Learning Recursively: Integrating PBL as an authentic problem experience

Learning Recursively:Integrating PBL as an Authentic Problem Experience

Peter AlbionUniversity of Southern QueenslandAustralia

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Overview

The world we live inWhy Problem Based LearningApproaching PBL as PBLWhat counts as PBL?Challenges of implementing PBLFacing the challengesConclusion

The world we live in

Exponential knowledge increase

Learning is a lifelong activity

Friedman: The World is Flat

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Brown: From push to pull

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Brown: From stock to flow

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21st century education

Learningto be not aboutby doing not listeningLearning how to learn

Why Problem-Based Learning?

At the heart of PBL

Solving authentic problems

Matches 21st century skills

Motivations for PBL

Relevance

Integration

Ongoing learning

4 ‘uncommon’ objectives of PBLStructure knowledge for practice

Develop clinical reasoning

Develop self-directed learning

Increase motivation

PBL outcomes

More nurturing & enjoyable

Equal on clinical but less base knowledge

Problem-based learningpredates 21st century skills but remains relevant

21st century professionals

Information literateAdaptable

Learning as needed Integrating across disciplines

PBL fits 21st century learning

Approaching PBL as PBL

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PBL begins with a problem

Group analysis of what needs to be known

Individual research

Developing a solution

Reflection on process & learning

PBL implementation as PBL

Problem = how to design course using PBL

Requires knowledge of PBL and challenges

Enables developing & testing solution

Reflection informs next steps

PBL & problem solving heuristics

Understand, plan, execute, evaluate

Ask, imagine, plan, create, improve (STEM)

PBL implementation is recursive

Applied to educators’ practice

Effects PBL for students

What counts as PBL?

5 characteristics of PBL

1. Starting point is a problem

2. Authentic for professionals

3. Knowledge organised around problems

4. Students have responsibility for learning

5. Most learning in small groups, not lectures

PBL tutors

Not knowledge dispensers but resources

Consistent with 21st century learning

Advocates argue for program level

Clear distinction from related approaches(anchored, case-based, project based)

Difficult to achieve purity in practice

How pure must PBL be?

Barrows proposed a taxonomy

Spectrum of methodsAchieving objectives by degrees

Two dimensions of PBL

Presentation of problem as open or closed

Learning directed by teacher or student

PBL is a spectrum of methodsSix methods on spectrum

Major benefits with full PBLOther methods have benefits

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Barrows’ taxonomy of PBL methods

SCC CRP SDL MOT

Lecture-based cases 1 1 0 1

Case-based lectures 2 2 0 2

Case method 3 3 3 4

Modified case-based 4 3 3 5

Problem-based 4 4 4 5

Closed-loop problem-based

5 5 5 5

Complete case or case vignette

Partial problem simulation

Full problem simulation (free inquiry)

Teacher-directed learning

Student-directed learning

Partially student & teacher directed

Challenges of implementing PBL

Student & tutor rolesCollaborative group workDesign of curriculum & assessmentUse of technology in PBL

Student & tutor roles changeStudents accept more responsibility

Tutors provide less information

PBL involves group work

Collaboration has benefitsEven for silent students

Students need group skillsMedium-sized (6) groups work best

Tutors need facilitation skillsExpertise in subject may be less important

Curriculum & assessment for PBLDesign of problems is criticalNeed to address all aspects of courseNeed to motivate learners

Traditional assessment not appropriateNeed to focus on problems not facts

Technology in PBL

Multimedia presentation of problemsIncreases motivationLittle or no effect on performance

Computer mediated communicationSupports online & distributed PBLBenefits for access to informationLess benefit for collaboration

Facing some PBL challenges

PBL for distance educationInteractive Multimedia-PBLEngineering problem solvingEducation inquiry course

PBL with large distributed groupsLarge problem in groupsScaffolding with sub-tasks

Interactive Multimedia-PBL

PBL for individual/isolated students – How?PBL groups stimulate ideas

Build varied ideas into materials

PBL tutors facilitate & model thinkingStructure with sub-tasks with aidsInclude expert responses

Success confirmed byPBL evaluatorsStudent response

Engineering problem solvingPBL for groups at a distance – How?Virtual teams interact via Moodle

Group forums & wikisEmail & chat for messages & files

Virtual teams perform as well as on campusSome added barriers

Time, technology and learning

Course team plansMore technology such as videoconferenceTeam building strategies

Education inquiry course

Group inquiry for 350 online students – How?Small group forums & wikis in LMSOptional virtual tutorials in Wimba

Mixed resultsSome groups worked wellSome groups had communication issues

Lessons learnedNeed to prepare students for virtual collaborationProvide more models in future classes

Large problem in groups

150 students collaborate – How?Cohort on 2 campuses challenged

Develop & share teaching materials

Positive response to authentic taskMaterials used beyond graduation

Management challengesLarge group coordinationNon-contributors

Lessons learnedPreparation for communication & coordinationPeer assessment tool to moderate outcomes

Scaffolding with sub-tasks

PBL for 500 1st years on 3 campuses – How?Students & staff unprepared

Applied IMM-PBL insightsScaffolding with sub-tasksNarrative for coherence

Approach succeededSupported staff & students for performanceStrong evaluations

PBL provides 21st century learning

PBL is a spectrum of methods

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PBL is challenging

Student & tutor roles Collaboration in groupsCurriculum & assessment designTechnology

Treat PBL implementation as PBL

Develop solutions for now

Learn lessons for the future

Questions

Peter AlbionUniversity of Southern QueenslandAustralia

Peter.Albion@usq.edu.au