2017-11-10 Design of a PBL Workflow Model Suitable for Learners Situations (IEEE ICEED2017)
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The document proposes a PBL workflow model to address the inconsistent requirements of freely progressing PBL work while also preventing deviations from standard PBL processes. The model involves: 1) Defining layers of work (phase, activity, task, list) to control editing attributes. 2) Organizing and categorizing past PBL works and issues to associate them. 3) Associating issue categories with facilitation approaches. The goal is to show typical work sequences, issues that may occur, and facilitations to satisfy both flexibility and adherence to processes. Future work involves refining the model and expanding the associated databases.
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2017-11-10 Design of a PBL Workflow Model Suitable for Learners Situations (IEEE ICEED2017)
- 1. Design of a PBL Workflow Model Suitable for Learners Situations Yoshiki Sato*, Atsuo Hazeyama*, Shoichi Nakamura†and Youzou Miyadera* * Tokyo Gakugei University † Fukushima University
- 3. Background Increasing interest in problem-solving skills 21st Century Skills (ATC21s) [1], Key Competencies (OECD) [2] Essential Skills, Soft Skills, Employability Skills … PBL has been attracting attention It is difficult to proceed well with PBL Few methodologies Ambiguity of processes, documents … 3
- 4. Related Research Development of PBLBOK[6] (Project Based Learning Body of Knowledge) Provides standard terms and processes about PBL • Processes • Documents / Deliverables • Viewpoints of evaluation … New problems had arisen Difficulty of facilitation according to learner's situation 4
- 5. Ideal PBL Learners need to act on their own proactivity → Freely progress for learners proactivity Learners also need to progress in a range of PBL standard processes → Deviation prevention to avoid big failure Inconsistent requirements… 5 Freely Progress vs Deviation Prevention
- 6. Final Goal Find how to meet these inconsistent requirements to facilitate PBL Purpose of this presentation Design of PBL workflow model that can consider the learners situation 6
- 8. Issues and Requirements Issue1. Difficulty of facilitation according to work Req1. Show the typical way to proceed the theme Req2. Ensure the schedule does not deviate Req3. Ensure the schedules are flexible Issue2. Difficulty of facilitation according to issues Req4. Show issues that likely to occur in the work being done. Req5. Show facilitation when learners face issues 8
- 9. Issues and Requirements Issue1. Difficulty of facilitation according to work Req1. Show the typical way to proceed the theme Req2. Ensure the schedule does not deviate Req3. Ensure the schedules are flexible Issue2. Difficulty of facilitation according to issues Req4. Show issues that likely to occur in the work being done. Req5. Show facilitation when learners face issues 9
- 10. Issues and Requirements Issue1. Difficulty of facilitation according to work Req1. Show the typical way to proceed the theme Req2. Ensure the schedule does not deviate Req3. Ensure the schedules are flexible Issue2. Difficulty of facilitation according to issues Req4. Show issues that likely to occur in the work being done. Req5. Show facilitation when learners face issues 10
- 11. Approaches • Define the layers of works. (Req1) • Present a typical schedule. (Req1) according to the theme as sequence of work. • Control the editable attributes for each layer. (Req2,3) • Restrict editing at high layer (coarse granularity) • Provide flexibility for editing with low layer (fine granularity) • Categorize work and associate it with issues. (Req4) • Categorize issues and associate them with facilitation. (Req5) 11
- 12. Design of PBL workflow model
- 13. Procedure in design • Step1. Define the layer (unit sizes) of works. • Step2. Organize and categorize the works. • Step3. Organize and categorize the issues. • Step4. Associate issue groups with facilitation. 13
