applying problem-based learning

7/27/2019 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

[email protected]

Phone: 023 9284 5203
mailto:[email protected]:[email protected]

applying problem-based learning

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