HELIAmyy.haaga-helia.fi/.../pblweb-studyguide-moodle.docx · Web viewliibba/pblweb/pblweb-studyguide-moodle.docx. PBL. Web ... In our work, we constantly ask ourselves: How does

Study GuidePBLWeb Course29 May 2012

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PBLWeb CourseStudy Guide

(1) INTRODUCTION.............................................................................................................................1(2) MOODLE LEARNING PLATFORM........................................................................................................3(3) PBL CYCLE AS A WORK PROCESS...................................................................................................5

(3.1) OPENING..............................................................................................................................7(3.2) CLOSING..............................................................................................................................9

(4) ASSESSMENT AND COURSE FEEDBACK............................................................................................13(5) SCHEDULE TEMPLATES................................................................................................................13APPENDIX: PROJECT REPORTING GUIDELINES.........................................................................................16

(1) INTRODUCTION

The learning approach on this course is based on the principles of problem-based learning (PBL). It activates the students to take responsibility for their own learning, and challenges them to learn through engagement in a real problem. It simultaneously develops both problem-solving strategies and disciplinary knowledge bases and skills by placing students in the active role of problem-solvers.

The fundamentals of PBL are explained in more detail in PBL Study Guide (available at http://myy.haaga-helia.fi/~liibba/PBLguide.pdf). The PBL Study Guide includes excerpts from the following publication:

Helelä, Matti and Fagerholm, Harriet (2008). Tracing the Roles of the PBL Tutor. A Journey of Learning. Haaga-Helia Publication Series. Discussion 10/2008. Haaga-Helia University of Applied Sciences, Helsinki. Available in pdf format at http://www.haaga-helia.fi/fi/tutkimus-ja-kehityspalvelut/julkaisut

Our understanding of PBL is determined by how we view the world, the human being and knowledge. We have a participatory worldview: people need other people to develop. We see the individual as autonomous, responsible and active. People create knowledge together in interaction and each individual gives knowledge his or her own meaning.

Although the discussions in PBL focus on the relevant professional contents, the core of the learning is actually more on the process and skills rather than on the contents. One could say, perhaps, that the contents serve the learning of the process skills. And, at the same time, the process skills help the learners to critically view the contents more and more as they develop their

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process skills. Through student-centred learning, the learners gain more and more self-confidence, which is often the key to success on a personal and professional level.

In our work, we constantly ask ourselves: How does learning develop and support the following skills, much called for in the workplace today and tomorrow?

Responsibility for one’s own learningAssessment of one’s own learning and actionSetting personal goalsSelf-confidenceInformation searchAnalysis of information (into knowledge) and finding the essentialApplying knowledgeAnalytical approach, problem recognition, creative problem solving, critical thinkingArgumentation skills Respect for othersTeamwork and cooperation skills Feedback sharing skillsPresentation skills

According to our experience, problem-based learning provides an ideal framework for learners to develop these skills through guided teamwork and personal study.

Without interactionWe learn a fraction Together we learn indeedThe skills we really need

© 2008 Matti Helelä

Tutorials (or guided online discussions) form the core of PBL, together with preparation during personal study. Social construction of knowledge takes place in tutorials (or guided online discussions). The socio-constructive learning approach is also present in projects and teamwork, but usually the tutor is not present in student project meetings, and therefore PBL tutorials (guided online discussions) are the backbone of the PBL process. The tutor is present, helping the participants to become aware of the various perspectives and characteristics of the process. The tutor also helps to bring the group back to track, when needed. However, the tutor mainly remains on the side, helping the group to replace the tutor in many ways along the process. Occasionally, the tutor could be totally absent.

We believe in instructionThrough social knowledge construction

© 2008 Matti Helelä



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The purpose of this PBL Web Course Study Guide is to explain the PBL online learning process (why and how) and the principles of assessment.

Why PBL online? We already listed the skills obtained through PBL on the previous page. The online version of PBL provides similar skills, with emphasis on written communication rather than face-to-face communication. Since the world is becoming more and more mobile, online learning provides the learners with valuable online communication skills needed at the workplace.

