Problem Based Learning not only for the clinical sciences Leigh Schmidtke School of Agricultural and Wine Sciences
Why PBL? <ul><li>Bachelor of Wine Science: an applied degree </li></ul><ul><li>Significant emphasis on science </li></ul><...
Diverse student cohort <ul><li>Sea changers </li></ul><ul><li>Familial linkers </li></ul><ul><li>Up graders </li></ul><ul>...
Prior Student Experience <ul><li>Small wineries </li></ul><ul><ul><li>10-150 tonne grape crush </li></ul></ul><ul><li>Medi...
Teaching Challenge <ul><li>To provide an environment that </li></ul><ul><li>STIMULATES </li></ul><ul><li>CHALLENGES </li><...
How do I do it? <ul><li>Students groups </li></ul><ul><ul><li>Often self selected </li></ul></ul><ul><li>Optimise experien...
Types of Problems <ul><li>Information overload </li></ul><ul><li>Information deficit </li></ul>Mapped to subject objective...
Instructions to Students <ul><li>Define the problem </li></ul><ul><li>Determine the knowledge gaps “The Donald Rumsfeld mo...
How do I do it? <ul><li>Students groups </li></ul><ul><ul><li>Often self selected </li></ul></ul><ul><li>Optimise experien...
Assessment <ul><li>No qualitative assessment </li></ul><ul><li>Informal feedback during presentation </li></ul><ul><li>Que...
What works best <ul><li>Group size 4-5 </li></ul><ul><li>Experience mix </li></ul><ul><li>Adequate time to discuss </li></ul>
What doesn’t work <ul><li>Large groups </li></ul><ul><li>Dominant personalities/overconfidence </li></ul><ul><li>Misjudged...
 
The Rumsfeld Moment <ul><li>There are known knowns. These are things we know that we know. There are known unknowns. That ...
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Problem Based Learning - Not Just for the clinical sciences

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  • 2 years of enrolment 143 students 4 residential schools Average 36v students per RS Average 6 students per PBL
  • Problem Based Learning - Not Just for the clinical sciences

    1. 1. Problem Based Learning not only for the clinical sciences Leigh Schmidtke School of Agricultural and Wine Sciences
    2. 2. Why PBL? <ul><li>Bachelor of Wine Science: an applied degree </li></ul><ul><li>Significant emphasis on science </li></ul><ul><li>Final 2/3 rds Distance Education ONLY </li></ul><ul><ul><li>Engage with industry whilst studying </li></ul></ul><ul><li>Wine microbiology a final full year subject </li></ul><ul><ul><li>3 day compulsory residential school </li></ul></ul>
    3. 3. Diverse student cohort <ul><li>Sea changers </li></ul><ul><li>Familial linkers </li></ul><ul><li>Up graders </li></ul><ul><li>High Net Worth </li></ul>50% of students have formal tertiary qualifications prior to enrolment
    4. 4. Prior Student Experience <ul><li>Small wineries </li></ul><ul><ul><li>10-150 tonne grape crush </li></ul></ul><ul><li>Medium </li></ul><ul><ul><li>150-2000 tonne crush </li></ul></ul><ul><li>Large </li></ul><ul><ul><li>2000-70 000+ tonne crush </li></ul></ul><ul><li>Sole operator </li></ul><ul><li>Listed Commercial Enterprises </li></ul>
    5. 5. Teaching Challenge <ul><li>To provide an environment that </li></ul><ul><li>STIMULATES </li></ul><ul><li>CHALLENGES </li></ul><ul><li>ENGAGE </li></ul><ul><li>EDUCATES </li></ul><ul><li>ALL STUDENTS </li></ul><ul><li>3 DAY residential school </li></ul>COVER THE SYLABUS Encompass ALL aspects of winemaking
    6. 6. How do I do it? <ul><li>Students groups </li></ul><ul><ul><li>Often self selected </li></ul></ul><ul><li>Optimise experience mix </li></ul><ul><li>Delegate problems & instructions </li></ul>
    7. 7. Types of Problems <ul><li>Information overload </li></ul><ul><li>Information deficit </li></ul>Mapped to subject objectives MANAGEMENT ISSUE
    8. 8. Instructions to Students <ul><li>Define the problem </li></ul><ul><li>Determine the knowledge gaps “The Donald Rumsfeld moment” </li></ul><ul><li>Determine how to fill the knowledge gaps </li></ul><ul><li>Propose a solution </li></ul><ul><li>Present (as a group) the solution to the class Questions from floor (me) </li></ul>
    9. 9. How do I do it? <ul><li>Students groups </li></ul><ul><ul><li>Often self selected </li></ul></ul><ul><li>Optimise experience mix </li></ul><ul><li>Delegate problems & instructions </li></ul><ul><li>Timetable presentations </li></ul><ul><li>Assist groups to solutions </li></ul>
    10. 10. Assessment <ul><li>No qualitative assessment </li></ul><ul><li>Informal feedback during presentation </li></ul><ul><li>Questions in style of PBL in ESE </li></ul>
    11. 11. What works best <ul><li>Group size 4-5 </li></ul><ul><li>Experience mix </li></ul><ul><li>Adequate time to discuss </li></ul>
    12. 12. What doesn’t work <ul><li>Large groups </li></ul><ul><li>Dominant personalities/overconfidence </li></ul><ul><li>Misjudged subject knowledge </li></ul><ul><li>Lack of relevant experience </li></ul>
    13. 14. The Rumsfeld Moment <ul><li>There are known knowns. These are things we know that we know. There are known unknowns. That is to say, there are things that we know we don't know. But there are also unknown unknowns. There are things we don't know we don't know. </li></ul>

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