Trias PBL Asignment

Problem based learning assignmentsusing a wiki learning environmentBert Mulder | IJsbrand Hoetjes

The Hague University

IntroductionIntroduction

TRIAS projectTRIAS project

TRIAS & wikiTRIAS & wiki

wiki design wiki design

wiki structure wiki structure

an examplean example

TRIAS telematica project education in eGovernment great challenge

problems ‘messy’solutions need to reflect realitynew learning necessary

new tools and methods for teaching and learning eGovernment

research in new methods of teaching and learning:Problem Based Learning (PBL)







TRIAS telematica learning







problem based learning (PBL)

students get problem before learning

real world problems

develop active learning strategies

develop reasoning skills

knowledge construction







PBL: design goals

Learning goals concern realistic problem solving behavior

Problems are generated

Problems are encountered before any prep/study

Facilitator interacts with students at metacognitive level

Cooperative learning is critical component of PBL







PBL: new roles students

engaged problem solvers identifying root of problem conditions for good solution proposing good solutions

teachers problem solving colleagues cognitive coaches creating interest and enthousiasm for learning







PBL: history 1960’s

McMaster University, Canada

1980’sNetherlands: Maastricht University

The Hague UniversityAcademy of public management







PBL: learning in 7 steps

phase 1 pre discussion (group)

phase 2 (individual)

phase 3 post discussion (group)

understand material

divergent

convergent

individual

synthesis

step 1 clarify text and terms

step 2 formulate problem statement(s)

step 3 problem analysis

step 4 inventory of problem and solutions

step 5 formulating self study objectives

step 6 self study

step 7 synthesis and conclusion







step 1 clarify the materialExplain the meaning of difficult phrases and words in the text

ask for clarification yourself

After this phase every group member should be able to read the material in the same way - which is not the same as fully understanding everything!







step 2 formulate problem statement(s)a crucial stage

ask yourselves "What's the real problem here?"

one central problem, or several (seemingly?) unrelated problems... (group members') may propose different problem definitionsyou'll need as much input from all group members as possibleformulate problems in an 'answerable' format(listing questions is a good start in this step). Make good use of the whiteboard and/or flipover sheets!

Don't forget: This is a 'questions-only' step, there will be room for answers in the next step! i.e. asking questions everyone already knows the answers to is rather futile, and a waste of valuable time - look for the real (underlying) problems!







step 3 problem analysistime to get inspired

try to get as many possible explanations relevant to the formulated problem(s)allow everyone to add to the discussion is important the whiteboard/flipover sheet is an invaluable tool 'brainstorming' is the method used here to generate relevant notions, ideas, hints etc.







step 4 inventory problems and solutionstime to assess the results of the analysis so far

let's add structure to the insightsfind what pieces of the puzzle are still missingwhat problems have been solved, and what is still unclear? Often problem statements have been partially addressedagree whether proposed solutions and/or explanations are satisfactory. Of course awareness of the level of the students and the educational objectives is important here; sometimes a thorough understanding of a theoretical explanation suffices, sometimes solutions need to be implementation-ready!







step 5 formulate self study objectivesformulate a clear set of objectives for the individual self-study

activitiesrephrase unanswered problem statements such that they reflect the 'missing knowledge' determined in step 4. self-study-objectives should make clear what needs to be done (researched/measured/understood etc.), should provide an indication of when to be satisfied and stop studying! S.M.A.R.T. formulation could be useful here. add an indication of sources to use as a starting point

Make sure the set of objectives is complete (i.e. they ensure a solution of the problem in the final step).







step 6 self studygroup members individually get to work.

Each sets out to pursue all study objectives to guarantee a full understanding of the problem and to ensure a fruitful 'comparing of notes' in the last step. Planning and devising an effective study strategy (especially w.r.t. use of sources) are important skills during this step! Do not lose sight of the main goal (solving the problem(s) from step 2)!







step 7 conclusionEach member presents his/her findings for each of the objectives.

a moment for asking each other in-depth questions and testing gained insights by explaining them to the group. Discussing inconsistencies and solving confusion takes most time To conclude the group asks itself "Have we found a satisfactory solution to our problem?”aim is to agree on explanations/answers found, and on detail and depth of understanding. When unsatisfied, the group may of course reformulate further study objectives instead of concluding the PBL task!







afternoon: PBL learning using wiki

read assignment

follow PBL steps group study o learning questions plenary learning questions self study plenary conclusion

evaluation







assignment: afternoon timetable

14:00 introduction

14:30 pre-discussion (group)

15:15 plenary: learning objectives

15:45 self study

16:15 plenary: synthesis and conclusion







assignment: social integration by screen

Bert Mulder | Drs. IJsbrand Hoetjes

The Hague University

Public Management

www.thehagueuniversity.nl

Business

Trias PBL Asignment