Problem-based learning (PBL) is a student-centered pedagogy in which students learn about a subject through the experience of solving an open-ended problem found in trigger material.PBL enables the students to consolidate their knowledge , stimulate their creativity , critical thinking and communication and problem solving skills.

1. Using a Virtual Learning Environment for Problem Based
Learning Adoption.
PRESENTED BY : SAFAD ISMAIL
February 4, 2019
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2. CONTENTS
INTRODUCTION
RELATED WORKS
LITERATURE SURVEY
EXISTING SYSTEM
PROBLEM DEFINITION
METHODOLOGY
CASE STUDY
EVALUATION
CONCLUSION
REFERENCES
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3. INTRODUCTION
Problem Based Learning approach (P.B.L)
Learning methodology that is focused on the student,using real world
problems.
The pupils can interact with them and be motivated to learn,
promoting the necessary abilities to solve these issues.
A teaching-learning method in which the students are immersed in a
practical environment where they develop a proactive mindset and
establish relations with other learners.
Feature : Provides a framework for integrating learning in all
aspects and develops life long learning capabilities.
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4. INTRODUCTION...
PBLs principal goal : meeting students where they are and putting
them to work solving real-world problems marks a significant shift
from old educational models.
Provide an encouraging learning environment for teamwork involving,
tutors, professors and students, developing a great capability for
analysis and problem solving.
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5. RELATED WORKS
1 Problem based learning: Definition and distinction.
Interdisciplinary journal of problem based learning [5].
It is an instructional learner-centered approach that empowers
learners to conduct research, integrate theory and practice, and apply
knowledge and skills to develop a viable solution to a defined problem.
This overview presents a brief history, followed by a discussion of the
similarities and differences between PBL and other experiential
approaches to teaching,and identifies some of the challenges that lie
ahead for PBL.
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6. RELATED WORKS...
1 x PBL: A Methodology for managing PBL when teaching
computing[4].
This methodology consists of elements that enable a learning
environment to be built that in its essence is practical and contains
real learning, and that ensure that this is supported by processes that
make it possible to evaluate the effectiveness of the PBL approach
from various perspectives: namely, the student’s,the teacher’s and
that of the methodological approach itself.
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7. LITERATURE SURVEY
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8. PROBLEM DEFINITION
Student become overdependant on the teacher.
Student is defiant ,rowdy or distracting, bored, inattentive/
unmotivated of others.
Student unclear what to do ,or do the wrong thing.
Problems resulting from the course book: pronunciation and
translation activities
Lack of support in terms of materials and equipments : audio-visual
aids /supplementary materials.
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9. PROPOSED SYSTEM
Helping teachers and students in the implementation of an authentic
learning process with useful and relevant technological support.
PBL brings a collaborative and interactive learning process between
all participants.
PBL-Coach is a ”V.L.E to support PBL bringing the 3D virtual world
elements to promote a rich interaction between students and teachers.
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10. ARCHITECTURE OF PROPOSED SYSTEM
Figure: 1.Characteristics of the Learning Environment
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11. METHODOLOGY
3 educational principles consonant with the PBL approach:
Student centered environment.
Environment allowing problem proposition, discussion, understanding
and development.
Collaborative environment : stimulates interaction and immersion
of everyone involved on the teaching-learning process.
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12. METHODOLOGY
PBL-Coach and PDCA cycle
Figure: 2. Set of activities
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13. METHODOLOGY
MODULES
TEACHER MODULE
Carry out the planning and management of the following: Learning
scenarios, problems, challenge-problems, learning objectives, evidence
of learning, teaching content, the learning environment, teams, the
monitoring of the learners to detect if any learning difficulties are
being encountered.
Determines if the educational objectives are being achieved.
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14. METHODOLOGY
Figure: 3. Interface of the main module for the teacher
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15. METHODOLOGY
STUDENT MODULE
Allows the student to produce a challenge-problem, suggest a means
of tackling the problem, carry out tasks, create artifacts and work in a
collaborative way.
Figure: 4. Interface of the main student module
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16. METHODOLOGY
Interface for the management of problems and challenges:
Store problems in a shared repository and carry out searches that
cover a wide range of information of interest .
Visualise the problems through specific information contained in the
guidelines and to plan or choose new problems on the basis of
pre-existing problems.
Figure: 5. Interface of the resources for the management of problems
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17. METHODOLOGY
Interface chart for the analysis of solutions
Provides a framework which establishes the analytical procedure for
monitoring how students find solutions to problems.
Offers the students a means of thinking about a problem in depth and
reaching a conclusion by means of the following sequence of stages.
i) Ideas : possible ways of solving the problem .
ii) Facts : information that has a bearing on the problem.
iii) Suppositions : raising questions about learning to help solve the
problem.
iv) Action Planning :strategies , resources, and information, i.e,
whatever can assist in finding a solution.
