Exploring Problem-Exploring Problem-Based LearningBased Learning

Ned LovellNed Lovell

Emeritus Professor & Department Head- Mississippi Emeritus Professor & Department Head- Mississippi State UniversityState University

Founder, MidSouth Community College Fellowship Founder, MidSouth Community College Fellowship Program (MCCFP)Program (MCCFP)

Executive Director, Southeastern Association of Executive Director, Southeastern Association of CommunityCommunity

College Researchers (SACCR)College Researchers (SACCR)

Workshop Objectives:Workshop Objectives:

By the end of this workshop you will be able to:By the end of this workshop you will be able to: Describe the role of problem-based learningDescribe the role of problem-based learning Understand the rationale for PBLUnderstand the rationale for PBL Experience PBL from the student Experience PBL from the student

perspectiveperspective Create a PBL draft for the courses you teachCreate a PBL draft for the courses you teach Evaluate PBL cases for instructional Evaluate PBL cases for instructional

potentialpotential Understand the advantages and Understand the advantages and

disadvantages of PBLdisadvantages of PBL

Preliminary OpinionsPreliminary Opinions

This PBL sounds like a crockThis PBL sounds like a crock I am a neutral observerI am a neutral observer PBL sounds very exciting to mePBL sounds very exciting to me

Today’s AgendaToday’s Agenda 1pm 1pm Introductions/Workshop Objectives Introductions/Workshop Objectives (5 min)(5 min)

Preliminary OpinionsPreliminary Opinions (5 min)(5 min)What is PBL?What is PBL? (20 min)(20 min)Who is Using PBL?Who is Using PBL? (5 min)(5 min)Personal Experience with PBLPersonal Experience with PBL (5 (5

min)min)Video #1- Video #1- Ahead of the PackAhead of the Pack (20 min)(20 min)Summary- Q&ASummary- Q&A (10 min)(10 min)

2:10 2:10 BreakBreak (15 min)(15 min) 2:25 2:25 Community College ExampleCommunity College Example (15 min)(15 min)

Video #2- Video #2- Designing Problems for LearningDesigning Problems for Learning (25 min)(25 min)

Does PBL Work?Does PBL Work? (5 min)(5 min)Develop your own PBLDevelop your own PBL (30 min)(30 min)Report & DiscussReport & Discuss (20 min)(20 min)

4:004:00 AdjournAdjourn

Traditional TeachingTraditional Teaching

TeachTeach LearnLearn ApplyApply

Major form of deliveryMajor form of delivery LectureLecture

Impact of Lecture ModeImpact of Lecture Mode

Students often become passiveStudents often become passive Students rely on:Students rely on:

TranscriptionTranscription MemorizationMemorization RepetitionRepetition

Retention often minimalRetention often minimal Often unable to apply knowledgeOften unable to apply knowledge

Origins: McMaster Univ. Origins: McMaster Univ. Medical CenterMedical Center

Grades did not predict successGrades did not predict success Many students could not apply Many students could not apply

knowledgeknowledge DiagnosisDiagnosis Problem solvingProblem solving

Knowledge explosion requires life-Knowledge explosion requires life-long learnerslong learners

PBL adopted to better prepare PBL adopted to better prepare doctorsdoctors

Modern Job Modern Job RequirementsRequirements

Communication SkillsCommunication Skills TeamworkTeamwork AnalysisAnalysis

Wall Street JournalWall Street Journal

Who is Using PBL?Who is Using PBL?

Medical Schools (Wake Forest)Medical Schools (Wake Forest) Pharmacy SchoolsPharmacy Schools Veterinary SchoolsVeterinary Schools Business SchoolsBusiness Schools Education Colleges (Achieve Education Colleges (Achieve

Mississippi)Mississippi) Community CollegesCommunity Colleges

Maricopa Community CollegeMaricopa Community College Fort Range Community CollegeFort Range Community College

Samford UniversitySamford University University of DelawareUniversity of Delaware

PBL Learning ProcessPBL Learning Process

What do we know?What do we know? What do we need to know?What do we need to know? How can we find out?How can we find out? What do we do? (Proposed solution)What do we do? (Proposed solution)

What is PBL?What is PBL?

