Problem-Based Learning (PBL)

1. Problem-Based Learning (PBL) Learning that results from working with problems CETL Workshop 15 September 2004 Doug R. Oetter Dept. of History and Geography

2. Concepts • An instructional strategy in which students confront contextualized, ill-structured problems and strive to find meaningful solutions.

3. Concepts • Problem-Based Learning (PBL) is a guided-design pedogogical style based on the assumption that students are motivated to solve real-world problems and will actively work to acquire the knowledge needed to solve them. 

4. Concepts • 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. These problems are used to engage students' curiosity and initiate learning the subject matter. PBL prepares students to think critically and analytically, and to find and use appropriate learning resources.

5. History of PBL • Socrates’ question and answer • Hegel’s thesis-antithesis-synthesis • Dewey’s “engagement” • McMaster University Medical School, c. 1970s

6. Goals • Orient students toward meaning-making over fact-collecting • Develop group work & social skills • Cultivate knowledge-forming skills • Motivate and involve students

7. Outline • Instructors pose loosely-defined problems to individual students or groups, and then tacitly guide their progress toward their own unique solutions, offering suggestions, advice, and clarification.

8. Outline • Determine whether a problem exists • Create an exact statement of the problem • Identify information needed to understand the problem • Identify resources to be used to gather information • Generate possible solutions • Analyze the solutions • Present the solution, orally and/or in writing http://www.cotf.edu/ete/teacher/teacherout.html

9. 1. Is There a Problem Here? • Present the problem statement. Introduce an "ill-structured" problem or scenario to students. They should not have enough prior knowledge to solve the problem. This simply means they will have to gather necessary information or learn new concepts, principles, or skills as they engage in the problem-solving process. http://www.cotf.edu/ete/teacher/teacherout.html

10. 2. Resource Evaluation • List what is known. Student groups list what they know about the scenario. This information is kept under the heading: "What do we know?" This may include data from the situation as well as information based on prior knowledge.

11. 3. Problem Statement • Develop a problem statement. A problem statement should come from the students' analysis of what they know. The problem statement will probably have to be refined as new information is discovered and brought to bear on the situation. Typical problem statements may be based on discrepant events, incongruities, anomalies, or stated needs of a client.

12. 4. Resource List • List what is needed. Presented with a problem, students will need to find information to fill in missing gaps. A second list is prepared under the heading: "What do we need to know?" These questions will guide searches that may take place on-line, in the library, and in other out-of-class searches.

13. 5. Evaluate Solutions • List possible actions, recommendations, solutions, or hypotheses. Under the heading: "What should we do?" students list actions to be taken (e.g., questioning an expert), and formulate and test tentative hypotheses.

14. 6. Presentation • Present and support the solution. As part of closure, teachers may require students to communicate, orally and/or in writing, their findings and recommendations. The product should include the problem statement, questions, data gathered, analysis of data, and support for solutions or recommendations based on the data analysis.

15. 7. Assessment • Written examinations • Practical examinations • Concept maps • Peer assessment • Self assessment • Facilitators/tutor assessment • Oral presentations • Written reports

16. Does PBL Work? • PBL may initially reduce levels of learning (this may be due to the difficulty in determining what students learned using traditional competence measures), but may foster, over periods up to several years, increased retention of knowledge • Some preliminary evidence suggests that PBL curricula may enhance both transfer of concepts to new problems and integration of basic science concepts into clinical problems • PBL enhances intrinsic interest in the subject matter • PBL appears to enhance self-directed learning skills (metacognition), and this enhancement may be maintained Norman, G.R., & Schmidt, H.G. (1992, September). The psychological basis of problem-based learning: A review of the evidence. Academic Medicine, 67(9), pp. 557-565.

17. Disadvantages of PBL • The academic achievement of students involved in problem based learning, • The amount of time required for implementation • The changing role of the student in the process • The changing role of the teacher in the process • Generating appropriate problems • Valid assessment of the program and student learning http://edweb.sdsu.edu/clrit/learningtree/PBL/DisPBL.html

18. Resources for PBL • Baptiste, S. (2003). Problem-based learning: A self-directed journey. Slack Inc. • Boud, D. & Felletti, G. (1998). The challenge of problem-based learning. Kogan Page Ltd. • Fogarty, R. (Ed.). (1998). Problem-based learning. Skylight Professional Development • Schwartz, P., Mennin, S., & Webb, G. (2001). Problem-based learning: Case studies, experience and practice. Kogan Page Ltd. • Stepien, W. J., Senn, P., & Stepien, W. C. (2001). The internet and problem-based learning: Developing solutions through the web. Zephyr Press

19. Resources for PBL • Cunningham, W. G. & Cordeiro, P. A. (2002). Educational leadership: A problem-based approach (2nd ed.). Allyn & Bacon. • Delisle, R. (1997). How-to-use problem-based learning in the classroom. Association for Supervision and Curriculum. • Duch, B. J., Groh, S. E., & Allen, D. E. (Eds.) (2001). The power of problem-based learning: A practical “how to” for teaching undergraduate courses in any discipline. Stylus Publications. • Fogarty, R. (1997). Problem-based learning and other curriculum models for the multiple intelligences classroom. Skylight Professional Development. • Gordan, R. (Ed.) (2000). Problem based service learning: A fieldguide for making a difference in higher education. Education by Design. • Hallinger, P., Slowinski, J., & Rodriguez, B. (Eds) (1999). Managing technological change for schools of the new millennium: Problem-based learning project. Eric Clearinghouse on Educational Management. • Hastings Moye, V. & Howard, D. L. (1998). Problem-based learning in social studies. Skylight Professional Development.