How is knowledge constructed in a PBL team? The main activities could be highlighted as follows: Defining the problem and the learning objectives together Searching and analyzing information Discussing the topic and building on each other’s comments Applying theory to practical contexts and examples Argumentation and critical thinking Evaluation and sharing feedback

The 8-step approach widely used in problem-based learning (PBL) is applied to this PBL Web course. For student groups to go through the eight steps mainly asynchronously on the Web, instead of getting together for tutorial sessions, a special work process has been designed for this purpose. This Study Guide describes the PBL cycle as a work process (chapter 3), and provides instructions for how to observe the 8-step approach in your work process (chapter 4). The Study Guide also explains the principles of assessment and course feedback, in which the students participate according to the principles of the PBL approach (chapter 5). The use of the Moodle learning platform is briefly summarized in the following chapter (chapter 2).

In addition to this Study Guide, please read the course information provided in Moodle. The course implementation plan provides the necessary course-specific information about the content and the schedule and any exceptions to this Study Guide.

Some PBL Web courses include a project. The short sections in this Study Guide related to project courses are highlighted in blue. In addition, the appendix provides basic guidelines on how project reporting may be integrated into a PBL Web course. If you are enrolled on a project course, check the course information for any exceptions to the project guidelines provided in this Study Guide.

(2) MOODLE LEARNING PLATFORM

The learning platform used on the PBL Web course is Moodle (http://elearn.haaga-helia.fi/moodle).

References to the communication tools and information sites in Moodle are highlighted in red throughout this Study Guide. This chapter briefly explains the role of the main functions.



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News from the Instructor

General information or topical announcements. If you choose to subscribe to the forum, you will

receive email notifications. If the instruction has chosen “forced subscription”,

you will receive email notifications without your own choice. (The same rule applies to the other forums.)

Help Forum Ask questions that benefit all course participants. Answer each other’s questions. Avoid email (used for personal or urgent matters).

Social Forum Get to know one another on a voluntary basis.Course Implementation Plan

Course-specific information about the content and the schedule and any exceptions to this Study Guide.

PBL Web Course Study Guide

This Study Guide. Describes the learning process.

Discussion Memo Template

Outlines the recommended structure for the Discussion Memo.

Self-assessment Form

Rubir/matrix for you to assess your own PBL discussion performance.

Course Evaluation The link for you to give course feedback appears at the end of the course.

PBL Task Learning task. Unit of learning. Includes a cycle of 8 steps (steps 1 – 5 = Opening

Discussion; steps 6 – 8 = Closing Discussion).Trigger Ill-defined problem (text or other stimulus).

Starting point for the PBL Task. Initiates the opening discussion.

Chat Place for synchronous discussion. The group may choose to supplement or replace

some of their asynchronous discussion here. The discussions are automatically recorded in the

archives and you may review them after the discussion. This helps you in writing the discussion memos.

Opening Discussion(forum)

Place for asynchronous discussion for defining the learning objectives.

Closing Discussion(forum)

Place for asynchronous discussion for collaborative knowledge construction.

Discussion Memo (wiki)

Well-structured description or summary of the opening and closing discussions (written by the recorder) and evaluation (written by the observer).

Concept Map for the Tutor

Place for posting your concept map.

Self-assessment for the Tutor

Place for posting your self-assessment regarding your PBL discussion performance.



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(3) PBL CYCLE AS A WORK PROCESS

In problem-based learning, students construct knowledge together in a group. The course includes several learning tasks called PBL tasks. Each PBL task (also called a PBL cycle) consists of an opening discussion (steps 1–5) and a closing discussion (steps 6–8). The PBL cycle as a work process is introduced in this chapter.

The purpose of the opening discussion is to begin the new PBL task and bring the group members’ prior knowledge about the topic to the common table. Each opening discussion results in clear learning objectives formulated by your own student group. After an active period of personal study, you will close the task together with your group members in a closing discussion. Thus, the group members will share their learning and construct knowledge together.

Each group member will act in the roles of the Discussion Leader (DL), Recorder, and Observer. These roles rotate and change for each PBL task.

The course implementation plan provides the necessary course-specific information about the content and the schedule and any exceptions to this Study Guide.

[In a project course, each student group is also expected to write a project report (in one or more phases) and exchange feedback with a peer group (in one or more phases) as instructed in the project assignment.]

Each PBL task is published in Moodle (PBL Task) according to the course schedule. The group must open and close the weekly task according to the course schedule.

