1. Problem-Based Learning: Teaching w/Cases, Simulations and Games Sheli Sillito David Eccles School of Business TA Orientation August 21, 2006

2. Problem-Based Learning: Assumptions:Assumptions: –Human beings evolved as individuals who are motivated to solve problems –Problem solvers will seek and learn whatever knowledge is needed for successful problem solving Techniques/Methods:Techniques/Methods: –Games –The Case Method –Simulations –Guided Design

3. Games Involve students in some sort of competition or achievement in relationship to a goalInvolve students in some sort of competition or achievement in relationship to a goal Motivation (WIFM)Motivation (WIFM) Strengths:Strengths: –Both teaches and is fun –Active participation rather than passive observers Challenges:Challenges: –Logistics (finding a game that fits the time/topic and facilitates limitations of typical classes)

4. The Case Method Intended to develop student ability to solve problems using knowledge, concepts, and skills relevant to a courseIntended to develop student ability to solve problems using knowledge, concepts, and skills relevant to a course Widely used in business and law courses for many years; now being used in variety of other disciplines (psychology, nursing, etc.)Widely used in business and law courses for many years; now being used in variety of other disciplines (psychology, nursing, etc.) Often actual description of problem/situationOften actual description of problem/situation Typically involves several alternative approaches/ action and some evaluation of different solutionsTypically involves several alternative approaches/ action and some evaluation of different solutions

5. The Case Method (cont.) Tips for Teaching w/Cases:Tips for Teaching w/Cases: –Cases can be presented in writing, video, or role-play –Allow class time for students to ask questions about process and to clarify nature of problem presented –Form teams and discuss time constraints –Your role is to facilitate discussion (listening, questioning, clarifying, challenging, encouraging analysis, etc.) –If case is one that actually occurred, students will want to know what was actually done & how it worked out

6. The Case Method (cont.) Strengths:Strengths: –Produce good student involvement –Provide contextualized learning (as contrasted with learning disassociated from meaningful contexts) Challenges:Challenges: –Going from students’ fascination with particular case to the general principle/conceptual structure –Focus on, “What is this case a case of”)

7. Simulations Attempt to model some real-life problem situationAttempt to model some real-life problem situation Facilitator needs to specify teaching objectives of game and plan game to highlight features that contribute to those objectivesFacilitator needs to specify teaching objectives of game and plan game to highlight features that contribute to those objectives Research & laboratory simulations, interactive social simulations, computer simulationsResearch & laboratory simulations, interactive social simulations, computer simulations Strengths: Useful in getting students to consider varied points of viewStrengths: Useful in getting students to consider varied points of view Weaknesses:Weaknesses: –May be either too simple or complex to achieve generalization of concepts/principles –Logistics

8. Guided Design Students meet in small groups to work on problemStudents meet in small groups to work on problem –Check on each group’s progress –Helps students develop skills of self-assessment –Students present recommendations/conclusions –Classroom discussion –Discuss key take-aways (learning points) Facilitator (typically faculty member, but could be TA or peers)Facilitator (typically faculty member, but could be TA or peers)

9. The Bomb: Learning Points People are selected by their technical/task skills and rejected because of social skills (or lack of).People are selected by their technical/task skills and rejected because of social skills (or lack of). Groups tend to try and reduce redundant inputs unless there is a benefit from having a mass inputGroups tend to try and reduce redundant inputs unless there is a benefit from having a mass input Groups survive when they have a balance between technical and social skills.Groups survive when they have a balance between technical and social skills. People tend to value technical skills (where emphasis has been placed historically)People tend to value technical skills (where emphasis has been placed historically)

10. The Bomb: Learning Points One individual can have an impact on the whole groupOne individual can have an impact on the whole group Selection of team members is not always rational; i.e. arguments can be based on unique perspective (different reasons, same results)Selection of team members is not always rational; i.e. arguments can be based on unique perspective (different reasons, same results) We tend to look for cohesive/cooperative groupsWe tend to look for cohesive/cooperative groups Ethical considerationsEthical considerations Importance of viabilityImportance of viability

11. Conclusions Discuss learning objectives before and afterDiscuss learning objectives before and after –Tie activity back into lecture; make connections w/material Students like to solve problems that offer a challenge but are still solvableStudents like to solve problems that offer a challenge but are still solvable In order to learn how to think more effectively, students need practice thinking/doingIn order to learn how to think more effectively, students need practice thinking/doing Retention, application, and motivational outcomes are generally superior to those in traditional methods of instruction.Retention, application, and motivational outcomes are generally superior to those in traditional methods of instruction.