1. Approaches to E110: Problem-Based Learning Dee Baer Charlene Bunnell Dorry Ross

2. What is problem-based learning? PBL is “a learning approach that challenges students to ‘learn to learn,’ working cooperatively in groups to seek solutions to real world problems.” From ITUE PBL Session, Fall 2004 –PBL advocates that “the starting point for learning should be a problem,a query, or a puzzle that the learner wishes to solve.” Boud, D. [1985] “PBL in Perspective,” courtesy of ITUE PBL Session, Fall 2004 –Its purpose is to help students think “critically and analytically” and to apply “appropriate learning resources.” From ITUE PBL Session, Fall 2004

3. How does PBL work? PBL introduces the students to a problem via initial discussion, develops knowledge and ideas through ongoing research and discussion, and culminates in a collaborative finished product. Problem details are presented a few at a time, to emphasize both the problem’s complexity and the concept of PBL as process, be it over 2 weeks or 14. As they research the problem, students represent stakeholders; consequently, they have a vested interest in the outcome. Because PBL involves group work, learning is collaborative.

4. Three PBL Examples Problem 1 “The Viewbook” By Dee Baer English 110, Fall 2004

5. Problem Abstract With a group, you will be designing a viewbook designed for public consumption, specifically high school students AND others (family, high school counselors) interested in The University of Delaware. Group members will earn the same grade.

6. Problem Context/Design Your viewbook, representing one particular department or program should address the five elements listed below. Academic Social Cultural Architectural/Geographical Reflective The format of the viewbook is up to you. You’ll also decide what kinds of artwork/design/photography to include. The total amount of writing should approximate 15 pages.

7. Stage 1: Discussion Questions What do juniors and seniors most want to know about college life? What do their parents and family most want to know? Did the material you received answer your overall questions? In what ways were the materials you received most helpful? Least helpful? Can you think of any particular mailing (or web site) that you really liked? Why did you like it? What materials did you receive from UD? Now that you’ve been at UD for a while, what is different from the picture you developed from all the UD materials you received? Are there things that you wish you’d known? Could any of these be realistically a part of the materials the campus makes available to prospective students?

8. Problem 2: “Will Social Security Be There For You?” By Dee Baer English 110, Spring 2005

9. Stage 1 Discussion Questions/ Learning Issues What do you know about Social Security? How does it work? Do you know anyone who is receiving social security? What is their life like? What were the economics and lifestyles of old age before social security? How much money do your parents put into the system each year? How much do they expect to get back?

10. Stage 2 Discussion Question: Who has a stake in this issue? In groups, name as many stakeholders you can think of, then write them down on stakeholder worksheet Divide research on each stakeholder group and establish due date for reporting back. Fill out stakeholder Group Worksheet (see sab document)

11. Problem 3 Liberal Arts Study in the University and Beyond By Charlene Bunnell English 110, Spring 2005

12. Problem Abstract Students are part of a committee reviewing UD’s breadth or liberal arts requirements. Throughout the problem’s stages, they will –define the liberal arts and core curriculum –determine the current UD breadth requirements –examine the historical purpose of the liberal arts –report on their research findings –debate the purpose of a core curriculum in today’s university in general and as it applies to their educational and professional goals –submit a recommendation for UD core curriculum

13. Problem Design The group problem activities precede the similar individual activities the students do throughout the course. As a result, students “practice” the genre collaboratively. The collaborative work takes place in the classroom; students are encouraged to bring in a laptop/group. Each group posts the practice draft into WebCT by next day. I review the posted drafts that day (about 5/section), make detailed suggestions on content and style, and re-post them to WebCT. By the following class, group members can evaluate the suggestions to apply them to their own forthcoming essay in that genre.

14. Flow Chart of PBL/Individual Projects Discuss liberal arts philosophy; Write summary- response; research THEN Research UD requirements; construct a critique draft. Begin working bibliography; read sources and annotate as topic becomes defined. Write summary-responses of relevant sources Continue to research; prepare an annotated bibliography Develop report draft (2 steps) Construct recommendation draft Construct a report Construct a critical analysis Construct a critique of a relevant source Group Activities Topic: Liberal Arts in the University Individual Activities Topic: Diverse subjects THEN Annotated Bib./Proposals THEN

15. What areas might PBL address in my course?

16. PBL Resources http://www.udel.edu/pbl/