Each student group opens each PBL task as follows. Each group member posts at least one opening proposal in the Opening Discussion forum. Alternatively, the group may meet in the Chat to open the PBL task. In either case, the discussion leader must conclude the opening discussion in the Opening Discussion forum and the recorder must summarize the whole opening discussion in the Discussion Memo (wiki). The tutor gives feedback regarding the opening discussion and the memo.

Each student group closes each PBL task by engaging in active discussion as follows. Each group member posts messages in the Closing Discussion forum, elaborating on the learning objectives and discussing the subject under review. Students are expected to construct knowledge together, also providing feedback and asking relevant questions. The discussion leader should summarize parts of the discussion when needed and conclude the closing discussion in the in the Closing Discussion forum, and the recorder must summarize the whole closing discussion in the Discussion Memo (wiki).

The observer evaluates the whole discussion (group level and each individual) and adds the feedback to the Discussion Memo (wiki) after the recorder



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has summarized the closing discussion. After this, the tutor gives feedback regarding the closing discussion and the memo.

To close a PBL task, the group may choose to supplement their discussion with a meeting in the Chat. If the group chooses this option, all members of the group must post their personal closing introductions in the Closing Discussion forum well in advance for all members to study each other’s texts before the meeting. Thus, the purpose of the Chat would be to further discuss the ideas and perspectives already introduced by the group members.

In the Opening and Closing Discussion forum, you may select “Add a new discussion topic” or “Reply” to continue an existing discussion. You may attach files to supplement your message with an illustration (such as a figure or table).

[In a project course, students work on their project throughout the course. The weekly PBL tasks are designed to support the project, and students are expected to apply their knowledge to the project. Instructions for the project assignment are given in Moodle (Project Assignment).]

The following table illustrates the PBL cycle as a work process in more detail, using the 8-step approach. The weekdays are referential. Here the length of cycle is one week, but the cycle may be longer. If the cycle is no longer than one week, it may be advisable to open a new task on the last closing day of the previous task.

Opening Phase Closing Phase(1) Clarify the concepts in the trigger(2) Define the problem(3) Brainstorming(4) Analysis / Systematic classification(5) Formulate learning objectives

(6) Personal study(7) Closing discussion in the Closing

Discussion forum

↓Post at least one opening proposal in the Opening Discussion forum and give feedback and comments to the other members

(Weekday 1)

↓Post your closing messages in the Closing Discussion forum. Discuss with your sources and other group members. Compare theories and apply theory to practice. (by the following Weekday 1)

↓The DL concludes the opening discussion and suggests the final learning objectives in the Opening Discussion forum

(by Weekday 2 noon)

↓The DL summarizes parts of the discussion when needed and concludes the closing discussion in the Closing Discussion forum (by Weekday 2 noon)

↓The recorder summarizes the opening discussion in the Discussion Memo (wiki)

(Weekday 2)

↓The recorder summarizes the opening discussion in the Discussion Memo (wiki)

(Weekday 2)↓

(8) EvaluationThe observer evaluates the whole



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discussion (group level and each individual) and adds the feedback to the Discussion Memo (wiki) (Weekday 3)

↓Tutor’s feedback (Weekday 2)

↓Tutor’s feedback (Weekday 4)

(3.1) OpeningThe instructions for the opening process are as follows:

Step 1: Clarify concepts Read the task trigger published in Moodle (PBL Task – Trigger). List the possible unfamiliar terms and find out what they mean.

Step 2: Define the problem Think about the possible problems and formulate one. You may also formulate alternative problems. Ask yourself: “What is going on here?” The word “problem” here

refers to what the trigger is all about. In other words, defining the problem is comparable to giving a title to the issue, in the form of a sentence: either a statement or a question.

Step 3: Brainstorming Elaborate on the problem and think about what you already know

about the problem area. Write down words, concepts and ideas related to the problem. Try to come up with many ideas and do not be critical at this stage.

Step 4: Analysis / Systematic classification Analyze the results of your brainstorming. Think about the relations between different concepts. Categorize the concepts or build a model (a mindmap, concept map

or other suitable illustration). Explain your categorization or model with words.

Step 5: Formulate learning objectives Write two to four learning objectives in the form of questions or

statements. The learning objectives should guide you to apply new theoretical

concepts to a practical solution, related to, for example, the trigger or a chosen company, product or phenomenon. [In a project course, you should make a strong application to the context of your project.]

