Title: Hybridising ProblemBased Learning LTSN Biosciences PDP Enhancing Bioscience Student Learning using P
1Hybridising Problem-Based LearningLTSN
Biosciences PDPEnhancing Bioscience Student
Learning using Problem Based MethodsLiverpool
Hope University College2nd May 2002
- Jennifer R. Blumhof Senior Subject Adviser for
Environmental Sciences LTSN-GEES - Emailj.r.blumhof_at_herts.ac.uk
-
2Structure of the Workshop
- Introduction
- Exercise do you use pbl?
- What is pbl?
- Skills and pbl
- pure and hybrid pbl
- Case studies and interdisciplinarity
- The Broadland Case Study
- Reflections
- Constructive alignment in action?
- Exercise pbl in your teaching?
- Plenary
3Problem-Based Learning in Your Teaching
- 1.(a) Do you already use pbl in your
courses/modules? - (b) If so, how?
-
-
4What is problem-based learning?
- The principal idea behind Problem-Based Learning
(pbl)..is that the starting point for learning
should be a problem, a query or a puzzle that the
learner wishes to solve. - (Boud,David.1985.Cited in Boud,David and
Feletti,Grahame(eds)1991.The Challenge of
Problem-Based Learning.London.Kogan Page Ltd.p13
5What is problem-based learning?
- PBL IS A PHILOSOPHY - a student centred
philosophy - PBL IS A PROCESS- in pure or hybridised form
6pbl has two educational objectivesthe
acquisition of an integrated body of knowledge
related to the problemand the development or
application of problem-working skills.pbl is
ideally suited for student-centred
learningStudents are expected to engage
positively in the learning process bydirecting
their own learningbeing active,reflective and
critical learnersthinking deeply and
holisticallyextending learning beyond the
presented situation/problem into new ones
(ability to transfer skills).Barrows,Howard and
Tamblyn,Robyn,M. 1980.Problem-Based Learning. An
Approach to Medical Education.New YorkSpringer
Publishing Company.)
7Some of the benefits of problem-based learning
- student centred (understanding the needs of the
student learner) - integrative (skills and content)
- problem-based (eg real world real time problems)
- self-directed (eg pursue own learning enquiry and
often manage complex timetabling) - collaborative(often for staff and students)
- reflective
8Some skills developed through pbl
- INTELLECTUAL Generic-critical reasoning
,creative thinking,problem-working - INTELLECTUAL Subject knowledge and
understanding-eg interdisciplinarity - PRACTICAL/APPLIED Generic- formulating
hypotheses,designing investigative
strategies,information gathering,information
handling,evaluating information - COMMUNICATION -presenting (oral/written/graphic)
- INTERPRESONAL-teamwork
- SELF-MANAGEMENT - time-management
9The Graduate Skills Menu
ACADEMIC CONTENT
SELF MANAGEMENT
PRACTICAL/ APPLIED
COMMUNICATION
INTELLECTUAL
INTERPERSONAL
10The pure form of pbl with acknowledgements to
Professor Sam Leinster UEA
Problem
Small group discussion
Learning objectives
Checking the results
Self study
11Constraints on the pure form of pbl
- concern about the loss of academic content
- time constraints on students (doing the wrong
thing) - time constraints on staff (eg development of case
study material) - high staff-student ratios limiting tutorials
- mixed-ability classes
12Hybrid pbl developed in the Hertfordshire
Integrated Learning Project
- problems drive the enquiry process
- problem focused on a transdisciplinary case study
- Graduate Skills to be developed are
identified,made explicit and skills workshops
provided - assignment designed to integrate Graduate Skills
development with academic content - framework lectures are given at the start
- tutors facilitate group workshops by rotating
around the groups - surgeries offered
- student reflection on skills development enhanced
by completing Graduate Skills Self Evaluation
Sheet - paper-based, computer-based and audiovisual
resources developed and provided for student use
13Case Studies
- a case study -a systematic investigation of a
specific instance (instance may be an event,
person, group, institution, innovation etc) - can focus on problems-can be issue-based or
process-based (eg focussed on research methods). - students presented with a situation consisting
of a description of events that reflect
real-world problems - case studies- vehicles for revealing
interdisciplinarity
14Interdisciplinarity
- seeks to create a broader and more integrated
