Enquiry & Problem Based Learning (EBL/PBL)

1. Enquiry & Problem Based Learning(EBL/PBL) Viv Brunsden & Rowena Hill Psychology Division Nottingham Trent University

2. What is EBL/PBL? • A learning rather than teaching method • Uses applied/“real world” issues & problems as a context for learning • Encourages • peer led learning & teamwork • questioning and problem solving • critical thinking • deep learning • Makes more sense when you do it than when you hear/read about it!

3. Differences between EBL & PBL • EBL is an umbrella term; PBL is a form of EBL • PBL uses specific, usually specially designed, scenarios or vignettes • Learning issues are embedded in the scenario for students to ‘discover’ • Staff facilitate this ‘discovery’ • Other ILIs may emerge – this is fine • EBL may use vignettes or other stimuli for exploration • Example stimuli might include: • General real world description scenarios • Films • Photographs & visual images • News reports

4. How it works: the first session Students: • Are presented with a scenario or issue • Brainstorm ideas and previous knowledge • Facilitated by ‘lecturer’ • Define the broad nature of the problem • Note down questions which arise: i.e. identify ‘learning issues’ • Rank the learning issues in order of importance • Divvy up the learning issues • Decide which ones are for the whole group? • Decide which ones individuals will be tasked with? • Go away and research their specific learning issues

5. How it works: between sessions Students: • Research their identified learning issues • Explore the information they discover • This may create new ILIs • Integrate their knowledge (past & new) into the context of the problem • Generate possible solutions to the learning issues • Analyse the solutions

6. How it works: the feedback session • Each group presents their problems, processes and solutions • Overall enquiry/problem statement • Learning issues • Analysis of information gathered • Solutions and recommendations which need to be supported by the resources • Groups may have researched identical, overlapping, or different issues • Even when ILIs are the same group’s solutions may be identical, overlapping, and different

7. START Scenario/ issue Brainstorm Rank Questions (L.I) Define Explore Divide L.I. Research Analyse Present Solutions Integrate

8. How we’ve used it • Psychology & the Emergency Services • Optional yr 3 module taught over 10 weeks • 1 scenario or issue per week (2 teaching sessions per week) • Initially PBL but becomes EBL as module, and student skills, progress • Run a ‘practice’ scenario to have a try at ILIs – fairly directive but explaining the process as we go… • In 3rd yr of running – continues to develop and change • Professional Practice in Psychology • Compulsory yr 3 module taught over 10 weeks • 1 scenario all term (1 teaching session per week) • Wide choice of scenarios – some PBL some EBL • In 2nd yr of running – has changed very little

9. How we’ve used it • Psychometrics 2 • Compulsory PG module taught over 10 weeks • 1 task a fortnight (1 teaching session per week) • Combined with patchwork text assessment • In 2nd yr of running – has changed a little (dropped from 6 tasks to 5) • Integrative Perspectives • Compulsory Yr 2 module taught over 20 weeks • Tutorial based (6-8 students) • New this year

10. Student feedback • Initially anxious and even disliking this method of provision • “I found it directionless” • “I felt as though I needed more guidance throughout, so I knew where I was going and could improve on that” • Can take a while to settle • “I felt like I was swimming in literature and didn’t know if I was going off topic” • Changes entirely by module’s end • “It’s opened your mind to exploring more issues around a topic. You read about everything, not just the two things you do essays on.” • “I think this is the best one [module], cause I sit in a lecture and switch off, this is the only one I’ve engaged with and work for and understand”