Completing steps 1 to 5 in a group

Each group member must go through steps 1 to 5 and post his or her opening messages in the Opening Discussion forum. Everyone should make at least one proposal and give feedback and comments regarding other proposals. Each group member’s contribution should include the following:

Problem proposals. Concept categorization or model, and explanation.



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Two to four learning objectives. Feedback to the others. Keywords (list of theoretical key concepts related to the topic)

The student group is not supposed divide the PBL task into individual responsibilities. In other words, every student must study everything.

If the group is large (7 or more students), the group may decide that the DL, recorder and observer be allowed to focus on their special roles without having to engage in the discussion in the same way as the other group members. In smaller groups (4 to 6 students), the DL, recorder and observer would normally do the same work as anybody else in addition to their role-specific responsibilities. The group may also decide to give the roles of the DL and recorder to the same person. Alternatively, the DL and observer could be the same person. An observer recorder may also work well in some groups.

The discussion leader (DL) in the opening discussion Creates team spirit. When needed (and depending on the flow of the discussion):

Opens the discussion. Directs and facilitates the discussion. Involves everyone, making all members responsible for their

contribution. Asks questions. Builds bridges.

Summarizes parts of the discussion. Concludes the opening discussion in the Opening Discussion forum and

suggests the final learning objectives. (The tutor stays in the background, “guiding on the side” when

necessary.)

The recorder in the opening discussion Summarizes the opening discussion in the Discussion Memo (wiki) as

follows: Approach (brief description of how the group discussed the topic

represented by the trigger). Problem (title of the topic or chosen perspective in the form of a

question, statement or concept). Concept categorization or model, and explanation (summary of the

group’s current knowledge). Learning objectives (2 – 4 objectives and tasks on the basis of the

chosen problem area). Keywords (list of theoretical key concepts related to the topic).

A Discussion Memo Template is provided in Moodle.

The observer evaluates the discussion (group level interaction process and each group member’s individual contribution) and adds the feedback to the Discussion Memo. The observer may evaluate the opening and closing discussion together at the end of the cycle. Thus, the Discussion Memo always includes the opening discussion (written by the recorder), closing discussion (written by the recorder) and evaluation (written by the observer).



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(3.2) ClosingAll members of the group must study the entire topic under review. The instructions for the closing process are as follows:

Step 6: Personal study Study the required and hopefully the recommended sources. You are

also expected to find more sources yourself, since one major goal is to learn to find, evaluate and apply new sources to practical solutions.

Keep the learning objectives clearly in mind. Instead of reading every word or line in your text, try to find answers to the learning objectives, since they are the guiding light in your study.

Apply the theory you learn to the example in the trigger or the context chosen in the learning objectives. To apply theory, you are expected to find and analyze relevant examples in the real world (outside the textbook), including your own experiences. [In a project course, you should make a strong application to the context of your project.]

Make notes to check that you understand the main ideas in your study. Making notes helps you to prepare for the closing discussion.

Draw a concept map or illustrations (your own model). You may combine the various theories you have studied or even improve them according to your own views if you can argue your perspective.

Compare your findings with the opening discussion in the discussion memo, to understand your learning.

Write down your sources and try to evaluate their reliability. In other words, prepare to explain to your group members with whom you have been “discussing.”

Contemplate your learning process. In other words, make some notes about how the material affected your thinking. (This will also help you to include qualitative comments about your learning in the self-assessment forms that you are expected to hand in.)

Step 7: Closing discussion Participate in the discussion actively and according to schedule. The

tutor will monitor your discussion. Contribute to group knowledge construction by sharing your learning.

Provide information and suggestions for joint consideration and public debate.

Argue your opinions and perspectives. Use illustrations and attachments when needed. Ask questions to check your understanding and to challenge the

others. Read the messages of other group members. Give critical and

constructive feedback about their ideas and perceptions. Challenge their statements with well-grounded argumentation.

Move between different perspectives and try them. If needed, adopt another person’s perspective and evaluate it

critically.



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As a group, try to come up with a shared view of the key concepts and models. In addition to solid theory, make a strong application to the example given in the trigger or to the context chosen in the learning objectives.

Step 8: Evaluation Evaluate the level of the discussion from the perspectives of (1)

group dynamics and (2) your learning in relation to reaching the learning objectives.

