MBA 500 Foundations of Problem Based Learning

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MBA 500Foundations of Problem Based Learning

• Welcome!

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Information Sharing

• Name
• Where you work
• Your job
• Undergraduate degree
• Graduate focus What Why

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Whether you believe you can do a thing or not .
. . you are right.

• - Henry Ford -

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How to Succeed in Grad School

• Effectively manage your time
• Come to every class and arrive on time (2 missed
  classes is an automatic drop)
• Study time
• Assignments
• The syllabus is your roadmap of course
  expectations
• Take advantage of the resources available through
  UOP

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How to Succeed in Grad School

• Assignments
• Actively read the reading assignments
• On assignments, answer every question fully
• We are looking for more than a data dump in
  answers. We are looking at your critical
  thinking skills
• Ensure your papers follow APA style and are free
  from typos and grammatical errors
• Leverage your Learning Teams for learning

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Critical Thinking

• Challenge assumptions
• Distinguish fact from fiction
• Look for fallacies in logic
• Synthesize new insights

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Formatting in APA Style

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Classical Conditioning 1 Classical
Conditioning in Different Dog Breeds Ivan
Pavlov GEN 300 Dr. Robinson August 10, 2005
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Classical Conditioning 2 Abstract Little
research has examined the patterns of classical
conditioning in different dog breeds . . . . .
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Classical Conditioning 3 Classical
Conditioning in Different Dog Breeds In
recent research years, a great deal of attention
has been devoted to training dogs. Numerous
studies have been done . . . . . More
recent research supports Makepeaces. Cates,
Rutter, Karl, Linton, and Smith (1997) found
that . . . . .
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Classical Conditioning 8 References Glaser,
R., Rutter, C. H. (Eds.)/ (1984). Intelligence
in dogs. Journal of Classical Conditioning,
33.
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Learning Teams

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Teams vs. Groups

• In groups . . .
• Members work on a common goal
• Members are accountable to an outside person
• Members do not have clear, stable culture, and
  conflict is frequent
• Leadership assigned to single person
• Members may accomplish their goals
• (Adapted from Hackman Katzenbach and Smith)

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Teams vs. Groups

• In teams . . .
• Members are fully committed to common goal and
  mission they develop
• Members are mutually accountable to one another
• Members trust one another and team has a
  collaborative culture
• Members all share in leadership
• Members achieve synergy 2 2 5
• (Adapted form Hackman Katzenbach and Smith)

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Learning Teams

• Expectations
• Membership does not change during the course
• Equivalence to five four-hour meetings during the
  course
• Attendance is required
• All members participate and rotate roles
• Log completed and turned in each class
• Peer evaluation turned in last class

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Learning Teams

• What are the benefits of including Learning Teams
  in the education process?
• What is the value of diversity on a learning
  team?
• How will your Learning Team experience be
  applicable in the workplace?

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Learning Team Criteria

• Small group discussion What are the qualities
  of an effective team?
• Individual thoughts What am I looking for in a
  Learning Team?

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Learning Teams

• Possible Learning Team creation criteria
• Physical location Home
• Physical Location Work
• Available times to meet
• Employer
• Occupation
• Interests
• Other?

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Before leaving, team members should . . .

• Share
• Name
• Phone Numbers
• E-mail addresses
• Schedule team meeting
• Date
• Time
• Location

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Problem Based Learning

• What is it, and why are we taking this approach?

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Problem Based Learning Approach