materials in a Problem Based Course 9
  9. 9. ill-structured threshold content scenarios/triggers concepts Problems embedded in scenarios Students discover problems Learner ownership In small groups (PBL tutorials) Search for solutions PBL tutor 10
  10. 10.  Authentic, genuinely problematic Trigger learning Media 11
  11. 11. stage 1: explore the problem stage 2: discover known and unknown, plan stage 3 : research and share stage 4: apply stage 5: present based on Mills, D (2006) Problem-based learning: An overview, available at http://www.c-sap.bham.ac.uk/resources/project_reports/ShowOverview.asp?id=4 [accessed 5 March 2010] 12
  12. 12. McLoughlin & Darvill (2006)Part 1: trigger introductionSearch the problemAsk each otherList what you knowFind out what the group doesn’t knowOutcomes and goals to be setPart 2: trigger reviewReview group learningPart 3: presentationDisseminate http://www.sciencedirect.com/science?_ob=MImg&_imagekey=B6WNX- 4NCK23P-1- 5&_cdi=6974&_user=899537&_pii=S0260691706000621&_origin=searc h&_coverDate=05%2F31%2F2007&_sk=999729995&view=c&wchp=dGL bVzb- zSkzV&md5=e5d5743a7dd6f2102fc36a75e6cdbb3f&ie=/sdarticle.pdf 13
  13. 13. I facilitate team meetings/tutorials, I record what is stimulate debate said/agreed during make sure that everybody is meetings, participating and that record any issues the PBL process is used. summarise and I also co-ordinate learning and synthesise tasks (who does what and by when)I facilitate the PBL process and reflection, ask open questions. I need toremember to step I keep track of time back and not during lecture! I share/read the meetings/tutorials, problem remind team scenario, members how draw attention much time is left to key elements of the scenario 14
  14. 14.  Resource intensive Stressful for staff and students Time intensive (Des Marchais, 1993) Covering less curriculum content 80% (Albanese and Mitchell, 1993) Scenarios too ill-structured: students disorientated (McLoughlin & Oliver, online) 15
  15. 15. In your group explore thephotograph/scenario provided.Apply the PBL approach to identifythe problem(s), define intendedlearning outcomes and come upwith solutions.stage 1: explore the problem stage 2: discover known and unknown, plan stage 3 : research and share stage 4: apply Assessment criteria •Issues identified stage 5: present •Solutions 16
  16. 16. Think about the following:•Could PBL features be used within lectures?•Could PBL be used for large-group teaching?•How could you use PBL in one of yourmodules/programmes/sessions? 17
  17. 17.  Students and facilitators to familiarise with PBL before using it! 18
  18. 18. UK Centre for Legal Educationhttp://www.ukcle.ac.uk/resources/teaching- and-learning-practices/pbl/PBL collectionhttp://delicious.com/chrissinerantzi/pbl 19
  19. 19. Albanese M A & Mitchell S (1993) Problem-based learning: a review of literature on its outcomes and implementationissues. Acad Med, pp. 68: 52-81.Barrows, H S (2000) Problem-based learning applied to medical education, Southern Illinois School of Medicine: IllinoisDes Marchais, J E (1993) A student-centred, problem-based curriculum: 5 years experience. Can Med Assoc J, pp.1567-1572.McLoughlin, M & Darvill, A (2007) Peeling back the layers of learning: A classroom model for problem-based learning,in: Nurse Education Today , 27, pp. 271-277.McLoughlin, C & Oliver, R (online) Problem-based learning (PBL):Developing learning capability through the WWW,available at http://elrond.scam.ecu.edu.au/oliver/docs/99/ODLAA.pdf [accessed 11 February 2011]Mills, D (2006) Problem-based learning: An overview, available athttp://www.c-sap.bham.ac.uk/resources/project_reports/ShowOverview.asp?id=4 [accessed 5 March 2010]Savin-Baden, M, (1996) Problem-based learning: a catalyst for enabling and disablling disjunction prompting transitionsin learner stances? Ph D thesis University of London. Institute of EducationWoods, D R (1994) How to Gain the Most from PBL, Hamilton: McMaster University 20
  20. 20. The LTHE Module TeamUniversity of Salford, Academic Development Unit Twitter @pgcap 21

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