An introduction to PBL. Slide presentation used during a workshop involving lecturers from Civil & Environmental Engineering, Universiti Tun Hussein Onn Malaysia. 4th & 5th September 2012.

1. PROBLEM BASED LEARNING
FACULTY OF CIVIL & ENVIRONMENTAL ENGINEERING
4 & 5 September 2012
facilitator
ZAINAL ABIDIN SAYADI
Faculty of Science Technology & Human
Development

2. WORKSHOP AGENDA
1. Part 1: EXPERIENCING PBL
2. Part 2: INTRODUCTION TO PBL
3. Part 3: PBL LESSON DEVELOPMENT
2

3. What Would You DO?
3

4. Part 1:
Experiencing
PBL
4

5. Group Formation
5

6. Presentation
6

7. Reflection
7

8. Reflection
 In a piece of paper, write on the
following issues:
 What did I learn in the previous
activity?
 What did I learn about my group
members?
8

9. Working with
Problem
9

10. http://bit.ly/problemdesign-
fkaas
10

11. Problem 1: Bridge Construction
11

12. Problem 2: Highway Construction
12

13. Problem 3: Water Crisis
13

14. Problem 4: Building Construction
14

15. FILA Table
15

16. FACTS IDEAS LEARNING ACTION
(GIVEN (HYPOTHESIS / ISSUES (WHAT SHOULD BE
INFORMATION) OPINIONS) DONE)
(WHAT ELSE DO I
NEED TO KNOW)
16

17. Presentation &
Reporting
17

18. Reflection
18

19. Assessment
19

20. End of Part 1:
Experiencing
PBL
20

21. Part 2:
Introduction to PBL
21

22. What is PBL?
 Watch this video
 http://www.youtube.com/watch?v=dUD0KCnWne4
22

23. INTRODUCTION TO PBL
 “The amount of knowledge (in every field) is
increasing and the rate at which it is
increasing is accelerating. Students cannot
learn all the material, but they can learn how
to learn the material. This is an important step
in helping students become self-directed
learners. In problem-based learning students
learn to be self-directed, independent and
interdependent learners motivated to solve a
problem”
(Kiley, Mullins, Peterson and Rogers, 2000).
23

24. “The basic principle supporting the concept of PBL
is older than formal education itself; namely,
learning is initiated by a posed problem, query, or
puzzle that the learner wants to solve” (Duch,
Groh, & Allen, 2001).
24

25. INTRODUCTION TO PBL
 What is Problem-based learning (PBL)?
 What are the Characteristics of PBL?
 What are the Individual Roles and
Responsibilities?
 What are the Group Roles?
 What are the General Stages of PBL?
 How are problems incorporated into a
course?
 What are characteristics of a good PBL
problem?
25

26. What is Problem Based Learning
(PBL)?
 “A learning method based on the
principle of using problems as a starting
point for the acquisition and integration
of new knowledge.” (Barrows, 1980).
 “An innovative approach to learning in
which „real world‟ problems serve as the
stimulus for student learning.” (Stamford
University, 1998).
26

27. What are the Characteristics of
PBL?
 Active, student-centered learning
 Faculty act as facilitators
 Problems form organizing focus and stimulus for
learning
 Problems are “ill-structured” and “complex”
 Problem-solving occurs in groups
 Authentic, performance-based assessment
27

28. What are the Individual Roles and
Responsibilities?
 Instructors
 Facilitates, coaches, guides
 Designs problems
 Monitors student learning and group processes
 Supports student learning
 Manages group dynamics
 Provides regular feedback
 Students
 Actively participate in learning process
 Build knowledge
 Work in teams
28  Assume a group role

29. What are the Group Roles?
 Leaders
 Recorder
 Critic
 Elaborator
 Encourager
 Facilitator
29

30. What are the General Stages of
PBL?
1. Start with introductions, roles,
responsibilities, and rules.
2. Present and initiate work on the
problem.
a. Determine objectives
b. Assign tasks and roles
c. Generate hypotheses
d. Summarize and reflect
e. Identify resources
30

31. What are the General Stages of
PBL?
3. Self-directed learning
4. Summarize and evaluate
a. Review and critique resources and
information gathered
b. Summarize and reassess problem
c. Evaluate self, facilitator, and group
member performances
5. Present solution(s)
31

32. The Process of PBL
32

33. Flow Chart of PBL Process
33

34. 34

35. The Steps of PBL
1. Identify the problem
2. Explore the pre-existing knowledge
3. Generate hypothesis and possible mechanisms
4. Identify learning issues
5. Self study
6. Re-evaluation and application of new
knowledge to the problem
7. Assessment and reflection of learning (Walsh A
, 2005)
35

36. FACTS IDEAS LEARNING ACTION
(GIVEN (HYPOTHESIS / ISSUES (WHAT SHOULD BE
INFORMATION) OPINIONS) DONE)
(WHAT ELSE DO I
NEED TO KNOW)
36

37. How are problems incorporated
into a course?
 Identify a central idea, concept, or principle
 Delineate learning outcomes for the problem
 Brainstorm and then . . . outline an ill-structured,
complex problem
 Divide the problem into stages to allow for
progressive disclosure
 Develop a tutorial guide
37

38. What are characteristics of a good
PBL problem?
 Engages
 Orients to the real-world
 Generates multiple hypotheses
 Requires team effort
 Generates desired learning outcomes
 Builds upon previous knowledge/experiences
 Promotes development of higher order cognitive
skills
38

39. Part 3:
PBL Lesson Development
39

40. OUTCOME BASED EDUCATION
 Learning outcomes are clearly spelled
out.
 Learning activities are designed to
achieve the learning outcomes.
 Clear assessment criteria
40

41. Learning Outcomes
1. Specific
2. Measurable
3. Achievable
4. Realistic
5. Time frame
6. Observable
41

42. Bloom‟s Taxonomy
42

43. Bloom‟s Taxonomy
Can the student create new product or point
of view?
Can the student justify a stand or
decision?
Can the student distinguish between the
different parts?
Can the student use the information in a
new way?
Can the student explain ideas or
concepts?
Can the student recall or remember the
information?
43

44. 44

45. Psychomotor Domain
45

46. 46

47. Student‟s Learning Time (PBL)
 2 hours of F2F
 + 2 to 3 hours for self learning
 1 hour of presentation
 + 3 to 4 hours for preparation
 2000 words written report
 Requires 10 – 12 hours to complete
 1 hour of summative assessment
 + 1 hour for preparation
47

48. PBL Lesson / Module Development
Process
 Determine the Learning Outcomes
 Determine the End Product
 Prepare Assessment Criteria
 Identify Prior Knowledge to be Incorporated
 Determine the Contents/Facts
 Designed the Problem/Trigger
 Anticipate student‟s response through FILA
48

49. FACTS IDEAS LEARNING ACTION
(GIVEN (HYPOTHESIS / ISSUES (WHAT SHOULD BE
INFORMATION) OPINIONS) DONE)
(WHAT ELSE DO I
NEED TO KNOW)
49