pbl adult learning

8/11/2019 PBL Adult Learning

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Adult Learning

-Problem-based Learnin

Gandes Retno Rahayu

Department of Medical Education

Gadjah Mada University


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What do you think

about the followinganec o e


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What can you do as

a student to prevent

that anecdotehappen?


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Adult learning foradult learner


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Adult

>16th

Tidak terikat orang lain

Psikologis

an rBertanggungjawab

Dapat mengambil keputusansendiri

Tanda kelamin sekunder


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1. Adults are autonomousandself-directed

2. Adults haveaccumulated

3. Adults areractical

a foundation oflife experiencesand knowledge

4. Adults are relevancy-oriented


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5. Adults are goal-oriented

6. Adults need to be shown respect


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Knowles Assumptions

Concept ofthe Learner

During the process of maturation, a person moves fromdependency toward increasing self-directedness, but at

different rates for different people and in different dimensions

of life. Teachers have a responsibility to encourage and

nurture this movement. Adults have a deep psychological

need to be generally self-directing, but they may be.

Role of the

Learner's

Ex erience

As people grow and develop they accumulate an increasing

reservoir of experience that becomes and increasingly rich

resource for learnin --for themselves and for others.

Furthermore, people attach more meaning to learning theygain from experience than those they acquire passively.

Accordingly, the primary techniques in education are

exper en a ones-- a ora ory exper men s, scuss on,

problem-solving cases, field experiences, etc.


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Knowles Assumptions

Readinessto Learn

People become ready to learn something when theyexperience a need to learn it in order to cope more

satisfyingly with real-life tasks and problems. The educator has

a responsibility to create conditions and provide tools and

procedures for helping learners discover their "needs to

know." Learning programs should be organized around life-

learners' readiness to learn.

Orientation

to Learnin

Learners see education as a process of developing increased

com etence to achieve their full otential in life. The want to

be able to apply whatever knowledge and skill they gain todayto living more effectively tomorrow. Accordingly, learning

experiences should be organized around competency-

eve opmen ca egor es. eop e are per ormance-cen ere n

their orientation to learning


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Student-centered Learning


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Which one are you used to?

about it?

Now, which one do you prefer? Why?


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T L vs S L

Mission & Purpose

TCL SCL

1. provide/deliver instruction 1. produce learning

2. transfer knowledge from

faculty to students

3. offer courses and programs

2. elicit student discovery and

construction of knowledge

3. create powerful learning

4. improve quality of instruction

5. achieve access for diverse

environments

4. improve the quality of learning

5. achieve success for diverse

students students


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Problem-based Learning


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Davis and Harden (1999)

an active learning stimulated by, and

focused round a clinical communitor scientific problem


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Problem-based learning

Characteristics:

small group discussions on

n er sc p nary pro ems w

enough time for self-study and

parallel training in skills


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The tutorial group: Information exchange

About 8-12 students and a tutor

Randomly composed

Meetings twice a week for two hours The 'seven jump


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Physical Examination of the new batch of students

As a prospective student in the faculty of medicine,Rahman, underwent a physical examination. The doctor

measured his blood ressure from sittin and l in in bed

positions. His blood pressure was 90/60 mmHg for both

positions. By auscultation, the doctor heard a murmur and

split of his second heart sound. He asked Rahmanwhether he has shortness of breath or feeling easily

fatigued, but Rahman denied it. Nevertheless, the doctor

told him to have another examination. Rahman was afraid

a e wou no e accep e as me ca s u en s. sheartbeat became faster and he started sweating.

Poor Rahman


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Seven Jumps

1. Clarifying unfamiliar terms

.

3. Brainstorm.

5. Formulating learning issues

6. Self-study7. Reporting

Jumps


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Possible arrangement of learning

ac v es

WT FT

Tutorial Tutorial

Scheduled learning activitiesor SDL


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Independent

xpert ectures

earn ng

activities Practical works

xper

consultation

Project works

Seminar Learning inSkills laboratory


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Competence

The

Learning IncompetenceConscious

Competence

Conscious


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u or

Tutorial

group

studentsproblem


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on ex ua

o a ora ve

e - rec e


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Evidences from educational research

Average

Learning format

Lecture 5%

Retention Rate

Audiovisual 20%

Discussion group 50%

Teach others

80%

National Trainin Laboratories Bethel Maine USA


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