George H. Watson, Associate Dean of Arts and Sciences & Deborah E. Allen, Associate Professor of Biological Sciences University of Delaware Student Engagement through Problem-Based Learning ies of Engagement: Deepening Learning In and Across the Disc AAC&U Network for Academic Renewal Conference April 15, 2005 Bethesda, MD www.udel.edu/pbl/AACU-Apr2005
Student Engagement through Problem-Based Learning. George H. Watson, Associate Dean of Arts and Sciences & Deborah E. Allen, Associate Professor of Biological Sciences University of Delaware. www.udel.edu/pbl/AACU-Apr2005. - PowerPoint PPT Presentation
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George H. Watson, Associate Dean of Arts and Sciences &
Deborah E. Allen,
Associate Professor of Biological Sciences University of Delaware
Student Engagement through Problem-Based Learning
Pedagogies of Engagement: Deepening Learning In and Across the DisciplinesAAC&U Network for Academic Renewal Conference
April 15, 2005Bethesda, MD
www.udel.edu/pbl/AACU-Apr2005
Characteristics Neededin College Graduates
High level of communication skillsAbility to define problems, gather and
evaluate information, develop solutionsTeam skills -- ability to work with othersAbility to use all of the above to address
problems in a complex real-world setting
Quality Assurance in Undergraduate Education (1994)Wingspread Conference, ECS, Boulder, CO.
“The principal idea behind PBL is that the starting point for learning should be a problem, a query, or a puzzle that the learner wishes to solve.”Boud, D. (1985) PBL in perspective. In “PBL in Education
for the Professions,” D. J. Boud (ed); p. 13.
What Is PBL?
What are the CommonFeatures of PBL?
Learning is initiated by a problem.Problems are based on complex, real-world
situations.All information needed to solve problem is not
given initially.Students identify, find, and use appropriate
resources.Students work in permanent groups.Learning is active, integrated, cumulative, and
connected.
Good PBL Problems…
Relate to real world, motivate studentsRequire decision-making or judgmentsAre multi-page, multi-stageAre designed for group-solvingPose open-ended initial questions that
Dedicated faculty tutorGroups of 8-10Very student-centered environmentGroup discussion is primary class activity
Typical Medical School PBL Problem: High Degree of Authenticity
Patient arrives at hospital, ER, physician’s office presenting with symptoms X, Y, Z
What questions should you ask?What tests should you order?
Physician interviews patient, receives results of tests
Differential diagnosisPreferred therapy
A Typical Day in an Undergraduate PBL Course
Question for Groups
Reflect on this morning’s experience:
What do instructors do to guide studentsworking on a PBL problem?
Be prepared to report out in 5-10 min.
What Might Be Different in an Undergraduate Context
Class sizeIntellectual maturity of studentsStudent motivationCourse learning objectivesOther instructors’ or departmental preferencesOther courses to teachVaried student career objectivesBasic (versus applied) context
PBL Models for Undergraduate Courses
Medical School ModelSmall class, one instructor to 8-10 students
Floating Facilitator ModelSmall to medium class, one instructor, up to ~75 students
Peer Facilitator ModelSmall to large class, one instructor and several peer
facilitators
Large Class ModelsFloating facilitator and hybrid PBL/other activities
“Hybrid” PBL
Non-exclusive use of problem-driven learning in a class
May include separate lecture segments or other active-learning components
Floating or peer facilitator models common
Often used as entry point into PBL in course transformation process
Strategies Used to Teach This Problem
1) “Mini” lecture to introduce problem
2) Instructor provided input at regular intervals
3) Mechanism for groups to compare notes
4) Instructor circulated amongst the groups
5) Instructor provided some resources
6) Problem constructed to allow for 1-5
7) Problem constructed to provide learner prompts for
PBL novices
UD PBL Online
PBL at UD - www.udel.edu/pblSample PBL materials, including syllabuses; links to other sites
PBL Clearinghouse - www.udel.edu/pblcDatabase of peer-reviewed PBL problems
The Present -http://www.udel.edu/present/profiles/hamilton/index.htmlAn example of a media-based PBL problem, “Jill”
ITUE – www.udel.edu/instWorkshops on PBL and integration of technology, communication skills
Institute for TransformingUndergraduate Education
June 15-17, 2005Problem-Based Learning: From Ideas to Solutions through Communication.University of Delaware
July 2006PBL2006, an international conferenceLima, Perú
Reflections and Questions
Effectiveness of PBL: Research
Ample evidence for the value of active and cooperative learning (Johnson, Johnson and Smith, 1991)
Strict comparisons of PBL and traditional approaches difficult to design (Prideaux, 2000):Randomization, blinding difficult
Many uncontrollable variables: variants in PBL, resources, motivation
Appropriate outcome measures: content knowledge vs. process skills
Most research studies from medical education
General Trends from Research
Content knowledge comparable to that found in traditional courses (Newman, 2003)
PBL leads to:Improvement in student attitude and clinical
performance (Vernon and Blake, 1993)
Deeper approach to learning (Newble and Clarke, 1986)
Better interpersonal skills and attitudes towards patients (Nandi et al., 2000)