University of Delaware

Workshop at Kutztown University

January 6, 2003

Experience It Yourself:An Introduction to

Problem-Based Learning

Institute for TransformingUndergraduate Education

George Watsonghw@udel.edu

The Way It Was... 1973 2003

Computation

graphing calculators,laptops,

gigabytes and gigahertz

The Way It Was... 1973 2003

Communication

e-mail,voice-mail,chatrooms,

FAX,pagers,

cell phonesinstant messaging,

wireless connectivity

The Way It Was... 1973 2003

Collections

Online Information:web catalogs,

networked databases,Britannica Online, online newspapers,

course websites,CMS

Problem-Based Learningand the Cs of Technology:

Computation and Calculation

Communication and Collaboration

Collections and Connections

Given the amazing advances in technology

and the dramatic change in the first-year experience,

Can we afford to continue teaching the way we were taught?

The question for this session:

First, an exercise:

1. Individually, write down five words or short phrases that come to mind when you think of:

Student-Centered Learning2. In pairs or small groups, select three

“most important”.

3. Finally, report out just one.

…the individuals learning the most in [the teacher-centered classrooms] are the professors. They have reserved for themselves the very conditions that promote learning:

What I know best I have taught…

Page 35, Huba and Freed, Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning, 2000

actively seeking new information,integrating it with what is known,organizing it in a meaningful way, andhaving a chance to explain it to others.

John Dewey…

“True learning is based on discovery guided by mentoring rather than the transmission of

knowledge.”

Characteristics Neededin College Graduates

High level of communication skills

Ability to define problems, gather and evaluate information, develop solutions

Team skills -- ability to work with others

Ability to use all of the above to address problems in a complex real-world setting

Quality Assurance in Undergraduate Education (1994) Wingspread Conference, ECS, Boulder, CO.

Recommendations from theCarnegie Foundation

Make research-based learning the standard.

Build inquiry-based learning throughout the four years.

Link communication skills and course work.

Use information technology effectively.

Cultivate a sense of community.

Cooperative Learning: What the research shows

Academic Successhigher achievement, including knowledge acquisition, accuracy, creativity in problem-solving, and higher reasoning level.

Attitude Effects persistence towards goals, intrinsic

motivation, applying learning in other situations, greater time on task

Johnson, Johnson, and Smith (1998)

Methods of Active andGroup Learning

Student Involvement

temporary groups permanent groups

“Think/Pair/Share” PBL

What is Problem-Based Learning?

PBL prepares students to think critically and analytically, and to find and use appropriate learning resources.

PBL is a learning approach that challenges students to “learn to learn,” working cooperatively in groups to seek solutions to real world problems.

“The principal idea behind PBL is that the starting point for learning should be a problem, a query, or a puzzle that the learner wishes to solve.”Boud (1985)

What are the CommonFeatures of PBL?

Learning is initiated by a problem.Problems are based on complex, real-world

situations.All information needed to solve problem is not

initially given.Students identify, find, and use appropriate

resources.Students work in permanent groups.Learning is active, integrated, cumulative, and

connected.

PBL: The Process

Students are presented with a problem. They organize ideas and previous knowledge.

Students pose questions, defining what they know and don’t know.

Assign responsibility for questions, discuss resources.

Reconvene, explore newly learned information, refine questions.

The Problem-Based Learning Cycle

Overview

Problem, Project, or Assignment

Group Discussion

Research

Group Discussion

Preparation of Group “Product”

Whole Class Discussion

Mini-lecture(as needed)

Assessment(when desired)

Form Working Groups

PBL: Experience It Yourself

Whose Baby Is It?

Courtesy of University of Utah Andrology Microscopy Labhttp://www.med.utah.edu/andrology/photo_gallery.html

PBL: Experience It Yourself

1. Who are the parents?How could they tell?

2. What are the implications for the two couples?

3. What questions should they ask?

4. What are the possible recourses?

Stage Two

Each group should discuss one of the following issues that need to be resolved:

• legal• social• ethical• health

Stage Two (cont.)

For group discussion:

How should this case be resolved?

Stage Three

For group discussion:

Do you agree with the court decision?

Compelling Features of PBLfor New Adapters

Models itself on how students learn.

With information overload, prepares students to be life-long learners.

More realistic curriculum prepares students for world outside the classroom.

Ensures more up-to-date materials, content.

Generates enthusiasm among faculty.Boud and Feletti, 1998

Reflections and Questions