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18. METHODOLOGY
Resources for the Analysis of Solution :
Figure: 6. Interface of the analytical chart for finding solution
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19. CASE STUDY
The case study was carried out in Tara International School, a private
School managed by Ms. Bala Johnson, which is located in Raison,
Kullu , Himachal Pradesh, Postal Code: 115128, India
A full PDCA cycle within the project was started with the students
and teachers , group formation (3 groups of 3 students each)
Question-problem ”how does a camera work?
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20. Figure: 7. Tara International School, Raison, Kullu , Himachal Pradesh
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21. CASE STUDY
The teachers had access to a specific URL of PBL-Coach and they
created a learning scenario with the chosen question-problem.
Continuous validation : With the teachers and tutors constant
support and supervision, along with the ”like button and comment
sections in the cards at PBL-Coach, the posted ideas are continuously
validated.
Prototypes presentation : At the end, the students came up with
their prototypes. The students had the opportunity to make final
adjustments to their prototypes before presenting them to the other
group on the next class.
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22. CASE STUDY
360 degree evaluation : After all the groups presented their
cameras, a 360 degree evaluation took place between all students.
This kind of evaluation was chosen because it provides a self
evaluation and teachers evaluation.
Provision for verbal feedback and suggestions from the students is
also opened.
PBL-Coach group ranking : PBL-Coach also generates
automatically a graph that quantifies how much the students actually
entered data, commented and got positive feedback in the software.
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23. EVALUATION
Students performance and understanding :
The students proposed their own solutions, inspiring their curiosity
and interest.
During the groups presentations, each group answered questions
related to their own cameras that require knowledge in Physics.
Example : Group 1 presented a camera obscura, and asked them why
the image was displayed upside down in their camera , and they
rightfully answered that this occurred because of the principle that
light travels in a straight line.
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24. EVALUATION
Curriculum exploring and team work
The students had access to the internet, so they chose their sources.
The information exchange was also stimulated, when at the end of
the classes the students would share with the other groups what they
had found, inspiring the other groups in their research.
This way, every group found different solutions, that were validated
with the teachers through PBL-Coach.
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25. EVALUATION
Problem solving and presentations
After creating the prototype that solves the proposed problem,
students presented their work to the other groups.
By following the other groups presentations, all students obtained a
complete learning and also got a final feedback from the teachers by
explaining their cameras schemes and answering questions related to
Physics.
360 degrees evaluation scores and other metrics
The 360 degrees evaluation assesed the following :understanding of
the problem, ability of working in group, listening to the group,
speaking to the group and being proactive.
8 out of 9 students self-scored 10 at their own understanding of the
problem.
and 8 out of 9 students were also marked by their group mates with a
score equal or higher than 9 in this item.
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26. Screenshots : 360 degree evaluation
Figure: 8. a
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27. Figure: 9. b
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28. SCREENSHOTS
Figure: 10. Agile tools: resolution Board. Source: Laio Fonseca/PBL-Coach
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29. Figure: 11. Analysis board. Source: Laio Fonseca/PBL-Coach
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30. Figure: 12. Card, expanded. Source: Laio Fonseca/PBL-Coach
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31. Figure: 13. Agile tools: resolution Board. Source: Laio Fonseca/PBL-Coach
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32. Presentation video
Problem-based learning (PBL) is a student-centered pedagogy in
which students learn about a subject through the experience of
solving an open-ended problem found in trigger material.
Click Me.
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33. CONCLUSION
PBL enables the students to consolidate their knowledge , stimulate
their creativity , critical thinking and communication and problem
solving skills.
PBL system is actually a kind of flexible teaching method and allow
students to go really depth into one of the specific topics.
PBL provide right information ,it could be from the internet/journals.
One can see the research results and can analyze them critically and
can integrate and can find the right decision.
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34. REFERENCES
1 Using a Virtual Learning Environment for Problem Based Learning
Adoption: A Case Study at a High School in India Bruno Rodrigues
Bessa Simone Cristiane dos Santos Laio da Fonseca UFPE Center of
Informatics ,Recife, Brazil,2017.
2 Application of Problem-Based Learning (PBL) through PBL-Coach
virtual environment: a case study with an Indian middle school
,Melbourne 2016.
3 Britain, S. and Liber, O. 2012. A Framework for Pedagogical
Evaluation of Virtual Learning Environments. Environments.
4 Santos S. C., Furtado F., Lins W. xPBL: a Methodology for
Managing PBL when Teaching Computing, FIE, Madrid, Spain, 2014.
5 Savery, J. of Problem-based Learning: Definitions and Distinctions.
Interdisciplinary Journal of Problem-based Learning, v. 1: Iss. 1,2014.
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