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PROBLEM BASED LEARNING Lecturer Edition

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PROBLEM BASED LEARNING Lecturer Edition. A RATIONALE FOR PBL. Researches: Student retain little of what they learn (BOK, 1989) Knowledge learned in one context is often either not recalled in a new context or when it is recalled, it is often inappropriately applied. (SCHIMDT, 1983).

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Presentation Transcript
slide1
PROBLEM

BASED

LEARNING

Lecturer Edition

a rationale for pbl
A RATIONALE FOR PBL
  • Researches:
    • Student retain little of what they learn (BOK, 1989)
    • Knowledge learned in one context is often either not recalled in a new context or when it is recalled, it is often inappropriately applied. (SCHIMDT, 1983)
the change
THE CHANGE!
  • BODIES OF KNOWLEDGE
  • “applied” to
  • Problems
  • PROBLEMS
  • Generate
  • Bodies of Knowledge
characteristics of pbl
CHARACTERISTICS OF PBL
  • 1 The starting point for learning is a problem
  • 2 New knowledge is learned during the process of solving the problem
  • 3 Subject matter is organized around the problems rather than subjects
slide5
cont
  • 4 The problem is one that students are likely to face in their future employment
  • 5 Students assume a major responsibility for their own instructions and learning
  • 6 Most learning occurs within the context of small groups

(Hallinger, 1992)

pbl the process
PBL: THE PROCESS
  • 1 Small groups of students are presented with a problem or situation or simulation
  • 2 Students discuss the problem to determine:
      • The precise nature of the problem
      • The learning issues to be explored
  • 3 Leave to research the learning issues
slide7
cont
  • 4 Return to engage in peer teaching and discussion
  • 5 Arrive at a consensus about their conclusions
  • 6 Engage in reflective evaluation of the process and their own performance
pbl facilitation process
PBL FACILITATION PROCESS
  • First Meeting
  • Brief introductions
  • Describe the learning environment
  • Establish ground rules – expectations and responsibilities
conditions for pbl
CONDITIONS FOR PBL

The 4 conditions to optimize meaningful learning:

  • 1 Prior knowledge is activated
  • 2 New relevant knowledge is learned during the process of solving the problem
slide10
cont
  • 3 Learning is in a context resembling that in which the knowledge will be applied
  • 4 Information is better understood, processed and recalled if students have an opportunity to elaborate on that information (Hallinger, 1992)
facilitating the pbl
FACILITATING THE PBL
  • ROLE OF FACILITATOR/LECTURER
    • Help students to become independent, self-directed learners (learning to learn, learning management)
    • Help develop student\'s thinking or reasoning skills (problem solving metacognition, critical thinking) while they learn
facilitator cycle
FACILITATOR CYCLE
  • ROLE IN RELATIONSHIP TO STUDENTS
    • Models the questions and thinking processes (early stage)
    • Coaches by intervening when students miss a step or fail to challenge
    • Fades by progressively withdrawing
assessing evaluatiing the pbl
ASSESSING & EVALUATIING THE PBL
  • Has a direct effect on the learning process
  • Should match with the learning objectives
  • Assess GROUP and INDIVIDUAL
    • See attachment
sample of assessment
Sample of Assessment
  • AIS 630/530 ( Sem. Jun – Oct 2003) -New
sample of assessment1
Sample of Assessment
  • AIS 630/530 ( Sem. MAY 2002) - Old
learning issues journal
LEARNING ISSUES JOURNAL
  • Professional:
    • What I know about this case/problem ? – for that session
    • What I do not know about this case/problem? – for that session
  • Personal
    • What I like about this PBL session?
    • What I do not like about this PBL session?
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