Instructional delivery methodInstructional delivery method Curriculum development processCurriculum development process Popular alternative to traditional Popular alternative to traditional

instructioninstruction

PBL CharacteristicsPBL Characteristics

Problems drive instructionProblems drive instruction Problems are ill-structuredProblems are ill-structured Students solve the problemsStudents solve the problems Students are only given guidelines to Students are only given guidelines to

approach problemapproach problem Authentic assessmentAuthentic assessment Instructors serve as guides/coachesInstructors serve as guides/coaches Problems are interdisciplinaryProblems are interdisciplinary

Why Problems?Why Problems?

PBL problems drive learning processPBL problems drive learning process Establishes context for learning Establishes context for learning

activitiesactivities Humans wish to resolve cognitive Humans wish to resolve cognitive

dissonancedissonance Answers student questions:Answers student questions:

““Why do I need to know this?”Why do I need to know this?” ““How does this relate to the real world?”How does this relate to the real world?”

PBL Consistent with PBL Consistent with ConstructivismConstructivism

Knowledge is constructed by learner Knowledge is constructed by learner based on previous knowledgebased on previous knowledge

Cognitive conflict stimulates learningCognitive conflict stimulates learning Knowledge evolves through social Knowledge evolves through social

negotiation and evaluation of the negotiation and evaluation of the viability of individual understanding viability of individual understanding (Collaborative Learning)(Collaborative Learning)

Understanding comes from interactions Understanding comes from interactions with environment and peerswith environment and peers

Learning is an active processLearning is an active process

PBL Paradigm ShiftPBL Paradigm Shift

From focus on teachingFrom focus on teaching To focus on learningTo focus on learning

Investigation of real world problemsInvestigation of real world problems Engages students as stakeholdersEngages students as stakeholders Utilizes cooperative learningUtilizes cooperative learning Instructor becomes coachInstructor becomes coach

Role of Coach/TeacherRole of Coach/Teacher

Monitors learningMonitors learning Challenges students’ thinkingChallenges students’ thinking Keeps students involvedKeeps students involved Adjusts levels of challengeAdjusts levels of challenge Manages group dynamicsManages group dynamics Keeps process movingKeeps process moving Provides authentic assessmentProvides authentic assessment

Coaching TasksCoaching Tasks Initiate problem and “hook” the studentsInitiate problem and “hook” the students Fade to sidelinesFade to sidelines Use direct instruction only when Use direct instruction only when

absolutely necessaryabsolutely necessary Collaborate with studentsCollaborate with students When students have difficulties, redirect When students have difficulties, redirect

through questions and observationsthrough questions and observations Major goal to develop thinkingMajor goal to develop thinking Probe and challenge studentsProbe and challenge students Observe and assess studentsObserve and assess students

Student TasksStudent Tasks

Engage with problemEngage with problem Identify what is knownIdentify what is known Identify what they don’t knowIdentify what they don’t know

QuestionQuestion Develop hypothesisDevelop hypothesis Identify learning issuesIdentify learning issues Identify resourcesIdentify resources

Study/researchStudy/research PerformPerform Critique experienceCritique experience

Student ResponsibilitiesStudent Responsibilities

Students must understand they are Students must understand they are responsible for research and other responsible for research and other learning activitieslearning activities

Multiple PBL cases may be required Multiple PBL cases may be required before students become comfortable before students become comfortable with the process and responsible for with the process and responsible for their own learningtheir own learning

Personal Experience with Personal Experience with PBLPBL

Assessment Center and Leaderless Assessment Center and Leaderless Groups (Alverno College)Groups (Alverno College)

Reform of Ed Admin ProgramsReform of Ed Admin Programs Training by BridgesTraining by Bridges Integrated PBL into CourseIntegrated PBL into Course

Community College Leadership Community College Leadership Program (MCCFP)Program (MCCFP)

Achieve MississippiAchieve Mississippi

Video #1Video #1

““Ahead of the Pack”Ahead of the Pack” Illinois Mathematics and Science Illinois Mathematics and Science

AcademyAcademy 20 minutes20 minutes

PBL at its BestPBL at its Best

Relevant contentRelevant content RigorousRigorous Recall and application fosteredRecall and application fostered