- 14. Define the layer of works Phase, Activity, Task and List Activity1 (variable / required) Activity3 (variable / optional) Activity (fixed / required) Activity (fixed / required) Activity (fixed / required) Activity (fixed / optional) Activity (fixed / optional) Initiating Phase Planning Phase Executing Phase Evaluating Phase Activity (fixed / required) Activity (fixed / required) Activity (fixed / required) Activity2 (variable / optional) □ Task2-1 □ Task2-2 □ Task2-3 □ List2-1-1 □ List2-1-2 □ List2-1-3 ☑ Task1-1 □ Task1-2 □ Task1-3 ☑ List1-1-1 ☑ List1-1-2 ☑ List1-1-3 Activity (fixed / required) Activity (fixed / required) Activity (fixed / required) (for Step 1) Referred to ISO/IEC 12207:2008 Systems and software engineering - Software life cycle processes [14] Unit size of Works
- 15. Define the layer of works Phase, Activity, Task and List Activity1 (variable / required) Activity3 (variable / optional) Activity (fixed / required) Activity (fixed / required) Activity (fixed / required) Activity (fixed / optional) Activity (fixed / optional) Initiating Phase Planning Phase Executing Phase Evaluating Phase Activity (fixed / required) Activity (fixed / required) Activity (fixed / required) Activity2 (variable / optional) □ Task2-1 □ Task2-2 □ Task2-3 □ List2-1-1 □ List2-1-2 □ List2-1-3 ☑ Task1-1 □ Task1-2 □ Task1-3 ☑ List1-1-1 ☑ List1-1-2 ☑ List1-1-3 Activity (fixed / required) Activity (fixed / required) Activity (fixed / required) (for Step 1) Referred to ISO/IEC 12207:2008 Systems and software engineering - Software life cycle processes [14] Unit size of Works
- 16. Define the layer of works Phase, Activity, Task and List Activity1 (variable / required) Activity3 (variable / optional) Activity (fixed / required) Activity (fixed / required) Activity (fixed / required) Activity (fixed / optional) Activity (fixed / optional) Initiating Phase Planning Phase Executing Phase Evaluating Phase Activity (fixed / required) Activity (fixed / required) Activity (fixed / required) Activity2 (variable / optional) □ Task2-1 □ Task2-2 □ Task2-3 □ List2-1-1 □ List2-1-2 □ List2-1-3 ☑ Task1-1 □ Task1-2 □ Task1-3 ☑ List1-1-1 ☑ List1-1-2 ☑ List1-1-3 Activity (fixed / required) Activity (fixed / required) Activity (fixed / required) (for Step 1) Referred to ISO/IEC 12207:2008 Systems and software engineering - Software life cycle processes [14] Unit size of Works
- 17. Define the layer of works Phase, Activity, Task and List Activity1 (variable / required) Activity3 (variable / optional) Activity (fixed / required) Activity (fixed / required) Activity (fixed / required) Activity (fixed / optional) Activity (fixed / optional) Initiating Phase Planning Phase Executing Phase Evaluating Phase Activity (fixed / required) Activity (fixed / required) Activity (fixed / required) Activity2 (variable / optional) □ Task2-1 □ Task2-2 □ Task2-3 □ List2-1-1 □ List2-1-2 □ List2-1-3 ☑ Task1-1 □ Task1-2 □ Task1-3 ☑ List1-1-1 ☑ List1-1-2 ☑ List1-1-3 Activity (fixed / required) Activity (fixed / required) Activity (fixed / required) (for Step 1) Referred to ISO/IEC 12207:2008 Systems and software engineering - Software life cycle processes [14] Unit size of Works
- 18. Define the layer of works Phase, Activity, Task and List Activity1 (variable / required) Activity3 (variable / optional) Activity (fixed / required) Activity (fixed / required) Activity (fixed / required) Activity (fixed / optional) Activity (fixed / optional) Initiating Phase Planning Phase Executing Phase Evaluating Phase Activity (fixed / required) Activity (fixed / required) Activity (fixed / required) Activity2 (variable / optional) □ Task2-1 □ Task2-2 □ Task2-3 □ List2-1-1 □ List2-1-2 □ List2-1-3 ☑ Task1-1 □ Task1-2 □ Task1-3 ☑ List1-1-1 ☑ List1-1-2 ☑ List1-1-3 Activity (fixed / required) Activity (fixed / required) Activity (fixed / required) (for Step 1) Referred to ISO/IEC 12207:2008 Systems and software engineering - Software life cycle processes [14] Unit size of Works
