Problem-Based Learning (PBL) Akram R. Jabur Materials Eng. Dept. University of Technology

Contents:  Problem-Based Learning, Description  Problem-Based Learning at Missouri University  Challenges in PBL Implementation in Iraqi Universities  PBL Work of Renewable energy Group in University of Technology

 All Life is Problem Solving  Learning by Hearing to the Learning by Doing  Chinese Proverb Tell me, I will forget Show me, I may remember Involve me, I will understand

Problem-based learning (PBL) is an instructional approach that has been used successfully for over 30 years and continues to gain acceptance in multiple disciplines.

Interest in problem-based learning (PBL) arose in higher education in response to criticisms that programs in professional areas, e.g., medicine, engineering, failed to equip graduates with the problem-solving skills required for a lifetime of learning.

Problem based learning has now become a widespread teaching method in disciplines where students must learn to apply knowledge not just acquire it.

When students are challenged to get to work solving real-life problems, the whole world becomes a classroom. You will see students at work-writing in online journals,

doing research on the Internet, meeting in groups to plan and create Web sites and digital media presentations, and evaluating their peers for collaboration and presentation skills.

This setting and these types of activities have a name and a purpose. It's called Problem- based learning, and it's designed to engage students and empower them with responsibility for their own education in ways unheard of in traditional classrooms.

Their learning is inherently valuable because it's connected to something real and involves adult skills such as collaboration and reflection. At the end, students demonstrate their newly acquired knowledge and are judged by how much they've learned and how well they communicate it. Throughout this process,

In problem based learning, students work in groups to solve challenging problems that are often interdisciplinary. Learners decide how to approach a problem and what activities to pursue. They gather information from a variety of sources and synthesize, analyze, and derive knowledge from it.

the teacher's role is to guide and advise, rather than to direct and manage, student work.

The real-world focus of PBL activities is central to the process. When students understand that their work is ultimately valuable as a real problem that needs solving, or a project that will impact others, they're motivated to work hard.

Technology enables PBL. Students use tools such as word processors, spreadsheets, and databases to perform tasks like outlining, drafting essays, analyzing numerical data, and keeping track of collected information.

, electronic mailing lists, forums, and other online applications facilitate communication and collaboration with the world outside the classroom.

Introducing and implementing PBL in a traditional University setting can be a complex challenge, requiring a significant change in teachers' approaches to teaching and students' approaches to learning.

 Learning is student centered, i.e., students make choices about how and what they want to learn.  Learning occurs in small student groups and promotes collaborative learning.  Teachers are facilitators or guides or coaches.

 Problems form the organizing focus and stimulus for learning.  Problems are a vehicle for the development of authentic problem-solving skills.  New information is acquired through self-directed learning.

The success of problem- based learning is contingent upon the design of good problems.

Undergraduate engineering educational curricula are facing a number of challenges including a rapid growth in what is perceived by the technical community to be a necessary foundation of knowledge,

the realization that our workforce must be able to operate in a diverse global society and the recognition that the implementation of technology can have an enormous impact on the sustainability of our global resources.

Dividing the class into groups. Groups, typically of 8 students, are allocated pseudo-randomly at the start of the year, students are not allowed to change groups, and the groups are restructured at the start of the second semester.

Each group works on a problem for 1-2 weeks. A problem scenario is handed out to each group, on a Monday morning. Over the next 1-2 weeks, the students are encouraged to follow a set procedure that involves the recalling of knowledge, formulation of questions, discussion of what has been learnt and finally reflection.

To ensure that this happens, each group is assigned a member of staff who facilitates for two 1-hour periods each week. The role of the academic 'facilitator' is to guide the group to determine and achieve their own identified learning outcomes.

The students are more confident of their own abilities, better able to work in a team, keener to learn and have a greater understanding of the practical aspects of engineering.

 Decreased re-sits and end of year failures, progression from year 1 improved from 75% to 86% in the first year of PBL.  The adoption of PBL has also had a significant impact on the conversion rate of applicants to firm acceptances.

A major problem facing the programme development team was that there was some resistance from many academic staff to the transfer to a PBL based programme.

The assessment has four parts: Short test of concepts related to activity (20%) (two attempts allowed) Poster of modelling (10%) Practical demonstration (20%) Personal journal review (50%)

The most significant issue encountered with the PBL programme is that associated with ‘passengers’. A group may contain 1 or 2 students that provide little or no contribution.

To address the problem, a peer review scheme was introduced. At the end of each PBL activity the students provide a grade, out of 5, for the contribution that each member of the group has made.

Desirable learning outcomes can be successfully achieved through PBL. A group size of 5-8 works well. Staff training is required to learn to facilitate

 Students in groups of about 4-6 encounter and reason through the problem, twice a week for 2 hrs each.  7-10 problem based modules can be used in a one semester course

 Students are used to the listen and regurgitate approach, PBL will come as a shock Gradual implementation of PBL, the number of problems can increase each year, the implementation should complete within 2, 3 years.

 How do you assess deep understanding of the subject? It’s a problem but we have to face it, eventually the level of education will be improved.

How to train faculty/staff Its responsibility of Ministry of higher education and Universities to improve the level of Education so the graduates can face the development in world technology. Where  McMaster’s University, Canada  Aalborg University, Denmark  Manchester University, School of Engineering, England

PBL Work of Renewable Energy Group in University of Technology  Renewable energy course was built in university of technology  reviewed in university of Missouri during their visit to Missouri under IREX Linkage program  One days PBL Work shop at University of Missouri  The group plan to restructure the Renewable Energy Course into PBL course next year.