Applying Problem-Based Learning Issues and Reflections on Theory and Practice.
Applying Problem-Based Learning
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Transcript of Applying Problem-Based Learning
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Applying Problem-BasedLearning
Issues and Reflections on
Theory and Practice
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An overviewA case study illustration
Characteristics and principles of PBL
The PBL tutorial
Problems and triggers in PBL
The tutor in PBL
Introducing PBL in the curriculum
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Case studyA single problem or trigger for a whole
semester programme in Environmental
Management Fictional, yet based in a real setting
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Peppercombe
The National Trust has acquired further land inand around the Peppercombe Valley on the NDevon coast, 12 km w of Bideford. Now it
owns the entire valley, it has engagedconsultants to draw up a management plan.The plan will have to be acceptable to theTrust and in conformance with the Hartland
Heritage Coast Plan, within which the valleylies. The plan must be ready within threemonths.
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Desired learning agendas
Management Plans: what are they like?
Management Plans: how are they produced?
What steps are entailed? Background on the National Trust, Heritage
Coasts, other conservation designations
What maps and documentary resources are
available in the university and via the web?
Any parallel and relevant studies to hand?
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Desired learning agendas (2)
What base line studies needed for the
Management Plan?
Ecological surveys: how to do them Background on coastal heath communities and
Atlantic woodland communities
Rural landscape survey
Deeper understanding of the NTs general
management philosophies and practices
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A distinguishing characteristic
of PBL
The characteristic that distinguishes
PBL from other learning methods
centring on what students do, rather thanwhat teaching staffdo (student-centred
methods) is that the problem comes
before the knowledge (in the broadest
sense) need to solve or resolve it.
MacDonald and Isaacs (2001, p 317)
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Related but not problem-based
approaches
Approach Details
Lecture based cases Lecturer talks about cases
Case-based lectures Cases given to students prior to lecture,
which is about the case
Case method Cases given to students to study before
seminar discussion of cases
Modified case method Incomplete cases used
Problem solving Problem sheet given to students to
calculate the answer or find solution
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Key principles in a PBL curriculum
(after Engel, 1991 and 1992)
Active learning
Integrated learning
Cumulative learning
Consistency in learning
Learning for understanding
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PBL and constructivism
Constructivism PBL
Knowledge exists in peoples minds but is only
activated by recollection and interpretation
Activation of prior knowledge through the
tutorial process
Meanings and interpretations of knowledge
depend on personal experience
Reflection as an integral part of the learning
process
Knowledge is created by and through
interaction with other people and the world
Group discussion and sharing of experience
and understandings
Reliable knowledge can only be sustained
through interaction with the world
Provisional knowledge and understanding
always tested by reapplication to the problem
Creation of sustainable knowledge is an active
process and requires time and application ofmental effort
Stimulus and structure provided by the whole
tutorial process
Mental effort requires appropriate feelings and
levels of arousal
Supportive tutorial environment makes
learning pleasurable and non-threatening
(avoiding excessive arousal)
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Five models of PBL (after Savin-
Baden, 2000 pp 126-7
PBL for Epistemological Competence
PBL for Professional Action
PBL for Interdisciplinary Understanding
PBL for Transdisciplinary Learning
PBL for Critical Contestability
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The tutorial in the PBL process
Purists argue without tutorials there is no
PBL
Variants of the tutorial exist The classic tutorial is the Seven Jump
model of the University of Maastricht
Maastricht uses a 2-3 week cycle arounda single problem
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The Seven Jump PBL tutorial
Jump Activities Timing
1 Clarify terms and concepts First meeting
2 Define the problem First meeting
3 Analyse the problem and offer tentative
explanations
First meeting
4 Draw up inventory of explanations First meeting
5 Formulate learning objectives First meeting
6 Collect further information through private
study
Between meetings
7 Synthesise new information and test it
against original problem. Reflection.
