An Introduction to ProblemBased Learning

1
An Introduction toProblem-Based Learning

• King Fahd University of Petroleum and Minerals
• Saudi Arabia

S.J. Piccinin, Ph.D.
2
Objectives

• Explain the basic features of problem-based
  learning (PBL)
• Distinguish the respective roles of learners
  and tutors in PBL and traditional teaching
• Explain the skills required of tutors
• Experience a micro PBL session

3
Subject-Based Learning

• Assumes you know very little
• Information laid out in pre-selected sequences
• Presents what teacher/text thinks you need to
  know
• Read it all in case you miss something

4
Steps in Subject-Based Learning
Learn it
Told what you need to know
Start
Give problem to illustrate how to use it
5
Steps in PBL
Identify what you need to know
Problem posed
Start
Learn it
Apply it
6
PBL Main Features

• Learning based on need to know - problem driven
• Discover what you need to know to address the
  problem posed
• Individual or small tutorial group (team) based
• Selected use of a wide range of learning
  resources(vs. one text, one professor)
• Emphasis on knowledge, application, interpersonal
  communication, resource management, and learning
  how to learn skills
• Considers knowledge from a systems point of
  view (e.g. medicine cardiovascular,
  respiratory, urinary, etc.)
• Evaluation and exam

7
Stages in PBL

• Problem is encountered first in learning sequence
  (before any preparation or study has occurred).
• The problem situation is presented in same way as
  it would present in reality.
• The student works with the problem in a manner
  that permits his/her ability to reorder and to
  apply knowledge, to be challenged and evaluated,
  appropriate to his/her level of learning.

8
Stages in PBL

• Needed areas of learning are identified in the
  process of work with the problem and used as a
  guide to individual study.
• The skills and knowledge acquired by this study
  are applied back to the problem to evaluate the
  effectiveness of learning and to reinforce
  learning.
• The learning that has occurred in work with the
  problem and in individualized study is summarized
  and integrated into the students existing
  knowledge and skills.

Adapted from Boud (1985)
9
Basic Steps in PBL

• Identification of the learning objectives
• Interaction with problem
• Identification of self-directed learning
  questions raised by working with the problem
• Self-directed study
• Application of acquired information back to
  problem
• Review and synthesis of what has been learned
• Assessment

10
Characteristics of PBL

• Student-centred
• Active learning
• Importance of small group cooperation/dynamics
• System based integrates knowledge from a
  variety of areas
• Interpersonal skills
• Emphasis on reasoning
• Focus on decision making

11
What Is Learned in PBL?

• Knowledge needed by the expert
• Reasoning skills
• Skill in making and implementing decisions
• Interpersonal skills
• Skills in self-directed learning
• Skill at self-performance evaluation

12
Comparison of Traditional Teacher and PBL
Tutor
Traditional Teacher
PBL Tutor

• Talks, tells, performs

• Facilitates/manages learning process

• Concern for understanding material, facilitates,
  shares control

• Imparts knowledge, controls, directs, retains
  power

13
Traditional Teacher
PBL Tutor

• Concern with ability to apply learning to
  problems and development of metacognitive skills

• Concern with content learning

• Primarily cognitive emphasis

• Concern with clarification of values, attitudes
  as well as cognitive

14
Traditional Teacher
PBL Tutor

• Assures results of discussion understood,
  compared, evaluated, emphasis on higher cognitive
  functions

• Activities primarily of explainer, teller,
  controller, presenter

• Students have more control, power,
  responsibilityRE content and process

• Teacher assumes responsibility for content, style
  and process

15
Traditional Teacher
PBL Tutor

• Students active, self-reliant and in control

• Students largely silent, receptive, powerless

• Active self-directed learning

• Passive learning

• Lots of feedback

• Little feedback

• More emphasis on self and group assessment

• Examiner, judge, evaluator

16
Tutorial Role and Process

• Tutorial built around tutor talking
• Tutorial built around Q and A
• Tutorial built around discussion

17
Tutorial Built Around Tutor Talking
T
S
S
S
S
S
S
S
18
Tutorial Built Around Q A
T
S
S
S
S
S
S
S
19
Tutorial Built Around Discussion
T
S
S
S
S
S
S
S
20
Tutor (Facilitator) Role
Knowledge of

• overall goals of learning program
• objectives and logistics of specific components
  he/she is tutoring
• different educational roles
• various learning resources
• steps in promoting PBL, problem solving and
  critical thinking
• rationale and techniques of self-directed
  learning
• group dynamics and peer feedback.

21
Tutor (Facilitator) Role
Skills

• Facilitating teaching
• Promoting group problem solving
• Promoting efficient group functioning

22
Tutorial Skills

• Skills in Facilitating Teaching

• creating a positive learning climate
• asking appropriate, stimulating, challenging
  questions
• presenting consequences of student conclusions
  opposing views, cues as needed
• raising awareness that further information/data
  may be required
• referring/guiding students to resources
• avoid lecturing, unless exception is recognized
  justified and agreed to.

23
Tutorial Skills

• Skill in Promoting Group Problem Solving/Critical
  Thinking

• get students to examine phenomena from molecular
  to molar level
• assess/appraise evidence supporting hypotheses
• define issues and synthesize information

24
Tutorial Skills

• Skill in Promoting Efficient Group Functioning

• assisting group to set early goals and a tutorial
  plan
• sensing problems in tutorial functioning and
  helping group deal with them
• making students aware of need to monitor groups
  process
• model effective ways of giving and receiving
  feedback

25
Tutor Skills
Skills in Promoting Individual Learning

• helping students develop a study plan,
  considering goals of student and program
• helping students improve study methods, including
  selection of appropriate resources

26
Tutor Skills
Skills in Student Evaluation

• reviewing and clarifying program goals with
  tutorial group
• helping students define personal objectives
• helping students select appropriate evaluation
  methods
• reviewing demonstrated learning achievement and
  ensuring the student gets feedback
• preparing report on individual student learning
  program (Has student met the objectives?)

27
Tutoring

• Dos
• Donts

28
Types of Questions

• Factual
• Divergent
• Probing
• Higher Order
• Affective
• Structuring

29
Advantages of PBL

• Concrete Applications
• Integration
• Motivation
• Synthesis
• Layering

30
Disadvantages of PBL

• Discomfort
• Learn less (apparent in short term)
• Waste of time (apparent in short term)
• Assumes learners are good problem solvers (may
  not be case at start)

31
Skills Developed Through PBL

• Confidence
• Know problem-solving process
• Awareness of problem-solving process
• Identification of issues define problems
• Be organized, systematic, monitor
• Enrich creativity
• Set criteria and make decisions
• Make astute use of knowledge
• Interpersonal and communication skills

32
(No Transcript)