Skills which are essential in 21 st Century: Problem-Based Learning - - PowerPoint PPT Presentation

Skills which are essential in 21st Century:

• Problem-Based Learning (PBL):
• The learning that results from the process of working towards

the resolution of a problem. The problem is encountered first in the learning process

• FIVE distinctive characteristics of PBL:

1) Instruction: problem-driven 2) Problems in PBL: complex problems, imitate real-life / workplace situations 3) Design of PBL curriculum: help students organize their knowledge in a case-based structure 4) Role of Students: take responsibility for learning process (e.g. researching learning materials including books and database) 5) Reflection: indispensable role in PBL

Barrett, T., & Moore, S. (2011). New approaches to problem-based learning. New York, NY: Routledge. Hung, W. (2013). Problem-based learning: A learning environment for enhancing learning transfer. New directions for adult and continuing education, 2013(137), 27-28.

• Service Learning (SL):
• A pedagogy that meets higher education’s historic mission to

educate adults to become civically engaged members of the community

• Integrates meaningful community service with instruction and

reflection to enrich the learning experience, teach civic responsibility, and strengthen communities

• FOUR distinctive characteristics of SL:

1) Activity of SL: beneficial services to society + learning opportunities in close conjunction with the curriculum 2) Reflection: indispensable role in SL 3) Integral involvement of community partners (i.e. servicing clients) + addressing the needs & concerns of the community 4) Reciprocal nature of SL: service provided  allows for learning by all parties involved (i.e. student participants, staff & stakeholders)

Hattori, A. P. (2011). Teaching History through service learning at the University of Guam. The Journal of Pacific History, 46(2), 221-227. Gross, P. A. & Maloney, V. A. (2012). Embracing diversity through service learning. The Clearing House: A journal of educational strategies, issues and ideas, 85(5), 192-196. Trail Ross, M. E. (2012). Linking classroom learning to the community through service learning. Journal of Community Health Nursing, 29(1), 53-60.

CoP Membership: Coordinators and Members

Name Dept. Faculty/School/Academy Principal Coordinator Professor Siu Yin CHEUNG PE Faculty of Social Sciences Coordinator

• Dr. Kevin YUE

SCM School of Chinese Medicine Founding Members Professor Cindy CHU HIST Faculty of Social Sciences

• Dr. Theresa KWONG

CHTL

• Mr. Peter LAU

CHTL

• Dr. Yvonne LO

AF School of Communication

• Ms. Angela NG

LC Faculty of Arts

• Ms. Meimi NG

OVPAS Professor Ken YUNG BIOL Faculty of Science Members

• Dr. Noel Siu

MKTG School of Business

• Ms. Peggy Choi

PE Faculty of Social Sciences Student Member

• Mr. Roger LO

PE Faculty of Social Sciences

HKBU GAs Name of the rubric created

CITIZENSHIP

Be responsible citizens with an international outlook and a sense of ethics and civility. Ethical Reasoning Social/Civic Responsibility Cross-cultural competence

KNOWLEDGE

Have up-to-date, in-depth knowledge of an academic specialty, as well as broad range of cultural and general knowledge Interdisciplinary knowledge Disciplinary Exposure

LEARNING

Be independent, lifelong learners with an open mind and an inquiring spirit. Lifelong Learning Self-Development/Spirituality

SKILLS

Have the necessary information literacy and IT skills, as well as numerical and problem-solving skills, to function effectively in work and everyday life. Information Literacy Technological Literacy Problem-solving Quantitative Reasoning

CREATIVITY

Be able to think critically and creatively. Critical Thinking Creative Thinking

COMMUNICATION

Have trilingual and biliterate competence in English and Chinese, and the ability to articulate ideas clearly and coherently. Oral Communication Written Communication

TEAMWORK

Be ready to serve, lead and work in a team, and to pursue a healthy lifestyle. Team Building Health Awareness

