Problem-based Learning:Challenges, Components, and Benefits

Stephen A. Bernhardtsab@udel.edu

Characteristics Needed in College Graduates

•High level of communication skills

•Ability to define problems, gather and evaluate information, develop solutions

•Team skills -- ability to work with others

•Ability 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.

21st Century Literacies• Develop proficiency with the tools of

technology • Build relationships with others to pose and

solve problems collaboratively and cross-culturally

• Design and share information for global communities to meet a variety of purposes

• Manage, analyze and synthesize multiple streams of simultaneous information

• Create, critique, analyze, and evaluate multi-media texts

• Attend to the ethical responsibilities required by these complex environments

National Council of Teachers of English, Feb. 15, 2008

Employers’ Ratings of Importance of ABET Outcomes for New Hires

Figure 8. Executive Summary, Engineering Change: A Study of the Impact of EC2000. ABET, 2006, p. 11

But I already assign problems . . .

From Cutnell & Johnson, Physics, 1989, p. 93.

And students have to learn before they can solve problems . . .

http://www.morethanatestscore.com/2011/09/09/figuring-out-the-college-lecture/

PBL Contrasted with Subject-Based Learning

START

Told what we need to know

“Learn it” = read book, remember key formulae, etc.

Solve problem to demonstrate mastery

From Smith et al., 2005. Pedagogies of engagement: Classroom-based practices. J. Engineering Education, January 2005. 87-101.

PBL begins with a problem . . . a different kind of problem

• Major League Baseball (MLB) is looking to sell the Montreal Expos, which it currently owns. Competitive bids have been submitted by two Mexican cities, Mexico City and Monterrey. Prior to making a decision, MLB has asked your consulting firm to evaluate the effect that altitude would have on a fly ball in these two baseball stadiums . . .

PBL Clearinghouse “What a Drag!,” by Ed Nowak

PBL Contrasted with Subject-Based Learning

START

Problem-posed

Learn what we need to know

Identify what weneed to know

Apply it while solving problem

From Smith et al., 2005. Pedagogies of engagement: Classroom-based practices. J. Engineering Education, January 2005. 87-101.

PBL is based on the Learning Cycle

Problem posed

Learning issues identified

Students construct understanding of issues

Students apply concepts in their solution

Learning cycles enhance retentionexplore invent apply

EIA = Explore, Invent, Apply

IVP = Inform, Verify, PracticeEAI = Explore, Apply, Invent

J. Chem. Educ. 2011, 88, 1020–1025

Presentation of Problem

Organize ideas and prior knowledge(What do we know?)

Pose questions (What dowe need to know?)

Assign responsibility for questions; discuss resources

Research questions; summarize; analyze findings

Reconvene, report on research;

Integrate new Information;Refine questions

Resolution of Problem;(How did we do?)

PBL: The Process

Next stage of the problem

But I have to cover content…

Balancing Course ObjectivesTackle hard decisions about course content• What content is essential?• What is needed in subsequent courses?• What knowledge is lasting?

Learning Content Developing Process Skills

Don’t overlook process skills•Which skills are most important to your goals?•Can content and process go hand-in-hand?

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

The Rule of 72

Bill is working at a financial services firm as a summer intern. Stan, the area director, calls him into his office.

Stan: One of our analysts is using the Rule of 72 to give predictions to our customers on how fast their money would grow. I’m concerned that this could get us in trouble. I’d like your recommendation on whether or not we should continue to use the rule to give estimates to our clients. Have your recommendations on my desk tomorrow.Bill: Um, sure….

Mark A. Serva, University of Delaware

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

Advanced Undergraduates as Peer Facilitators

• Help monitor group progress and dynamics

• Serve as role models for novice learners

• Instructor works with facilitators behind the scenes

“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

General Chemistry: Hybrid Model Example

Problem-based group work 40%Lecture/whole-class discussion 50%Demonstrations 7%Other (Exam, lab review) 3%

Source: Susan Groh, Ph. D., Department of Chemistry & Biochemistry,University of Delaware

So what does the teacher do?

A Typical Day in an Undergraduate PBL Course

Instructor roles

•Establish learning goals•Create great problems•Keep teams on track•Present information as needed•Evaluate outcomes•Encourage reflective learning and

transfer

What Makes a Good PBL Problem?• Well-formed learning objectives for content and

process

• The need for a solution, decision, or recommendation

• A “hook” or human scenario

• Good prompting questions (“What do we know?” “What do we need to know?”)

• Need for research

• Thoughtful staging/selective disclosure

• Summative and formative assessment

Technologies for Haiti Relief

•Problem: Propose a technology to address pressing issues in Haiti post-earthquake

•Research: Students research situation in Haiti and available technologies (shelter, clean water, construction, communication)

•Deliverables: Proposal, progress report, technical briefing, document for wider audience, presentation

Steve Bernhardt, Technical Writing, UD

PBL supports communication skills•Discussion to define, analyze, evaluate

•Writing to set rules, assign tasks, manage team

•Reading to learn what is needed

•Speaking and writing to present findings, solutions, recommendations

•Writing and discussing to evaluate and reflect

Can we assess teamwork and problem solving?

Assessment in PBL•Evaluate knowledge, skills, behaviors,

and applied learning•Use both formative feedback and

summative evaluation•Assess performance and deliverables•Use self and peer evaluation•Assess both teamwork and individual

learning

Common Features 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.

Course Transformation: A Balancing Act

Classroom Control Learning

Objectives

Course Format Assessment

Problem Design

Interested in learning more?• Google PBL@UD• Visit and register for the PBL Clearinghouse• Find a colleague who wants to collaborate• Try a low stakes problem to get started on a unit• Watch for workshops• Ask me! sab@udel.edu

Presentation of Problem

Organize ideas and prior knowledge(What do we know?)

Pose questions (What dowe need to know?)

Assign responsibility for questions; discuss resources

Research questions; summarize; analyze findings

Reconvene, report on research;

Integrate new Information;Refine questions

Resolution of Problem;(How did we do?)

PBL: The Process

Next stage of the problem

Assessing PBL• Group problem on

exams (in class or take home)

• Grade product from PBL problem

• Ask questions related to PBL problem on exam

• Tasks integrating communication, thinking skills with content

• IF-AT scratch-off forms (http://www.epsteineducation.com/home/about/default.aspx )

• Preparation of concept maps

• Authentic reports to outside “authority”

• Student construction or critique of rubrics

• Student construction or critique of problems

• Evaluation of group process and individual contributions (by group and instructor)

Many traditional assessment tools are still appropriate in PBL.