Problem-Based LearningProblem-Based LearningWhat is it?What is it?

Why is it important?Why is it important?How do you do it?How do you do it?

Karl SmithKarl Smith

University of MinnesotaUniversity of Minnesota

Civil EngineeringCivil Engineering

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Problem Based LearningProblem Based Learning

Problem-Based Learning (PBL) is a Problem-Based Learning (PBL) is a student centeredstudent centered teaching technique teaching technique that emphasizes meaningful learning that emphasizes meaningful learning through the through the solution of open-ended solution of open-ended problemsproblems..

Problems/scenarios are used to uncover Problems/scenarios are used to uncover learning objectives & are learning objectives & are presented at presented at the beginningthe beginning of a teaching module. of a teaching module.

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Problem-Based Learning

Problem posed

Identify what weneed to know

Learn it

Apply it

START

Subject-Based Learning

Told what weneed to know

Learn it

Given problem toillustrate how to use it

START

Normative Professional Curriculum:

1. Teach the relevant basic science,

2. Teach the relevant applied science, and

3. Allow for a practicum to connect the science to actual practice.

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Top Three Main Engineering Work Top Three Main Engineering Work ActivitiesActivities

(Burton, Parker & LeBold, 1998)(Burton, Parker & LeBold, 1998)

Engineering TotalEngineering Total Design – 36%Design – 36% Computer Computer

applications – applications – 31%31%

Management – Management – 29%29%

Civil/ArchitecturalCivil/Architectural1.1. Management – Management –

45%45%2.2. Design – 39%Design – 39%3.3. Computer Computer

applications – 20%applications – 20%

Burton, L., Parker, L, & LeBold, W. 1998. U.S. engineering career trends. ASEE Prism, 7(9), 18-21.

Design team failure is usually due to failed team dynamics (Leifer, Koseff & Lenshow, 1995).

It’s the soft stuff that’s hard, the hard stuff is easy (Doug Wilde, quoted in Leifer, 1997)

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What Employers Want

•Learning to Learn•Listening and Oral Communication•Competence in Reading, Writing, and Computation•Adaptability: Creative Thinking and Problem Solving•Personal Management: Self-Esteem, Goal Setting/Motivation, and Personal/Career Development•Group Effectiveness: Interpersonal Skills, Negotiation, and Teamwork•Organizational Effectiveness and Leadership

Workplace basics: The skills employers want. 1988. American Society for Training and Development and U.S. Department of Labor.

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Employer=s Checklist C Boeing Company[1]

     A good grasp of these engineering fundamentals:

Mathematics (including statistics)Physical and life sciencesInformation technology

    A good understanding of the design and manufacturing process (i.e., an understanding of engineering)    A basic understanding of the context in which engineering is practiced, including:

Economics and business practiceHistoryThe environmentCustomer and societal needs

    A multidisciplinary systems perspective    Good communication skills

WrittenVerbalGraphicListening

    High ethical standards    An ability to think critically and creatively as well as independently and cooperatively    Flexibility--an ability and the self-confidence to adapt to rapid/major change    Curiosity and a lifelong desire to learn    A profound understanding of the importance of teamwork 

[1]ASEE Prism, December 1996, p. 11.

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Desired Attributes of a Global Engineer[1]

A good grasp of these engineering science fundamentals, including:Mechanics and dynamicsMathematics (including statistics)Physical and life sciencesInformation science/technology

A good understanding of the design and manufacturing process (i.e., understands engineering and industrial perspective)A multidisciplinary, systems perspective, along with a product focusA basic understanding of the context in which engineering is practiced, including:

Customer and societal needs and concernsEconomics and finance The environment and its protectionThe history of technology and society

An awareness of the boundaries of one’s knowledge, along with an appreciation for other areas of knowledge and their interrelatedness with one’s own expertiseAn awareness of and strong appreciation for other cultures and their diversity, their distinctiveness, and their inherent valueA strong commitment to team work, including extensive experience with and understanding of team dynamicsGood communication skills, including written, verbal, graphic, and listeningHigh ethical standards (honesty, sense of personal and social responsibility, fairness, etc)An ability to think both critically and creatively, in both independent and cooperative modes Flexibility: the ability and willingness to adapt to rapid and/or major changeCuriosity and the accompanying drive to learn continuously throughout one’s careerAn ability to impart knowledge to others[1]A Manifesto for Global Engineering Education, Summary Report of the Engineering Futures Conference, January 22-23, 1997. The Boeing Company & Rensselaer Polytechnic Institute.