Second meeting
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The tutor in PBL
The role of the tutor in problem-based
learning is to scaffold student learning.
de Grave, Dolmans and van der Vleuten1999, p. 901
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Some key dimensions in PBL
tutoring (after de Grave, Dolmans
and van der Vleuten, 1999)
Stimulation of elaboration of informationand ideas
Guidance of the learning process,including stimulation of reflection upon it
Stimulation of the integration ofknowledge
Stimulation and support of studentinteraction and individual accountability
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The expert PBL tutor (after de
Grave et al 1999)
Has subject matter knowledge but also subjectspecific pedagogical knowledge to deal withdifficulties students encounter, and more
general pedagogical knowledge Displays a high level of affective support and
nurtures students
Uses a Socratic style of questioning to help
students build knowledge Make increasing demands on students in
successive sessions
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Ways to improve tutors performance
in PBL (after Oliffe 2000)
Reflect on ones role
Meet other PBL tutors and discuss tactics
Read PBL research literature
Peer observation and feedback
Tolerate silences
Use split group tactics
Model good thought processes aloud Gently create student dissatisfaction with their
current ideas
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Problems and triggers in PBL
Various forms such as single problem for
a whole block/semester; successive but
different problems over the block;successive and cumulative problems
over the block
Common features in good problemsand triggers
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Good and bad triggers (after
Margetson, 1987 and 1998)
Good triggers and problems Bad triggers and problems
Growing web
Complex and indeterminate
Problem and context inseparable
Space for growth
Convenient peg
Arbitrary
Problem subordinated to
knowledge transfer
Trial of strength
Question in question form
What is time?
Concept and values orientated
No right answer
Neither tutor nor students know
answer
Question in statement form
What is the time?
Content orientated
A single right answer
Tutor knows the answer
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Seven principles for effective
problem design (after Dolmans et al
1997)
Appropriate use of prior knowledge
Potential for elaboration through discussion
Content relevant to future profession Requires integration of knowledge
Encourages self-directed learning
Intrinsically interesting subject matter
Contributes to the discipline map
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Ranking of criteria for problem
construction (after des Marchais,
1999)
1. Stimulating thinking, analysis and reasoning
2. Assuring self-directed learning
3. Using previous knowledge
4. Proposing a realistic context5. Leading to the discovery of learning objectives
6. Choosing professionally relevant topics
7. Assuring contextual detail
8. Choosing an appropriate vocabulary
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Student questions and learning agendas as
an indicator of good PBL triggers (after
Dahlgren and Oberg, 2001)
A phenomenographic study of studentlearning agendas in an introductoryenvironmental science module
Five categories of questions found,almost paralleling the deep and surfaceapproaches to learning
Good PBL triggers yield more higherlevel (deeper) questions)
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Learning agenda questions
(from Dahlgren and Oberg, 2001)
Question type Characteristic
Encyclopaedic Seeking simple answers, rigid
definitions, find out everything
Meaning orientated Problematising meanings anddefinitions
Relational Exploring multiple dimensions
and explicit causality
Value orientated Seeking norms upon which to
base judgments
Solution orientated Not just seeking a solution to
this problem but applied more
widely to a problem set
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Introducing PBL to your
teaching
A PBL session in a non PBL module
A PBL block in a non PBL module
A single module taught via PBL Two or more formerly separate modules now
combined in a single PBL package
A whole semester entirely PBL
A whole year/level of study entirely PBL
An entire degree programme PBL
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A PBL session in a non PBL
module
Small and clear-cut
Takes limited time to prepare
Causes limited disruption to rest of module Does not allow tutor or students to become
familiar with PBL
Can too readily be seen as problem solving
Difficult to evaluate and difficult to assess
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A PBL block in a non PBL
module
Minimum of a fortnight allows a real PBL
problem to be tackled
Still quite small but causing some disruption torest of module
Still leaves tutor(s) and students limited time to
become familiar with PBL
Could be seen as extended problem solving Hard to assess
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A single module taught through
PBL
A clearly defined task
Needs major rethink of module content andassessment
Easier to align assessment with PBL objectives Takes a long time to plan and prepare
Should give tutor(s) and students time to cometo grips with demands of PBL
Probably will be seen as an odd module withexcessive demands on student time andeffort
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Combining two (or more) formerly
separate modules into a single PBL
package
A clearly defined curriculum development task
Yields a pool of staff to act as PBL tutors
Major issues of curriculum reorganisation Gives students time to come to terms with PBL
Realises PBLs potential for integration of
subject matter
Seems to be no examples of anyone doing
this!
