USING PROBLEM BASED LEARNING TO ACHIEVE LIFELONG LEARNING OPEN UNIVERSITY MALAYSIA 14 NOVEMBER 2011

OUR ERA GLOBALIZATION ERA- ERA OF INFORMATION, TECHNOLOGY, COMMUNICATION SHOWS THE IMPACT IN ALL SECTORS OF SOCIAL LIFE APPERAS A NEW SOCIETY, KNOWLEDGE BASED THE NEED OF READINESS FROM ITS MEMBERS TO HAVE BOTH KNOWLEDGE AND PROFESSIONAL SKILLS

CHANGES IN EDUCATION THE CHANGES IN SOCIAL LIFE INFLUENCES THE SYSTEM OF EDUCATION : ACCORDING TO THE DEMANDS OF THE PROGRES OF SCIENCE AND TECHNOLOGY ACCORDING TO THE DEVELOPMENT OF METHODS AND TECHNOLOGY OF LEARNING HERE ARE A LOT OF PROBLEMS AND CHALLENGES IN HIGHER EDUCATION 1.SEPARATION BETWEEN THEORY AND PRACTICE WHICH MAKE STUDENTS TO NOT UNDERSTAND THE BENEFIT OF THEIR KNOWLEDGE 2.THE METHOD OF TEACHING

LIFELONG LEARNING THE THEME OF THIS SEMINAR IS ABOUT LIFELONG LEARNING LIFELONG LEARNING IS THE EDUCATION RESULTING FROM INTEGRATION OF FORMAL, NONFORMAL, AND INFORMAL EDUCATION WHICH CREATE ABILITY FOR CONTINOUS LIFELONG DEVELOPMENT OF QUALITY OF LIFE (NATIONAL EDUCATIONAL ACT,1999) TEACHING LEARNING METHOD IS ONE OF THE TOOLS WHICH SUPPORTS LIFELONG LEARNING

LEARNING PROCESS THE LEARNING PROCESS IS DEFINED: AS LEARNING WHICH PROGRESSES IN TIME AND BY DEGREES, IS PLANED AND GOAL DIRECTED (DUCH & GROH,2001) AS A RESULT OF THE LEARNING PROCESS, THE LEARNER GETS AN INSIGHTFUL KNOWLEDGE WHICH INCLUDES BOTH ACTUAL KNOWLEDGE AND SKILLS TO USE THIS KNOWLEDGE

TRADITIONAL & CONSTRUCTIVIST METHOD ACCORDING TO THE TRADITIONAL VIEW: TEACHING HAS BEEN SEEN AS TRANSFERRING INFORMATION TO A STUDENT THE TEACHERS DECIDE WHAT INFORMATION AND SKILLS THE STUDENT SHOULD LEARN ACCORDING TO THE CONSTRUCTIVIST POINT OF VIEW: THE LEARNER ACTIVELY CONSTRUCTS KNOWLEDGE THE PHYLOSOPHY OF CONSTRUCTIVISM HAS BECOME THE BASE FOR MANY LEARNING STRATEGIES ORIENTED TO THE LEARNERS’ NEEDS

PROBLEM BASED LEARNING CONSIDERING BLOOM’S MODEL OF COGNITIVE LEVELS, THE PBL STRATEGY IS MORE SUITABLE THAN THE TRADITIONAL METHOD BECAUSE : a.WILL STIMULATE THE STUDENTS TO WORK AT THE HIGHER LEVEL OF ANALYSIS, SYNTHESIS AND EVALUATION b.THE SKILLS AND ABILITIES OF SOCIAL INTERACTION ARE IMPROVED SAFFERY&DUFFEY (1996) SAID THAT PBL IS ONE OF THE BEST TRANSLATION OF CONSTRUCTIVIST THINKING INTO PRACTICE

WHAT IS PBL? PBL IS AN INSTRUCTIONAL METHOD – THE STUDENTS WORK TOGETHER TO SOLVE A PROBLEM PBL IS A CURRICULUM – CONSISTS OF WELL DESIGNED PROBLEMS PBL IS A PROCESS – DEMANDS A LOT OF SKILLS LIKE : CRITICAL THINKING, PROBLEM SOLVING PROFICIENCY, SELF-DIRECTED LEARNING STRATEGIES

WHAT ARE THE CHARACTERISTICS OF PBL THE ROLES CHANGE- THE TEACHER BECOMES A FACILITATOR, THE STUDENTS ASSUME THE RESPONSIBILITY FOR THEIR LEARNING THE LEARNING PROCESS IS STUDENT-CENTRED PROBLEMS ARE STIMULUS FOR LEARNING ENCOURAGES STUDENTS TO WORK TOGETHER NEW INFORMATION AQUIRED THROUGH SELF- DIRECTED LEARNING