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Accreditation Board for Engineering and Accreditation Board for Engineering and Technology (ABET)Technology (ABET)

To maintain To maintain ABETABET accreditation, Engineering Departments must demonstrate that all of accreditation, Engineering Departments must demonstrate that all of their graduates have the following eleven general skills and abilities:their graduates have the following eleven general skills and abilities:

a.a. an ability to apply knowledge of mathematics, science, and an ability to apply knowledge of mathematics, science, and engineeringengineering

b.b. an ability to design and conduct experiments, as well as to an ability to design and conduct experiments, as well as to analyze and interpret dataanalyze and interpret data

c.c. an ability to design a system, component, or process to meet an ability to design a system, component, or process to meet desired needsdesired needs

d.d. an ability to function on multi-disciplinary teamsan ability to function on multi-disciplinary teamse.e. an ability to identify, formulate, and solve engineering problemsan ability to identify, formulate, and solve engineering problemsf.f. an understanding of professional and ethical responsibilityan understanding of professional and ethical responsibilityg.g. an ability to communicate effectivelyan ability to communicate effectivelyh.h. the broad education necessary to understand the impact of the broad education necessary to understand the impact of

engineering solutions in a global and societal contextengineering solutions in a global and societal contexti.i. a recognition of the need for, and an ability to engage in life-long a recognition of the need for, and an ability to engage in life-long

learninglearningj.j. a knowledge of contemporary issuesa knowledge of contemporary issuesk.k. an ability to use the techniques, skills, and modern engineering an ability to use the techniques, skills, and modern engineering

tools necessary for engineering practice.tools necessary for engineering practice.

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Tools for PBL and CLTools for PBL and CL Key Elements of PBLKey Elements of PBL

Problem selection/designProblem selection/design Learning cycleLearning cycle

Key Elements of Cooperative LearningKey Elements of Cooperative Learning 5 Elements5 Elements

PBL GroupsPBL Groups Group FormationGroup Formation Group Norms/GuidelinesGroup Norms/Guidelines Group Contract Form & Group ChartersGroup Contract Form & Group Charters

Resources and ReferencesResources and References

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Successful Teams / GroupsSuccessful Teams / Groups

Instructor gives advanced thought to Instructor gives advanced thought to team team

formation, activities & assessment.formation, activities & assessment.

Key Interpersonal Skills & Performance of Key Interpersonal Skills & Performance of Group/Team MembersGroup/Team Members

Active Listening & ClarifyingActive Listening & Clarifying Supporting & BuildingSupporting & Building Differing & ConfrontingDiffering & Confronting

Problem Based Cooperative Learning Format

TASK: Solve the problem(s) or Complete the project.

INDIVIDUAL: Estimate answer. Note strategy.

COOPERATIVE: One set of answers from the group, strive for agreement, make sure everyone is able to explain the strategies used to solve each problem.

EXPECTED CRITERIA FOR SUCCESS: Everyone must be able to explain the strategies used to solve each problem.

EVALUATION: Best answer within available resources or constraints.

INDIVIDUAL ACCOUNTABILITY: One member from your group may be randomly chosen to explain (a) the answer and (b) how to solve each problem.

EXPECTED BEHAVIORS: Active participating, checking, encouraging, and elaborating by all members.

INTERGROUP COOPERATION: Whenever it is helpful, check procedures, answers, and strategies with another group.

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Problem-Based Learning (PBL)-- Small Group Self-Directed Problem Based

Learning --

Problem-based learning is the learning that results from the

process of working toward the understanding or resolution

of a problem. The problem is encountered first in the learning process. (Barrows and Tamblyn, 1980)

Core Features of PBLCore Features of PBL Learning is student-centered Learning occurs in small student groups Teachers are facilitators or guides Problems are the organizing focus and stimulus for learning Problems are the vehicle for the development of clinical

problem-solving skills New information is acquired through self-directed learning

Cooperative Learning Research Support Johnson, D.W., Johnson, R.T., & Smith, K.A. 1998. Cooperative learning

returns to college: What evidence is there that it works? Change, 30 (4), 26-35.

• Over 300 Experimental Studies• First study conducted in 1924• High Generalizability• Multiple Outcomes

Outcomes

1. Achievement and retention2. Critical thinking and higher-level

reasoning3. Differentiated views of others4. Accurate understanding of others'

perspectives5. Liking for classmates and teacher6. Liking for subject areas7. Teamwork skills

Small-Group Learning: Meta-analysis

Springer, L., Stanne, M. E., & Donovan, S. 1999. Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta-

analysis. Review of Educational Research, 69(1), 21-52.

Small-group (predominantly cooperative) learning in postsecondary science, mathematics, engineering, and technology (SMET). 383 reports from 1980 or later, 39 of which met the rigorous inclusion criteria for meta-analysis.

The main effect of small-group learning on achievement, persistence, and attitudes among undergraduates in SMET was significant and positive. Mean effect sizes for achievement, persistence, and attitudes were 0.51, 0.46, and 0.55, respectively.

Strategies for Energizing Large

Classes: From Small Groups to

Learning Communities:

Jean MacGregor,James Cooper,

Karl Smith,Pamela Robinson

New Directions for Teaching and Learning,

No. 81, 2000.Jossey- Bass