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Problem based learning: a simple teaching tool or fundamental learning paradigm?

Problem based learning: a simple teaching tool or fundamental learning paradigm?. Dr Howard Lee. A little mental exercise….. (3 minute limit). Audience in groups of three/four people: What would be the best route to travel from here to Birmingham by public transport?. Discussion.

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Problem based learning: a simple teaching tool or fundamental learning paradigm?

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  1. Problem based learning: a simple teaching tool or fundamental learning paradigm? Dr Howard Lee

  2. A little mental exercise….. (3 minute limit) Audience in groups of three/four people: • What would be the best route to travel from here to Birmingham by public transport?

  3. Discussion Each group to discuss: • Did one group member know more than others? • Did one group member chair the exercise? • How did you communicate information within the group? • How did you feel about doing this exercise? Was it fun? Was it a pain?

  4. This exercise was based upon Problem Based Learning (PBL) Some definitions of PBL: “…a student-centred approach, whereby students deal with ill- structured problems while working in small groups” Araz, G., Sungur, S. (2007). Interplay among cognitive and motivational variables in problem-based learning classes. Learning and Individual Differences. In press. “…a method of learning in which students first encounter a problem followed by a systematic inquiry and reflection process.” Mennin, S. (2007). Small-group problem-based learning as a complex adaptive system. Teaching and Teacher Education23, 303–313.

  5. PBL covers aspects of: ‘Teaching by Asking,’ – Geoff Petty’s representation. (source:http://www.geoffpetty.com/downloads/WORD/25waysforTWT.doc)

  6. PBL covers aspects of: Kolb's model, derived from Lewin. Gibbs G. (1992) Improving the quality of student learning. Technical and Education Services Ltd.

  7. PBL covers aspects of: Bloom’s Taxonomy of Learning Psychomotor: Utilise manual skills to manipulate objects, tools, etc. Cognitive: Stimulate ‘thought processes’ e.g. define terms, summarise. Affective: Develop feelings, emotions or attitudes to other people, ideas or things – e.g. show concern/increased awareness about an issue.

  8. Undertaking a problem solving task involves: • Planning, • Doing, and • Reflecting

  9. The PBL process

  10. Applications of PBL SUBJECT EXAMPLES__________ Nursing Jones & Johnston, 2006; Ehrengerb & Haggblom, 2007 Pharmacology Michel et al., 2002 Medicine Subnukarn & Haddawy, 2006 Vet. science Dodd, 2007 Engineering Lau & Mak, 2004 Biology Ash & Robinson, 2006 Hospitality Kivela & Kivela, 2005

  11. PBL in medicinal sciences Onion model for trigger development and exploration of PBL. McLoughlin, M., Darvill, A. (2007). Peeling back the layers of learning: A classroom model for problem-based learning. Nurse Education Today27, 271–277. p.273.

  12. http://www.trumpuniversity.com/learn/trump360article.cfm?id=42http://www.trumpuniversity.com/learn/trump360article.cfm?id=42

  13. PBL exercise 2 – 15 minutes! Audience in same groups of three/four people: 2. You are on a three-day field trip project, based in one location, with students. The students are studying the key issues affecting the possible development of a municipal composting site (see handout). The field trip will be structured as a PBL exercise. What should the students be doing?

  14. PBL exercise 2 Municipal composting See arrow for site of planned new municipal composting site at Charlton School. The school grounds will be converted into a compost site. Waste to be composted will be ‘green waste’ (garden and kitchen waste, including some paper) and will be delivered to the site by 20 tonne lorries.

  15. PBL exercise 2 – 15 minutes! Some hints: Part 1 – Trigger introduction session 1. Search problems as a group; explore, identify, define the issues 2. Each group, ask each other Qs & explore existing knowledge 3. List what you know & test & Q this knowledge within group 4. What PBL activities might need to be undertaken? (e.g. F2F interviews of council officials, door-to-door interviews of local residents, phone/email/F2F contacts with compost experts, visit(s) to nearby existing compost sites etc.- there are plenty of other options) 5. So, how might the students’ three days be structured? (groups of students would need to present their findings at the end of the field trip) Part 2 - Trigger review session 6. Review your group learning for this exercise Part 3 – presentation of the evidence session 7. Selected groups disseminate their ideas (30 secs!)

  16. PBL exercise - discussion • Individual development – what has each of you learnt from this PBL exercise? • How did your group work as a team? • How do you feel about PBL as a tool for teaching and learning?

  17. Conclusions • PBL is a stimulating mode of teaching and learning; • It can be fun to deliver and to participate in – and students often learn more effectively than from a classic lecture; • PBL deserves to be adopted more widely.

  18. Issues affecting the wider adoption of PBL Issues we have not had time to consider: • Multimedia learning (MML) e.g. Mayer • E-learning e.g. virtual learning environments (VLEs) • Blended learning (mixtures of F2F/ e-learning) • How can the PBL group dynamic function in a blended environment?

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