Some Perspectives on Problem-Based Learning

1. Some Perspectives on Problem-Based Learning Stephen Ressler, P.E., Ph.D.

2. A Problem • You will need to use a complex multi-featured software package in your work. • You have no previous experience with this software. • Your work will require you to use some, but not all, of the software package’s features.

3. Which Solution Would You Choose? • Receive a lecture and demonstration of the software from an expert. • Receive a lecture and demonstration of the software from an expert, with an opportunity to use the software while observing the demonstration. • Work through several standard tutorials provided with the software package. • Use the software for a relevant task or project, learning basic functions on your own from the user’s manual. • Use the software for a relevant task, learning basic functions from the user’s manual and asking questions of an expert when necessary.

4. Option 1 Receive a lecture and demonstration of the software from an expert. • Advantages: • Learning is based on correct information, provided by the expert. • Demonstration provides a model for you to follow. • Disadvantages: • The expert decides what you need to know. • The learner is not engaged in real time.

5. Option 2 Receive a lecture and demonstration from an expert, with an opportunity to use the software while observing the demonstration. • Advantages: • Learning is based on correct information, provided by the expert. • Learner is engaged and can reinforce learning in real time. • Disadvantages: • The expert decides what you need to know. • Ability to replicate the expert’s demonstration does not necessarily result in “transfer of learning.”

6. Option 3 Work through several standard tutorials provided with the software package. • Advantages: • Learning is based on correct information, provided by the tutorials. • The learner owns the learning process and is engaged. • Learner might be able to select relevant tutorials. • Disadvantages: • There is no expert available to assist or validate the learning process. • Tutorials might not be relevant to the learner’s individual needs.

7. Option 4 Use the software for a relevant task or project, learning basic functions on your own from the user’s manual. • Advantages: • The learner owns the learning process and is engaged. • The task or project is relevant to the learner’s needs. • Disadvantages: • Learning will take more time. • Learning may be frustrating or even overwhelming, depending on the complexity of the task. • There is no expert available to assist or validate the learning process. • Some of the learning may be incorrect or incomplete.

8. Option 5 Use the software for a relevant task, learning the basics from the user’s manual and asking questions of an expert when necessary. • Advantages: • The learner owns the learning process and is engaged. • The task or project is relevant to the learner’s needs. • An expert is available to assist and validate the learning process. • Disadvantages: • Learning will take more time. • Learning may be frustrating. Mitigated by the availability of the expert

9. Which Solution Would Your Students Choose? • Receive a lecture and demonstration of the software from an expert. • Receive a lecture and demonstration of the software from an expert, with an opportunity to use the software while observing the demonstration. • Work through several standard tutorials provided with the software package. • Use the software for a relevant task or project, learning basic functions on your own from the user’s manual. • Use the software for a relevant task, learning basic functions from the user’s manual and asking questions of an expert when necessary.

10. The Essence of PBL • Project focus vs. Content focus • Deductive vs. Inductive • Push vs. Pull

11. Challenges • Cognitive overload • Learner frustration • Students’ tendency to: • Seek approved solutions • Seek someone else’s solution • Invent theory

12. Meeting the Challenges • Problem design: • Stimulate the demand for relevant knowledge and skills • Not too easy; not too hard • Just-in-time delivery of content • Systematic monitoring of student progress

13. A Useful Theoretical Framework:Perry’s Model (Culver and Hackos, 1982)