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PROBLEM BASED LEARNING Lecturer Edition

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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PROBLEM BASED LEARNING Lecturer Edition

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  1. PROBLEM BASED LEARNING Lecturer Edition

  2. 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)

  3. THE CHANGE! • BODIES OF KNOWLEDGE • “applied” to • Problems • PROBLEMS • Generate • Bodies of Knowledge

  4. 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

  5. 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)

  6. 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

  7. 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

  8. PBL FACILITATION PROCESS • First Meeting • Brief introductions • Describe the learning environment • Establish ground rules – expectations and responsibilities

  9. 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

  10. 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)

  11. 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

  12. 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

  13. ASSESSING & EVALUATIING THE PBL • Has a direct effect on the learning process • Should match with the learning objectives • Assess GROUP and INDIVIDUAL • See attachment

  14. Sample of Assessment • AIS 630/530 ( Sem. Jun – Oct 2003) -New

  15. Sample of Assessment • AIS 630/530 ( Sem. MAY 2002) - Old

  16. 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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