This document provides an overview of problem-based learning (PBL). It begins by explaining the basics of PBL as a teaching and assessment method. It then discusses the key characteristics of PBL, including that it is student-centered, uses ill-structured problems to trigger learning, and involves self-directed learning in small groups. The document also reviews different PBL models and processes, benefits and challenges of PBL, and provides examples of how PBL has been implemented at various universities. Overall, the document serves as a comprehensive introduction to PBL.
When: Thursday, March 7, 2013
Time: 4:00 p.m. EST / 1:00 p.m. PST
What will be covered
This March 7, 2013 webinar, presented by Dr. Marc Wilson, focused on three specific ideas for improving student learning; one which has been empirically tested, one which is challenging and controversial and one which asks faculty to examine their personal teaching style.
This is a resource which was created and shared by the City of York strategy team. It was created by Zoe Crompton, Lucy Lawrence and Alison Wilcock. It seemed to me that there are many people who have not seen this resource and would benefit from it. There have certainly been many derivatives of it shared over the years since it was first produced.
If there is a problem with me sharing this resource, let me know and I will remove it from this location.It is available in several locations online.
The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "The Facilitator's Toolkit".
When: Thursday, March 7, 2013
Time: 4:00 p.m. EST / 1:00 p.m. PST
What will be covered
This March 7, 2013 webinar, presented by Dr. Marc Wilson, focused on three specific ideas for improving student learning; one which has been empirically tested, one which is challenging and controversial and one which asks faculty to examine their personal teaching style.
This is a resource which was created and shared by the City of York strategy team. It was created by Zoe Crompton, Lucy Lawrence and Alison Wilcock. It seemed to me that there are many people who have not seen this resource and would benefit from it. There have certainly been many derivatives of it shared over the years since it was first produced.
If there is a problem with me sharing this resource, let me know and I will remove it from this location.It is available in several locations online.
The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "The Facilitator's Toolkit".
DePaul Organizational Modeling Final ProjectRoy Hoppe
Business Analysis, business process analysis, change management, requirements gathering, risk management, organizational skills, communication skills, problem solving, researching, technical liaison between business and technology, Object Oriented Analysis & Design with the Unified Process, SQL, Oracle, UML, Use Case, Activity Diagramming, Sequence Diagramming, Business Continuity Planning, Joomla CMS, Disaster Recovery.
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I recently gave a webinar on getting started with the flipped classroom. Lots of good questions - seems like many teachers see the value in using "flipping" to redefine their classrooms. They recognize that the traditional classroom was filled with a lot of lower-order, information transmission that can be off loaded to "homework" via content-rich websites and videos. That frees up more classroom time as a center for student interaction, production and reflection.
While some may think flipping is all about watching videos, it's really about creating more time for in-class student collaboration, inquiry, and interaction. It's also is a powerful catalyst for transforming the teacher from content transmission to instructional designer and changing students from passive consumers of information into active learners taking a more collaborative and self-directed role in their learning.
In this webinar I address the opportunities and challenges, introduce some fundamentals and offer suggestions for getting started in a feasible way. I suspect that before long, flipping will no longer be as a fad, but simply another way point in the transition to learning environments that blend the best of face-to-face and online learning.
Evidence for my ePortfolio - Here you see sample of two training agendas from my staff development sessions wherein we us the Professional Learning Communities (PLC) model.
http://eportfolio4mwalkerwade.wordpress.com/
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This is a presentation that I've given a few times for GK12 programs at CU, with some main messages on how people learn and a non-exhaustive look at findings from cognitive science, and how these ideas might apply to the classroom.
DePaul Organizational Modeling Final ProjectRoy Hoppe
Business Analysis, business process analysis, change management, requirements gathering, risk management, organizational skills, communication skills, problem solving, researching, technical liaison between business and technology, Object Oriented Analysis & Design with the Unified Process, SQL, Oracle, UML, Use Case, Activity Diagramming, Sequence Diagramming, Business Continuity Planning, Joomla CMS, Disaster Recovery.
The Flipped Classroom: Getting StartedPeter Pappas
I recently gave a webinar on getting started with the flipped classroom. Lots of good questions - seems like many teachers see the value in using "flipping" to redefine their classrooms. They recognize that the traditional classroom was filled with a lot of lower-order, information transmission that can be off loaded to "homework" via content-rich websites and videos. That frees up more classroom time as a center for student interaction, production and reflection.
While some may think flipping is all about watching videos, it's really about creating more time for in-class student collaboration, inquiry, and interaction. It's also is a powerful catalyst for transforming the teacher from content transmission to instructional designer and changing students from passive consumers of information into active learners taking a more collaborative and self-directed role in their learning.
In this webinar I address the opportunities and challenges, introduce some fundamentals and offer suggestions for getting started in a feasible way. I suspect that before long, flipping will no longer be as a fad, but simply another way point in the transition to learning environments that blend the best of face-to-face and online learning.
Evidence for my ePortfolio - Here you see sample of two training agendas from my staff development sessions wherein we us the Professional Learning Communities (PLC) model.
http://eportfolio4mwalkerwade.wordpress.com/
What every teacher should know about cognitive scienceStephanie Chasteen
This is a presentation that I've given a few times for GK12 programs at CU, with some main messages on how people learn and a non-exhaustive look at findings from cognitive science, and how these ideas might apply to the classroom.
Problem Solving PowerPoint PPT Content Modern SampleAndrew Schwartz
139 slides include: teaching problem solving skills, evaluating how you solve problems, understanding the process: how to solve problems, 8 active listening techniques, primary issues for problem solvers, group or individual brainstorming, the problem solving framework, vertical and lateral thinking, adaptors and innovators as problem solvers, collaborative problem solving, leadership and creative work environments, four models of problem solving, SWOT, the 6 C's of decision making, how to's and more.
