Module 2: Problem-based learning in TVET Ir. Dr. Nazrul Anuar Nayan - - PowerPoint PPT Presentation

Module 2: Problem-based learning in TVET

• Ir. Dr. Nazrul Anuar Nayan

B.Eng. (The Univ. of Tokyo), M.Eng. , PhD.Eng. (Gifu Univ., Japan), PEng.

• Dept. Electrical Electronic & System,
• Fac. of Engineering & Built Environment,

Universiti Kebangsaan Malaysia

January 2014

References (for all modules)

– PBL by Prof. Dr. Aishah Buang (UKM) – PBL by Assoc. Prof. Dr. Ruhizan Mohammad Yasin (UKM) – PBL by Assoc. Prof. Dr Berhannudin Bin Mohd Salleh (UTHM) – PBL by Assoc. Prof. Dr. Hussain Othman (UTHM)

2

Learning objective

At the end of this module, participants should be able to;

• Explain changes needed for the current teaching & learning

techniques.

3

• “Net generation”, (generation who were born after 1982)

have different

• brain structures
• learning practices
• knowledge perception from earlier generations

Fact

• They produce, remix and develop advanced

learning capabilities through their informal use of technologies.

• Need for fundamentally rethinking the

entire educational system to accommodate and cater to the needs

• f this generation.

Question 1

• What is your expectation on the ability of your

graduates when they have completed their course? ..write down your answer and share.

5

Question 2

• How have you helped the current education

system in order to achieve those abilities. …write down the answer and wait.

6

Question 3

• What are the stakeholders (including students,

academic staff, employers, professional bodies) saying about current educational needs? …share it with the person next to you.

7

Continue…

• What are our beliefs about higher education

generally and our profession/discipline in particular?

• How are these beliefs and values translated

into action in our curriculum design?

• How should the course be structured?
• How will students learn on the course?

Stakeholder feedback:

• Graduates are not competence enough to

face world of work

• Mismatch between what learnt and the real

world of work

• Unemployment Rate

9

Video

Singapore's 21st-Century Teaching Strategies http://www.youtube.com/watch?v=M_pIK7ghG w4

10

Conclusion

• New method of teaching which student

centered is needed in today’s education system.

11

Module 3: Theories & concepts of PBL

Learning Objectives

At the end of this module, participants should be able to;

• 1. Describe clearly what PBL is and its concepts.
• 2. Differentiate active and passive learning.

13

“Tell me and I forget Show me and I may remember Involve me and I understand”

• Chinese Proverb

14

Definition

Problem \ˈprä-bləm, -bəm, -ˌblem\

: something that is difficult to deal with : something that is a source of trouble, worry, etc. : difficulty in understanding something : a feeling of not liking or wanting to do something

15

Definition (cont.)

• Learn \ˈlərn\

: to gain knowledge or skill by studying, practicing, being taught,

• r experiencing something

: to cause (something) to be in your memory by studying it : to hear or be told (something) : to find out (something)

16

Definition (cont.)

Problem-based learning (PBL)

• A systematic teaching method that engages

students in learning knowledge and skills through the experience of problem solving

17

What is PBL

• 1. Real-world problem
• The content is introduced in the context of

complex, real-world problems rather than in lecture format.

18

What is PBL (cont.)

• 2. Working in groups
• Students, working in groups (small or big),

study the issues of the problem and strive to create meaningful solutions and at the end achieve the goals of learning for a particular subject.

19

What is PBL (cont.)

• 3. Student-centered
• One of the primary features of PBL is that it is

student-centered. “Student-centered” refers to learning opportunities that are relevant to the students, the goals of which are at least partly determined by the students themselves.

20

Educational philosophy

Progressivism

• The belief that education must be based on

the principle that humans are social animals who learn best in real-life activities with other people.

• People learn best from what they consider

most relevant to their lives

21

Educational philosophy (cont.)

John Dewey (1859 – 1952)

• Students to work on hands-on projects so

learning would take place, rather than memorization.

