Problem based learning v1

Virtual Presentation by Geraldine M. Cronk

Good morning, afternoon, and or goodnight.

I am Geraldine M. Cronk and this is my presentation on Problem-Based Learning, a.k.a. PBL.

Before we begin, I would like to challenge each of you with an exercise, to get our brain cells going…

Exercise

Can you place ten coins into five rows,

with each row containing four coins,

without placing any coin on top of

another coin?

Stay tuned for the solution…you’ll have till the end of this presentation to come up with a solution, have FUN!

Here’s an Overview of this presentation: Research Result on PBL

History of PBLWhat is PBL?Why PBL?The Good, The Bad, and The Ugly of PBL

Emergent Virtual Tools…PBLHow to implement PBL

Exercise…Solution

Research Result on

According to Samford University, PBL began about 30 years ago at McMaster University in Canada

“Using problems based on actual clinical cases as focal points in a medical program evolved after years of medical faculty and student frustration with the traditional lectures and challenging clinical experiences” (Problem-Based Learning, 2009).

Short History of PBL

“First application of PBL, and perhaps the most strict and pure form of PBL, was in medical schools which rigorously test the knowledge base of graduates. Medical professionals need to keep up with new information in their field, and the skill of life-long learning is particularly important for them. Hence, PBL was thought to be well suited for this area” (Park).

History of PBL (cont.)

So, what is PBL? PBL is “both a curriculum and a process” (Problem-Based

Learning, 2009) This learning facilitation strategy requires each learner to perform

research, discuss and collaborate…not the traditional teaching or learning process

Conducted in a small group (3-7 members); as they create solutions which includes all avenues of real-world scenarios; designed to be ‘student-centered’

Learners are not limited…they will have the ability to use all resources relevant to their problem/project

Expertise not required…in the end, learners will be more informed and will further develop numerous life fundamental skills

Courtesy of http://pbln.imsa.edu/model/template/ (to learn more, visit the website)

Here is an example used by Illinois Mathematicsand Science Academy to teach and learn PBL:

And here is a comparison table by Illinois Mathematicsand Science Academy:

Courtesy of http://www.samford.edu/ctls/archives.aspx?id=2147484113

Traditional Learning versus Problem-Based Learning

Then, why use PBL?

As future educators, we must be familiar with the variety of facilitation strategies available to us in order to enhance our student’s learning

PBL is only one of many facilitation strategies and in my opinion, one that would benefit the students more in the long-run

In PBL, as instructors, we are merely facilitators; we are not giving the students the answers to memorize for finals; we are preparing the students for life-events scenarios in which they will explore and discover the many possible solutions on their own; and we are providing support and coaching each team as needed

Of course, with anylearning facilitation strategy

…there are the “Good”the “Bad” & the “Ugly”…

So, what are the good,the bad, and the ugly of PBL?

The “Good” of PBL: Freedom…no limits in terms of creating possible

solutions; the more ideas presented, the more feasible, efficient and effective list of solutions

Enhances the level of motivation to learn Develops the autonomy to be innovative in their

own ways Retention of information as each learner will

invest time to properly do research and analyze information to determine solutions

The “Good” of PBL (cont.): Further development of 4Cs…(not Cut, Clarity, Color, or Carat)

The 4Cs are Competence, Communication, Critical Thinking and Collaboration Skills

Learners will be able to link learned theories in practice thus promote the BEST solution (s)

Encourages LIFELONG LEARNING…as one aspect of research will lead into another, then another and so on…it is non-stop!

Builds professional confidence and identity as they are developing their 4Cs

The “Bad” of PBL: Learners must be able to step up and or down

as leaders and or as followers; as this may create ‘Storming Phase’ and disrupt the creativity process

Each member of the team must be willing to contribute and sacrifice their time and effort as equally as possible…if not, this may then result in animosity between team members

Avoid ‘cliques’ so that no particular member would feel isolated

The “Ugly” of PBL:

Each learner must know and understand that

every project or problem will have a certain

amount of time allotted for completion, a.k.a.

______________; they must set their goals

early and adhere to the prescribed time frame

as this may result in lack of organization in their

brainstormed solutions

TIME constraint

Emergent/Virtual Tools to Implement:

With today’s technological advances,

implementing PBL through virtual means is really not that

complicated.So, let us cover a specific tool that can be used to facilitate

Problem-Based Learning.

How to implement PBL? Class Live Pro is one way to implement PBL, in fact Park University is already using this particular tool.

