1. University of Delaware Workshop at Kutztown University January 6, 2003 Experience It Yourself: An Introduction to Problem-Based Learning Institute for Transforming Undergraduate Education George Watson ghw@udel.edu

2. The Way It Was... 1973 2003 Computation graphing calculators, laptops, gigabytes and gigahertz

3. The Way It Was... 1973 2003 Communication e-mail, voice-mail, chatrooms, FAX, pagers, cell phones instant messaging, wireless connectivity

4. The Way It Was... 1973 2003 Collections Online Information: web catalogs, networked databases, Britannica Online, online newspapers, course websites, CMS

5. Problem-Based Learning and the Cs of Technology: Computation and Calculation Communication and Collaboration Collections and Connections

6. Given the amazing advances in technology and the dramatic change in the first- year experience, Can we afford to continue teaching the way we were taught? The question for this session:

7. First, an exercise: 1.Individually, write down five words or short phrases that come to mind when you think of: Student-Centered Learning 2.In pairs or small groups, select three “most important”. 3.Finally, report out just one.

8. …the individuals learning the most in [the teacher-centered classrooms] are the professors. They have reserved for themselves the very conditions that promote learning: What I know best I have taught… Page 35, Huba and Freed, Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning, 2000 actively seeking new information, integrating it with what is known, organizing it in a meaningful way, and having a chance to explain it to others.

9. John Dewey… “True learning is based on discovery guided by mentoring rather than the transmission of knowledge.”

10. Characteristics Needed in College Graduates High level of communication skills Ability to define problems, gather and evaluate information, develop solutions Team skills -- ability to work with others Ability to use all of the above to address problems in a complex real-world setting Quality Assurance in Undergraduate Education (1994) Wingspread Conference, ECS, Boulder, CO.

11. Recommendations from the Carnegie Foundation Make research-based learning the standard. Build inquiry-based learning throughout the four years. Link communication skills and course work. Use information technology effectively. Cultivate a sense of community.

12. Cooperative Learning: What the research shows Academic Success higher achievement, including knowledge acquisition, accuracy, creativity in problem-solving, and higher reasoning level. Attitude Effects persistence towards goals, intrinsic motivation, applying learning in other situations, greater time on task Johnson, Johnson, and Smith (1998)

13. Methods of Active and Group Learning Student Involvement temporary groups permanent groups “Think/Pair/Share”PBL

14. What is Problem-Based Learning? PBL prepares students to think critically and analytically, and to find and use appropriate learning resources. PBL is a learning approach that challenges students to “learn to learn,” working cooperatively in groups to seek solutions to real world problems.

15. “The principal idea behind PBL is that the starting point for learning should be a problem, a query, or a puzzle that the learner wishes to solve.” Boud (1985)

16. What are the Common Features of PBL? Learning is initiated by a problem. Problems are based on complex, real-world situations. All information needed to solve problem is not initially given. Students identify, find, and use appropriate resources. Students work in permanent groups. Learning is active, integrated, cumulative, and connected.

17. PBL: The Process Students are presented with a problem. They organize ideas and previous knowledge. Students pose questions, defining what they know and don’t know. Assign responsibility for questions, discuss resources. Reconvene, explore newly learned information, refine questions.

18. The Problem-Based Learning Cycle Overview Problem, Project, or Assignment Group Discussion Research Group Discussion Preparation of Group “Product” Whole Class Discussion Mini-lecture (as needed) Assessment (when desired)

19. Form Working Groups

20. PBL: Experience It Yourself Whose Baby Is It? Courtesy of University of Utah Andrology Microscopy Lab http://www.med.utah.edu/andrology/photo_gallery.html

21. PBL: Experience It Yourself 1.Who are the parents? How could they tell? 2.What are the implications for the two couples? 3.What questions should they ask? 4.What are the possible recourses?

22. Stage Two Each group should discuss one of the following issues that need to be resolved: legal social ethical health

23. Stage Two (cont.) For group discussion: How should this case be resolved?

24. Stage Three For group discussion: Do you agree with the court decision?

25. Compelling Features of PBL for New Adapters Models itself on how students learn. With information overload, prepares students to be life-long learners. More realistic curriculum prepares students for world outside the classroom. Ensures more up-to-date materials, content. Generates enthusiasm among faculty. Boud and Feletti, 1998

26. Reflections and Questions