PAARL Parallel Session-Workshops on Library and Web 2011, Holy Angel University, Pampanga, 19-20 August 2010

Ms. Anna Rita L. AlomoHead Librarian - General Reference and Information SectionUniversity of Santo TomasyMiguel de Benavides Library

O tliOutlineUnderstandings and Interpretations of Problem-based Learning

Frameworks of Librarian Involvement in PBL Program

Route to Authentic Learning

Conclusion

U d t di g d I t t ti f Understandings and Interpretations of Problem-based Learningg

Problem-based learning (PBL) is an educational technique used to supplement or replace traditional lecture-based courses.use to supp e e t o ep ace t a t o a ectu e ase cou ses.

It provides the theoretical framework for a learner-centered active instructional experience that relies on collaboration, critical thinking, and hands-on interaction with resources.

An approach to learning through which students have been bl d d d h i i i d f k enabled to understand their own situations and frameworks so

that they are able to perceive how they learn, and how they see themselves as future professionals.p .

Information ResourcesPrinted and electronic books (e-books)

Printed and electronic journals (e-journals)

Printed and electronic reference tools (e-dictionaries, e-abstracts and indexes, multimedia encyclopedias, etc.)

F k f Lib i Framework of Librarian Involvement in PBL Program1. Assistance at the Reference Desk

Involvement in PBL Program

2. Instruction at the Reference Desk

3. Course-Related Instruction

4. Resource Management and Utilization

5. Consultation with Faculty and Students

6. Group Facilitation

1. Assistance at the Reference Desk

I t ti ith t d t t th f d k h l i th - Interaction with students at the reference desk, helping them select appropriate resources for their learning objectives.

directory

dictionaryatlas

newspaper

2 Instruction at the Reference Desk2. Instruction at the Reference Desk

- Closer to the goals of the curriculum than directing students to resourcesresources

- Teach students how to use specific resources

How the online catalog can be How the online catalog can be used to identify what journal

titles the library owns?

How to use ScienceDirect to identify

review articles?

3 Course Related Instruction3. Course-Related Instruction

- Librarians would identify curricular integration

Recognizes the importance of information seeking skills- Recognizes the importance of information-seeking skills

A. Interactive Information Seeking

B Steps in Information SeekingB. Steps in Information Seeking

- A concept map presents the relationships among a set ofconnected concepts and ideas. It is a tangible way to display howp g y p yyour mind "sees" a particular topic. By constructing a conceptmap, you reflect on what you know and what you don't know. In aC M h ll d b i l dConcept Map, the concepts, usually represented by single wordsenclosed in a rectangle (box), are connected to other conceptboxes by arrows.y

PBL and Concept Maps-An Analogy:

In problem-based learning, each student group is like a partyof explorers entering new territory. As a group they decide whatof explorers entering new territory. As a group they decide whatneighboring areas they should reconnoiter, the individual membersscout these areas and return to describe things they discovered that are

l t t th t ’ i t t It i i t t i thi th t threlevant to the party s interests. It is important in this process that thescouts know what they are looking for (have well-defined learningissues). In this effort, each member learns different things that getintegrated and used to make decisions. Not all of the information willbe transmitted to the others. When the expedition is over and theparty needs to summarize their explorations, they draw a map thatp y p , y pcaptures the important features of the territory. This wouldcorrespond to a PBL group constructing a concept map. Theinstructor or tutor ser es as a nati e guide in this analoginstructor or tutor serves as a native guide in this analogy.

4. Resource Management and Utilization

C ll ti t t b h i d l l ith th - Collection management must be synchronized closely with the curriculum

- Gathering and analyzing information about the resources used Gathering and analyzing information about the resources used by students

A. Information resources and tools

B. Evaluating information resources

5. Consultation with Faculty and Students

C t- Components:

1. Consulting during planning and development of the PBL curriculacurricula.

2. Consulting with students and faculty during PBL regarding information sources, use, and information-seeking g g gstrategies.

6. Group Facilitation

Indicates the greatest level of curricular integration is librarians - Indicates the greatest level of curricular integration is librarians serving as small-group facilitators (tutors)

- Librarians can function well as facilitators because of the interpersonal and communication skills developed for reference interviewing and assisting library users

Route for Authentic Learning

What is authentic learning?

What makes authentic learning effective? g

Why is authentic learning important?

Wh I A h i L i ? What Is Authentic Learning? - Authentic learning typically focuses on real-world, complex

problems and their solutions, using role-playing exercises, problem-based activities, case studies, and participation in virtual communities of practice communities of practice.

- A learning environment is similar to some ‘real world’ application or discipline: for example, managing a city, building a house, flying o sc p e: o e a p e, a ag g a c ty, u g a ouse, y g an airplane, setting a budget, and or solving a crime.

- Authentic learning intentionally brings into play multiple disciplines, multiple perspectives, ways of working, habits of mind, and community.

10 El t f A th ti 10 Elements of Authentic LearningLearning

1 Real orld rele ance1. Real-world relevance

2. Ill-defined problem

3 S i d i i i3. Sustained investigation

4. Multiple sources and perspectives

5. Collaboration

6. Reflection (metacognition)

7. Interdisciplinary perspective

8 Integrated assessment8. Integrated assessment

9. Polished products

10. Multiple interpretations and outcomes

Authentic Learning Practices

Simulation-Based Learning

Inquiry-Based Learning (Open

Learning I i i i )

Student Created

Initiative)

Peer Based Working with Student-Created Media

Peer-Based Evaluation

gRemote

Instruments

Working with Research Data

Reflecting and Documenting AchievementsAchievements

Wh M k A h i L i What Makes Authentic Learning Effective? Effective?

Authentic learning aligns with research - Authentic learning aligns with research into the way the human mind turns information into useful, transferable knowledge. knowledge.

Three principles illustrate the alignment between learning research and authentic learning:

Learners look for iconnections

Long lived attachments Long-lived attachments come with practice

New contexts need to be explored

Eight critical factors that researchers say must Eight critical factors that researchers say must be aligned to ensure a successful learning environment :environment :

goals

content content

instructional design

learner tasks

instructor roles

student roles

technological affordances technological affordances

assessment

Why Is Authentic Learning - Authentic learning exercises expose

y gImportant?

the messiness of real-life decision making, where there may not be a right or a wrong answer per se right or a wrong answer per se, although one solution may be better or worse than others depending on p gthe particular context.

- The goal is to give learners the fid h i h b i confidence that comes with being

recognized as “legitimate peripheral participants” in a community of participants in a community of practice.

Conclusion

Authentic i

PBL UserLearningProgram

ReaderReader

Services

ConclusionThe value problem based-learning has been underestimated in

terms of the ways in which it can:

d f h ld f kequip students for the world of work

improve students’ learning by helping them to learn with complexity and through ambiguity andcomplexity and through ambiguity, and

enable students to see learning as a lifelong cyclical process through which to develop increasing understandings of g p g gthemselves and the situations in which they learn effectively.