22

Most progressive educators believe that children learn as if they were scientists, following a process similar to John Dewey's model of learning:

• 1. Become aware of the problem.
• 2. Define the problem.
• 3. Propose hypotheses to solve it.
• 4. Evaluate the consequences of the hypotheses from
• ne's past experience.
• 5. Test the likeliest solution

Educational philosophy

While choosing PBL, they must now have to;

• 1. Take charge of their learning process.
• 2. Define the learning issues of a problem.
• 3. Make decisions required by the problem.
• 4. Conduct research and explore beyond their textbooks (most
• f the time outside of their classroom).
• 5. Propose solutions to the problems and sometimes have to do

something to solve them.

• 6. Work cooperatively with their group members.

PBL concept - student

24

PBL concept - organization

A Chairperson

• Moderates the discussion.

A Scribe

• Take the notes.

A facilitator

• Facilitates the discussion session and an
• bserver.

Observer

• Observes and reports the learning session

25

facilitator chairperson scribe

Any learning method that attracts student’s interest and attention. Required the student to involve in meaningful learning activities

Active learning

Active/Passive learning

Information processing

28

Conclusion

• Problem-based learning demonstrates an

active learning which empower students in problem solving activities.

29

Module 4: Building PBL scenarios & crafting the problem

Learning outcomes

• At the end of this module, participants should

be able to;

– Design the problem for PBL based on the guidelines.

31

Scenario

• http://www.youtube.com/watch?v=GicCFg-

0UXM

• http://www.youtube.com/watch?v=oTIylNoc0

NU

• http://www.youtube.com/watch?v=Ffd71d8qi

OM

32

3 Key elements in PBL

–Students –Tutors (facilitator) –Problems

(Majoor, Schmidt, Snellen-Balendong, Moust, & Stalenhoef-Halling, 1990)

33

Definition

• Problems in PBL refer to the instructional

materials presented to students to trigger their learning processes.

• Presented in text format, sometimes with

pictures and computer simulations. They typically describe situations or phenomena set in real-life contexts, which require students to explain or resolve the presenting issues.

(Hmelo-Silver, 2004)

34

Methodology

• There are different ways of getting involved in

a Problem-based Learning curriculum.

• Some people decide to have only one or two

modules on the course as PBL modules.

• Others decide that the full course will be PBL.
• As an implementation strategy some start

with first years and others with final years.

Ways…

• Clarifying the learning outcomes for the unit/module
• f the curriculum is a very important stage of

curriculum design.

• The next step is to write problems that will stimulate

student learning in relation to these outcomes.

• A curriculum matrix where the problems are plotted

against the learning outcomes is helpful in designing a PBL curriculum ensuring that all learning outcomes will be addressed at least once.

The main objective

• What do you want your students to know,

understand and be able to do?

37

Guidelines

• Shaw’s (1976) guidelines proposed five

dimensions of problems, namely –difficulty –solution multiplicity –intrinsic interest –cooperation requirements –familiarity

38

Guidelines (cont.)

• Dolmans et al. (1997) outlined seven principles
• f problem design.

– simulate real life – lead to elaboration – encourage integration of knowledge – encourage self-directed learning – fit in with students’ prior knowledge – interest the students, and – reflect the faculty’s objectives

39

Length

• Problems can vary in size in terms of length of

study.

• Some problems are designed to be resolved in

two tutorials.

• Others are designed to last weeks or months.

What type of problems?

• Sometimes problems can be presented in a

progressive disclosure mode. This means giving students the initial trigger at the outset and then giving them further information at later stages. This mirrors real life.

• Another option is that one problem can be a

follow-up to another problem

Problem sources

• Scenarios
• Video clips
• Physical Objects
• Dialogues
• Photographs
• Letters
• Cartoons
• Poems
• Metaphors

Problem sources (cont.)

• Dilemmas
• E-mails
• Briefs
• Progressive disclosure
• Follow-ups Quotations
• Newspaper articles
• T.V. Shows
• Literature

Strategies for writing problems

• Newspaper articles, news events
• Make up a story – based on content
• bjectives
• Adapt a case to a problem
• Research papers
• Others

Writing PBL Problems

Concept (refer the curriculum) Story to use Research the problem 1st draft Refine Final draft of problem statement Problem statement =case scenario =trigger

Conclusion

• Designing the problem is an important part in

PBL.