WHAT ARE THE OBJECTIVES OF PBL? TO DEVELOP : KNOWLEDGE, SKILLS, ABILITIES TO GIVE THE OPPORTUNITY TO THE TUTORS TO COMMIT TO STUDENTS DIRECTED LEARNING TO MAKE CONSTRUCTIVE EVALUATION OF STUDENTS THE MAIN GOALS OF PBL: TO SOLVE PROBLEMS TO INSPIRE STUDENTS TO LEARN TO FOSTER THE SKILLS FOR SELF-DIRECTED LIFELONG LEARNING

ADVANTAGES OF PBL INCREASES THE STUDENTS’ ABILITY IN DEVELOPING INITIATIVE THE MORE REAL THE PROBLEM IS, THE HIGHER IS THE POTENCY TO TRANSFER THE SKILLS AND KNOWLEDGE IN THE DAYLY LIFE DEVELOP CRITICAL THINKING OR HIGHER ORDER OF THINKING SHOWS A BETTER INTEGRATION OF KNOWLEDGE DEVELOP LIFELONG LEARNING SKILLS:

MORE….. HOW TO RESEARCH HOW TO COMMUNICATE HOW TO HANDLE PROBLEMS INCREASES MOTIVATION INCREASES STUDENTS’ INTERACTION INCREASES STUDENT-TUTOR INTERACTION

THE WEAKNESSES OF PBL THE FIELD OF SCIENCE IS NOT SO WIDE NEED MORE TIME DIFFICULT TO DESIGNE A GOOD ‘REAL PROBLEM’ TRANSITION FROM TRADITIONAL CLASS TO PBL CLASS IS DIFFICULT FOR STUDENTS IS DIFFICULT FOR THE LECTURER TO CHANGE THE THINKING THAT HIS ROLE IS AS FACILITATOR

WHY WE LEARN A FOREIGN LANGUAGE? KNOWING A FOREIGN LANGUAGE BRINGS OPPORTUNITIES HAVE A BETTER KNOWLEDGE OF OTHER PEOPLE AND CULTURE READ AND UNDERSTAND MORE EMPLOYEMENT ADVANTAGES AN EMPLOYEE WITH PRACTICAL LANGUAGE AND INTERCULTURAL SKILLS IS NECESSARY FOR ECONOMIC GROWTH MULTILINGUALISM CONTRIBUTES TO PERSONAL DEVELOPMENT

PBL IN FOREIGN LANGUAGE CLASSES MEET A LOT OF DIFFICULTIES AND CHALLENGES USING PBL IN CHINESE, JAPANESE, FRENCH AND RUSSIAN CLASSES IS A DIFFICULT TASK, BUT IS NOT IMPOSSIBLE TO SOLVE THE PROBLEM TAKES MORE TIME (ABOUT 3 MEETINGS) TO GET THE INFORMATION, TO SHARE, TO CORRECT, AND TO USE THE INFORMATION THE STUDENTS WORK WITH DICTIONARY MORE THAN IN TRADITIONAL CLASSES THEY HAVE TO COMMUNICATE EACH OTHER IN FOREIGN LANGUAGE IN ORDER TO IMPROVE THEIR FLUENCY

MORE… IN FOREIGN LANGUAGE CLASSES WITH PBL, PROBLEMS WILL LEAD STUDENTS TO THE CONTENT, BUT IN A WAY THAT FOSTERS LIFELONG LANGUAGE LEARNING TEACHERS CAN BEGINE WITH SIMPLE PROBLEMS ( LETTERS, ADVERTISMENT, ETC) PROBLEMS CAN BE SIMPLE OR COMPLEX DEPENDS ON THE STUDENTS’ LEVEL

THE CHALLENGES IN FLC WITH PBL STUDENTS COMMUNICATE IN THEIR NATIVE LANGUAGE IF THE COMMAND OF LANGUAGE IS NOT GOOD ENOUGH, CREATIVITY WILL DROP IS NOT RECOMMENDED AT THE BASIC LEVELS NEEDS MORE TIME IS DIFFICULT TO CONSTRUCT A PROBLEM PURE LINGUSTIC MUST COMBINE LANGUAGE WITH OTHER SUBJECTS LIKE : HYSTORY, LAW, MEDICINE, GEOGRAPHY, ETC

MORE ABOUT … LEARNING A FOREIGN LANGUAGE TAKES TIME AND EFFORT IS A LONGLIFE TASK ALWAYS ARE NEW VOCABULARY WORDS, EXPRESSIONS, SENTENCES TO LEARN BECOMING A FOREIGN LANGUAGE TEACHER SHOULD HAVE : 1.KNOWLEDGE OF SPOKEN AND WRITTEN LANGUAGE- THE TEACHER CAN SPEAK AND WRITE WELL IN THAT LANGUAGE 2.KNOWLEDGE OF HOW LANGUAGE IS USED-

……. CAN EXPLAIN GRAMMAR AND VOCABULARY KNOWLEDGE OF PEDAGOGY- CAN APPLY THEIR KNOWLEDGE TO THE LESSON, KNOW HOW TO CREATE A GOOD ENVIRONEMENT FOR LEARNING THE TEACHERS ALSO ARE THE LONGLIFE LEARNERS

THANK YOU