Completing steps 6 to 8 as a group

Each group member must go through steps 6 to 8 and posts his or her closing messages in the Closing Discussion forum. The aim is to generate interaction, rather than a sum of various monologues. Students are expected to construct knowledge together, also providing feedback and asking relevant questions. Therefore, try to build on the comments and perspectives of other students.

Focus on the quality of your discussion. Study the Self-assessment Form to enhance your performance.

Compare theories and apply theory to practice in your discussion. Aim at personal reflection and a dialogue with the sources, instead of copying the contents with mere cosmetic changes. Write in your own words; don’t copy paste. Explain your reasoning.

Refer to your sources by using proper in-text references and use a style that clearly shows which parts of the text are based on your own views and which sections are based on external sources. You may discuss with the sources and aim at personal reflection, for example, as follows:

When examining consumer behavior, it is important to understand the stages in the buying decision-making process, which Kotler (2003, 204) describes with a five-stage model. I find this model suitable for describing the behavior of Company X’s potential customers, who are highly involved in the purchase just because of the high price and complexity of the product (see Kotler 2003, 201).

In the last sentence of the above example, “see” refers to the fact that the application to Company X was not taken from the source even though the source discusses the same topic. By providing the reference, you are giving the reader the opportunity to find more information about your conceptual framework. To further specify the contents and your reference, you may replace the sentence with a more explicit explanation as follows:

I find this model suitable for describing the behavior of Company X’s potential customers, who are highly involved in the purchase because of the high price and complexity of the product. This involvement and product complexity affect the nature of buying



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behavior, which Kotler (2003, 201) categorizes under four different types.

You may continue your discussion in this example as follows:

The behavior of Company X’s potential customers is likely to be complex buying behavior, in which the customer typically goes through the different steps in the five-stage model. Here, the customer recognizes a need for…

In these examples, the writer combines the contents of two different models to establish an understanding of the big picture. The writer also applies theory to practice.

End every message with a list of keywords. On the last line of your message, add the heading Keywords, followed by the main theoretical concepts. This will orient the readers to the contents of your discussion. It also helps you to evaluate how well you have conceptualized your discussion. If you post your main discussion in an attached file (such as a Word document), the keywords should appear both in the message field and in the attachment. When posting short messages, please remember that it is easier for the readers to browse through them in the message field than in attachments, which should be used mainly for illustrations, such as tables and figures.

The responsibilities of the discussion leader, recorder and observer may be summarized as follows.

The discussion leader (DL) in the closing discussion Creates team spirit. When needed (and depending on the flow of the discussion):

Opens the discussion. May write an agenda, a list of subtopics under each learning objective. Directs and facilitates the discussion. Involves everyone, making all members responsible for their

contribution. Asks questions. Builds bridges. Encourages the group to go deeper into the topics.

Summarizes parts of the discussion. Makes sure that the group covers the learning objectives. Concludes the closing discussion in the Closing Discussion forum. (The tutor stays in the background, “guiding on the side” when

necessary.)

The recorder in the opening discussion Summarizes the closing discussion and adds it to the Discussion Memo

(wiki) as follows: Well-structured description of the closing discussion.



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Use subheadings. Theory and application. Highlight the concepts visually. In-text references.

Keywords (list of keywords related to the topic) Sources (information sources used)

A Discussion Memo Template is provided in Moodle.



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The observer evaluates the whole discussion (group level and each individual) and adds the feedback to the discussion memo. Thus, the discussion memo always includes the opening discussion (written by the recorder), closing discussion (written by the recorder) and evaluation (written by the observer). The observer’s evaluation should focus on the following observations:

Group level evaluation Covering the learning objectives and the depth of the contents? Collaborative knowledge construction?

o Did some people tend to start the discussion, giving the others the follower’s role?

o Did anyone dominate the discussion?o Did some people remain in the background?o Did people evaluate each other’s ideas and even challenge

them, or did everyone tend to agree with the “opinion leaders”?o Did someone summarize any parts of the discussion so that

everyone could understand the big picture and know how to continue the discussion?

DL evaluation Involving everyone when needed and creating team spirit Building bridges and summarizing parts of the discussion when needed Overall grade on a scale of 0 to 5

Recorder evaluation Discussion memo Overall grade on a scale of 0 to 5

Individual group member evaluation How well did everyone contribute to knowledge construction?

o Active participation with relevant information?o Using prior knowledge in the opening discussion? (However: no

sources expected at this phase.)o Quality of sources and referring to them?o Sharing and comparing (or combining) theories?o Applying theory to practice (examples and own experiences)

in the closing discussion?o Critical thinking and argumentation skills.o Explaining fluently in one’s own words?o Building on each other’s viewpoints?

