Problem based learning v1

Virtual Presentation by Geraldine M. Cronk

Good morning, afternoon, and or
goodnight.
I am Geraldine M. Cronk and this is
my presentation on Problem-Based
Learning, a.k.a. PBL.
Before we begin, I would like to
challenge each of you with an
exercise, to get our brain cells going…

Exercise
Can you place ten coins into five rows,
with each row containing four coins,
without placing any coin on top of
another coin?
Stay tuned for the solution…you’ll have till the end of this
presentation to come up with a solution, have FUN!

Here’s an Overview of this
presentation:
 Research Result on PBL
History of PBL
What is PBL?
Why PBL?
The Good, The Bad, and The Ugly of PBL
 Emergent Virtual Tools…PBL
How to implement PBL
 Exercise…Solution

 According to Samford University, PBL began
about 30 years ago at McMaster University in
Canada
 “Using problems based on actual clinical
cases as focal points in a medical program
evolved after years of medical faculty and
student frustration with the traditional lectures
and challenging clinical experiences”
(Problem-Based Learning, 2009).
Short History of PBL

 “First application of PBL, and perhaps the
most strict and pure form of PBL, was in
medical schools which rigorously test the
knowledge base of graduates. Medical
professionals need to keep up with new
information in their field, and the skill of
life-long learning is particularly important
for them. Hence, PBL was thought to be
well suited for this area” (Park).
History of PBL (cont.)

So, what is PBL?
 PBL is “both a curriculum and a process” (Problem-
Based Learning, 2009)
 This learning facilitation strategy requires each learner
to perform research, discuss and collaborate…not the
traditional teaching or learning process
 Conducted in a small group (3-7 members); as they
create solutions which includes all avenues of real-
world scenarios; designed to be ‘student-centered’
 Learners are not limited…they will have the ability to
use all resources relevant to their problem/project
 Expertise not required…in the end, learners will be
more informed and will further develop numerous life
fundamental skills

Courtesy of http://pbln.imsa.edu/model/template/ (to learn more, visit the website)
Here is an example used by Illinois Mathematics
and Science Academy to teach and learn PBL:

And here is a comparison table by Illinois Mathematics
and Science Academy:
Courtesy of http://www.samford.edu/ctls/archives.aspx?id=2147484113
Traditional Learning versus Problem-Based Learning

Then, why use PBL?
 As future educators, we must be familiar with the
variety of facilitation strategies available to us in order
to enhance our student’s learning
 PBL is only one of many facilitation strategies and in
my opinion, one that would benefit the students more
in the long-run
 In PBL, as instructors, we are merely facilitators; we
are not giving the students the answers to memorize
for finals; we are preparing the students for life-events
scenarios in which they will explore and discover the
many possible solutions on their own; and we are
providing support and coaching each team as needed

Of course, with any
learning facilitation strategy
…there are the “Good”
the “Bad” & the “Ugly”…
So, what are the good,
the bad, and the ugly of PBL?

The “Good” of PBL:
 Freedom…no limits in terms of creating
possible solutions; the more ideas presented,
the more feasible, efficient and effective list of
solutions
 Enhances the level of motivation to learn
 Develops the autonomy to be innovative in
their own ways
 Retention of information as each learner will
invest time to properly do research and
analyze information to determine solutions

The “Good” of PBL (cont.):
 Further development of 4Cs…(not Cut, Clarity, Color, or Carat)
The 4Cs are Competence, Communication,
Critical Thinking and Collaboration Skills
 Learners will be able to link learned theories
in practice thus promote the BEST solution (s)
 Encourages LIFELONG LEARNING…as one
aspect of research will lead into another, then
another and so on…it is non-stop!
 Builds professional confidence and identity as
they are developing their 4Cs

The “Bad” of PBL:
 Learners must be able to step up and or
down as leaders and or as followers; as this
may create ‘Storming Phase’ and disrupt the
creativity process
 Each member of the team must be willing to
contribute and sacrifice their time and effort
as equally as possible…if not, this may then
result in animosity between team members
 Avoid ‘cliques’ so that no particular member
would feel isolated

The “Ugly” of PBL:
 Each learner must know and understand that
every project or problem will have a certain
amount of time allotted for completion, a.k.a.
______________; they must set their goals
early and adhere to the prescribed time frame
as this may result in lack of organization in
their brainstormed solutions
TIME constraint

Emergent/Virtual Tools to Implement:

With today’s technological
advances,
implementing PBL through
virtual means is really not that
complicated.
So, let us cover a specific tool
that can be used to facilitate
Problem-Based Learning.

How to implement PBL?
Class Live Pro is one way to implement PBL, in fact Park University is already
using this particular tool.

