Transcript Problem-Based Learning (PBL)

Problem-Based Learning (PBL)
Learning that results from
working with problems
CETL Workshop
15 September 2004
Doug R. Oetter
Dept. of History and Geography
Concepts
• An instructional strategy in which students
confront contextualized, ill-structured problems
and strive to find meaningful solutions.
Concepts
• Problem-Based Learning (PBL) is a guideddesign 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.
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.
History of PBL
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Socrates’ question and answer
Hegel’s thesis-antithesis-synthesis
Dewey’s “engagement”
McMaster University Medical School, c.
1970s
Goals
• Orient students toward meaning-making over
fact-collecting
• Develop group work & social skills
• Cultivate knowledge-forming skills
• Motivate and involve students
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.
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
1. Is There a Problem Here?
• Present the problem statement. Introduce an "illstructured" 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
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.
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.
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-ofclass searches.
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.
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.
7. Assessment
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Written examinations
Practical examinations
Concept maps
Peer assessment
Self assessment
Facilitators/tutor assessment
Oral presentations
Written reports
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.
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
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
Resources for PBL
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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 problembased 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.
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: Problembased learning for K-16 education (2nd ed.). Association for
Supervision and Curriculum Design.
McMaster University
http://www.chemeng.mcmaster.ca/pbl/PBL.HTM
University of Delaware
http://www.udel.edu/pbl/
PBL Clearinghouse
Samford University
http://www.samford.edu/pbl/index.html
Illinois Mathematics and Science
Academy
Center for Problem-Based Learning
http://www2.imsa.edu/programs/pbl/cpbl.html
Email Distribution Lists
• PBL-LIST (owned by the Department of Civil Engineering, University
of Monash, Australia). Subscription address:
[email protected]. 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: [email protected]. Additional
information at: http://www.imsa.edu/team/cpbl/web/listserv.html.
• UD-PBL-UNDERGRAD (owned by the University of Delaware).
Subscription address: [email protected]. Additional information
at: http://www.udel.edu/pbl/ud-pbl-undergrad.html.
Potential Applications
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Biology
Chemistry
Education
General Science
Health Science
Medicine
Nutrition
Physics
Social Studies
Application of PBL in GEOG 4100Advanced 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!!
Course Project
• Anticipated Student Work
– Problem statement
– Background literature
– Methodology outline
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Data acquisition
Field methods
Spatial analysis
GIS usage
– Results
– Discussion
– References
Problem Definition
• 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 Statement
• Our project arises from a proposal to transfer some
Central State property to the Baldwin State Forest. A
boundary description of the area to be transferred is
necessary. We plan to use GPS information obtained in
the field as well as GIS to create and map the new
boundary line. The importance of this survey is so that
the state does not have to pay a surveyor thousands of
dollars to complete the description.
Literature Review
• 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
References
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www.milledgeville.net/greenway/
Dutch Henderson (GMC History Dept)
Oconee River Greenway Authority
JJ&G Greenway Plans
GA Spatial Data Infrastructure (data
clearinghouse)
• Doug Oetter (GC&SU Geography Dept)
Methodology
• 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
•Definition of Research Area
•Determine what data is needed
•Field Research
•Collection of Online Data
•GIS Clearinghouse (DEM, DOQ, DRG)
•Collection of Field Data
•GPS unit
•Synchronization of Data
•Correct Projections
•Put Data Together
•Attach Information to Talbes
•Create Different Views Showing Project Objectives
•Sections, Types, Condition
•Make Layouts with Appropriate Data
Dissemination of Results
• Graphics
• Maps
• Images
Revised Transfer Area Division
Tract 4
Tract 2 (part of Selma Transfer)
Tract 3
Bartram Trail Composition
Tract 5
View of Bartram trail composition
Hard Pack
Hard Pack/Bridge
Hard Pack/Gravel
Hard Pack/Loose
Hard Pack/Roots
Hard Pack/Soggy
Hard Pack/eroded
Soft Pack/Roots
Soft/roots/water
roots/rocks/tree
soft pack/roots/
soft pack/trees
Property boundry.shp
1poly.shp
2poly.shp
3poly.shp
4poly.shp
5poly.shp
Tract 1 (part of Selma Transfer)
N
W
100000000
0
100000000
E
N
200000000 Meters
Ba r tr a m Tr ai l C om po si ti on
S
Ha rd Pa ck /e ro ded
Ha rd P a ck
Ha rd Pa ck /L o ose
Ha rd Pa ck /R oo ts
S of t/r oo ts /w ate r
ro ots/ ro c ks /tr ee
Co mp o si ti on Am o u nt
soft pa ck /r o ot s/
soft pa ck /tr ee s
Ha rd P a c k/B r id g e
S of t Pa ck /R oo ts
Ha rd P a ck/G r a ve l
Ha rd P a c k/S o g g y
0200 00
4 00
0 00
6 00
0 00
8 00
0 00
1 00
0 00
1 20
0000 00
1
0
1
2 Mile s
Discussion
• 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
Ways to Improve Campus Safety
• Lights that illuminate streets as well as its
corresponding parallel sidewalk especially on
the sidewalks on the perimeter of campus.
• Walking in pairs if you feel in danger.
• Having adequate lighting on campus instead of
the decorative GC&SU lights that are
insufficient to illuminate the campus.
Presentation
• Opportunity for students to develop presentation skills
• Class research could be continued into other academic settings
The Historic Business District
of Downtown Milledgeville
Project by:
Chris Reagan
Joe Matteson
Carlos McCullough
Lecture
• Lectures are designed
to carry the course
through the problem
solving stages
Week 1
Introduction
Week 2
Geographic Pattern
Week 3
Geographic Process
Week 4
Geographic Data
Week 5
Remote Sensing
Week 6
Mapping
Week 7
Exam 1
Week 8
Geographic Information Systems
Week 9
Data Creation and Management
Week 10
Spatial Databases
Week 11
Data Display
Week 12
Data Analysis
Week 13
Spatial Modeling
Week 14
Geostatistics
Week 15
Cartography
Week 16
Geographic Presentation
Lab Assignments
• Much of the work is completed in lab
• They learn the ‘how to’ while actually working
on their course project
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
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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
GEOG 4100 Project Grade Sheet
Grading
Rubric
Topic
Max
Points
Problem statement
Background literature
Methodology outline
(Data acquisition)
(Field methods)
(Spatial analysis)
(GIS usage)
Results
Discussion
References
Grammar and Writing
Other metadata
Presentation
10
10
20
9
8
18
Total
5
5
5
5
5
5
4
4
5
10
5
10
10
20
3
9
3
9
8
20
100
87
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