The Transformation of Undergraduate Education through Faculty Development and Course Design – Part 1

www.udel.edu/pbl/tufts/

George Watson [email protected]

(with acknowledgement to co-leaders of UD ITUE) University of Delaware

Jack A. Austin Lecture Series Academic Technology at Tufts University November 6, 2003

What I know best I have taught…

…the individuals learning the most in [teacher centered classrooms] are the professors. They have reserved for themselves the very conditions that promote learning: actively

seeking

new information,

integrating

it with what is known,

organizing

it in a meaningful way, and

explaining

it to others.

Huba and Freed, Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning, 2000

First, an exercise:

1. Individually, write down five words or short phrases that come to mind when you think of: Student-Centered Learning 2.

In small groups, select three “most important”.

3. Finally, prepare to report out one choice.

Comparison of Paradigms Teacher-Centered

Knowledge is transmitted from professor to student.

Learner-Centered

Students construct knowledge through gathering and synthesizing information and integrating it with the general skills of inquiry, communication, critical thinking, and problem solving.

Comparison of Paradigms Teacher-Centered

Students passively receive information.

Learner-Centered

Students are actively involved.

Comparison of Paradigms Teacher-Centered

Emphasis is on acquisition of knowledge outside the context in which it will be used.

Learner-Centered

Emphasis is on using and communicating knowledge effectively to address enduring and emerging issues and problems in real-life contexts.

Comparison of Paradigms Teacher-Centered

Instructor’s role is to be the primary information giver.

Learner-Centered

Instructor’s role is to coach and facilitate.

Comparison of Paradigms Teacher-Centered

Emphasis is on right answers.

Learner-Centered

Emphasis is on generating better questions and learning from errors.

Comparison of Paradigms Teacher-Centered

Focus is on a single discipline.

Learner-Centered

Approach is compatible with interdisciplinary investigation.

Comparison of Paradigms Teacher-Centered

Culture is competitive and individualistic.

Learner-Centered

Culture is cooperative, collaborative, and supportive.

Comparison of Paradigms Teacher-Centered

Only students are viewed as learners.

Learner-Centered

Instructors and students learn together.

Characteristics Needed in College Graduates

High level of

communication

skills.

Ability to

define problems

, gather and evaluate information, develop solutions.

Team skills

-- ability to work with others.

Ability to use all of the above to address problems in a complex

real-world setting.

Assurance in Undergraduate Education (1994) Wingspread Conference, ECS, Boulder, CO.

994 ) Wingspread Conference, ECS, Boulder, CO

Recommendations from the Boyer Commission Report

Make

research-based learning

the standard.

Build

inquiry-based learning

throughout the four years.

Link

communication skills

and course work.

Use

information technology

effectively.

Cultivate a sense of

community

.

Boyer Commission on Educating Undergraduates in the Research University, 1998 “Reinventing Undergraduate Education: A Blueprint for America’s Research Universities.

http://naples.cc.sunysb.edu/Pres/boyer.nsf/

What is Problem-Based Learning?

PBL is an learning approach

that challenges students to “learn to learn,” working cooperatively in groups to seek solutions to real world problems.

PBL prepares students

to think critically and analytically, and to find and use appropriate learning resources.

What is Problem-Based Learning?

“The

principal idea behind PBL is that the starting point for learning should be a problem

, a query, or a puzzle that the learner wishes to solve.” www.udel.edu/pbl

Boud (1985)

What are the Common Features of PBL?

Learning is initiated by a problem.

Problems are based on complex, real world situations.

All information needed to solve problem is not initially given.

Students identify, find, and use appropriate resources.

Students work in permanent groups.

PBL: The Process

Students are presented with a problem. They organize ideas and previous knowledge.

Students pose questions, defining what they know and do not know.

Students assign responsibility for questions, discuss resources.

Students reconvene, explore newly learned information, refine questions.

The Problem-Based Learning Cycle Overview Mini-lecture (as needed) Whole Class Discussion Preparation of Group “Product” Group Discussion Assessment (when desired) Problem, Project, or Assignment Group Discussion Research

A Typical Day in a PBL Course

Outcomes?

Moving away from:

Are students getting the right answer?

Huba and Freed, Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning, 2000

Outcomes?

Moving to:

Can students demonstrate the qualities that we value in educated persons, the qualities we expect of college graduates?

Outcomes?

Moving to:

Can students gather and evaluate new information, think critically, reason effectively, and solve problems?

Outcomes?

Moving to:

Can students communicate clearly, drawing upon evidence to provide a basis for argumentation?

Outcomes?

Moving to:

Do students’ decisions and judgments reflect understanding of universal truths/concepts in the humanities, arts, sciences, etc.?

Outcomes?

Moving to:

Can students work respectfully and productively with others?

Outcomes?

Moving to:

Do students have self-regulating qualities like persistence and time management that will help them reach long-term goals?

The principal idea behind PBL is?

A. PBL challenges students to learn to learn.

B. Learning is initiated by a problem.

C. Student-centered work in permanent groups.

What is Problem-Based Learning?

“The principal idea behind PBL is that the starting point for learning should be a problem, a query, or a puzzle that the learner wishes to solve.”

Boud (1985)

The principal idea behind PBL is?

A. PBL challenges students to learn to learn.

B. Learning is initiated by a problem.

C. Student-centered work in permanent groups.

Think/ pair/ share