Do you remember our class collaboration discussion last Wednesday night…this is
exactly how PBL would be conducted. The discussion between members can be
accomplished regardless of the member (s) geographic location.

Last year, I was stationed in Germany while I was taking a course
that introduced me to PBL. I distinctly remember our team project…
PBL, and was able to contribute to many possible solutions; be part
of the team regardless of my geographic location.
Although, different
time zones may pose
difficulty at first--
keeping the lines of
communication
between team
members is the best
way to keep the PBL
in the right path and
eventually to
success.

The main thing to remember is to keep the conversation on the topic (no side
bars…no distractions). It is also important to have a record keeper/note taker
who will capture the details of the discussion. Assigning a discussion leader
and a note taker before beginning any discussion is a must. Oh, and do not
forget to set an agenda prior to the scheduled collaboration, this will keep the
discussion on topic, or at least it should.

So, what word…or words
come to mind when you hear
Problem-Based Learning (PBL)?
Hmm…

_________PBLPBLcritical thinkingcollaboration
researching
Students
asking
“WHY?”
communication
Active
Learning
Real
Life
Problems
Small groups
creating solutions
Identify
Problem
Statement
brainstorming
“Mind
-the-
Gap”
Learning
Goals
Self
Study
responsible
Share
ResultsNeed
Support
From
Facilitator
focus
Helping-1-
Another
Student
Centered
structuredelaboration
Deep
Thinking
Team
Work
Contributes
Equally
Listening
-2-1-
Another
Life-Long
Learning
competencies
Meaningful
Learning
Becoming
SME”
Inquiry
Based
Answering
The
“HOW?”
questioning
reflectinginvestigating
Diversity of Ideas
“OUT-of-the-BOX” Thinking
C
R
E
A
T
I
V
I
T
Y
analyzing
critiquing
feedback
Decision
Makers
Problem Solving Skills
leadership skills
followership…camaraderie

Have you got the answer?
without placing any coin on top of
another coin?

Exercise…Solution
without placing any coin on top of another coin?

In summary, I presented the
following info:
 Research Result on PBL
History of PBL: 30 years ago at McMaster
University in Canada
What is PBL?: ‘student-centered’
Why PBL?: instructors are facilitators; develop
life skills; retain information
The Good, The Bad, and The Ugly of PBL
 Emergent Virtual Tools…PBL
How to implement PBL: Class Live Pro
 Exercise…Solution

“Isidor I. Rabi, the Nobel laureate in physics who died January
11, 1988, was once asked, ''Why did you become a scientist, rather than
a doctor or lawyer or businessman, like the other immigrant kids in your
neighborhood?'' His answer has served as an inspiration for me as an
educator, as a credo for my son during his schooling and should be
framed on the walls of all the pedagogues, power brokers and politicians
who purport to run our society…''My mother made me a scientist without
ever intending it. Every other Jewish mother in Brooklyn would ask her
child after school: 'So? Did you learn anything today?' But not my
mother. She always asked me a different question. 'Izzy,' she would say,
'did you ask a good question today?' That difference - asking good
questions -made me become a scientist!''
This world of ''Ready, Fire, Aim'' would be a far better place if all
the world's leaders, starting in particular with our President, hearkened to
this wisdom. It's time to stop giving answers before we understand the
questions” (Sheff, 1988).
To conclude, ponder on this…

• Project Based Learning: Explained (bie.org)
http://www.youtube.com/watch?v=LMCZvGesRz8
• Problem Based Learning
http://www.youtube.com/watch?v=lZS2MbxBGCM
• Digital Learning Design and Problem Based
Learning
http://www.youtube.com/watch?v=5whHfZSCct4
Here are YouTube references that
may help further elaborate on PBL:

References
 Park, J. (n.d.). The Purpose of This Site. Retrieved June 3, 2014, from
Problem Based Learning:
http://ldt.stanford.edu/~jeepark/jeepark+portfolio/PBL/skipintro.htm
 PBLN, I. (Ed.). (2014, February 27). IMSA's PBL Teaching and
Learning Template. Retrieved June 3, 2014, from IMSA PBLN
Network Collaborative Inquiry in Action:
http://pbln.imsa.edu/model/template/
 Problem-Based Learning. (2009). Retrieved June 3, 2014, from
SAMFORD University Center for Teaching, Learning and Scholarship:
http://www.samford.edu/ctls/archives.aspx?id=2147484113
 Sheff, D. (1988, January 12). 'Izzy, Did You Ask a Good Question
Today?'. New York, USA. Retrieved June 3, 2014, from
http://www.nytimes.com/1988/01/19/opinion/l-izzy-did-you-ask-a-good-
question-today-712388.html

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