1. Session Objectives Analyze the key components and process of PBL Evaluate the potential benefits and limitations of using PBL Prepare a draft plan for implementing PBL in your institution

2. What do you already know about PBL and why are you interested in it?

3. Four Corners I know very little about PBL I know some key aspects of PBL I know quite a lot about PBL I am very comfortable In using PBL

4. The Director of Education is concerned by complaints from both industry personnel and students that much of the existing curriculum does not seem to be meeting industry needs or providing an interesting and meaningful learning experience for students. You have been as asked to investigate the usefulness of implementing Problem-Based learning as a Pedagogic Approach to address these concerns. If not – then lets reframe it Is this Your Task?

5. What is PBL? “The principal idea behind problem-based learning Is that the starting point for learning should be a problem, a query or a puzzle that the learner wishes to solve” (Boud. D, 1995, p.13. Enhancing Learning through Self Assessment. London: Kogan Page)

6. Project Based Learning: Definition “…a systematic teaching method that engages students in learning knowledge and skills through an extended inquiry process structured around complex, authentic questions and carefully designed products and tasks” (Buck Institute for Education, 2003, p.4)

7. What I know best I have taught “…the individuals learning the most in the teacher-centred classrooms are the teachers there. They have reserved for themselves the very conditions that promote learning: actively seeking new information, integrating it with what is known, organising it is a meaningful way, and explaining it to others” (Huba & Freed, 2000)

8. Key Features of PBL Activities PBL activities can vary in terms of size, structure and discipline involvement. However, they typically involve learners in: Working on real world tasks – developing competence Using specific types of thinking in problem solving: – Critical thinking, creative thinking, metacognitive thinking Accessing, organising and making sense of relevant content knowledge Developing other relevant process skills (e.g., communication, teamwork)

9. PBL problems should… contain ‘cues’ that trigger learners to identify the desired learning outcomes be at the appropriate level of complexity for learners profile integrate knowledge, skills and attitudes across topics mirror the real world of professional practice promote collaborative and active learning sufficiently identify the expected task and context

10. Checklist for developing a problem Have I: Selected appropriate content relating to the Curriculum (learning outcomes)  _______________________________________________________________ Determined the availability of necessary resources (e.g., personnel, equipment, learning materials)  ________________________________________________________________ Written a problem statement that: Is grounded in the student experience  Is appropriate for developmental/competence level  Provides a focused question  Is sufficiently ill structured to allow more than one correct answer  Allows for a variety of teaching/learning strategies  ________________________________________________________________ Chosen an activity that will motivate students: (Meaningful – challenging but achievable with effort   _________________________________________________________________ Produced an assessment strategy and appropriate marking scheme 

11. Problem Evaluation Did the problem create student interest  Did the problem build core content knowledge  Did the problem promote types of thinking  Was the problem sufficiently real world based  Did the problem allow sufficient student choice  Was the problem at the right level for the students  Were the students able to access sufficient resources  In what ways can this problem be improved: _______________________________________________ _______________________________________________ _______________________________________________

12. PBL Sequence of Activity There is no universal approach to PBL, but the following features are characteristic of the process Presentation of problem as a simulation of professional practice or a ‘real life’ situation Generation of questions and use of thinking to explore the problem and plan a course of action that will lead to its solution Collaborative research activity to access and explore information sources in order to build up of knowledge base of relevant resources relating to the problem Presentations of information found, peer teaching and application of the learning to the problem situation Review of the problem in relation to new knowledge and evaluation of the learning process

13. Teaching & Learning: Role Change Teachers Role Change – Teachers need to acquire good facilitation skills, which is often challenging for those who typically lecture in more traditional ways Students Role Conflict – While they might see the relevance and benefits of a PBL approach, the reality can be in conflict with their habits and expectations of learning – Some competitive students, used to high marks in traditional courses, may feel confused and resentful. They blame the teachers, the course, or PBL.

14. What do you see as the benefits and challenges of using PBL? PLUSMINUS Interesting

15. Designing a PBL Curriculum Produce the curriculum learning outcomes for the course (e.g., Knowledge, skills, Attitudes) This will involve the integration of: – subject content knowledge (e.g., concepts, principles, procedures) – the generic competences to be developed (e.g., types of thinking, team-working, communications skills) to be developed over the duration of the course) Prepare a range and progression of problems that facilitate the integration of content objectives and generic competences Develop an appropriate assessment system for more complex integrated learning tasks. Note: this is challenging

16. Some key factors in implementing PBL successfully An understanding of how PBL works in terms of potential benefits for student learning, as well as its usefulness to your courses Careful planning of the programme and the involvement of all teaching staff in course development and implementation (e.g., recognize that this involves good change management The ability to mange, the role changes involved (for both faculty and students). This will require the necessary professional development for many faculty The ability to model process skills (e.g., types of thinking, learning to learn skills). This is a key professional development consideration The ability to design and conduct assessments which mirror the ‘real world’ context An evaluation approach that focuses on both student attainment and their experience of learning

17. Was your task a authentic PBL Activity ? Is it: Real world based and relevant to your professional lives Challenging but achievable Does it: Involve you in doing research/ inquiry –based activity, Necessitate good thinking and developing a solid knowledge base Require collaborative learning