Innovative One-Shots: Problem-Based Learning (PBL) Laurel Bliss, Librarian for Art & Architecture, Yale Arts Library Barbara Rockenbach, Instructional Services Librarian, Yale Arts Library NELIG Wesleyan January 17, 2003

Outline What is problem-based learning (PBL)? Research scenario Activity Cons of PBL Pros of PBL ACRL Competencies Conclusions

What is Problem-Based Learning? Begin with a research assignment Formulate questions about that assignment Look at resources to answer your questions Evaluate results

PBL as an instruction method Students work cooperatively in groups to seek solutions to real world problems. These problems are used to engage students' curiosity and initiate learning the subject matter. Prepares students to think critically and analytically, and to find and use appropriate learning resources.

Background of PBL "Problem-based learning was first developed about 30 years ago in Canada, to teach medical students in their first two years… More recently, it has been used for undergraduate and graduate education in a wide variety of fields, plus K-12 education and postgraduate programs in many continents." -- Sheella Mierson

PBL at the Yale Arts Library New instruction program for School of Architecture Collaboration with "Working at Teaching" program Ongoing assessment of instructor and session

Sample Session Concerned Citizens of Brooklyn Heights (CCBH) have decided to put together a formal presentation on the proposals for Ground Zero. Since every citizen of NYC is given the opportunity to vote on the proposals, the CCBH wishes to help inform the community on this vital issue. As the librarian on the CCBH, you are charged with doing the research required for creating this presentation. What questions would you be asking yourself and others in order to begin research?

Norman Foster

Daniel Libeskind

Richard Meier

Peterson and Littenberg

Skidmore, Owings, and Merrill

Think

United Architects

Brainstorming for questions Who are the design teams? What have they done in the past? What are some similar memorial sites (memorial, commercial, public space)?

Research Categories Finding Facts Finding Books Finding Articles Finding Images

What’s next? Research Tips Break into groups Report back to class Evaluate resource choices Library tour Session evaluation form

Cons of PBL More upfront prep time Instructor can be put on the spot more easily Instructor must work with students for session to work Can be difficult to switch from lecture- style to PBL

Pros of PBL Students actively participate Instructor as facilitator, not lecturer Reduces information overload Opportunities for collaboration outside the library

ACRL competencies in disguise 1.Effectively use an online catalog to identify and locate books 2.Effectively identify and use indexes to locate journal articles 3.Evaluate and use the information gathered from both print and electronic resources

Additional benefits Teaching students in context Built-in feedback mechanism Students have a stake in their learning PBL makes students realize areas of ignorance

Questions to keep in mind… What is the goal of the session? What do you want the students to learn? How can we assess the success of the session?

Contact information Barbara Rockenbach Laurel Bliss URL: methods.html