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A whole semester through PBL
The next step up (and probably easier than
combining some, but not all, modules)
All students across the programme experience
PBL, its demands and learning benefits
Alignment of assessment and PBL easier
Impacts of PBL probably easier to evaluate
Still a major culture shock for students (andtutors)
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A whole year through PBL
Advantages broadly those of the singlesemester
Further advantage is that students have longer
to become comfortable and familiar with PBL If PBL works well many students will not want
to return to more traditional teaching
Danger of polarising the departmental staff intoPBL enthusiasts and PBL haters
Big issues in staff development and curriculumdesign
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An entire degree through PBL
The Maastricht experience and that of many medicalfaculties world-wide
The logical extension and realisation of PBL benefits
Major decision in curriculum design (but perhaps easier
ab initio) and needs major investment in staffdevelopment
What do you do with the staff who dont want to getinvolved in facilitation?
Students realise all the learning benefits from PBL
General experience is that a three year degree via PBLneeds a two year preparation period plus action researchcycles over the first three to five years of its operation
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Personal experiences of a single
PBL module
Level 2 20 credit module in semester 2 inEnvironmental Management (with a politicalgeographical emphasis)
Two hours in single block per week My module and with me as the sole teacher
Typically some 50-60 students
All had done a semester 1 environmental
management module in traditional lectures,with no seminars or tutorials; I was one ofthree lecturers on this
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Organisation of the module
Decision to use 5 problems (fortnight for each)
Problem one was to be modelled and directed by me,with the other four done in more conventional PBLfashion
Students self-form groups of 4
PBL tutorials take place at the same time in the sameroom
I try to facilitate all the groups and run a mixture of group
and whole class interaction Stimulus of a problem written up in a piece of about 1,500
to 3,000 words
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The fortnightly cycle
Week Class activities Private study
1 First hour: Groups read problem,
generate ideas, prepare short oral
report
Second hour: Whole class discussionof ideas. Groups work up learning
agendas. Final whole class review of
learning agendas
Research for group and
personal learning agendas
2 First hour: Groups share study
learning and consolidate; prepare
short oral reportSecond hour: Groups report to class
with whole class discussion of
outstanding issues
Any necessary further
research. Consolidation and
reflection on learning
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Assessment
Each problem was written up by a single
student on behalf of the group. Each student
awarded his/her own mark plus an average of
the other reports. (20% personal mark; 20%group average mark)
In class test in week 12 for each individual
student of a simpler problem case butotherwise similar to those studied in groups
(60% of the module mark)
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Student experiences
Students spend a very long time reading the problem and thensummarising it rather than identifying problem features
Students very reluctant to offer much to whole class discussion
Learning agendas tended to Dahlgren and Obergs encyclopaedic
Some groups had poor attendance, leaving almost everything to the
student whose turn it was to write the report Many reports were superficial
Few students went beyond Google searches
Some liked the move away from lectures, other resented having tolearn rather than be taught
Overall marks were marginally higher than the previous years course
essay marks One case study was unpopular because web searches yielded non
English language material (it was intended to!)
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Personal reflections
There was a lot of hard work getting the module ready inPBL form
HoD sympathetic, other staff indifferent or hostile
Students took much longer than expected to get into thePBL way of working (and some never did)
I was too optimistic in allocating just a fortnight to eachcase. Students did not elaborate on knowledge and werecontent to reproduce what they found. The elaborationand reapplication phase of PBL probably needs two hoursto itself
To wean students off Google searches, library facilitiesneed to be excellent
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John BradbeerUniversity of Portsmouth
Phone: 023 9284 5203
mailto:[email protected]:[email protected]