introduction to pbl (corejan12) week 7
TRANSCRIPT
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PGCAP
LTHE module
@pgcap
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Explain the basics of PBL
Discuss how PBL could be used in own
practice
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Discuss common characteristics and
differences in pairs
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passive > active > accelerated
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broad umbrella term
Individual students/groups of students seeking resolutions to
questions/issues, following own line of enquiry
contextualised questioning (building on existing knowledge)
leading to knowledge formation
develop problem solving skills, inquiring attitudes and lifelong
learning habits
tutor facilitates learning PBL main differences •Problem first •Structure and process •Small groups
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Grown since 1960s pioneered at McMaster University http://www.mcmaster.ca/home.cfm
with medical students (Howard Barrows) Strong evidence that it works well!!! Whole university approach: Maastricht University http://www.maastrichtuniversity.nl/web/Main/AboutUM.htm http://www.maastrichtuniversity.nl/web/Main/Education/EducationalProfile/ProblemBasedLearning.htm
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Traditional lecture
Small group
learning
Subject based
Problem based
Competitive learning
Co-operative earning
Can be used: •Face-to-face •Blended •Fully online
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Developing ‘skills’ and subject specific reasoning skills
Learning takes place in ‘context’ for students
Self-directed learning is promoted
Savin-Baden (1996)
source: Busfield, J & Peijs, T (2003) Learning Materials in a Problem Based Course
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Problems embedded in scenarios
Students discover problems
Learner ownership
In small groups (PBL tutorials)
Search for solutions
PBL tutor
content ill-structured
scenarios/triggers threshold concepts
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Authentic, genuinely
problematic
Trigger learning
Media
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stage 1: explore the problem
stage 2: discover known and unknown, plan
stage 3 : research and share
stage 4: apply
stage 5: present
based on Mills, D (2006) Problem-based learning: An overview, available at http://www.c-sap.bham.ac.uk/resources/project_reports/ShowOverview.asp?id=4 [accessed 5
March 2010]
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Part 1: trigger introduction
Search the problem
Ask each other
List what you know
Find out what the group doesn’t know
Outcomes and goals to be set
Part 2: trigger review
Review group learning
Part 3: presentation
Disseminate
http://www.sciencedirect.com/science?_ob=MImg&_imagekey=B6WNX-4NCK23P-1-5&_cdi=6974&_user=899537&_pii=S0260691706000621&_origin=search&_coverDate=05%2F31%2F2007&_sk=999729995&view=c&wchp=dGLbVzb-zSkzV&md5=e5d5743a7dd6f2102fc36a75e6cdbb3f&ie=/sdarticle.pdf
McLoughlin & Darvill (2006)
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I facilitate team meetings/tutorials,
stimulate debate
make sure that everybody is
participating and that
the PBL process is used.
I also co-ordinate learning and
tasks (who does what and by
when)
I record what is
said/agreed during
meetings,
record any issues
summarise and
synthesise
I share/read the
problem
scenario,
draw attention
to key elements
of the scenario
I keep track of time
during
meetings/tutorials,
remind team
members how
much time is left
I facilitate the PBL
process and
reflection, ask
open questions. I
need to
remember to step
back and not
lecture!
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Resource intensive
Stressful for staff and students
Time intensive (Des Marchais, 1993)
Covering less curriculum content 80%
(Albanese and Mitchell, 1993)
Scenarios too ill-structured: students
disorientated (McLoughlin & Oliver, online)
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In your group explore the
photograph/scenario provided.
Apply the PBL approach to identify
the problem(s), define intended
learning outcomes and come up
with solutions.
stage 1: explore the problem
stage 2: discover known and unknown, plan
stage 3 : research and share
stage 4: apply
stage 5: present
Assessment criteria •Issues identified •Solutions
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Think about the following: •Could PBL features be used within lectures?
•Could PBL be used for large-group teaching?
•How could you use PBL in one of your modules/programmes/sessions?
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Students and facilitators to familiarise with
PBL before using it!
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UK Centre for Legal Education
http://www.ukcle.ac.uk/resources/teaching-
and-learning-practices/pbl/
PBL collection
http://delicious.com/chrissinerantzi/pbl
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Albanese M A & Mitchell S (1993) Problem-based learning: a review of literature on its outcomes and implementation
issues. Acad Med, pp. 68: 52-81.
Barrows, H S (2000) Problem-based learning applied to medical education, Southern Illinois School of Medicine: Illinois
Des Marchais, J E (1993) A student-centred, problem-based curriculum: 5 years' experience. Can Med Assoc J, pp.
1567-1572.
McLoughlin, M & Darvill, A (2007) Peeling back the layers of learning: A classroom model for problem-based learning,
in: Nurse Education Today , 27, pp. 271-277.
McLoughlin, C & Oliver, R (online) Problem-based learning (PBL):Developing learning capability through the WWW,
available at http://elrond.scam.ecu.edu.au/oliver/docs/99/ODLAA.pdf [accessed 11 February 2011]
Mills, D (2006) Problem-based learning: An overview, available at
http://www.c-sap.bham.ac.uk/resources/project_reports/ShowOverview.asp?id=4 [accessed 5 March 2010]
Savin-Baden, M, (1996) Problem-based learning: a catalyst for enabling and disablling disjunction prompting transitions
in learner stances? Ph D thesis University of London. Institute of Education
Woods, D R (1994) How to Gain the Most from PBL, Hamilton: McMaster University
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The LTHE Module Team
University of Salford, Academic Development Unit
Twitter @pgcap
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