Argumentation skillso Explaining one’s reasoning behind the argumentation?o Making oneself understood?

Respect and team spirit? Overall grade on a scale of 0 to 5



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(4) ASSESSMENT AND COURSE FEEDBACK

Assessment on the PBL Web course is a joint effort between the student and the instructor. This chapter briefly explains the assessment practice and the course evaluation.

Course assessment is mainly based on your contribution to the opening and closing discussions (including your performance as a DL, recorder and observer).

[In project courses, the project may be weighted by 50 percent in course assessment.]

You are expected to complete the required number of self-assessments. The Self-assessment Form is provided in Moodle. You are expected to assess your personal performance from various perspectives with grade points 0 to 5 (quantitatively) and in your own words (qualitatively). When writing in your own words, give evidence (examples) of how you have met the various criteria. Post your self-assessment to Self-assessment for the Tutor.

You are also expected to construct a concept map or concept maps (hierarchies of the key concepts studied) and send them to the tutor according to the course schedule.

The concept maps help you to see the big picture and the relations between the key concepts. To study about the various concept maps, please find relevant information in Wikipedia or elsewhere on the Web. Post your concept map to Concept Map for the Tutor.

The required number of self-assessments may be one per PBL task or one or two per course. The same applies to the concept maps.

Some courses may also include other individual (or group) tasks, such as Blogging about topics related to the course content. Tweeting about topics related to the course content. Other relevant activities.

The blogging or tweeting task could be linked to observing the topical news in the media and/or reflecting on short video clips related to the course content. The course implementation plan will provide further contents.

You must fill an anonymous Course Evaluation form in Moodle at the end of the course. Providing this feedback is compulsory and the purpose is to enhance the course in the future according to the feedback received. Moodle allows the tutor to see who have given the evaluation but does not specify the data according to the respondents.

You are welcome to share any questions and answers in the Help Forum in Moodle. This will help other course participants with similar questions.



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Getting to know other course participants in the Social Forum is also a good idea for the team spirit.



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(5) SCHEDULE TEMPLATES

Check the deadlines related to the PBL tasks in the following table.

Recom-mended week

Task Weekday

Date Time

1 PBL task 1: Opening proposalsPBL task 1: Opening in the memo (wiki)PBL task 1: Instructor’s comments

122

2 PBL task 1: Closing discussion completePBL task 2: Opening proposalsPBL task 2: Opening in the memo (wiki)PBL task 2: Instructor’s commentsPBL task 1: Closing in the memo (wiki)

88999


1515161616




7 Post your self-assessment regarding your PBL discussion performance (PBL tasks 1–5 on one



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page) in Moodle. Post your concept map(s)

regarding PBL tasks 1–5 in Moodle.8 PBL task 6: Closing discussion

completePBL task 7: Opening proposalsPBL task 7: Opening in the memo (wiki)PBL task 7: Instructor’s commentsPBL task 6: Closing in the memo (wiki)

Intensive week910 PBL task 7: Closing discussion

completePBL task 8: Opening proposalsPBL task 8: Opening in the memo (wiki)PBL task 8: Instructor’s commentsPBL task 7: Closing in the memo (wiki)



13 PBL task 10: Closing discussion completePBL task 10: Closing in the memo (wiki)

14 Post your self-assessment regarding your PBL discussion performance (PBL tasks 6–10 on one page) in Moodle.

Post your concept map(s) regarding PBL tasks 6–10 in Moodle.

1516



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The following table may be used to keep a record on the roles for each PBL task.

Team 1 (Tutor: xx)

PBL task 1

PBL task 2

PBL task 3

PBL task 4

PBL task 5

PBL task 6

PBL task 7

PBL task 8

PBL task 9

PBL task 10

.

Student 1 DL Obs RecStudent 2 Rec DL ObsStudent 3 Obs Rec DLStudent 4 DL Obs RecStudent 5 Rec DL ObsStudent 6 Obs Rec DL



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APPENDIX: PROJECT REPORTING GUIDELINES

This appendix provides an example of how a project may be integrated into the PBL Web course. The project may be weighted by 50 percent in course assessment or otherwise. If you are enrolled on a PBL project course, check the course information for any exceptions to these guidelines.

