ISSUES AND CHALLENGES IN IMPLEMENTING PBL:IMPLICATIONS FOR MANAGEMENT EDUCATION By: PM Dr Sopia Md Yassin Director, NCDRC Sultan Idris Education University
Rationale of PBL• Are our students ready for the demands of our changing economy and workplace?
Rationale of PBL• Are our students information and technology literate?• Are our students flexible and adaptable?• Are our students innovative?• Are our students effective communicators?
Rationale of PBL• Are our students critical thinkers and problem solvers?• Are our students globally aware?• Are our students good collaborators?• Are our students self- directed?
The Change:The Changing WorldWe are preparing our studentsfor jobs that dont exist, usingtechnologies that have notbeen invented, to solveproblems that we havent evenconsidered yet. Richard Riley (1999)
The Change:The Changing Nature Of StudentsChange in environment has aknock-on effect on the wayslearners think, behave andlearn. (OECD, 2009)
The Change:The Changing Nature of Teachingand Learning• Student centered learning• Cognitive processes• Learning skills
The Change:The Changing Understanding ofLearning• Neuroscience of learning
The Change:The Changing Scene in HigherEducation• cuts in public funding• greater proportion in higher education• teaching-friendly environment• growing criticism
Goals of Professional Education“ Education in the professionsshould prepare students foraction.” Charles Gragg, 1940 Harvard Business School
PBLAn education process thatrequires the learner to gothrough the same activitiesduring learning that are valuedin the real world…The intent is to challenge thelearner with problems foundin practice both as a stimulusfor learning and focus fororganizing what has beenlearned for later recall andapplication to future work.Howard Barrows (2000)
PBL : Change in Starting Point Change in Roles Existing PBL Problem Learn new Content knowledge Problem FacilitatorLecturer Student Solver
EXISTING PBL MODELS (118 courses at 103 institutions across 35 countries) QuickTime™ and a decompressorare needed to see this picture. Linkoping University Roskilde University
Faculty Decision Making: IntensiveTraining• 4th -6th SEPTEMBER 2006• Temasek Polytechnic• 14 lecturers from Faculty of Science and Technology• First exposure
Formation of PBL Pilot Team• 1st November 2006• 14 members• Objectives Implement PBL in FST, UPSI In-house training Research
In-house Training• 11th and 12th December 2006• Trained 25 FST lecturers• Plan and develop teaching and learning curriculum based on PBL for science and mathematics• Followed the Temasek Polytechnic Model
Outcomes of The Pilot Test(Students’ Responses) • solve daily life problem, better understanding of subject matter What did • student-centred you enjoy • positive argument • creative thinking most • confident, independent, about the improve self-esteem • build communication skill and PBL teamwork sessions? • encourage to develop inquiry • gain a lot of knowledge, share and exchange information
Outcomes of The Pilot Test(Students’ Responses) more challenging problem scenario and real situation implement in more courses, options for students to choose own topic related to the subject shorter period for a problem vs How could more time these experiences needed before giving the actual problem sessions be integrated interdisciplinary improved? approach in a problem scenario rubrics are given earlier more facilitators for large groups
Outcomes of The Pilot Test(Lecturers’ Responses)