Benefits of PBLBenefits of PBL

Increases student motivationIncreases student motivation Relevant issues and learningRelevant issues and learning Higher-order learningHigher-order learning Greater use of libraryGreater use of library Greater use of computer resourcesGreater use of computer resources Less use of memorization/short-term Less use of memorization/short-term

recallrecall Increased faculty-student interactionIncreased faculty-student interaction

Utilize Community College Utilize Community College ExampleExample

Analyze Maricopa Community Analyze Maricopa Community College PBLCollege PBL

Community College PBL ExerciseCommunity College PBL Exercise

Assessment: Pantyhose Assessment: Pantyhose ProblemProblem

PerformancePerformance Logical problem-solving processLogical problem-solving process Wise use of timeWise use of time Quality of group interactionQuality of group interaction

ProductProduct Creative solutionCreative solution Well organized presentationWell organized presentation

Maricopa Problem Solving Maricopa Problem Solving ProcessProcess

Understand the problemUnderstand the problem Devise a planDevise a plan Carry out planCarry out plan EvaluateEvaluate

See page 5, UBUYACARSee page 5, UBUYACAR

Video #2Video #2

““Designing Problems for Learning”Designing Problems for Learning” ASCDASCD 25 minutes25 minutes

Does PBL Work?Does PBL Work?

Depends on implementation and Depends on implementation and commitmentcommitment

University of South Carolina Spartanburg- University of South Carolina Spartanburg- favorable pass ratefavorable pass rate

Temask Polytechnic, Singapore- enhances Temask Polytechnic, Singapore- enhances creativitycreativity

Major and Palmer Study- Meta analysis Major and Palmer Study- Meta analysis indicates that PBL is an effective indicates that PBL is an effective methodologymethodology

It all depends…It all depends…

Does PBL Work? (cont.)Does PBL Work? (cont.)

When it works:When it works: Students learn to think more critically Students learn to think more critically

and independentlyand independently Most students enjoy the processMost students enjoy the process PBL encourages multiple perspectivesPBL encourages multiple perspectives

Instructional IssuesInstructional Issues

Free riders will attempt to game the Free riders will attempt to game the systemsystem

Students must “buy into” the processStudents must “buy into” the process Passive learners prefer more structurePassive learners prefer more structure PBL is too much work for some studentsPBL is too much work for some students CostsCosts

Faculty timeFaculty time Instructional materialsInstructional materials Teaching spaceTeaching space

Disadvantages of PBLDisadvantages of PBL

Demanding on staff timeDemanding on staff time CostlyCostly

StressfulStressful Difficult with large classesDifficult with large classes Causes anxiety and resistanceCauses anxiety and resistance

CautionsCautions

Cost may indicate that PBL cannot Cost may indicate that PBL cannot be used all the timebe used all the time

Must be related to course objectivesMust be related to course objectives Evaluation must be carefully Evaluation must be carefully

plannedplanned Anticipate resistanceAnticipate resistance

PBL UsePBL Use

Entire curriculumEntire curriculum Certain coursesCertain courses Appropriate units (post holes)Appropriate units (post holes)

Should You Consider PBLShould You Consider PBL

Challenge studentsChallenge students Improve motivationImprove motivation Stress life-long learningStress life-long learning More use of computer and libraryMore use of computer and library Increase student-faculty interactionIncrease student-faculty interaction

ACHIEVE Mississippi: PBL ACHIEVE Mississippi: PBL TemplateTemplate

Benchmark objective(s)Benchmark objective(s) CaseCase AssessmentAssessment

Use Ill-Structured Use Ill-Structured ProblemsProblems

Very little information is provided at Very little information is provided at firstfirst

Students must search for additional Students must search for additional informationinformation

Impressions of problem can change Impressions of problem can change as more is learnedas more is learned

Several alternative actions/solutions Several alternative actions/solutions are often possibleare often possible

Problem EvaluationProblem Evaluation Will it “hook” students?Will it “hook” students? Is it a messy and ill-structured problem?Is it a messy and ill-structured problem? Does it cover important content?Does it cover important content? Will it require student problem solving?Will it require student problem solving? Is it conducive to individual and group Is it conducive to individual and group

work?work? Is this a student-centered activity?Is this a student-centered activity? Is the problem interdisciplinary?Is the problem interdisciplinary? Are the time requirements reasonable?Are the time requirements reasonable? Will the assessment be meaningful and Will the assessment be meaningful and

authentic?authentic?