The project aims to establish the following learning processes in the students:(1) [The content-specific learning processes and the possible exceptions to

the following learning processes are given in the course implementation plan.]

(2) Conduct personal study and group discussion at an advanced level, comparing sources and models, making thorough applications, and combining theories and the student’s own ideas to formulate new models.

(3) Work professionally with a client company in a (multicultural) team.(4) Apply problem identification, analysis and solving to course-related

projects.(5) Understand the significance of and conduct primary research in the

course-related topic or topics.(6) Collect, analyse and use relevant research findings to write a research

report and/or create a product (such as guidelines or a plan) for a client company.

(7) Present the project outcome to peers and the client company.

Students work on their project throughout the course. The weekly PBL tasks are designed to support the project, and students are expected to apply their knowledge to the project.

The following figure and description illustrate a project reporting process that involves project plan, an outcome (project report and/or product), peer assessment, and the group’s own report and group assessment. Each project group is expected to write a project plan and a project report (in one or more phases) and modify them after sharing feedback with their peer group and the tutor. At the end of the project, each group is expected to assess their outcome and each group member’s contribution.

In large projects, the project plans and project outcomes may be presented and discussed in a ConnectPro web conference.



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(1) Project plan What? Why? How? When?

To discuss your work process with your project group members, use the Project Plan Discussion forum.

Write the project plan in the Project Plan wiki. Share feedback about your project plan with your peer group in the

Peer Feedback about Project Plans and Project Reports forum (comment on the merits and give constructive feedsback on how the project plan could be improved).

Include the following in your project plan: Brief company introduction (only enough to understand the project). Purpose and objectives of your project (research question and sub-

questions). Your work process and communication with the client organisation.

o Group member responsibilities. o Process map: schedule and deadlines.

Table of contents of your final report (outcome). Theoretical background and the main sources (use in-text references).


(3)Report and group

assessment by the group(1) Outcome(2) Contributions

(2)Outcome

Project report(and/or product)

(1)Project plan

What? Why? How? When?

Client project

(1b, 2b)

Peer assessment and feedback

sharing


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Primary research.o What data to gather and how?o How to analyse the data into information and how to present it?

Creative work

Present your project plan in class or in a web conference (with at least your instructor and peer group present). Sign into your instructor’s ConnectPro meeting room by logging in with your university username and password on the following site:

https://acopro.haaga-helia.fi/firstnamelastnameYour peer group and the instructor will give you feedback and discuss your project plan after your ten-minute presentation.

(2) Outcome Project report and/or a product, such as guidelines or a plan

To discuss your work process with your project group members, use the Project Report Discussion forum.

Write the project report in three stages (A, B, C) in the Project Report wiki as shown below (first-year projects may be written in just one or two phases without an empirical study).

Share feedback in stages A and B about your project report with your peer group in the Peer Feedback about Project Plans and Project Reports forum.

Version A (Theory)

Title pageTable of contentsIntroduction (Chapter 1)

Brief background informationBrief company introduction (only enough to understand the project)Purpose and objectives of the research (research question and sub-questions)Research approachOrientation to the structure of the report

Theory (Chapter 2)Collect theory from versatile sources Conceptual framework for your empirical studyUse in-text referencesSummarize your theory with text and illustration

Methodology (Chapter 3)How to collect the dataHow to analyse the data into information

SourcesAppendices

Questionnaire and other relevant appendicesNumber the appendicesRefer to them in the main text



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When giving feedback to your peer group, you should focus on the logic and depth of the contents, as well as the sources. You should comment on the merits and give constructive feedback on how the report or product could be improved for the final version. Use your own comments, but observe the criteria given in the Project Report Assessment Form available in Moodle.

Version B (Complete)

Change the verbs in Version A (in the methodology section) so that it explains what actually happened (past tense) instead of what will happen (future). Then add the following:

Findings from the empirical study (Chapter 4) Present and interpret the findings in the light of the conceptual

framework presented in the theoretical part of your study. Summarize the findings. Discuss the validity and reliability of your study.Product, such as guidelines or a plan (Chapter 5) Based on the research findings and your own creativity, make a

proposal that includes your own creative solution for a product, such as guidelines or a plan.

