Experience It Yourself: An Introduction to Problem-Based Learning

1. Experience It Yourself:An Introduction toProblem-Based Learning George Watson Hal Whiteghw@udel.eduhalwhite@udel.edu Institute for TransformingUndergraduate Education University of Delaware Workshop for Animal Science Education Consortium December 16-17, 2002

2. 2002 The Way It Was... 1973 graphing calculators, laptops, gigabytes and gigahertz Computation

3. 2002 The Way It Was... 1973 e-mail, voice-mail, chatrooms, FAX, pagers, cell phones instant messaging, wireless connectivity Communication

4. 2002 The Way It Was... 1973 Online Information: web catalogs, networked databases, Britannica Online, online newspapers, course websites, CMS Collections

5. Problem-Based Learning and the Cs of Technology: • Computation and Calculation • Communication and Collaboration • Collections and Connections

6. Given the amazing advances in technology and the dramatic change in the first-year experience, Can we afford to continue teaching the way we were taught?

7. 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 having a chance to explain it to others. Huba and Freed, Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning, 2000

8. 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.

9. Comparison of Paradigms Teacher-Centered Students passively receive information. Learner-Centered Students are actively involved.

10. 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.

11. 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.

12. Comparison of Paradigms Teacher-Centered Emphasis is on right answers. Learner-Centered Emphasis is on generating better questions and learning from errors.

13. Comparison of Paradigms Teacher-Centered Focus is on a single discipline. Learner-Centered Approach is compatible with interdisciplinary investigation.

14. Comparison of Paradigms Teacher-Centered Culture is competitive and individualistic. Learner-Centered Culture is cooperative, collaborative, and supportive.

15. Comparison of Paradigms Teacher-Centered Only students are viewed as learners. Learner-Centered Instructors and students learn together.

16. Characteristics Neededin 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.

17. Recommendations from theCarnegie Foundation 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 Report

18. What is 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. PBL prepares students to think critically and analytically, and to find and use appropriate learning resources.

19. “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)

20. What are the CommonFeatures 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.

21. 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. Reconvene, explore newly learned information, refine questions.

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

23. 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

24. Outcomes? Moving to: Can students demonstrate the qualities that we value in educated persons, the qualities we expect of college graduates?

25. Outcomes? Moving to: Can students gather and evaluate new information, think critically, reason effectively, and solve problems?

26. Outcomes? Moving to: Can [students] communicate clearly, drawing upon evidence to provide a basis for argumentation?

27. Outcomes? Moving to: Do [students’] decisions and judgments reflect understanding of universal truths[/concepts] in the humanities and arts [etc.]?

28. Outcomes? Moving to: Can [students] work respectfully and productively with others?

29. Outcomes? Moving to: Do [students] have self-regulating qualities like persistence and time management that will help them reach long-term goals?

30. 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.

31. “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)

32. 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

33. Forming GroupsHomogeneous vs. Heterogeneous Student “Homogeneous” Groups Selected Instructor Selected Your Class “Heterogeneous” Groups Courtesy of Hal White

34. What Aspects of Heterogeneity are Important for You? Skills? Major? Age? Personality Type? Gender? Ethnicity? Learning Style? Academic Record?

35. If you know you want to form heterogeneous groups, but don’t know critical information about your students, what can you do? Let the students help you.

36. Forming Heterogeneous Groups Without Prior Information • If you are in Animal Nutrition, add 25 25 • If you are in Animal Physiology, add 50 - • If you are in Agricultural Management, add 75 - • If you are in none of the above, add 100 - • If you are Male, add 100 100 • If you are Female, add 200 - • Sum the digits of your Social Security Number 43 • Sum the seven digits of your office Phone Number 31 • GRAND TOTAL (Your Number) 199 When you have calculated Your Number, line up in numerical order.

37. PBL: Experience It Yourself Chickens You Can’t Count on Courtesy of Alberta Canada Poultry Conservation Program 'Rare Breed' Collection www.agric.gov.ab.ca/images/livestock/aprc/rarebreed_scwl.jp

38. PBL: Experience It Yourself Stage 1 - Hens rescued from the pot. • If you were Prof. Maw, what could you conclude from the information provided? • What questions would you have? • How would you figure out the problem with the hens/eggs?

39. PBL: Experience It Yourself Stage 2 - What color is egg white?

40. PBL: Experience It Yourself Stage 2 - What color is egg white? Predict what happened when Prof. Maw mated the F1 siblings and incubated their eggs without injecting FMN.

41. Mutant albumen Fluorescence Normal albumen Squirts of riboflavin solution PBL: Experience It Yourself Stage 3 - Fluorescent “egg”citement

42. Mutant albumen Fluorescence Normal albumen Squirts of riboflavin solution PBL: Experience It Yourself Stage 3 - Fluorescent “egg”citement What are the implications of this experiment?

43. PBL: Experience It Yourself Stage 4 – Burning Chicken Fat

44. PBL: Experience It Yourself Stage 4 – Burning Chicken Fat How might riboflavin deficiency lead to embryonic death?

45. Compelling Features of PBLfor New Adapters Models itself on how students learn. With information overload, prepares students to be life-long learners. More realistic curriculum prepares students for world outside the classroom. Ensures more up-to-date materials, content. Generates enthusiasm among faculty. Boud and Feletti, 1998

46. Reflections and Questions