- 19. Define the layer of works Phase, Activity, Task and List Activity1 (variable / required) Activity3 (variable / optional) Activity (fixed / required) Activity (fixed / required) Activity (fixed / required) Activity (fixed / optional) Activity (fixed / optional) Initiating Phase Planning Phase Executing Phase Evaluating Phase Activity (fixed / required) Activity (fixed / required) Activity (fixed / required) Activity2 (variable / optional) □ Task2-1 □ Task2-2 □ Task2-3 □ List2-1-1 □ List2-1-2 □ List2-1-3 ☑ Task1-1 □ Task1-2 □ Task1-3 ☑ List1-1-1 ☑ List1-1-2 ☑ List1-1-3 Activity (fixed / required) Activity (fixed / required) Activity (fixed / required) (for Step 1) Referred to ISO/IEC 12207:2008 Systems and software engineering - Software life cycle processes [14] Unit size of Works
- 20. Organize and categorize the work 20 (for Step 2) PBL we achieved from 2013 to 2016 95 themes and 1109 tasks
- 21. Organize and categorize the issues 21 (for Step 3) 432 issues
- 22. Address issue groups with facilitation 22 (for Step 4) Activity-Issue-Facilitation association table
- 23. Assumed usage of the PBL workflow model 23
- 24. Discussion
- 25. Show some examples as activities sequence 25
- 26. Show some issues and facilitation 26
- 27. Show some issues and facilitation 27 • Check if at least two or more have been compared. • Clarify how long procurement will take. If you cannot procure it in time, look for alternatives. • Can you not make progress even without it? • Insufficient comparisons • Procurement was delayed. • Procurement cannot be done. Issues what may faced Facilitation
- 28. Issues and Requirements Issue1. Difficulty of facilitation according to work Req1. Show the typical way to proceed the theme Req2. Ensure the schedule does not deviate Req3. Ensure the schedules are flexible Issue2. Difficulty of facilitation according to issues Req4. Show issues that likely to occur in the work being done. Req5. Show facilitation when learners face issues 28
- 29. Issues and Requirements Issue1. Difficulty of facilitation according to work Req1. Show the typical way to proceed the theme Req2. Ensure the schedule does not deviate Req3. Ensure the schedules are flexible Issue2. Difficulty of facilitation according to issues Req4. Show issues that likely to occur in the work being done. Req5. Show facilitation when learners face issues 29 Control editable attributes by layer Show some activities sequence Activities-Issues mapping Issues-Facilitation mapping
- 30. Conclusion
- 31. Conclusion Result Designed a "PBL workflow model" • It can improve PBL based on standard processes with the proactivity of learners. • it could be satisfied both freely progress and deviation prevention. Future work • Refine the model • Expand the database of assignments between works, issues and facilitation. 31
- 32. References • [1] OECD, “The definition and selection of key competencies,” 2005. • [2] ATC21S, Assessment and Teaching of 21st Century Skills. SpringerNetherlands, 2015. • [3] S. Williams van Rooij, “Scaffolding project-based learning with the project management body of knowledge (PMBOK ®),” Computers & Education, vol. 52, no. 1, pp. 210–219, 2009. • [4] M. Lehmann, P. Christensen, X.-Y. Du, and M. Thrane, “Problem- oriented and project-based learning (POPBL) as an innovative learning strategy for sustainable development in engineering education,” European Journal of Engineering Education, vol. 33, no. 3, pp. 283–295, 2008. • [5] C. Kim, J. Jeon, and M.-S. Kim, “A Project Management System Based on the PMBOK Guide for Student- Centered Learning,” International Journal of Knowledge Engineering, vol. 1, no. 3, pp. 185–190. [Online]. Available: http://www.ijke.org/show-39-70- 1.html • [6] Y. Sato, A. Hazeyama, and Y. Miyadera, “Development of a Project/Problem based learning body of knowledge (PBLBOK),” in 2016 IEEE 8th International Conference on Engineering Education (ICEED 2016), 2016, pp. 181–186. • [7] Project Management Institute, A Guide to the Project Management Body of Knowledge (PMBOK® Guide) 5th edition. Project Management Institute, 2013. • [8] J. Dewey, How