1. Copyright, 1996 © Dale Carnegie & Associates, Inc. Problem-Based Learning

2. Ultimate Objectives of Management Education Acquire an essential body of knowledgeAcquire an essential body of knowledge Develop the ability to use that knowledge effectively in response to business problemsDevelop the ability to use that knowledge effectively in response to business problems Develop the ability to extend or improve that knowledge in response to future problems and opportunitiesDevelop the ability to extend or improve that knowledge in response to future problems and opportunities

3. Need for a New Approach to Education Productive workers and citizens in the next century need to learn how to learn on their own and how to use the information they acquireProductive workers and citizens in the next century need to learn how to learn on their own and how to use the information they acquire Cramming students with today’s facts and theories--which may soon be outdated, doesn’t prepare people for a changing worldCramming students with today’s facts and theories--which may soon be outdated, doesn’t prepare people for a changing world

4. Need for a New Approach to Education Students constantly ask why they need to study a subject or what use the information will be to themStudents constantly ask why they need to study a subject or what use the information will be to them PBL places learning in the context of the “real world”PBL places learning in the context of the “real world” PBL deals with problems that are close to real-life situations as possiblePBL deals with problems that are close to real-life situations as possible

5. What Is Problem-Based Learning (PBL)? PBL originally developed to train doctors in how to diagnose and solve medical problems Traditional medical education students memorized basic medical information for tests, but they didn’t know how to apply the information to real life situations

6. The Case for PBL Cognitive research on comprehension-- learning in context and in dialogue with others improves retention and application of knowledgeCognitive research on comprehension-- learning in context and in dialogue with others improves retention and application of knowledge Motivational--students focus on problems, issues and questions they create. Students are engaged in their own self-directed research.Motivational--students focus on problems, issues and questions they create. Students are engaged in their own self-directed research.

7. The Case for PBL Research on expertise--process of progressive problem-solving in which people continuously rethink and redefine their tasks.Research on expertise--process of progressive problem-solving in which people continuously rethink and redefine their tasks. Developing expertise in students involves a process of continually making knowledge public, making thinking explicit, focus on sustained inquiryDeveloping expertise in students involves a process of continually making knowledge public, making thinking explicit, focus on sustained inquiry

8. Teacher-Centered vs. PBL Textbook centered; rote memorizationTextbook centered; rote memorization Weekly assignments predetermined by instructor (linear)Weekly assignments predetermined by instructor (linear) Individual- oriented;little opportunity for collaborationIndividual- oriented;little opportunity for collaboration Problem-centered on authentic tasks Students decide how they will gather information to solve problem (non-linear) Promotes collaborative learning and team skills

9. Teacher-centered vs. PBL Learning is a passive activityLearning is a passive activity Instructor-centeredInstructor-centered Spoon-feeding of information in an abstract contextSpoon-feeding of information in an abstract context Disciplinary isolation Disciplinary isolation Active engagement in learning Student-driven Active discovery of information in a real- life context Interdisciplinary approach

10. PBL Applied to Management Education Allow business students to integrate, use, and reuse newly learned information in the context of real business problemsAllow business students to integrate, use, and reuse newly learned information in the context of real business problems Education of business students must lead to the acquisition of basic knowledge that is better retained, retrieved, and later used in a business contextEducation of business students must lead to the acquisition of basic knowledge that is better retained, retrieved, and later used in a business context

11. How PBL Works Transforming topics into problems. ---what problem do we really want students to investigate?Transforming topics into problems. ---what problem do we really want students to investigate? Does the problem represent: --an authentic, real world task? --incorporate multiple goals? --respond to student interests? --encourage students to take action?Does the problem represent: --an authentic, real world task? --incorporate multiple goals? --respond to student interests? --encourage students to take action?

12. How PBL Works Introduce broad task and open-ended question that hooks studentsIntroduce broad task and open-ended question that hooks students Co-develop with students a plan of inquiry or work to investigate problems of interestCo-develop with students a plan of inquiry or work to investigate problems of interest Conduct the inquiry and analysisConduct the inquiry and analysis

13. How PBL Works Prepare and present findings to one or more authentic audiencesPrepare and present findings to one or more authentic audiences Engage in authentic assessment activitiesEngage in authentic assessment activities Debrief and consolidate learning from PBL experienceDebrief and consolidate learning from PBL experience

14. PBL: New Role for Instructors Instructors move from center stage to the side (students and the subject matter takes center stage)Instructors move from center stage to the side (students and the subject matter takes center stage) Instructors acts as guides and facilitators of learning, helping students to formulate, research, plan and solve real problemsInstructors acts as guides and facilitators of learning, helping students to formulate, research, plan and solve real problems

15. PBL-New Role for Instructors Instructors design the problem situationInstructors design the problem situation Instructors set the direction for what content knowledge, skills, abilities and attitudes are required for solving problemsInstructors set the direction for what content knowledge, skills, abilities and attitudes are required for solving problems Instructors guide students through the process of answering PBL questions, but they provide no answers themselvesInstructors guide students through the process of answering PBL questions, but they provide no answers themselves