46

Module 5: Developing facilitator/ student guides

Learning outcomes

• At the end of this module, participants should

be able to;

– Understand the role of facilitator and student.

48

• https://www.youtube.com/watch?v=e8JXwfv-

xy0

• https://www.youtube.com/watch?v=O5_b5Uu

A4Ds

• https://www.youtube.com/watch?v=vDe74bO

xXLw&list=PLSaGD24p006jDKt9Um9Ba7FoXVe YWKOpr

49

Key elements

• Do you remember the key elements in PBL?

50

First group session

51

• 1. Be sure you have the necessary information:
• 2. Seating arrangements: everyone can establish eye contact with everyone

else in the group.

• 3. Facilitator introductions: e.g., "Please call me John in these group sessions.
• 4. Student introductions:
• 5. Starting the case: distribution of the first page (only) to each student and

the process begins with one of the students reading it. What is known, What is needed to know and Where to go from here. “Cue” statements (“You ask some more questions”, “You order more investigations”) should be addressed.

Project Phases

52

Reflection

Phase 5

Presentation & Exhibition

Phase 4

Group Reporting

Phase 3

Self- directed Learning

Phase 2

Gathering

• f

Information

Phase 1

Ice- breaking

Phase 0

Phase 0

– students divided into groups. – self-introduction

53

Phase 1

– real problem is presented and discussed – students identify

• known facts. "What do we already know?“
• other information needed. "What do we need to know

(to solve this problem)?“

• strategies or next steps to take. "What should we do?"

list that formulates of such issues as what resources to consult, people to interview, articles to read, and what specific actions team members need to perform.

54

Phase 2

– the students will have to embark on self-directed learning activities including reading, watching videos, and to search for additional and supporting learning materials.

55

Phase 3

– report the results of the self-directed learning to the group. – resources evaluated in group. – may revisit the previous phase in order to refine the

• utcomes of the group learning.

– cycle repeats until students feel the problem has been framed adequately and all issues have been addressed – possible actions, recommendations, solutions, or hypotheses are generated – tutor groups conduct peer/self assessments

56

Phase 4

• At Phase 4, the students will have to present the
• utcomes of their learning. Design timeline for project

components.

• An exhibition such as a prototype, video and end product

presentation that requires students to demonstrate knowledge of the subject based on the content standards.

• Critique assessment by the judges. Discuss what work

well and what needs change.

• Make the assessment authentic

57

Phase 5

• At this phase, the students will be provided with a

number of proper exercises to improve their learning.

• There will also be an overall reflection on the module at

the end of the session.

58

What is “reflection”? "a generic term for those intellectual and affective activities in which individuals engage to explore their experiences in order to lead to a new understanding and appreciation" Boud, D. Keogh, R. Walker, D. (1985) Reflection: Turning experience into learning. London: Kogan Page.

Chairperson

• 1. Stimulate discussion.
• 2. Enhance the group members’ ability to analyze and

critique the information they bring to group discussions.

• 3. Monitor group process and progress.
• 4. Keep the group members on task.
• 5. Respond

effectively to the group members behaviors that undermine the group process.

59

FACILITATION

• Q1: What is special about facilitation in a PBL

environment?

• Q2: What is successful facilitation?
• Q3: How can you structure facilitation of a

students’ learning/project?

• Q4: Which supervision roles are needed and

when?

Phases of facilitation

• Contact phase – mutual engagement, getting to know each
• ther
• Contract phase – explication of mutual expectations
• Preparation phase – ongoing planning of the pedagogical

means taking the learning objectives and the students qualifications into consideration. Before interacting: What is the purpose of the facilitation at this stage?

• Implementation phase – during interaction – formative

evaluation; proof. feedback and social support.

• Evaluation phase – assessing the interaction – what have we

gained from the interaction – the group; the project?

• Finalizing phase - planning next phase of interaction.

Facilitator

• 1. Practice facilitating skills NOT lecturing skills!
• 2. Focus on

 questioning participants logic and beliefs  providing hints to correct erroneous reasoning  providing resources for participants research  keeping participants on task  motivating learning processes  pointing out possible direction  help in difficult situations  empower the students

• 3. Assess the participants learning activities and process,

and guide them when they are required to conduct peer assessment process.

