Presented by Faculty Economics Trisakti University Senior Lecture : Wahyuningsih PhD.

1. Problem Based Learning
TRAINING
FE - Trisakti University – August 2006
Welcome
to

2. Everything
about
Problem Based Learning
Faculty of EconomicsFaculty of Economics
Trisakti UniversityTrisakti University

3. Astra Rules
Dimensions of Competency:
• Conceptual Thinking
• Planning and Organizing
• Interpersonal Understanding
• Leadership
• Achievement Orientation
• Integrity
• Technical Expertise

4. Insanity is:
“Continuing to do the
Same Things and
Expecting Different
Results”
Nadler & Hibino

5. PARADIGM SHIFT IN TEACHING
Traditional Paradigm
(Passive Learning Approach)
New Paradigm
(Active Learning Approach)
Knowledge Transferred from faculty to students Jointly constructed by students
and faculty
Students Passive containers to be filled with
faculty’s knowledge
Active constructers,
discoverers, transformers of
own knowledge
Faculty role Classify and sort students Develop students’
competencies and talents
Relationship Impersonal relationships among
students and between faculty and
students
Personal interactions among
students and between faculty
and students
Types of
activities
Competitive and individualistic
learning activities
Mixture of individual and co-
operative learning activities
Assumption Any expert can teach Teaching is complex and
requires considerable training

6. PBL Background: Origins
• PBL began in the early 1970s at the
medical school at McMaster University in
Canada
• In recent years the approach has been
incorporated into the sciences and the
humanities at universities throughout the
world
(Linda Dion, 1996)

7. Lectures
vs
Problem Based Learning

8. Lectures
… the emphasis is on giving information
rather than learning

9. … the real teaching
challenge is:
to ensure that most
students are not lost in
the process !

10. Problem Based Learning
• PBL is an approach to structuring the
curriculum which involves confronting
students with problems from practice
which provides a stimulus for learning
(Boud & Felleti, 1991)
• PBL is an approach of the educational
learning process in which students tackle
problems in a small groups (Schmidt,
1990)

11. Problem Based Learning
• PBL is an instructional method that challenges students
to “learn to learn”, working cooperatively in groups to
seek solutions to real world problems. These problems
are used to engage students’ curiosity and initiate
learning the subject matter. PBL prepare students to
think critically and analytically, and to find and use
appropriate learning resources (Duch, 1995)
• PBL is an instructional strategy that promotes active
learning. PBL can be used as a framework for modules,
courses, programs, or curricula (Samford, 1998)

12. Problem Based Learning
Guess what?
The students are in
control of their own
learning.

13. Problems/Tasks
… are used as a tool to
achieve both the
required knowledge base
and the skills to solve
them (Barrows, 1986)

14. WHY USE PBL?
• Encourages students to take responsibility for their own
learning
• Emphasizes critical thinking skills and learning how to
learn (self-directed learning)
• Develops in students the ability to define problems,
research and evaluate information, and develop solutions
to problems  improve decision making skill
• Helps students achieve high levels of comprehension and
retention
• Develop in students strong reasoning, communication and
team building, social, and management skills
• Increases the transference of skills and knowledge from
the classroom to work
• Increases student motivation
• Assesses learning in ways that demonstrate
understanding and not mere acquisition
Linda Dion, 1996

15. • Adaptation and participation in change
• Application of problem solving in new and future
situations
• Creative and critical thought
• Adoption of holistic approach to problems and
situations
• Appreciation of diverse viewpoints
• Successful team collaboration
• Identification of learning weaknesses and
strengths
• Promotion of self-directed learning
• Effective communication skills
• Augmentation of knowledge base
• Leadership skills
• Utilization of relevant and varied resources
According to Barrows and Tamblyn (1980) and Engel
(1997), PBL can enhance students’ achievement of:

16. (National Training Laboratories in Bethel, Maine / www.acu.edu, 2000)

17. (Edgar Dale /www.acu.edu, 2000)

18. PBL Process
Problem Small-group discussion Learning goals
Self-studyChecking the result

19. Monash University uses a three stage approach.
This approach can also be utilized to explain the
PBL problem process to students:
1. Understanding the Problems
What do I know about this?
What is the problem?
How can we model this?
What solutions are possible?
What are the evaluative criteria?
2. Learning
What do we need to know?
Who will collect the information?
Where will I find the information?
Is the information useful/reliable?
How can I teach my group?
What can they teach me?
3. Solving
How to apply my new knowledge?
What documentation is needed?
What similar problems can I solve?

