Realizing the Promise of Problem-Based Learning in Higher Education

George H. Watson, University of Delaware

[email protected]

www.udel.edu/pbl/BRCC/

Problem-Based Learning: A Process to Enhance Learning

A professional development conference at Baton Rouge Community College

August 11, 2005

The Way It Was...

1973

scientific calculators, graphing calculators, laptops, PDAs tablet PCs, gigabytes and gigahertz, ubiquitous computing

Computation and Calculation 2005

The Way It Was...

1973

e-mail, voice-mail, chatrooms, FAX, cell phones, text messaging, instant messaging, blogging, wireless connectivity

2005 Communication and Collaboration

The Way It Was...

1973 Online Information:

web catalogs, networked databases, Britannica Online, online newspapers, course websites, CMS and LMS

Collections and Connections 2005

An important question:

Given the amazing advances in technology and the dramatic change in the environment of our students, Can we afford to continue teaching the way we were taught?

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 pairs or small groups, select three “most important”.

3. Finally, report out just one.

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)

What is Problem-Based Learning?

PBL is a learning approach that challenges students to “learn to learn,” working cooperatively in groups, to seek solutions to real world problems.

What is Problem-Based Learning?

PBL prepares students to think critically and analytically, to find and use appropriate learning resources, to communicate effectively, orally and in writing, to work well as members of a team.

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.

Assign responsibility for questions, discuss resources.

Investigate learning issues.

Reconvene, explore newly learned information, refine questions.

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

A Typical Day in a PBL Course

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

Skills Used Frequently by Physics Bachelors in Selected Employment Sectors, 1994

Source: AIP Education and Employment Statistics Division

Realizing the Promise of Problem-Based Learning in Higher Education??

Collaborative workspace Flexible furniture in PBL classroom

www.udel.edu/pbl

www.udel.edu/inst

Problem-Based Learning: From Ideas to Solutions through Communication

Regularly offered in January and June This three-day workshop demonstrates and models ways that PBL can be used effectively in all disciplines, in upper and lower division courses, and in all size classes. One focus of this program is writing effective problem-based materials; participants leave the session with new or revised problems for use in their courses. Another focus is engaging students in research and communication as part of the process of PBL.

www.udel.edu/pblc

PBL Clearinghouse

An online database of PBL articles and problems.

All material is peer-reviewed by PBL practitioners for content and pedagogy.

All problems are supported by learning objectives and resources, teaching and assessment notes.

Holdings are searchable by author, discipline, keywords, or full text.

Fully electronic submission, review, and publication cycle.

Controlled access by free user subscription, students excluded.

PBL Clearinghouse

Currently there are more than 9000 registered users and 100 PBL problems.

Of the problems available, more than half are in physics, chemistry, and biology, but the number in other disciplines is growing steadily.

We are very interested in publishing adaptations of problems to other cultural/geographical contexts.

www.udel.edu/pblc

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.

“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

Methods of Active and Group Learning Student Involvement temporary groups “Think/Pair/Share” permanent groups PBL

Cooperative Learning: What the research shows Academic Success

higher achievement, including knowledge acquisition, accuracy, creativity in problem-solving, and higher reasoning level.

Attitude Effects

persistence towards goals, intrinsic motivation, applying learning in other situations, greater time on task

Johnson, Johnson, and Smith (1998)