learning recursively: integrating pbl as an authentic problem experience
DESCRIPTION
Invited presentation given at 3rd Regional Conference on Engineering Education and Research in Higher Education, Kuching, 7 June 2010TRANSCRIPT
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Learning Recursively:Integrating PBL as an Authentic Problem Experience
Peter AlbionUniversity of Southern QueenslandAustralia
Image: Daragh CC (by) (nc) (sa)
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Overview
The world we live inWhy Problem Based LearningApproaching PBL as PBLWhat counts as PBL?Challenges of implementing PBLFacing the challengesConclusion
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The world we live in
Exponential knowledge increase
Learning is a lifelong activity
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Friedman: The World is Flat
Image: Eva the weaver CC (by) (nc) (sa)
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Brown: From push to pull
Image: John Atherton CC (by) (sa)
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Brown: From stock to flow
Image: Amyc500 CC (by) (nc)
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21st century education
Learningto be not aboutby doing not listeningLearning how to learn
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Why Problem-Based Learning?
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At the heart of PBL
Solving authentic problems
Matches 21st century skills
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Motivations for PBL
Relevance
Integration
Ongoing learning
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4 ‘uncommon’ objectives of PBLStructure knowledge for practice
Develop clinical reasoning
Develop self-directed learning
Increase motivation
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PBL outcomes
More nurturing & enjoyable
Equal on clinical but less base knowledge
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Problem-based learningpredates 21st century skills but remains relevant
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21st century professionals
Information literateAdaptable
Learning as needed Integrating across disciplines
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PBL fits 21st century learning
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PBL begins with a problem
Group analysis of what needs to be known
Individual research
Developing a solution
Reflection on process & learning
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PBL implementation as PBL
Problem = how to design course using PBL
Requires knowledge of PBL and challenges
Enables developing & testing solution
Reflection informs next steps
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PBL & problem solving heuristics
Understand, plan, execute, evaluate
Ask, imagine, plan, create, improve (STEM)
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PBL implementation is recursive
Applied to educators’ practice
Effects PBL for students
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What counts as PBL?
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5 characteristics of PBL
1. Starting point is a problem
2. Authentic for professionals
3. Knowledge organised around problems
4. Students have responsibility for learning
5. Most learning in small groups, not lectures
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PBL tutors
Not knowledge dispensers but resources
Consistent with 21st century learning
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Advocates argue for program level
Clear distinction from related approaches(anchored, case-based, project based)
Difficult to achieve purity in practice
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How pure must PBL be?
Barrows proposed a taxonomy
Spectrum of methodsAchieving objectives by degrees
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Two dimensions of PBL
Presentation of problem as open or closed
Learning directed by teacher or student
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PBL is a spectrum of methodsSix methods on spectrum
Major benefits with full PBLOther methods have benefits
Image: Charles Tilford CC (by) (nc) (sa)
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Barrows’ taxonomy of PBL methods
SCC CRP SDL MOT
Lecture-based cases 1 1 0 1
Case-based lectures 2 2 0 2
Case method 3 3 3 4
Modified case-based 4 3 3 5
Problem-based 4 4 4 5
Closed-loop problem-based
5 5 5 5
Complete case or case vignette
Partial problem simulation
Full problem simulation (free inquiry)
Teacher-directed learning
Student-directed learning
Partially student & teacher directed
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Challenges of implementing PBL
Student & tutor rolesCollaborative group workDesign of curriculum & assessmentUse of technology in PBL
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Student & tutor roles changeStudents accept more responsibility
Tutors provide less information
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PBL involves group work
Collaboration has benefitsEven for silent students
Students need group skillsMedium-sized (6) groups work best
Tutors need facilitation skillsExpertise in subject may be less important
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Curriculum & assessment for PBLDesign of problems is criticalNeed to address all aspects of courseNeed to motivate learners
Traditional assessment not appropriateNeed to focus on problems not facts
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Technology in PBL
Multimedia presentation of problemsIncreases motivationLittle or no effect on performance
Computer mediated communicationSupports online & distributed PBLBenefits for access to informationLess benefit for collaboration
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Facing some PBL challenges
PBL for distance educationInteractive Multimedia-PBLEngineering problem solvingEducation inquiry course
PBL with large distributed groupsLarge problem in groupsScaffolding with sub-tasks
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Interactive Multimedia-PBL
PBL for individual/isolated students – How?PBL groups stimulate ideas
Build varied ideas into materials
PBL tutors facilitate & model thinkingStructure with sub-tasks with aidsInclude expert responses
Success confirmed byPBL evaluatorsStudent response
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Engineering problem solvingPBL for groups at a distance – How?Virtual teams interact via Moodle
Group forums & wikisEmail & chat for messages & files
Virtual teams perform as well as on campusSome added barriers
Time, technology and learning
Course team plansMore technology such as videoconferenceTeam building strategies
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Education inquiry course
Group inquiry for 350 online students – How?Small group forums & wikis in LMSOptional virtual tutorials in Wimba
Mixed resultsSome groups worked wellSome groups had communication issues
Lessons learnedNeed to prepare students for virtual collaborationProvide more models in future classes
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Large problem in groups
150 students collaborate – How?Cohort on 2 campuses challenged
Develop & share teaching materials
Positive response to authentic taskMaterials used beyond graduation
Management challengesLarge group coordinationNon-contributors
Lessons learnedPreparation for communication & coordinationPeer assessment tool to moderate outcomes
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Scaffolding with sub-tasks
PBL for 500 1st years on 3 campuses – How?Students & staff unprepared
Applied IMM-PBL insightsScaffolding with sub-tasksNarrative for coherence
Approach succeededSupported staff & students for performanceStrong evaluations
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PBL provides 21st century learning
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PBL is a spectrum of methods
Image: Charles Tilford CC (by) (nc) (sa)
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PBL is challenging
Student & tutor roles Collaboration in groupsCurriculum & assessment designTechnology
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Treat PBL implementation as PBL
Develop solutions for now
Learn lessons for the future