20. Seven-jump Steps
1. Clarify the meaning of any terms or
concepts in the text, determine what the
main points are, determine method to use
2. Defining the problem
3. Analyzing the problem
4. Restructuring and inventorying
5. Formulate learning objectives
6. Gather information from outside the group
7. Synthesize and test the new information

21. Various methods of incorporating
PBL into course (Deckard, 2002):
• Problem, Problem, Problem
• Specific Problem, Specific
Problem, Comprehensive
Problem
• Level A Problem, Level B
Problem, Level C Problem
• Problem, Lecture, Problem,
Lecture
• Case Study, Problem

22. PBL Format:
• Partial-format: interactive lectures +
PBL sessions
• Full-format: PBL sessions

23. PBL in KU FE Usakti:
• Partial-format
• Based on Maastricht
University’s Model

24. ROLES
IN
PROBLEM BASED
LEARNING

25. Tutor
You are a facilitator. By undestanding
this, you are on your way to become
a good tutor.

26. You & Tutoring
As a tutor,
your most responsibilities will be to
facilitate the group processes,
communicate clearly, enable individual
learning objectives, and provide
constructive feedback.

27. You & Tutoring
It is within the tutorial
process, that we, as
tutors, must show our
trust in students: in
their abilities and
efforts!

28. 3 aspects will influence your
tutoring performance:
• Guidance you provide to students
• The amount of content knowledge
input you have
• The commitment you give to the
group learning processes.

29. The Role of Tutor
• 1st domain: have to play an active and
stimulating role in the small group tutorial
with respect to promoting the learning
processes of students
• 2nd domain: have to play an active and
stimulating role in the small group tutorial
with respect to the cooperation processes
between students
• 3rd domain: must act as an intermediary
between school and students

30. Students Responsibilities in
PBL
• Respect
• Communication
• Responsibilities
• Self-evaluation

31. The Role of Chairman
• Guard learning process steps
• Stimulate participation of other group
members
• Acts as timekeeper
• Monitor relevance of the discussion
• Makes appointments for the group
• Take care of all formalities
• etc.

32. The Role of the Secretary
• Cooperates with chairman
• Making minutes, reading and
distributes minutes of the
previous meeting
• Participates in discussion
• Structures brainstorming of the
group
• As chairman for the next PBL
session

33. The Role of Group Member
• Making notes for individual learning
• Study minutes and reacts if necessary
• Always be prepared for discussion,
report, ask questions, and explanations
• Helps with the stimulation of discussion
• Gives opinion about the activities of
other member
• Observe rules of courtesy when
interacting with tutor, chair, secretary
and other member

34. Evaluation is the reflection process
where by the group can look
backwards at what they have done
and how they have proceeded

35. • can give direction to learning as well as
cooperation processes of the tutorial group,
• provides possibilities to assess whether the
goals of the group are being achieved, what to
do to achieve them, or if there are other goals
that seem to be more realistic,
• the legal opportunities to speak up what is on
everybody’s mind and heart,
• gives the participants a sense of
accmplishment, and as well an indication where
improvements can be made.

36. • The educational outcome of the discussion
• The discussion of the process itself
• The working procedure
• The role of the chairman
• The communication pattern between the
group
• The role of the tutor
• The interaction style of individual participants

37. Possibilities:
• after each task
• after two/three tasks
• after the whole module

38. • Orally: by means of
discussion,
• In writing: by means of a post-
meeting questionnaire
• Visually: by means of video-
recording of a previous
session