This document proposes implementing problem-based learning (PBL) in the College of Engineering and Built Environment at Dublin Institute of Technology. It defines PBL as an approach where students work collaboratively to solve complex, real-world problems, which provides motivation to learn. Research shows PBL fosters deeper learning and stronger application skills compared to lectures. The document discusses assessment methods, resources, and challenges for PBL, including aligning assessments with outcomes and addressing resourcing issues. It argues PBL aligns with external drivers to develop students' skills and presents an opportunity for DIT given its new Grangegorman campus facilities.

1. Dublin Institute of Technology
College of Engineering & Built Environment
Michael Gleeson - Colm O’ Kane - Pearl O’Rourke - Terry Boland - Eric Bates
1
Problem Based Learning
A Proposal for the Implementation of PBL in the College of Engineering and Built
Environment, DIT

2. Presentation Overview
• Introduction
– What is PBL?
– Definitions
– Advantages of using PBL
– External Drivers for PBL
• Assessment Methods
• Resources Required
• Perspectives
– Lecturer
– Student
– Management
• Challenges in using PBL
– General
– Specific to DIT and to CEBE
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3. What is PBL?
The Motivation to Learn Begins with a Problem
• In a problem-based learning (PBL) model,
students engage complex, challenging problems
and collaboratively work toward their resolution.
• PBL is about students connecting disciplinary
knowledge to real-world problems—the
motivation to solve a problem becomes the
motivation to learn.
• The basis of PBL is that students learn by doing.
(University of Delaware: http://www.udel.edu/inst/)
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(University of Delaware:
http://www.udel.edu/inst/)

4. What is PBL?
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(University of California, Irvine:
http://www.pbl.uci.edu/)
(Olmert, Smithsonian Book of Books,
Smithsonian Institution, 1992)

5. PBL: Definitions
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• “the learning that results from the process of working
towards the understanding of a resolution of a problem”
(Barrows and Tamblyn, 1980)
• “a carefully planned curriculum which is entirely based
on solving practical problems”
(Boud & Feletti, 1998)
• “an approach to structuring the curriculum which
involves confronting students with problems from
practice which provide a stimulus for learning”
(Boud & Feletti, 1997)

6. PBL: Advantages
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• Relative to conventional lecture-based methods
in which information is transferred from teacher
to student, the research literature suggests that
– PBL fosters a deeper approach to learning (see also
Gibbs, 1992).
– PBL promotes more versatile studying methods and
PBL students are more likely to use the library and
library resources to study.
– PBL develops greater knowledge retention and
recall skills.
– PBL students tend to exhibit stronger knowledge
application skills (according to van den Bossche et
al. (2000), this is a very strong and robust result to
emerge from the literature).
– From a teacher perspective, PBL appears to be a
very satisfying method of teaching
(Forsythe, 2002)

7. PBL: External Drivers
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“… more emphasis should be placed on the development of
students’ generic skills within HE, especially those required
for the workplace and for active citizenship.”
(Hunt, 2011)
“…drive in HE sector for quality assurance, accountability for
outcomes and capability of graduates…”
(Leathwood & Phillips, 2000)
“the probability of recruitment increases for those students
who are innovative, skilful, disciplined and dedicated to
PBL”
(Debnath & Pandey, 2011)

8. PBL: Assessment Methods
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According to Ranald Macdonald Assessment has also to move
beyond factual recall to the application of knowledge and skills to
increasingly complex situations, involving a range of intellectual
and practical activities in a variety of contexts. Assessment should
therefore reflect the professional contexts in which our students
are likely to find themselves in the future, showing how they cope
with acting and
thinking like a nurse, physicist or historian and the lifelong
learning skills needed to continue to develop in these changing
professional areas.

9. PBL: Assessment Methods
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The essential feature of a teaching system designed to emulate
professional practice is that the crucial assessments should be
performance-based, holistic, allowing plenty of scope for
students to input their own decisions and solutions. (Biggs,
2003: 237)
However, as Knight (2001) notes, assessment for summative
purposes is viewed as being of such high stakes that those
being assessed see it as being in their own interests to
emphasise what they know or can do - however limited or
poorly - and to cover up as much as possible what they do not
know or cannot do.

10. PBL: Assessment Methods
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According to Carroll when developing assessment methods a
number of key questions have to be addressed. These include:
• Does the assessment align with the learning outcome?
• Is the assessment fair?
• Is it of high academic standard?
• Does it cover the subject area comprehensively?
• Is it designed in such a way that the student can complete it
and that it can be marked in
• a reasonable time?
• Does it engage the students’ interest? (Carroll, 2005)

11. PBL: Assessment Methods
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Macdonald and Savin-Baden (2004) assessing students in enquiry
and Problem-based Learning
• Assessment should ideally be based in a practice context in
which students will find themselves in the future - whether
real or simulated
• Assess what the professional does in their practice, which is
largely process based professional activity, underpinned by
appropriate knowledge, skills and attitudes
• Assessment should reflect the learner’s development from a
novice to an expert practitioner and so should be
developmental throughout the programme of studies

12. PBL: Assessment Methods
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• Students should begin to appreciate and experience the fact
that in a professional capacity they will encounter clients, users,
professional bodies, peers, competitors, statutory authorities,
etc. who will, in effect, be ‘assessing’ them
• Students should also be able to engage in self-assessment and
reflection as the basis for future continuing professional
development and self-directed learning
• As lecturers we need to ensure that there is alignment between
our objectives and the students’ anticipated learning outcomes,
the learning and teaching methods adopted, and the
assessment of learning strategies, methods and criteria

13. PBL: Assessment Methods
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• Group presentations
ƒ
• Individual presentations
ƒ
• Tripartite assessment
• ƒ Case-based individual essays
ƒ
• Case-based care plans
• ƒ Portfolios
• ƒ Triple jump
ƒ

14. PBL: Assessment Methods
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• ƒ Self-assessment
ƒ
• Peer assessment
ƒ
• Viva voce examinations
ƒ
• Reflective (online) journals
• Reports
• ƒ Patchwork texts
• ƒ Examinations
• ƒ Electronic assessment

15. PBL: Useful Resources
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Tutors
•Ratio to students
•Training
Location/Workspace
•Large tables
•Studio environment
Reference materials
and information
•Internet access

16. PBL: Useful Resources
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Materials
•Whiteboards
•Notebooks
•Markers
•Post-its
•Cameras or
Smartphones
Technology
•Internet access
•Wiki access

17. PBL: Challenges
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General:
Resourcing
DIT Specific:
Irish HE Sector – Hunt Report

18. PBL: Challenges
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General:
Resourcing
DIT Specific:
Irish HE Sector – Hunt Report

19. PBL: an Opportunity
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(Dublin Institute of Technology,
http://www.dit.ie/about/grangegorman/)

20. PBL: an Opportunity
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(www.pkal.org/)
(http://www.conference-
southampton.co.uk/lecture_theatre.html)

21. Dublin Institute of Technology
College of Engineering & Built Environment
Michael Gleeson - Colm O’ Kane - Pearl O’Rourke - Terry Boland - Eric Bates
21
Problem Based Learning
A Proposal for the Implementation of PBL in the College of Engineering and Built
Environment, DIT