understanding of what and why - environmental studies are essentially concerned
with examining environmental issues from a
variety of perspectives,continually striving for
a more structured,integrated and holistic
understanding, that is an interdisciplinary
understanding (Blumhof,J. and Honeybone,A. 1993
Getting Going in Action Research) - but we are forced to slosh about in that
primordial ooze known as interdisciplinary
studies2.(Passmore,J.1974 Mans responsibility
for Nature.Duckworth)
15The Broadland Case Study
- Posing the problem how can the Upper Waveney
Valley be sustainably developed for tourism and
recreation? - Used with 2nd year students on Environmental
Sciences Degree over the past 4 years (c300
students) - Version 1 -assignment group poster presentation
( 1997/1998,1998/1999) - Version 2 CCASEnotes- assignment group video
(1999/2000) - Version 2 CCASEnotes modified- assignment group
power point presentation (2000/2001) - Version 3 a combination of Studynet (UHs
managed learning environment) and CCASEnotes used
with 96 Ist year students - assignment group
power point presentation (2001/2)
16The Broadland Case Study - Version 1
- Investigation of a central problem (in groups)
supported by - class contact
- framework lectures
- fieldwork
- workshops (subject based and skills based)
- resources
- paper based
- computer based
- leading to problem based assignment
(poster/video) followed by - assessment (peer and tutor)
- student self evaluation of skills development
- staff/student evaluation of case study
17The Broadland Case Study - Version 2
incorporating CCASEnotesCollaborative
Computer-Articulated Study Environment
- Structure similar to Version 1 but with
- all resources on-line
- on-line communication
- tutor student
- student student (small group and whole
class) - assessment
- evaluation
- retain some face-to face contact(framework
lectures, field visit, workshops, assessment
feedback - Learning Environment Virtual Learning
Environment (VLE) - near distance learning
18 The Broadland Case Study - Version 2
incorporating CCASEnotes(cont.)
Guidance and discussion area
- Tutor side
- as for students
- project issues
- all group discussions
- total assessment
- chat staff
- Student side
- using this site
- notice board
- own group discussion
- class discussion
- peer assessment
- skills self assessment
- FAQs
- evaluation
- chat student
- Resources area
- Case study resources (material about Broadland
related ideas) - Skills resources
19Lotus Notes CCASEnotes
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21Reflections
- Generally favourable student response
- in CCASEnotes high levels of usage of guidance
and discussion area - - good quality student assignments
- Previous difficulties at least reduced but some
concerns - balance between computer-mediated and face to
face group work - including issue of extension or restriction of
choice - allowance for variations in students learning
methods - some indication that ease of computer access to
initial resources resulted in some students not
seeking out additional sources - in CCASEnotes on-line surgery facility for
student/staff consultations not well used - in Studynet/ CCASEnotes version (2001and 2002) in
class surgery facility used and emailto be
continued
22 The Broadland Case Study Constructive
Alignment in action?
- ... constructive alignment, a marriage between
a constructivist understanding of the nature of
learning , and an aligned design for teaching
(Biggs 1996a) p26 - constructive defined as Learning is the result
of the constructive activity of the
student..(ie) meaning created by the students
learning activities, their approach to
learning..pp12-13 - aligned teaching defined as a balanced
system in which all the components ( curriculum,
teaching methods, assessment procedures, local
and institutional climate, rules and procedures)
support each other, as they do in an ecosystem.
p25 - Source Biggs, J. 1999 Teaching for Quality
Learning at University. Buckingham, SRHE and
OUPand our italics above
23Problem-Based Learning in Your Teaching
- 1 (c) How might you develop the use of pbl
further? - 2. (a) If you dont use pbl at present, do
you think it would be appropriate for your
courses/modules? - (b) If yes, how might you use it?
- (c) If no, why do you think it is not
appropriate? -
-
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