20. Resources for PBL • Lambros, A. (2002). Problem-based learning in K-8 classrooms: A teacher’s guide to implementation. Corwin Press. • Lambros, A. (2003). Problem-based learning in middle schools and high schools: A teacher’s guide to implementation. Corwin Press. • Levin, B. B. (Ed.) (2001). Energizing teacher education and professional development with problem-based learning. Association for Supervision and Curriculum Development. • Savin-Baden, M. (2000). Problem-based learning in higher education: Untold stories. Open University Press. • Stepien, W. J. (2002). Problem-based learning with the internet: Grades 3-6. Zephyr Press. • Torp, L. & Sage, S. (2002). Problems as possibilities: Problem-based learning for K-16 education (2nd ed.). Association for Supervision and Curriculum Design.

21. McMaster University http://www.chemeng.mcmaster.ca/pbl/PBL.HTM

22. University of Delaware http://www.udel.edu/pbl/ PBL Clearinghouse

23. Samford University http://www.samford.edu/pbl/index.html

24. Illinois Mathematics and Science Academy Center for Problem-Based Learning http://www2.imsa.edu/programs/pbl/cpbl.html

25. Email Distribution Lists • PBL-LIST (owned by the Department of Civil Engineering, University of Monash, Australia). Subscription address: majordomo@vifp.monash.edu.au. Additional information at: http://www-civil.eng.monash.edu.au/affil/pbl-list/pbl-list.htm. • IMSACPBL-L (owned by the Illinois Mathemathics and Science Academy). Subscription address: majordomo@imsa.edu. Additional information at: http://www.imsa.edu/team/cpbl/web/listserv.html. • UD-PBL-UNDERGRAD (owned by the University of Delaware). Subscription address: majordomo@udel.edu. Additional information at: http://www.udel.edu/pbl/ud-pbl-undergrad.html.

26. Potential Applications • Biology • Chemistry • Education • General Science • Health Science • Medicine • Nutrition • Physics • Social Studies

27. Application of PBL in GEOG 4100- Advanced Geographic Information • Expected Student Learning Outcomes • Understand the nature of geographic information and its applications • Define the geographic approach to data collection and analysis • Identify, acquire, and employ a variety of types of geographic data • Learn basic geographic field methods • Learn basic image analysis and remote sensing methods • Develop a working knowledge of Geographic Information Systems • Understand the tools of spatial analysis, including geostatistics • Produce mapping products that display effectively geographic information • Gain experience with collaborative and cross-disciplinary projects & presentations • A Course Project using PBL meets all these goals!!

28. Course Project • Anticipated Student Work • Problem statement • Background literature • Methodology outline • Data acquisition • Field methods • Spatial analysis • GIS usage • Results • Discussion • References

29. Ask students to define what the problem they are attempting to solve actually is They tend to jump too fast into how to solve it Problem Definition

30. PBL is similar to Independent Study, in that the students should be motivated to go out and dig up information on their own A problem is that they may want to rely too heavily on what you have provided Literature Review

31. Much of the methodology follows a standard framework that has been explained in class But surprises are nice! And the real ‘discovery’ occurs outside of class when the students work on their own without your guidance Methodology

32. Graphics Maps Images Dissemination of Results

33. Students may not get enough opportunities to present their findings and offer suggestions Discussion section requires them to think about how they would solve the problem and present their best solutions Discussion

34. Opportunity for students to develop presentation skills Class research could be continued into other academic settings Presentation

35. Lecture • Lectures are designed to carry the course through the problem solving stages

36. Lab Assignments • Much of the work is completed in lab • They learn the ‘how to’ while actually working on their course project

37. Grading Basis • A problem statement that explains the research goals and objectives • Discussion of 2-3 research articles from the published literature • A well-defined methodology for solving the problem using advanced geographic techniques, including • Correct utilization of GIS to perform the tasks • Acquisition of spatial data from different sources • Creation of field data using appropriate techniques • Inclusion of advanced spatial analysis • Presentation of appropriate results from your work, such as maps and graphs • Effectiveness of communication of your report, including grammar and writing style • A metadata statement and/or log file sufficient that someone else could duplicate your project • Brief oral presentation of about 15-20 minutes, simply designed to share your work with the rest of the class

38. Grading Rubric

39. Ideas for PBL at GC&SU • Which of your courses are best? • How would you employ PBL? • How will it help you achieve your goals and objectives? • Will it be the centerpoint of the course, or just an occassional exercise? Brainstorming Time