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Experience It Yourself: An Introduction to Problem-Based Learning

Experience It Yourself: An Introduction to Problem-Based Learning. George Watson ghw@udel.edu. Institute for Transforming Undergraduate Education. University of Delaware. Workshop at Lycoming College August 19, 2002. 2000. The Way It Was... 1973. graphing calculators,

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Experience It Yourself: An Introduction to Problem-Based Learning

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  1. Experience It Yourself:An Introduction toProblem-Based Learning George Watsonghw@udel.edu Institute for TransformingUndergraduate Education University of Delaware Workshop at Lycoming College August 19, 2002

  2. 2000 The Way It Was... 1973 graphing calculators, laptops, gigabytes and gigahertz Computation

  3. 2000 The Way It Was... 1973 e-mail, voice-mail, chatrooms, FAX, pagers, cell phones instant messaging, wireless connectivity Communication

  4. 2000 The Way It Was... 1973 Online Information: web catalogs, networked databases, Britannica Online, online newspapers, course websites, CMS Collections

  5. Problem-Based Learning and the Cs of Technology: • Computation and Calculation • Communication and Collaboration • Collections and Connections

  6. The question for this session: Given the amazing advances in technology and the dramatic change in the first-year experience, Can we afford to continue teaching the way we were taught?

  7. John Dewey… “True learning is based on discovery guided by mentoring rather than the transmission of knowledge.”

  8. Characteristics Neededin 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.

  9. Recommendations from theCarnegie Foundation Make research-based learning the standard. Build inquiry-based learning throughout the four years. Link communication skills and course work. Use information technology effectively. Cultivate a sense of community.

  10. Cooperative Learning: What the research shows Academic Success higher achievement, including knowledge acquisition, accuracy, creativity in problem-solving, and higher reasoning level. Attitude Effects persistence towards goals, intrinsic motivation, applying learning in other situations, greater time on task Johnson, Johnson, and Smith (1998)

  11. Methods of Active andGroup Learning Student Involvement temporary groups permanent groups “Think/Pair/Share” PBL

  12. What is Problem-Based Learning? PBL is an instructional method that challenges students to “learn to learn,” working cooperatively in groups to seek solutions to real world problems. PBL prepares students to think critically and analytically, and to find and use appropriate learning resources.

  13. “The principal idea behind PBL is that the starting point for learning should be a problem, a query, or a puzzle that the learner wishes to solve.” Boud (1985)

  14. What are the CommonFeatures of PBL? Learning is initiated by a problem. Problems are based on complex, real-world situations. All information needed to solve problem is not initially given. Students identify, find, and use appropriate resources. Students work in permanent groups. Learning is active, integrated, cumulative, and connected.

  15. PBL: The Process Students are presented with a problem. They organize ideas and previous knowledge. Students pose questions, defining what they know and don’t know. Assign responsibility for questions, discuss resources. Reconvene, explore newly learned information, refine questions.

  16. The Problem-Based Learning Cycle Overview Problem, Project, or Assignment Mini-lecture Group Discussion Whole Class Discussion Preparation of Group “Product” Research Group Discussion

  17. PBL: Experience It Yourself Whose Baby Is It? Courtesy of University of Utah Andrology Microscopy Labhttp://www.med.utah.edu/andrology/photo_gallery.html

  18. PBL: Experience It Yourself • Who are the parents?How could they tell? • What are the implications for the two couples? • What questions should they ask? • What are the possible recourses?

  19. Stage Two Each group should discuss one of the following issues that need to be resolved: • legal • social • ethical • health

  20. Stage Two (cont.) For group discussion: How should this case be resolved?

  21. Stage Three For group discussion: Do you agree with the court decision?

  22. Compelling Features of PBLfor New Adapters Models itself on how students learn. With information overload, prepares students to be life-long learners. More realistic curriculum prepares students for world outside the classroom. Ensures more up-to-date materials, content. Generates enthusiasm among faculty. Boud and Feletti, 1998

  23. Reflections and Questions

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