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WHAT IS PBL
NOR AZIAH ABD MANAF & ZUAINI ISHAK
History of the PBL
• Problem based learning (PBL) began with the Faculty of Medicine at McMaster University in Canada in the mid 1960's. http://www.youtube.com/watch?v=o4cI5jErcq4
• the University of Limburg at Maastricht in the Netherlands• the University of Newcastle in Australia• the University of New Mexico in the United States - adapted the McMaster model of problem based learning and developed their own spheres of influence
World Wide PBL• Samford University, USA
• Queens University, Canada
• Southern Illinois Univ., USA
• University of Adelaide, AU
• Univ. of California at Irvine, USA
• Univ. of Delaware, USA
• Maricopa Community College, USA
• Hong Kong Center for PBL
• Asia-Pacific PBL Association
• Temasek Polytechnic University, Singapore
• Univ. of Newcastle, AU
• Illinois Math and Science Academy, USA
PBL DEFINITION - BIE
Systematic teaching method that engages students in learning knowledge and skills through an extended inquiry
process structured around complex, authentic questions and carefully
designed products and tasks.
PBLis an instructional approach that involves confronting students with problems from practice which provides a stimulus for learning.
emphasizes active, interactive and collaborative learning making it more student-centered.
prepares students to think critically and analytically, develop problem solving skills while searching for and gaining the appropriate knowledge.
Project/Problem Based Learning
Project Based:
• Investigation of an open-ended, “big” Driving Question
• Does not need to be framed with a scenario; students “play themselves”
• Often longer and include more goals
• Usually seen in secondary education in U.S.
• Uses a systematic process and common set of “tools” to guide inquiry
Problem Based:
• Uses a problem statement to solve a more limited problem
• Often uses a tightly-crafted scenario, placing students in “real-world” roles
• Usually shorter in duration; more limited goals
• Historically more common in universities and colleges
• Uses a systematic process and common set of “tools” to guide inquiry
Project/Problem Based Learning
• http://www.youtube.com/watch?v=LMCZvGesRz8
• http://www.youtube.com/watch?v=x8XWufWBO4I&feature=related
Common PBL Models
• Medical school - Very student-centered environment• Floating Facilitator - Instructor moves from group to
group (best groups = 4)• Peer Facilitator - Advanced undergraduates serve as
facilitators• “Hybrid” - May include separate lecture segments or
other active-learning components; Often used as entry point into PBL in course transformation process
Shift Towards Student Engagement: PBL Model
Content
Lecturer Student
Problem/Project
Coach Problem Solvers
Traditional PBL
Traditional vs. PBL
• Lecture • Stand and deliver• Highly structured• Memorize; practice;
repeat• Assess information
• Coach• Side by side• Constructivist• Inquiry and problem
solving• Assess information and
performance
I Already Use Problems in My Teaching
Problem Based Learning requires . . .• Group problem solving• Complex, ill-structured problem• Taking on a role• Extended period of time• Finding new information• Communicating your solution to an
audienceAnd may require . . .• Division of labor• Work outside the classroom
Why PBL?
What more do you want for your students, besides acquiring knowledge?
What skills, thinking abilities, and attitudes should they have when they leave the university?
Studies on PBL
Improving students’ learning skills in Not always been effective as it
• problem solving• overall grade• students’ attitudes and
opinions about their program• independence in their
learning method
• is costly because it requires more faculty and time
• provide minimum guidance -not compatible with human cognitive architecture
• Demand commitment within the group members – and they fail to deliver
The Conditions for Successful PBL
• A strong teacher–student relationship• Rigorous, shared standards• Opportunity for student voice and choice• Supportive school environment
http://www.youtube.com/watch?v=i5-IhEUm3ic&NR=1
Why PBL? - Expected competencies
Globalized context
Content knowledge
Process skills
Interdisciplinary knowledge
Lifelong learning
Intercultural competencies
Social, environmental, and ethical concerns
Project management
Team work
Effective communication
Diverse capabilities
Analytical skills
Application of mathematics and science knowledge
Designing and
conducting experiments
Identify and solve applied science problems
Effectiveness of PBL on student learning
• Promoting deep learning • Improving active learning• Developing criticality • Improving self-directed learning • Increasing interdisciplinary knowledge and skills • Developing process competencies (management,
collaboration and communication skills) • Developing professional identity and responsibility • Improving meaningfulness of learning
Some skills developed through PBL
• INTELLECTUAL Generic-critical reasoning , creative thinking, problem-working
• INTELLECTUAL Subject knowledge and Understanding - eg interdisciplinarity
• PRACTICAL/APPLIED Generic- formulating hypotheses, designing investigative strategies, information gathering, information handling, evaluating information
• COMMUNICATION – presenting (oral/written/graphic)• INTERPERSONAL – teamwork• SELF AND CAREER MANAGEMENT – time management,
‘business’ awareness
Benefit from organizational level
• Decreasing drop out rates • Increasing rate of on-time completion of
study • Supporting development of new
competencies for both teaching and learning parts
• Promoting a motivating and friendly learning environment
• Accentuating institutional profile
PBL in the curriculum?
1. How might the use of PBL be further developed in the curriculum?
2. If PBL isn’t used at present, do you now think it would be appropriate for programmes/courses/modules you work with?
3. What triggers have/or could be used?4. What might you do next about PBL?
20
A Typical Day in a PBL Course
• http://www.facebook.com/media/set/fbx/?set=a.416860503970.195304.792268970#!/photo.php?fbid=416861133970&set=a.416860503970.195304.792268970&type=1&theater
21
CONCLUSION
“Tell me, I will forget …Show me, I may remember … Involve me, I will understand”
“We are paid not to teach. We are paid to make our students learn. When we teach, we
deprive our students of learning”
THANK YOU.
For more information
• Check www.bie.org for resources and links to other PBL-related sites
Contact:Associate Professor
Dr Nor Aziah Abd Manaf
UUM College of BusinessTel:04-9283063
Email: [email protected]
Contact:Associate Professor
Dr Nor Aziah Abd Manaf
UUM College of BusinessTel:04-9283063
Email: [email protected]
Contact :Associate ProfessorDr Zuaini Ishak
UUM College of BusinessTel:04-9287202 Email: [email protected]
Contact :Associate ProfessorDr Zuaini Ishak
UUM College of BusinessTel:04-9287202 Email: [email protected]