Do you remember our class collaboration discussion last Wednesday night…this is exactly how PBL would be conducted. The discussion between members can be accomplished regardless of the member (s) geographic location.

Last year, I was stationed in Germany while I was taking a course that introduced me to PBL. I distinctly remember our team project…PBL, and was able to contribute to many possible solutions; be part of the team regardless of my geographic location.

Although, different time zones may pose difficulty at first--keeping the lines of communication between team members is the best way to keep the PBL in the right path and eventually to success.

The main thing to remember is to keep the conversation on the topic (no side bars…no distractions). It is also important to have a record keeper/note taker who will capture the details of the discussion. Assigning a discussion leader and a note taker before beginning any discussion is a must. Oh, and do not forget to set an agenda prior to the scheduled collaboration, this will keep the discussion on topic, or at least it should.

So, what word…or wordscome to mind when you hear

Problem-Based Learning (PBL)?

Hmm…

_________PBLPBLcritical thinkingcollaboration

researching

Studentsasking “WHY?”

communication

ActiveLearning

RealLifeProblems

Small groups

creating solutions

IdentifyProblemStatement

brainstorming

“Mind-the-Gap”

LearningGoals

SelfStudy

responsible

ShareResultsNeed

SupportFrom

Facilitator

focus

Helping-1-Another

StudentCentered

structuredelaboration

DeepThinking

TeamWork

ContributesEqually

Listening

-2-1-

Another

Life-LongLearning

competencies

MeaningfulLearning

Becoming

“SME”

InquiryBased

AnsweringThe“HOW?”

questioning

reflectinginvestigating

Diversity of Ideas

“OUT-of-the-BOX” Thinking

CREATIVITY

analyzing

critiquing

feedback

DecisionMakers

Problem Solving Skills

leadership skills

followership…camaraderie

Have you got the answer?

Can you place ten coins into five rows,

with each row containing four coins,

without placing any coin on top of

another coin?

Exercise…Solution

Can you place ten coins into five rows, with each row containing four coins,

without placing any coin on top of another coin?

In summary, I presented the following info: Research Result on PBL

History of PBL: 30 years ago at McMaster University in Canada

What is PBL?: ‘student-centered’ Why PBL?: instructors are facilitators; develop life

skills; retain informationThe Good, The Bad, and The Ugly of PBL

Emergent Virtual Tools…PBLHow to implement PBL: Class Live Pro

Exercise…Solution

“Isidor I. Rabi, the Nobel laureate in physics who died January 11, 1988, was once asked, ''Why did you become a scientist, rather than a doctor or lawyer or businessman, like the other immigrant kids in your neighborhood?'' His answer has served as an inspiration for me as an educator, as a credo for my son during his schooling and should be framed on the walls of all the pedagogues, power brokers and politicians who purport to run our society…''My mother made me a scientist without ever intending it. Every other Jewish mother in Brooklyn would ask her child after school: 'So? Did you learn anything today?' But not my mother. She always asked me a different question. 'Izzy,' she would say, 'did you ask a good question today?' That difference - asking good questions -made me become a scientist!''

This world of ''Ready, Fire, Aim'' would be a far better place if all the world's leaders, starting in particular with our President, hearkened to this wisdom. It's time to stop giving answers before we understand the questions” (Sheff, 1988).

To conclude, ponder on this…

• Project Based Learning: Explained (bie.org) http://www.youtube.com/watch?v=LMCZvGesRz8

• Problem Based Learning http://www.youtube.com/watch?v=lZS2MbxBGCM

• Digital Learning Design and Problem Based Learning http://www.youtube.com/watch?v=5whHfZSCct4

Here are YouTube references that may help further elaborate on PBL:

References Park, J. (n.d.). The Purpose of This Site. Retrieved June 3, 2014, from Problem

Based Learning: http://ldt.stanford.edu/~jeepark/jeepark+portfolio/PBL/skipintro.htm

PBLN, I. (Ed.). (2014, February 27). IMSA's PBL Teaching and Learning Template. Retrieved June 3, 2014, from IMSA PBLN Network Collaborative Inquiry in Action: http://pbln.imsa.edu/model/template/

Problem-Based Learning. (2009). Retrieved June 3, 2014, from SAMFORD University Center for Teaching, Learning and Scholarship: http://www.samford.edu/ctls/archives.aspx?id=2147484113

Sheff, D. (1988, January 12). 'Izzy, Did You Ask a Good Question Today?'. New York, USA. Retrieved June 3, 2014, from http://www.nytimes.com/1988/01/19/opinion/l-izzy-did-you-ask-a-good-question-today-712388.html