7 HKBU Graduate Attributes

Members of the CoP meet for a seminar/working session

• nce every three weeks

Methods Term 1: Semester 2, 2013 – 2014 Term 2: Semester 1, 2014 – 2015 Term 3: Semester 2, 2014 – 2015 Term 4: Semester 1, 2015 – 2016

Term 1: PBL GAs emphasized in each course

Course HKBU GAs emphasized BIOL3350 Neurobiology BMSC1015/BMSC1009 Biochemistry & Molecular Biology CTV1660/FILM2007 Principles of Photo Imaging GCLA1009 University English II PERM1007&1140 Sport & Exercise Psychology HIST2220 Foreign Relations of Modern China

Term 2: PBL GAs emphasized in each course

Course HKBU GAs emphasized FILM2007 Principles of Photo Imaging GCLA1008 University English I GDSC1017 Science Principles behind the Movies MKT2310/MKTG2005 Marketing Management

Term 2: SL GAs emphasized in each course

Course HKBU GAs emphasized GDSC1887 Paths to Service Leadership in Health Service SRL3160 Sport & Recreation for Persons with Physical & Intellectual Disabilities

Period Stage Details

Nov 2013 – Jan 2014

• Literature Research
• Design Learning

and Teaching Activities

• Literature Research on PBL & SL and design
• f surveys
• Incorporate PBL / SL components into the

curriculum of various courses

Schedule

Period Stage Details

Jan – Apr 2014

• pre- and post-

survey

• Students’ self-evaluation on the perception

and attainment of the GAs at the beginning and end of semester May – Jun 2014 - Interviews

• Focus Group Interviews for Students
• Individual Interviews for Teachers

Jun – Sep 2014

• Evaluation
• Consolidate data & evaluate the process
• Share of experience

Term 1: Problem Based Learning

Schedule

Period Stage Details

Sep - Dec 2014

• pre- and post-

survey

• Students’ self-evaluation on the perception

and attainment of the GAs at the beginning and end of semester Dec 2014 – Jan 2015

• Interviews
• Focus Group Interviews for Students
• Individual Interviews for Teachers

Jan – Mar 2015 - Evaluation

• Consolidate data & evaluate the process
• Share of experience

Term 2: Problem Based Learning / Service Learning

Developed by: Centre for Holistic Teaching and Learning, Hong Kong Baptist University

• Comments on the GAs
• Comments on their learning experiences
• Suggestions

Term 1 Incorporation of PBL component in six courses

Course PBL Component BIOL3350 Neurobiology

• Individual work - theme: Any topics related to

Neurobiology

• ral presentation
• Review of journals related to latest R&D of

Neurobiology BMSC1015/ BMSC1009 Biochemistry & Molecular Biology

• Group work – theme:

(1) Space travel to Mars (2) Marathon & biochemical processes in our body (3) New air pollution index (Air Quality Health Index)

• Written report + oral presentation

CTV1660/ FILM2007 Principles of Photo Imaging

• Group work – theme: Wish you were there
• Develop a series of photo work + short text

description

• Individual work - theme: Full of life
• Submit five inter-related photos + presentation

Term 1 Incorporation of PBL component in six courses

Course PBL Component GCLA1009 University English II

• Group work – theme: Debate on current issues
• News provided, do some extra research
• For- or Against- arguments, collaboration of group’s

effort

• Take turns to present their arguments

PERM1007 &1140 Sport & Exercise Psychology

• Group work – theme: How to psychologically prepare

for the Asian Games

• Reviews of research journal articles
• An interview with an athlete who represented Hong

Kong in Asian Games 2014 and his/her coach

• Design a 12-week psychological training program

tailor-made to client athletes HIST2220 Foreign Relations of Modern China

• Group work – theme: China’s foreign relations since

the Qing period; examples of topics: (1) Why did China enter Korean War (1950 - 1953) ? (2) Sino-Soviet Conflicts (1960 – 1969) (3) Mao Zedong’s foreign relations (1970 – 1976)

• Tutorial presentation (12 tutorial sessions, different

topics)

