Innovative OneShots: ProblemBased Learning PBL

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Innovative One-ShotsProblem-Based Learning (PBL)

• Laurel Bliss, Librarian for Art Architecture,
  Yale Arts Library
• Barbara Rockenbach, Instructional Services
  Librarian, Yale Arts Library
• NELIG meeting _at_ Wesleyan
• January 17, 2003

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Outline

• What is problem-based learning (PBL)?
• Research scenario
• Activity
• Cons of PBL
• Pros of PBL
• ACRL Competencies
• Conclusions

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What is Problem-Based Learning?

• Begin with a research assignment
• Formulate questions about that assignment
• Look at resources to answer your questions
• Evaluate results

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PBL as an instruction method

• Students work cooperatively in groups to seek
  solutions to real world problems.
• These problems are used to engage students'
  curiosity and initiate learning the subject
  matter.
• Prepares students to think critically and
  analytically, and to find and use appropriate
  learning resources.

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Background of PBL

•   "Problem-based learning was first developed
  about 30 years ago in Canada, to teach medical
  students in their first two years More recently,
  it has been used for undergraduate and graduate
  education in a wide variety of fields, plus K-12
  education and postgraduate programs in many
  continents." -- Sheella Mierson

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PBL at the Yale Arts Library

• New instruction program for School of
  Architecture
• Collaboration with "Working at Teaching" program
• Ongoing assessment of instructor and session

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Sample Session

• Concerned Citizens of Brooklyn Heights (CCBH)
  have decided to put together a formal
  presentation on the proposals for Ground Zero.
  Since every citizen of NYC is given the
  opportunity to vote on the proposals, the CCBH
  wishes to help inform the community on this vital
  issue. As the librarian on the CCBH, you are
  charged with doing the research required for
  creating this presentation. What questions would
  you be asking yourself and others in order to
  begin research?

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Norman Foster
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Norman Foster
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Daniel Libeskind
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Richard Meier
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Richard Meier
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Peterson and Littenberg
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Skidmore, Owings, and Merrill
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Think
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United Architects
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Brainstorming for questions

• Who are the design teams?
• What have they done in the past?
• What are some similar memorial sites (memorial,
  commercial, public space)?

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Research Categories

• Finding Facts
• Finding Books
• Finding Articles
• Finding Images

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Whats next?

• Research Tips
• Break into groups
• Report back to class
• Evaluate resource choices
• Library tour
• Session evaluation form

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Cons of PBL

• More upfront prep time
• Instructor can be put on the spot more easily
• Instructor must work with students for session to
  work
• Can be difficult to switch from lecture-style to
  PBL

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Pros of PBL

• Students actively participate
• Instructor as facilitator, not lecturer
• Reduces information overload 
• Opportunities for collaboration outside the
  library

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ACRL competencies in disguise

• Effectively use an online catalog to identify and
  locate books
• Effectively identify and use indexes to locate
  journal articles
• Evaluate and use the information gathered from
  both print and electronic resources

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Additional benefits

• Teaching students in context
• Built-in feedback mechanism
• Students have a stake in their learning
• PBL makes students realize areas of ignorance

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Questions to keep in mind

• What is the goal of the session?
• What do you want the students to learn?  
• How can we assess the success of the session?

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Contact information

• Barbara Rockenbach
• barbara_rockenbach_at_yahoo.com
• Laurel Bliss
• laurel.bliss_at_yale.edu
• URL http//www.library.yale.edu/art/researchmetho
  ds.html