Project method is one of the modern method of teaching in which, the students point of view is given importance in designing the curricula and content of studies. This method is based on the philosophy of Pragmatism and the principle of ‘Learning by doing’. In this strategy pupils perform constructive activities in natural condition. A project is a list of real life that has been imparted into the school. It demands work from the pupils.
The problem based learning was developed in the university of McMaster, Canada, in 1976.
It emphasizes on the problem as the starting point for the acquisition and integration of new knowledge. This enables the students to earn critical thinking and problem solving skills, which are essential to nursing practice.
An introduction to PBL. Slide presentation used during a workshop involving lecturers from Civil & Environmental Engineering, Universiti Tun Hussein Onn Malaysia. 4th & 5th September 2012.
Workshop 1 (Introductions): Course design, active & e-learningJamie Wood
Presentation from first workshop of the New Techniques and Technologies for Text-Based Disciplines coaching programme at the University of Mainz (https://coachingmainz.wikispaces.com/Homepage), 26th February 2014.
Problem based learning, A teaching strategySusmita Halder
Problem Based Learning or PBL is a self directed process of learning which enables students to learn from real life experiences and enhances their problem solving skills under guidance of teacher as the facilitator.
Bibliography-
• Kaur Sodhi Jaspreet, Comprehensive Textbook of Nursing Education, 1st ed. New Delhi, India :Jaypee Brothers Medical Publishers (P) Ltd.; 2017, Page No.- 70
• R Promila, Nursing Communication and Educational Technology, 1st ed. New Delhi, India :Jaypee Brothers Medical Publishers (P) Ltd.; 2010, Page No.- 270
• Suresh S. Communication and educational technology in nursing. 2nd ed. New Delhi, India: Elsevier; 2016., Page No.- 272-276
join our community space for research students who teach at the University of Salford and elsewhere https://plus.google.com/communities/105059361789473178322?partnerid=gplp0
Resources space at http://teachingessentialshe.wordpress.com/
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
6. 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
7. Grown since 1960s pioneered at McMaster
University
http://www.mcmaster.ca/home.cfm
with medical students (Howard Barrows)
Strong evidence that it works well!!!
Whole university approach: Maastricht
University
http://www.maastrichtuniversity.nl/web/Main/AboutUM.htm
http://www.maastrichtuniversity.nl/web/Main/Education/EducationalProf
ile/ProblemBasedLearning.htm
7
8. Can be used:
Small •Face-to-face
Traditional
group •Blended
lecture
learning •Fully online
Subject Problem
based based
Co-
Competitive
operative
learning
earning
8
9. 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
10. Resources 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)
10
11. ill-structured
content threshold concepts
scenarios/triggers
Problems embedded in scenarios
Students discover problems
Learner ownership
In small groups (PBL tutorials)
Search for solutions
PBL tutor
11
13. 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]
13
14. McLoughlin & Darvill (2006)
Part 1: trigger introduction
Search the problem
Ask each other
List what you know
Find out what the group doesn’t know
Outcomes and goals to be set
Part 2: trigger review
Review group learning
Part 3: presentation
Disseminate
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
14
15. I facilitate team I record what is
meetings/tutorials, said/agreed during
stimulate debate meetings,
make sure that everybody is record any issues
participating and that summarise and
the PBL process is used. synthesise
I also co-ordinate learning and
tasks (who does what and by
when)
I facilitate the PBL
process and
reflection, ask
open questions. I
need to
remember to I keep track of time
step back and during
not lecture! I share/read meetings/tutorials,
the problem remind team
scenario, members how
draw attention much time is left
to key elements
of the scenario
15
16. In your group explore the
photograph/scenario provided.
Apply the PBL approach to
identify the problem(s), define
intended learning outcomes and
come up with 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
17. “Just finished marking 150 essays, the one and only assignment for this
challenging module. Can’t understand why students don’t do well! Is one essay
too much? I have been using this essay title for the last 10 years – I love it! –
and students just don’t seem to engage with it, not even the brighter ones,
which is really strange!
I have given the students an extensive reading list and during the lectures I
always tell them that they can ask me if they don’t understand something. Not
sure what I am doing wrong… Students have never complained about anything
and the module evaluation is always positive.
They had a whole month to write the essay… but I know that many just do it a
few days before the handing in date. At least they hand it in I guess. Writing
feedback is a hard job! I don’t know these people. I see them 2h a week over
10 weeks and there are 150 of them in the lecture theatre. I find it really time
consuming and am not sure if they read it. Am I wasting my time?”
17
18. 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 your modules?
18
20. UK Centre for Legal Education
http://www.ukcle.ac.uk/resources/teachin
g-and-learning-practices/pbl/
PBL collection
http://delicious.com/chrissinerantzi/pbl
20
21. Albanese M A & Mitchell S (1993) Problem-based learning: a review of literature on its outcomes and
implementation issues. Acad Med, pp. 68: 52-81.
Barrows, H S (2000) Problem-based learning applied to medical education, Southern Illinois School of Medicine:
Illinois
Des 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 at
http://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
transitions in learner stances? Ph D thesis University of London. Institute of Education
Woods, D R (1994) How to Gain the Most from PBL, Hamilton: McMaster University
21
22. The EESL Module Team
Chrissi Nerantzi c.nerantzi@salford.ac.uk
Neil Currant n.currant@salford.ac.uk
University of Salford, Academic Development Unit
Twitter @pgcap
22