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POPBL GUIDELINE BOOK FOR TEACHERS

This guideline book for teachers offers an in-depth look at the Philosophy, Principles, and practical application of Problem-Oriented Project-Based Learning (POPBL) in education. It covers planning, projects, assessment methods, e-learning tools, and stakeholder importance. The book provides examples, case studies, and strategies for overcoming challenges in incorporating POPBL in courses.

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POPBL GUIDELINE BOOK FOR TEACHERS

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  1. POPBL GUIDELINE BOOK FOR TEACHERS Introduction to POPBL Planning POPBL Projects in POPBL Applying POPBL in your course E-learning Tools in POPBL Assessment and Evaluation Method Review

  2. Chapter 1 : Introduction to POPBL • Definition • Philosophy of POPBL • Principles • POPBL vs. Conventional • Examples/case Study • Local scenario adaptation • Learning outcome expectation • Tools for OBE (outcomes handled by POPBL). • Importance of POPBL in current context (stakeholders)

  3. Philosophy of POPBL • Related theory-constructivism, social psychology.

  4. POPBL vs. Conventional • Student centered vs teacher oriented • PO vs Subject Oriented • Focused on Process vs Outcome/Product • Interactive vs. Authoritative • Group vs Individual • Continuous Assessment vs. Exam oriented. • Promoting soft skills + technical knowledge vs. knowledge/skills

  5. Principles • Problem based (not subject based) (more learning, finding solution). • Student Centered/Participant Direction • Contextual/real life application. • Interdisciplinary / multi disciplinary • Group work/team work. • Process oriented.

  6. Examples/case Study • TU Delft Case Study • Examples from Roskilde University • Examples of elements implemented in UM and UKM

  7. Local scenario adaptation • Cultural Barrier • Passive students (educate by more interactive activities) • System Barrier • Strict curriculum structure (introduce elements of POPBL progressively) • Education Curriculum Barrier • Introduce new courses fully POPBL to practitioners • Resource Management • Financial, exchange staff/student, staff development • Policy (top down) • Convince policy makers (awareness) • Importance of active learning

  8. Learning outcome expectation • More Communicative • Good communication skills • Thinking skills • Creative and critical thinking • Lateral thinking • Team player and group leader • Lifelong learning (encourage) • Learning to learn • Problem solving skills

  9. Tools for OBE (outcomes handled by POPBL). • As means to achieve OBE outcomes • Teaching approach to be adopted

  10. Importance of POPBL in current context (stakeholders) • Real world connection • Solving real problems • New skills • Quality graduates (better soft skills and technical competency)

  11. 2.Planning POPBL • Problem formulation and developing problem statement (and project scenarios) • Continuous assessment • Course Design/Structure • Learning Objectives • Supervision (roles) • Group Dynamic/Formation • Case studies in POPBL • Tutors in POPBL

  12. Problem formulation and developing problem statement (and project scenarios) • Scientific research problems • Scientific method in order to reach conclusion using scientific methods

  13. 3.Projects in POPBL • Identification of the problems • Selection / Prioritization of problems • Literature search • Data gathering • Report writing • Progress review • Analysis • Role play activities • Issues in project supervision/management

  14. Lit Review and Problem Identification • Problem Formulation (timescale important) • Evaluation of Problem Formulation • Project implementation • Communication and engagement of Stakeholders • Data gathering and analysis • Progress review – continuous process • Issues in project supervision/management

  15. 4.Applying POPBL in your course • Assessment of existing course • Gap Analysis • Elements of POPBL to be incorporated and considered. (scope and extent of application) • Examples of good practice. • POPBL setting environment • Content and delivery (POPBL vs. conventional) • Anticipated problems/challenges. • Possible teaching approaches. • Role of supervisors, tutors and students.

  16. 5.E-learning Tools in POPBL • Awareness/education on e-learning (lecturers & students). • Advantages of e-learning. • Virtual Learning Env. (VLE) (Moodle) • Choice of appropriate tools and its application. • Challenges • Managing VLE.

  17. Monitoring student progress electronically • Quiz • eJournal • login • Reflections and feedback fr supervisors/facilitators • ePortfolio • Student profile • Project profile • Gantt Chart • tracking of literature accessed

  18. Issues and Problems • Internet availability and accessibility • Other supporting infrastructure • Attitude towards integrating eTools into T&L: how to overcome • Time & work load of supervisors • Teacher’s readiness • Challenges

  19. 6.Evaluation Method & Assessment • Alternative vs conventional. • Formative vs Summative Assessment. • Rubric development. • Principles of good assessment. • Project/Group assessment. • Designing good assessment for POPBL

  20. 7.Review • Overall program evaluation • Lecturers feedback. • Student feedback. • Continuous Improvement. • Conclusion.

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