• Term paper: 1 tutorial topic, conduct info search,

write own arguments & conclusions

Term 2 Incorporation of PBL component in four courses

Course PBL Component FILM2007 Principles of Photo Imaging

• Individual work – theme: Human Condition – An Investigative

Photo Project

• Print photo images using darkroom techniques
• Creative problem solving skills (e.g. what camera & lenses)
• Name some visual artists make similar work

GCLA1008 University English

• Group work – theme: : Grammar Presentation
• Teach a particular grammar topic
• Aware of their audience level of proficiency and interest
• Teaching grammar to their classmates in interesting way
• Presentation

GDSC1017 Science Principles behind the Movies

• Group Work Theme: Science principles embedded in movies
• Identify a collection of movie clips
• Extract Science elements & explain theories behind
• Identify a real-life application & new possibility of application
• Report & presentation

MKT2310 /MKTG2005 Marketing Management

• Group Work Theme: Developing a marketing plan for an

existing social enterprise in Hong Kong

• Project / service  new to social enterprise
• Mission of SE, SWOT analysis, positioning, target markets,

customer analysis, points of difference, etc.

Aggregated pre- and post-survey mean scores of the 7 GAs of all PBL courses (n=304)

Key: *=p ≤0.05; **p ≤0.01; ***p ≤0.001

7.4 7.0 7.0 6.6 7.2 7.4 7.5 6.9 6.5 7.2 6.3 7.4 6.8 7.2 7.1 7.7 7.0 7.4

**

7.3

**

7.3

***

7.4

***

7.6

**

7.7

*

7.8

**

7.2

***

7.0

***

7.6

***

6.7 7.5

***

7.2

***

7.6

***

7.6 7.9

***

7.5 0.0 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0 9.0 Ethical Reasoning Social Responsibility Cross-Cultural Competence Interdisciplinary Knowledge Disciplinary Knowledge Lifelong Learning Self-Development / Spiritually Information Literacy Technological Literacy Problem Solving Quantitative Reasoning Critical Thinking Creative Thinking Oral Communication Written Communication Teamwork Health Awareness Citizenship Knowledge Learning Skills Creativity Communication Teamwork

HKBU GA: Citizenship – Social Responsibility

Key: *=p ≤0.05; **p ≤0.01; ***p ≤0.001 6.0 6.2 7.9 6.7 7.0 7.0 6.7 6.8 7.0 6.7 6.8 6.5 7.6 7.0 7.0

*

7.8

*

7.5 7.5 7.3

*

7.4 0.0 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0 9.0

Course A (n=4) Course B (n=26) Course C (n=25) Course D (n=56) Course E (n=43) Course F (n=25) Course G (n=31) Course H (n=33) Course I (n=11) Course J (n=50) Mean – pre-test Mean – post-test

HKBU GA: Citizenship – Social Responsibility

Comments from Focus Group Interview

Comments made by a student from class:

• “My PBL project is about Housing Estate in Old Days. After completing this

project, I learnt more about the developmental history of housing estates in Hong Kong. I became more aware about the importance of conservation and revitalization of historical monuments”. Comments made by a student from class:

• “This PBL project provides valuable opportunities for us to know more

about the operations of social enterprise (SE). Although making profit is the ultimate aim of a company, every corporations should carry certain kinds of corporate social responsibility. We realize that marketing concepts not only can be applicable to profit-making companies, but also can be applied to SE which brings benefits to the communities”.

HKBU GA: Citizenship – Social Responsibility

Comments from Focus Group Interview

Comments made by a student from class:

• “In this PBL project, I have searched enormous amount of information

about social enterprise and become more aware about the seriousness of poverty in the working class in Hong Kong. I can’t imagine that some poor families even cannot afford a TV set at home in 21st Century !”.