62

Conclusion

• Students an facilitator have their own ‘special’

roles in PBL.

63

Module 6: Assessing students achievements

• At the end of this module, participants should

be able to;

• Assess students performance through PBL

65

• You can't fatten the cattle by weighing them.

You have to feed them - Paul D. Houston

66

Early detection

• While many might agree with this idea, it is also true

that weighing a cattle allows the farmer to detect when there are problems with the fattening process.

• Likewise student assessment seeks to provide a

diagnostic tool to ensure students are progressing adequately towards achieving the desired learning goals.

• Assessment should not be solely a grade-assignment or

ranking tool (or some sort of punishment or end of the story).

67

Learning outcome-activities- assessment

The design of PBL and activities according to Learning Outcomes PBL assessment methods according to Learning Outcomes Learning Outcomes

68

PBL’s student-centered focus and emphasis on self directed learning create unique challenges for development of an effective assessment technique. In the medical school model, assessment occurs in the context of an individual PBL problem to be solved by the student. While this method is most true to the PBL model, it is manpower intensive and not scaleable to large classes with only one or two instructors.

Assessment

Types of Assessment

• Summative assessment

– Traditional grading for accountability – Usually formal, comprehensive – Judgmental

• Formative assessment

– Feedback for improvement/development – Usually informal, narrow/specialized – Suggestive

Assessment and Learning Objectives

Content Knowledge Process Skills (soft skills) Assessment

Bringing content and process together

• 1. Content: assessment reflects what is most

important for students to learn.

• 2. Learning: assessment enhances learning

and supports instructional practice.

• 3. Equity: assessment supports every

student’s opportunity to learn.

Guiding Principles to Assessment in PBL

Assessment : Traditional vs. PBL

Traditional learning Assessment in PBL Focus on isolated facts and techniques to the detriment

• f student’s understanding of

the larger integrated concepts involved PBL seeks to incorporate a multidisciplinary approach in the solution of problems Narrow assessments allow students to pass through the system on rote memorization rather than true understanding. Students are given a problem, but not constrained on where they may look for answers

Bloom’s Cognitive Levels

Evaluation - make a judgment based on criteria Synthesis - produce something new from component parts Analysis - break material into parts to see interrelationships Application - apply concept to a new situation Comprehension - explain, interpret Knowledge - remember facts, concepts, definitions

Example of Assessment Procedures in PBL Setting

• 1. Phase 1-3 (Formative)
• 2. Phase 4 (Summative on presentation)
• 3. Phase 5 (Summative/Reflection)
• 4. End of Phase 5 (Summative)

1. Assessment within group learning:

• Recurrent formative self- and peer assessments.
• Carried out at the end of the phase 1,2 and 3.
• Design to provide each group member with an awareness

and feedback of their performances so that corrective measures might be undertaken.

• They are also designed to provide each learner with skills in

self-assessment and the assessment of others. Generic skills to be assessed: (1) Problem Solving Performance (Phase 1) (2) Self-Directed Learning Performance (Phase 2) (3) Performance as a member of the group (Phase 3) (4) Quality and extent of learning (WWW Table)

77

2. Phase 4 (Presentation)

• Critique assessment by the judges

Generic skills to be assessed: (1) Communication skills (oral/writing) (2) Teamwork

• 2. Phase 5 (Summative / Reflection)
• a. Summative self- and peer assessment
• b. Reflection
• c. Oral questions by facilitator

Generic skills to be assessed: (1) Problem Solving Skills (2) Self-Directed Learning Skills (3) Team Skills (4) Knowledge Acquisition, and (5) Self-assessment Skills

• Equivalent of the final examination (individual)
• Problem will be similar as in the group problem scenario

Generic skills to be assessed: (1) Problem analysis and problem-solving skills, (2) Problem write-up skills, (3) Problem presentation skills, (4) Self-assessment Skills, (5) Self-Directed Learning Skills, (6) Knowledge applied to problems, and (7) Ability to verbalize ideas and knowledge

• 3. End of Phase 5

Conclusion

• Formative and summative assessment are

carried out for PBL leaners.

80

Thank you

81