We Think. D.C. HEATH & CO., PUBLISHERS, 1910. • [9] W. A. Shewhart, Statistical Method from the Viewpoint of Quality Control. Dover Publication, 1939. • [10] W. E. Deming, Elementary Principles of the Statistical Control of Quality. JUSE, 1950. • [11] W. E. Deming, Out of the Crisis. MIT Press, 1986. • [12] J. Bransford and B. Stein, The IDEAL Problem Solver: A Guide forImproving Thinking, Learning, and Creativity. W H Freeman & Co.,1984. • [13] Y. Sato, A. Hazeyama, and Y. Miyadera, “Preliminary practiceand evaluation of problem solving learning facilitation referred to project management framework,” Proceedings of the 8th National Convention of Japanese Association for Education of Information Studies (JAEIS), pp. 59–60, 2015. • [14] International Organization for Standardization, “ISO/IEC 12207:2008 Systems and software engineering – Software life cycle processes,” 2008. [Online]. https://www.iso.org/standard/43447.html 32
Editor's Notes
- Good morning. Thank you chairperson. My name is Yoshiki Sato Today, I'd like to present about how to facilitate PBL according to learners situations.
- Introduction
- Background In recent years, The skills to be focused on education has been categorized, There has been increasing interest in problem-solving skills. Along with this, PBL has been attracting attention. There have been some issues in the educational field regarding facilitating PBL. There are few methodologies about PBL, and ambiguity of processes, documents and so on.
- So we developed PBLBOK (Project Based Learning Body of Knowledge), that is based on de-fact world standard project management framework. PBLBOK provides standard terms and processes about PBL such as processes, documents, and viewpoints. but new problems had arisen. that is difficulty of facilitation according to learner's situation.
- Let's think about ideal PBL. first, Learners need to act on their own proactivity. so learners need to freely progress with PBL. and second, they also need to progress in a range of PBL standard processes to avoid big failure Therefore, learners also need to progress PBL with restrictions. it looks inconsistent.
- Ideal PBL needs both freely progress and deviation prevention so, The final goal of this study is to find how to meet these inconsistent requirements and facilitate PBL efficiently and effectively . And the purpose of this presentation is to design a ``PBL workflow model'' that can facilitate PBL based on standard processes with the proactivity of learners.
- We extracted two issues from our past practice with PBL... Issue1. It is difficult to facilitate according to work. Issue2. It is difficult to facilitate according to issues. these "work" and "issues" are the learners' situation. and to solve each issues have requirements.
- to facilitate according to work suitable needs to show the typical way, and ensure the schedule doesn't deviate because it need to progress in a range of PBL standard processes to avoid big failure and also ensure the schedule are flexible because learners need to act on their own proactivity.
- to facilitate according to issues suitable needs to show issues that likely to occur in the work being done. and if learners face issues, it is needed to show them some facilitation.
- to achieve this, … we define the layers of works and present a typical schedule according to the theme as sequence of work. Control the editable attributes for each layer Restrict editing at high layer (coarse granularity) Provide flexibility for editing with low layer (fine granularity) Categorize works, issues and facilitation. and then associate them.
- We considered modeling the PBL workflow from the schedule management and risks/issues management facilitation that we had thus far considered. The four-steps design procedure are shown. Step1. Define the layer of works Step2. Organize and categorize the work that we had achieved in practice with newly defined work layer. Step3. Organize and categorize the issues Step4. Associate issue groups with facilitation.