HKBU GA: Skills – Problem Solving Skills

Key: *=p ≤0.05; **p ≤0.01; ***p ≤0.001 6.5 6.6 7.7 7.1 7.3 7.1 7.5 6.9 7.5 7.0 7.5 * 7.7 7.6 7.2 7.4 7.4 7.8 * 7.7 7.7 * 7.5 0.0 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0 9.0

Course A (n=4) Course B (n=26) Course C (n=25) Course D (n=56) Course E (n=43) Course F (n=25) Course G (n=31) Course H (n=33) Course I (n=11) Course J (n=50) Mean – pre-test Mean – post-test

HKBU GA: Skills – Problem Solving Skills

Comments from Focus Group Interview

Comments made by students from class:

• “The PBL component allowed us to learn the way of collecting useful

information, analyzing them and grouping them systematically.”

Comments made by students from class:

• “This PBL project brings indispensable improvement to our problem solving skills.

When we encounter complex problems in future, I’m confident that I shall be able to analyze the situation and formulate solution steps logically.”

HKBU GA: Creativity – Critical Thinking

Key: *=p ≤0.05; **p ≤0.01; ***p ≤0.001 7.0 6.4 8.0 7.6 7.3 7.8 7.4 7.3 7.6 7.0 7.3 7.2 7.4 7.6 7.3 7.5

*

7.8 7.8 7.7 7.4 0.0 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0 9.0

Course A (n=4) Course B (n=26) Course C (n=25) Course D (n=56) Course E (n=43) Course F (n=25) Course G (n=31) Course H (n=33) Course I (n=11) Course J (n=50) Mean – pre-test Mean – post-test

HKBU GA: Creativity – Critical Thinking

Comments from Focus Group Interview

Comments made by a student from :

• “The PBL component of our course trains up our critical thinking. For

instance, we needed to evaluate the validity and trustworthiness of the information we have found. We need to adopt cross-referencing technique in order to evaluate the batches of information...”

HKBU GA: Teamwork – Team Building

Key: *=p ≤0.05; **p ≤0.01; ***p ≤0.001 5.8 7.2 8.3 7.6 8.1 8.1 7.7 7.3 7.6 7.7 8.0 7.7 7.8 7.8 8.0 7.7 7.7

*

8.0 8.0

*

8.2 0.0 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0 9.0

Course A (n=4) Course B (n=26) Course C (n=25) Course D (n=56) Course E (n=43) Course F (n=25) Course G (n=31) Course H (n=33) Course I (n=11) Course J (n=50) Mean – pre-test Mean – post-test

HKBU GA: Teamwork – Team Building

Comments from Focus Group Interview

Comments made by a student from class:

• “In this PBL project, I learnt to respect the diversified views of our
• teammates. After discussing the issue from different perspectives, we could

determine a feasible solution to address the problem.” Comments made by a student from class:

• “When working on our Marketing plan, I need to coordinate well with my

teammates who are responsible for different parts of the projects. It is essential for keeping a consistent writing style and making our Marketing plan more realistic and convincing.”

Term 2 Incorporation of SL component in two courses

Course PBL Component GDSC1887 Paths to Service Leadership in Health Service

• Group Work Theme: Learning through services
• Serving in two host organizations serving the needy groups

in the community

• Planning the activities / services
• Enhancing students’ service attitude & social concern for

the needy

• Reflection & Peer Evaluation

SRL3160 Sport & Recreation for Persons with Physical & Intellectual Disabilities

• Group Work Theme: Serve as helpers at the Athletic Meet
• f Hong Kong Paralympic Committee & Sports Association

for the Physically Disabled

• Serve in different roles
• Reflection Paper: Evaluation of the management &

challenging issues related in organizing sport event for the disables

Aggregated pre- and post-survey mean scores of the 7 GAs of all SL courses (n=75)

Key: *=p ≤0.05; **p ≤0.01; ***p ≤0.001 7.7 7.4 7.2 6.9 7.4 7.7 7.8 7.0 6.7 7.3 6.7 7.2 7.0 7.5 7.0 8.0 7.4

