HOW IS AIS 630 CONDUCTED NOW?

Change from the conventional lecture-based to a fully Problem Based Learning

(May 2002 – May 2005 partly PBL)

(June 2005 onwards fully PBL)

RATIONALE

The rationale for changing from the conventional lecture-based to a partly/fully Problem Based Learning environment are due to the following reasons:

To inculcate better learning habit by getting students to be actively involved in solving problems rather than being passive listeners.

To reinforce learning and help students take ownership over materials.

To give students the space and time needed to be able to appreciate the problems, suggesting solutions to solve the problems, refining and fine tuning the solutions as they progress though the PBL sessions.

To help students develop team working skills to solve problems.

To move away from the conventional way of teaching and learning process where the lecturers are the source of authority playing a dominant role of imparting knowledge.

PONDER!

We are faced with the phenomena of universities students not able to think critically. We would find this very alarming as we have students who excel academically but they are not critical thinkers. But increasing attention is paid to the notion that higher education can and should enable students to develop “skills” or “abilities” separate from the subject discipline studied.

A variety of terms are used to refer to apparently similar “skills” or “abilities”. Whatever term used, the explicit message is clear: these “skills” are important to society and to the individual, and therefore should figure prominently in the academic curriculum. No longer are students assumed to be developing such abilities, almost incidentally to the subject being learned.

But, even if employers required such skills, it does not follow that universities should help students to develop them and assess students in respect of them. After all, universities are not surrogate employment and training agencies! However, preparation for employment does serve to persuade many of the need for developing and assessing such “skills”.

Skills include communication, problem solving, teamwork and inter-personal as required in employment. The employment market is increasingly more competitive for new graduates.

Employers are looking for graduates who have more to offer than simply a good degree. In today's environment, graduates will need skills that will allow them to communicate effectively with both customers and other team members, and to adapt rapidly to a changing environment.

Students need to develop an early awareness of the importance of these skills and the impact on the work place.

Making students aware of the skills considered desirable can also help the student to gain more from their degree.

THE CHANGE!

BODIES OF KNOWLEDGE

“applied” to

Problems

PROBLEMS

Generate

Bodies of Knowledge

THE CASE/PROBLEM Badly structured, messy, open-ended and

sometimes vague Contain insufficient information Have more than one solution and many ways of

arriving at that solution Are inter-disciplinary Require a deliverable

ROLE OF FACILITATOR/LECTURER

Help students to become independent, self-directed learners (learning to learn, learning management)

Help develop students’ thinking or reasoning skills (problem solving metacognition, critical thinking) while they learn

GROUP DYNAMIC PROCESS

Best behavior, all are polite and cooperative

No friction and possible confrontation Cohesion, most productive period

Cannot take others for granted

See PBL at University of Delaware See PBL at Griffith University See PBL at University of Cincinnati

PBL AT UNIVERSITY OF DELAWAREGROUND RULES

come to class on timecome to class preparedparticipate fullyshow respect to all members of the groupdon't dominate the discussions

you must also decide on what the consequences are if the above ground rules are broken.

or, if the ground rules are continuously ignored or repeatedly broken, the consequences may be more serious ones.

PBL AT GRIFFITH UNIVERSITY GROUND RULES

become part of a group and hence have group responsibilities along with individual learning responsibilities

contribute to the groupdevelop trust within the groupvalue what others have to contributecommunication is vital - includes being a good

listenerconflict resolution essentialmodifying behaviour

·

WHAT FACILITATOR/LECTURER LOOKS FOR IN THE DISCUSSIONS?

• Participation• Communication• Preparation• Critical Thinking• Group Skill

PARTICIPATION

Little evidence of participation or interest. Occasionally participates but usually at a

superficial level. Show limited interest. Makes regular contributions and suggests

hypotheses and learning goals. Comments are relevant.

Good participation and usually shows a deep understanding of the topic.

Frequent and constructive participation. Asks relevant questions and always shows a deep understanding. Interested and enthusiastic.

COMMUNICATION

Poor communication skills. Is unable to express simple ideas.

Limited skills. Can express simple concrete ideas.

Appropriate communication skills but has some difficulty with abstract concepts.

Good skills. Can express complicated ideas. Excellent skills. Always able to explain points

and views Clearly and precisely.

PREPARATION

Little evidence of preparation for tutorials. Some preparation but usually limited to a

single source e.g. textbook. Prepares well. Uses different sources but

synthesis sometimes uneven. Usually well prepared. Uses different sources

and shows ability to synthesize different perspective.

Always well prepared with deep understanding of material from multiple sources.

CRITICAL THINKING Unable to support comments with reasoning

or data. Shows surface knowledge. Often unable to support or justify comments.

Does not question or challenge others. Shows a limit depth of knowledge.

Is often able to support contribution and is willing both to challenge others and to respond to challenges.

Usually able to support conclusion and often raises questions that display reflective thinking.

Can always justify contributions with reasoning and data, frequently asks questions that help promote a deeper understanding of the subject

GROUP SKILLS No apparent idea of group process.

Uninvolved. Passive with limited group skills. Defensive

and resistant when prompted. Adequate skills. Sometimes a passive

member but responds to prompting. Good group skills and contributes actively to

group activities. Excellent group skills. Always attentive and

encourages participation by other but does not dominate the discussion.

WHAT YOUR PEERS WILL LOOK FOR FROM YOU IN THE DISCUSSIONS?(Peer Evaluation Form)

Attendance 0 – 10 marksParticipation 0 – 10 marksCooperation 0 – 10 marks

Your must also write a general comment for each peer.

ATTENDANCE IN TERMS OF PUNCTUALITY

(Scale of 0 to 10)

Frequently late? Late for at least half the number of meetings

held? Always on time, if late only for very valid

reasons?

COORPERATION IN TERMS OF ATTITUDES

(Scale of 0 to 10)

Unwilling to cooperate or contribute? Would only do just enough; rarely contributed

ideas/suggestions? Exhibited enthusiasm in whatever he/she did;

often contributed ideas?

PARTICIPATION IN TERMS OF PREPAREDNESS & RESOURCEFULNESS(Scale of 0 to 10)

Could not be bothered/Not prepared for meetings? Occasionally prepared for meetings? Always prepared for meetings?

Did not know how/where to search for information? Able to find information but often from expected

sources (e.g. given by lecturer)? Very good at gathering information from many sources;

most are self-discovered?

PBL Websites www.pbl.cqu.edu.au www.pbli.org/pbl/generic_pbl.htm