- We referred to "Software life cycle processes standard" and define the PBL layers of works which consists of four layers of phases, activities, tasks and lists.
- ``Phases'' that are the top layer, are defined by PBLBOK , that is (i.e.), ``Initiating'', ``Planning'', ``Executing'', and ``Evaluating''.
- ``Activities'' that are second layer, are divided into a phase and defined with a layer that is associated one-to-one with a deliverable.
- ``Tasks'' that are third layer, are divided into an activity and defined with a layer that is associated one-to-one with a member.
- ``Lists'' that are bottom layer, are divided into a task and used as a To-do list, and the lists are managed by an assigned member.
- Phases and activities should have restriction on editing by learners to avoid deviation from PBLBOK processes. Tasks and lists should be able to be flexibly edited by learners by taking proactivity into consideration. We defined the layer of works and established the constraints for each layer. It is possible to balance both with non-deviations from the standard and having flexibility. Completing all the lists belonging to a task mean that the task has been completed. Completing all the tasks belonging to an activity mean that the activity has been completed Completing all the activities belonging a phase mean that the phase has been completed Completing all the phases belonging to a theme mean that PBL has been completed.
- We classified the themes for tasks based on the PBL that has been achieved in practice thus far. We referred to the proposals and the schedules( for 95 themes and 1109 tasks.) As a result, we categorized 1109 tasks to 8 groups of activities like these. that is (i.e.), ``acquiring knowledge'', ``investigations'', ``planning and proposing'', ``ideas'', ``creation'', ``experience and practice'', ``procurement'', and ``negotiation''. Preparations were made to clarify the sequences of activities and tasks according to the themes with these groups of activities and groups of tasks as units.
- We consider associating groups of activities with issues. We classified issues in groups of activities. We referred to 432 issues from issues lists. as a result, it was possible to associate the activity groups with these issues.
- Finally, let us address issues of association with the facilitation. this table shows a summary of association of activity groups, issues, and facilitation. It is possible to frequently present issues and countermeasures by associating activities with issues and facilitation when the learners advance with activities. Furthermore, it is also possible to consider presenting templates of the risk plans that corresponding to themes in the planning phase.
- Learners progress PBL using PBL workflow model, they assign members to tasks units, and they make lists to complete own tasks. They also guess kind of own tasks, refer to Activity-Issues-Facilitation table and grasp issues that may occur and how to deal with facilitation.
- this Figure indicates that learners started to ``make schedule'' activities in the planning phase. This model can present several activities in sequence patterns according to the theme. The learners can select a sequence from candidates proposed by the model. And they can also set concrete start and end dates for activities and tasks. Although the editing of required phases and activities is restricted, it is possible to prevent deviations from the PBL standard.
- They also guess kind of own tasks, refer to Activity-Issues-Facilitation table, and grasp issues that may occur and how to deal with facilitation. This Figure indicates learners progress in ``procurement'' activity in the executing phase.
- This model can present several issues with facilitation according to the activities/tasks. Learners can identify issues that are likely to occur in advance. Further, they can make 4 decisions on issues, that is ``acceptance'', ``avoidance'', ``transference'', or ``mitigation''.
- let's look back PBL issues and requirements again.
- our model can show some typical way by showing activities sequences. and enable both freely progression and deviation prevention by controlling editable attributes by layer. and our model can provides activities, issues and facilitation mapping. It is expected that our model can solve these issues.
- We designed a ``PBL workflow model'' in this study, which can improve PBL based on standard processes with the proactivity of learners. Our model based on PBLBOK that defined PBL standard processes could facilitate PBL workflow by taking into consideration diversity of themes and proactivity of learners. We intend to refine the model and expand the database of assignments between works, issues and facilitation in future work. that's end of my presentation. thank you.