7.6

7.5 7.2

*

7.4

7.5 7.5 7.8

6.9

6.8

7.4 6.7

7.4 7.3 7.7 7.3 8.2

7.6 0.0 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0 9.0

Ethical Reasoning Social Responsibility Cross-Cultural Competence Interdisciplinary Knowledge Disciplinary Knowledge Lifelong Learning Self-Development / Spiritually Information Literacy Technological Literacy Problem Solving Quantitative Reasoning Critical Thinking Creative Thinking Oral Communication Written Communication Teamwork Health Awareness Citizenship Knowledge Learning Skills Creativity Communication Teamwork

HKBU GA: Citizenship – Social Responsibility

Key: *=p ≤0.05; **p ≤0.01; ***p ≤0.001 7.7 7.1 8.1 7.2 0.0 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0 9.0

Course K (n=30) Course L (n=45) Mean – pre-test Mean – post-test

HKBU GA: Citizenship – Social Responsibility

Comments from Focus Group Interview

Comments made by a student from class:

• “Regarding to my servicing experience, I met with an elderly who was

unwilling to disclose his illness condition to outsiders. Therefore, his illness was getting more serious due to incompatible medical treatments… I realized that working in health services industry is not only providing services but also need to sincerely sympathize about the people in need”.

Comments made by a student from class:

• “This SL activity provided valuable opportunities for us to get contact with different

kinds of handicapped athletes. We became more familiarized with their situations so that we will be able to provide tailor-made services for them which suit their unique needs in future. ”.

HKBU GA: Skills – Problem Solving Skills

Key: *=p ≤0.05; **p ≤0.01; ***p ≤0.001 7.5 7.2 8.0 7.0 0.0 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0 9.0

Course K (n=30) Course L (n=45) Mean – pre-test Mean – post-test

HKBU GA: Skills – Problem Solving Skills

Comments from Focus Group Interview

Comments made by a student from class:

• “During our service in the elderly home, some situations were different

from that as expected. Before the service, we imagined that the elderly people there would be very old with poor listening ability, low level of literacy and limited physical movability. However, they were smarter and heathier than expected. Therefore, we needed to develop a contingency plan and modify the design of the activities”. Comments made by a student from class:

• “When providing services on an athletic meet, we learnt the skills of

working out a contingency plan. For instance, delays of sport events are quite common. Then how could we entertain the athletes during that period ? It doesn’t make any sense to keep them wait in an outdoor area with excessive sunlight. Therefore, we set up a tent for them as a temporary waiting area and they felt more comfortable during the period ”.

HKBU GA: Creativity – Critical Thinking

Key: *=p ≤0.05; **p ≤0.01; ***p ≤0.001 7.3 7.1 7.6 7.3 0.0 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0 9.0

Course K (n=30) Course L (n=45) Mean – pre-test Mean – post-test

HKBU GA: Creativity – Critical Thinking

Comments from Focus Group Interview

Comments made by a student from :

• “We realized that the Hong Kong Paralympic Committee adopted critical

thinking when choosing a suitable sports venue. For instance, the spectator stand and the tracks of main sports ground in Tseung Kwan O Sports Ground are wider than any other sports centers. Such features provide unbeatable accessibility to those athletes with wheelchairs. ”

HKBU GA: Teamwork – Team Building

Key: *=p ≤0.05; **p ≤0.01; ***p ≤0.001 8.2 7.9

**

8.7 7.8 0.0 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0 9.0

Course K (n=30) Course L (n=45) Mean – pre-test Mean – post-test

HKBU GA: Teamwork – Team Building

Comments from Focus Group Interview

Comments made by a student from class:

• “ When providing the service, our instructor intentionally assigned students

with different majors of study to each group. Therefore, we are trained how to coordinate well with people with diversified background and appreciate the views given by the others. ”

Comments made by a student from class:

• “When organizing the athletic meet, I need to consider the strengths and skills

possessed by different teammates in order to assign suitable duties and positions to them.”

• Students perceived significant improvements on Citizenship

(Social Responsibility) and Skills (Problem Solving) but not Teamwork (Team Building).

• Students perceived significant improvements on Teamwork and

Interdisciplinary Knowledge in individual courses.

Conclusion

Q & A Session