Learning and Teaching Strategy PBL session
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Learning and Teaching Strategy PBL session
- 1. SPEED PROBLEM-BASED LEARNING (PBL) for Staff Development Activities An Open Educational Resource (OER) by the Academic Development Unit, University of Salford, 2010-11 www.adu.salford.ac.uk
- 8. PBL model and process (Mills, 2006)
- 10. Roles Student Student Student Personal Tutor Module Leader Professional Services (eg library) Learning Technologist Programme Leader
- 11. Roles Personal Tutor To facilitate the personal development of their tutees, monitor the progress of their tutees , be a responsible, personal contact within the organisation, in whom the student can confide, intervene with the university authorities on behalf of their tutees, offer advice or assistance when it is within their competence or to refer student to an appropriate service when not. Module Leader To co-ordinate the delivery of the module in line with the approved Module Specification. Responsibilities fall within four key areas: Preparation, Delivery, Assessment, Evaluation / Quality Assurance Programme Leader To manage the day-to-day delivery of the programme, ensure a positive student learning experience monitor, review and enhance programme content and delivery
- 12. Trigger
- 13. “ I prefer practical learning as I like to do things and get bored when just listening to someone talking. I do quite well when working in a group, as well, as it gives me more ideas and opinions.” Trigger
- 16. Trigger
- 17. Trigger
- 20. Trigger
- 21. Trigger
- 23. Student relations Dispositions & capacities Student engagement & belonging HE system May & Thomas, 2010 Academic system Social system Organisational system Professional services system
- 28. Academic Development Unit, University of Salford, 2010-11 www.adu.salford.ac.uk
- 31. Session Outline Sheet (SOS) session date/time/duration location programme/module/event intended learning outcomes (ILO) personalised ILO 1. 2. 3. timing tutor activity/assessment students/participants resources, technologies before the session introduction main part recap after the session reflection, evaluation, student feedback
Editor's Notes
- Problem presented first (at the start of the learning process) Students define issues Responsible for their learning Mainly applied in small groups
- There are a number of PBL models. The above has been choosen for its simplicity. Mills, D (2006) Problem-based learning: An overview , available at http://www.csap.bham.ac.uk/resources/project_reports/ShowOverview.asp?id=4 [accessed 15 May 2011] The Salford Model also (to include here) Moira McLoughlin & Angela Darvil (check if in USIR) Peeling back the layers of learning: A classroom model for problem-based learning Original Research Article Nurse Education Today, Volume 27, Issue 4, May 2007, Pages 271-277
- Cut these out and assign roles in the group randomly. Next time change roles. Above roles are indicative. Feel free to add, remove, replace any shown here to use roles suitable for your PBL activity.
- Remove policies Assessment Creative formative and summative assessment beyond essays and exams, using technology
- Making teaching and learning more exciting
- communities of practice
- multiple issues: delivery, use of resources, engagement or lack of it, international students
- feedback issue
- delivery
- enable academics to keep practising in their subject specialism
- curriculum design (work-based learning), placements
- learning spaces, empty seats: where is everybody?
- template to be used to capture thinking, ideas and resolution during Speed-PBL, could be drawn in advance of the activity on paper tablecloths, if used (one for each group) also needed: markers, different colours
- To be available to help things about the previous slide and the PBL triggers
- to be printed on A3 (for walls) and A4 (on tables)
- to be printed on A3 (for walls) and A4 (on tables)