Conclusion (Chapter 6) Summarize your work. Present your conclusions and recommendations for further research or

action. Evaluate the outcome your work.Add an abstract between the title page and the table of contents.

When giving feedback to your peer group, you should focus on the logic and depth of the contents, as well as the sources. You should comment on the merits and give constructive feedback on how the report or product could be improved for the final version. Use your own comments, but observe the criteria given in the Project Report Assessment Form available in Moodle.

Version C (Final)

Make the possible changes and adjustments suggested by your instructor.

Post your final report (Word) for Urkund analysis into Final report (Word) for the Urkund analysis.

Present your project outcome in class or in a web conference (with at least your instructor and peer group present). Sign into your instructor’s ConnectPro meeting room by logging in with your university username and password on the following site:

https://acopro.haaga-helia.fi/firstnamelastname

Your peer group and the instructor will give you feedback and discuss your project after your twenty-minute presentation.



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If applicable, give a presentation to the client organisation Use a slide show (and maybe other suitable material) in your

presentation.o Use proper theoretical themes and concepts to show your

theoretical framework (don’t explain the basic details).o Explain your methods and findings (use proper theoretical themes

and concepts here as well).o Explain the contents of your creative work (product, such as

guidelines or a plan) and the reasoning behind it.o In the end, summarize your product on one slide.

Use creativity. You may use use notes but don’t read directly from paper. Avoid looking over your shoulder to the screen. Be prepared to answer any questions that the audience may ask.

(3) Report and group assessment

Assess your project outcome (project report and/or product) Use the Project Report Assessment Form. Post your assessment in the Project Report Assessment and Group

Assessment for the Instructor forum (the instructor will use the same form to assess your final report).

Describe each group member’s contribution to your work Use the Project Group Assessment Form. One page about each group member (assessed collectively by the

group).o Verbal description of how the workload was divided.o Grades and percentages to each member by dividing the total

100 percent among the group members. Fill the second page about any critical incidents that you may have

had.o Post the project group assessment to the Project Report

Assessment and Group Assessment for the Instructor forum.



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Project-related documents, forums and wikis

The following table summarizes the project-related functions in Moodle.

Project Assignment

Detailed project assignment from the instructor.

Project Plan (wiki) Write your project plan here.Project Report (wiki)

Write your project report here.

ConnectPro Connect to your instructor’s web conference.Project Plan Discussion (forum)

Internal communication of the project group about how to write the project report.

Project Report Discussion (forum)

Internal communication of the project group about how to write the project report.

Peer Feedback about Project Plans and Project Reports

Share feedback about the project plans and project reports between peer groups.

Project Report Assessment Form

Tool for assessing your project outcome (report/product).

Project Report Assessment Form (first-year students)

Tool for assessing your project outcome (report/product) for first-year students.

Project Group Assessment Form

Tool for assessing each project group member’s contribution to your project outcome.

Project Report Assessment and Group Assessment for the Instructor (forum)

Place for posting your project report assessment and your project group assessment.

Final report (Word) for the Urkund Analysis

Place for posting your report in the Word format for the Urkund analysis.



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Project dates and deadlines

Check the project-related dates and deadlines in the following table. Class activities and ConnectPro meetings are highlighted in yellow.

Recom-mended week

Event or task Weekday

Date Time

1 Introductory meeting in class or in a ConnectPro web conference.

2 Project group formation (as agreed in the introductory meeting).

34 Post the date of the client meeting.

Formulate the research question.56 Post your project plan.

Share project plan feedback between peer groups.

7 Post your improved project plan in MoodlePresent your project plan in class or in a ConnectPro web conference.

8Intensive week9 Post your version A.

Share version A feedback between peer groups.

1011121314 Post your version B.

Share version B feedback between peer groups.

15 Present your project outcome in class or in a ConnectPro web conference.Post your version C.

16 Present your project to the client.

A suggestion: In this model, the PBL tasks (1–10) could be closed during weeks 2, 3, 4, 5, 6, 8, 10, 11, 12 and 13 (see the following table). Other solutions are possible.


Documents

HELIAmyy.haaga-helia.fi/.../pblweb-studyguide-moodle.docx · Web viewliibba/pblweb/pblweb-studyguide-moodle.docx. PBL. Web ... In our work, we constantly ask ourselves: How does