Transcript Changing to PBL: Why and How?

Problem Based Learning Curriculum
How to develop
departmental PBL models?
Patrick Lai
[email protected]
Educational Development Centre
The Hong Kong Polytechnic University
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Why use PBL?

Engages students in learning information in
ways that are similar to the ways in which it
will be recalled and employed in future
situations
 Promotes self-regulated learning
 Assesses learning in ways which demonstrate
understanding and not mere acquisition
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Why use PBL?

Motivation

Relevance and Context

Higher order thinking

Learning how to learn

Authenticity

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Comparison with other approaches



Lecture-based: a lecturer presents students with information in
lectures and then uses a case or two to demonstrate the
relevance of this information.
Case-based lecturers: case histories are given before the
lecture. Cases highlight the material to be covered. Students
analyse the case using prior knowledge before any new
information is given in the lecture.
Case method: students are given a complete case for study and
research in preparation for class discussion. The lecturer
facilitates its discussion by combining both student-directed and
teacher-directed learning.
(Barrows, 1986)
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….Comparison with other approaches

Problem-based: Students are presented with the problem in
simulation formats that allow for free enquiry. They can
develop their own data base and hypothesis - usually under
guidance of teacher.
 Closed loop problem-based: This is an extension of
problem-based. Students return to the problem to evaluate
their use of resources, how they could have tackled the
problem differently, and to improve their reasoning process
and gain better understanding.
(Barrows, 1986)
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Comparison of approaches

Structuring knowledge for use in clinical contexts -
Knowledge

Developing an effective clinical reasoning process -
Reasoning

Development of self-directed learning skills
- Self directed

Increased motivation for learning - Motivated

Ranked 0-5 where 0 is low and 5 is high
(Barrows, 1986)
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……Comparison of approaches
Know Reas Self-dir Mot
Lecture-based cases
Case-based lectures
Case method
Problem-based
Closed loop problem-based
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5
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Barrows, H.S. (1986). A taxonomy of problem-based learning
methods. Medical education, 20,481-486.
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Premises of PBL
1. The problem comes first; it is the context for learning
2. The problem is ill-structured and real-world like
3. Students are the problem solvers; their teachers are
their tutors and coaches
4. Reasoning is characterized by a reiterative process
involving observation, hypothesis, inquiry, critical
thinking and conclusion (decision)
5. Assessment is an authentic companion to the problem
and the process.
(Biggs,1999)
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The processes of the tutorial:
Return to the problem
1. Ill-structured
Problem
8. Reporting
2. Clarifying
concept
Assessment
7. Self study
6. Formulating and
proioritizing learning
objectives
3. Defining the problem
4. Analysing the
problem/brainstorming
5. Problem analysis / systematic
classification
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Clarifying concepts

To avoid confusion, concepts used in the task
are first clarified
 To enable all participants to start from a
common starting point
– recognizing concepts lacking clarity
– recognizing confusing concepts
– asking for an explanation
– giving an explanation
(van Til & van der Heijden,1998)
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Defining the problem

The essence of the task is determined in order
to determine the boundaries of the topics
– putting forward proposals for a definition
– translating the essence of the task into a defined
problem
– clearly formulating a concrete problem
(van Til & van der Heijden,1998)
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Analysing the problem

Ask students to list out what they know about
the task, with relevant explanations
 Give additional information about listed
aspects and alternative explanations
 asking more detailed questions
 asking questions regarding matters students do
not know
 listing alternatives
(van Til & van der Heijden,1998)
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Problem Analysis/Systematic
classification

Creating links between listed aspects and
explanations
 Using diagrams
 noting any unclarity and gaps in the
classification
(van Til & van der Heijden,1998)
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Formulating learning
objectives

Formulating learning objectives on topics they
do not know
 creating a link with the problem analysis
(van Til & van der Heijden,1998)
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Self Study

Scheduling
– effective use of available time

Selecting sources of information
– relevance and appropriateness

Studying sources
– objective-based and application

Preparing reports
– linkage to objectives
(van Til & van der Heijden,1998)
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Reporting

Presenting what has been studied briefly
 creating links with learning objectives
 supporting presentation with diagrams and /or
examples
 quoting sources
 asking questions in case of unclarity
 giving additional information
 testing the new knowledge
(van Til & van der Heijden,1998)
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Various forms of PBL

Degree the problem is structured
– case study given in detail, with information to solve it
– Open or ill-structured - no data; students do research

Extent of teacher direction
– teacher controls flow and amount of information
– case studies presented to students before the lecture

depends on what they are required to do prior to, and then
during, the following class that determines the kind of PBL
(Biggs, 1999)
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Template pilot PBL Model
Initial session setting the scene
Group Discussion
Follow-up
session(s)
Presentation
Concluding
session - solution
Repeat
(Tang et al., 1997)
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Common Features of the PBL Models
in HK PolyU
Problem
Lecture
Group Discussion
Student Presentation
Answer
prepared
questions
get by
lecturers
Generate
issues
List
suggestions
Report
findings
(Tang et al., 1997)
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PBL Models

To view samples of PBL models of Electrical
Engineering, School of Design, Health Sciences,
please click here.
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References

van Til C. & van der Heijden, F. (1998). PBL
Study Skills – an overview. Vakgroep O & O,
Maastricht.
 Tang, C. & 12 others (1997). Developing a
context-based PBL model. In J. Conway, R.,
Risher, L. Sheridan-Burns and G. Ryan (eds).
Research and Developing in problem-based
learning. Volume 4: Integrity, innovation,
integration. Newcastle: Australian Problem
Based Learning Network
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References

Biggs, J. (1999). Teaching for quality learning in
university. London: The Society for Research
into Higher Education & Open University
Press.
 Barrows, H.S. (1986). A taxonomy of problembased learning methods. Medical Education, 20,
481-486.
 PROBLARC Materials
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