1. Exploring Problem-Based Learning Ned Lovell Emeritus Professor & Department Head- Mississippi State University Founder, MidSouth Community College Fellowship Program (MCCFP) Executive Director, Southeastern Association of Community College Researchers (SACCR)

2. Workshop Objectives: By the end of this workshop you will be able to: Describe the role of problem-based learning Describe the role of problem-based learning Understand the rationale for PBL Understand the rationale for PBL Experience PBL from the student perspective Experience PBL from the student perspective Create a PBL draft for the courses you teach Create a PBL draft for the courses you teach Evaluate PBL cases for instructional potential Evaluate PBL cases for instructional potential Understand the advantages and disadvantages of PBL Understand the advantages and disadvantages of PBL

3. Preliminary Opinions This PBL sounds like a crock This PBL sounds like a crock I am a neutral observer I am a neutral observer PBL sounds very exciting to me PBL sounds very exciting to me

4. Todays Agenda 1pm Introductions/Workshop Objectives (5 min) 1pm Introductions/Workshop Objectives (5 min) Preliminary Opinions(5 min) What is PBL?(20 min) Who is Using PBL?(5 min) Personal Experience with PBL(5 min) Video #1- Ahead of the Pack(20 min) Summary- Q&A(10 min) 2:10 Break(15 min) 2:10 Break(15 min) 2:25 Community College Example(15 min) 2:25 Community College Example(15 min) Video #2- Designing Problems for Learning (25 min) Does PBL Work?(5 min) Develop your own PBL(30 min) Report & Discuss(20 min) 4:00Adjourn 4:00Adjourn

5. Traditional Teaching Teach Teach Learn Learn Apply Apply Major form of delivery Major form of delivery Lecture Lecture

6. Impact of Lecture Mode Students often become passive Students often become passive Students rely on: Students rely on: Transcription Transcription Memorization Memorization Repetition Repetition Retention often minimal Retention often minimal Often unable to apply knowledge Often unable to apply knowledge

7. Origins: McMaster Univ. Medical Center Grades did not predict success Grades did not predict success Many students could not apply knowledge Many students could not apply knowledge Diagnosis Diagnosis Problem solving Problem solving Knowledge explosion requires life-long learners Knowledge explosion requires life-long learners PBL adopted to better prepare doctors PBL adopted to better prepare doctors

8. Modern Job Requirements Communication Skills Communication Skills Teamwork Teamwork Analysis Analysis Wall Street Journal Wall Street Journal

9. Who is Using PBL? Medical Schools (Wake Forest) Medical Schools (Wake Forest) Pharmacy Schools Pharmacy Schools Veterinary Schools Veterinary Schools Business Schools Business Schools Education Colleges (Achieve Mississippi) Education Colleges (Achieve Mississippi) Community Colleges Community Colleges Maricopa Community College Maricopa Community College Fort Range Community College Fort Range Community College Samford University Samford University University of Delaware University of Delaware

10. PBL Learning Process What do we know? What do we know? What do we need to know? What do we need to know? How can we find out? How can we find out? What do we do? (Proposed solution) What do we do? (Proposed solution)

11. What is PBL? Instructional delivery method Instructional delivery method Curriculum development process Curriculum development process Popular alternative to traditional instruction Popular alternative to traditional instruction

12. PBL Characteristics Problems drive instruction Problems drive instruction Problems are ill-structured Problems are ill-structured Students solve the problems Students solve the problems Students are only given guidelines to approach problem Students are only given guidelines to approach problem Authentic assessment Authentic assessment Instructors serve as guides/coaches Instructors serve as guides/coaches Problems are interdisciplinary Problems are interdisciplinary

13. Why Problems? PBL problems drive learning process PBL problems drive learning process Establishes context for learning activities Establishes context for learning activities Humans wish to resolve cognitive dissonance Humans wish to resolve cognitive dissonance Answers student questions: Answers student questions: Why do I need to know this? Why do I need to know this? How does this relate to the real world? How does this relate to the real world?

14. PBL Consistent with Constructivism Knowledge is constructed by learner based on previous knowledge Knowledge is constructed by learner based on previous knowledge Cognitive conflict stimulates learning Cognitive conflict stimulates learning Knowledge evolves through social negotiation and evaluation of the viability of individual understanding (Collaborative Learning) Knowledge evolves through social negotiation and evaluation of the viability of individual understanding (Collaborative Learning) Understanding comes from interactions with environment and peers Understanding comes from interactions with environment and peers Learning is an active process Learning is an active process

15. PBL Paradigm Shift From focus on teaching From focus on teaching To focus on learning To focus on learning Investigation of real world problems Investigation of real world problems Engages students as stakeholders Engages students as stakeholders Utilizes cooperative learning Utilizes cooperative learning Instructor becomes coach Instructor becomes coach

16. Role of Coach/Teacher Monitors learning Monitors learning Challenges students thinking Challenges students thinking Keeps students involved Keeps students involved Adjusts levels of challenge Adjusts levels of challenge Manages group dynamics Manages group dynamics Keeps process moving Keeps process moving Provides authentic assessment Provides authentic assessment

17. Coaching Tasks Initiate problem and hook the students Initiate problem and hook the students Fade to sidelines Fade to sidelines Use direct instruction only when absolutely necessary Use direct instruction only when absolutely necessary Collaborate with students Collaborate with students When students have difficulties, redirect through questions and observations When students have difficulties, redirect through questions and observations Major goal to develop thinking Major goal to develop thinking Probe and challenge students Probe and challenge students Observe and assess students Observe and assess students

18. Student Tasks Engage with problem Engage with problem Identify what is known Identify what is known Identify what they dont know Identify what they dont know Question Question Develop hypothesis Develop hypothesis Identify learning issues Identify learning issues Identify resources Identify resources Study/research Study/research Perform Perform Critique experience Critique experience

19. Student Responsibilities Students must understand they are responsible for research and other learning activities Students must understand they are responsible for research and other learning activities Multiple PBL cases may be required before students become comfortable with the process and responsible for their own learning Multiple PBL cases may be required before students become comfortable with the process and responsible for their own learning

20. Personal Experience with PBL Assessment Center and Leaderless Groups (Alverno College) Assessment Center and Leaderless Groups (Alverno College) Reform of Ed Admin Programs Reform of Ed Admin Programs Training by Bridges Training by Bridges Integrated PBL into Course Integrated PBL into Course Community College Leadership Program (MCCFP) Community College Leadership Program (MCCFP) Achieve Mississippi Achieve Mississippi

21. Video #1 Ahead of the Pack Ahead of the Pack Illinois Mathematics and Science Academy Illinois Mathematics and Science Academy 20 minutes 20 minutes

22. PBL at its Best Relevant content Relevant content Rigorous Rigorous Recall and application fostered Recall and application fostered

23. Benefits of PBL Increases student motivation Increases student motivation Relevant issues and learning Relevant issues and learning Higher-order learning Higher-order learning Greater use of library Greater use of library Greater use of computer resources Greater use of computer resources Less use of memorization/short-term recall Less use of memorization/short-term recall Increased faculty-student interaction Increased faculty-student interaction

24. Utilize Community College Example Analyze Maricopa Community College PBL Analyze Maricopa Community College PBL Community College PBL Exercise Community College PBL Exercise

25. Assessment: Pantyhose Problem Performance Performance Logical problem-solving process Logical problem-solving process Wise use of time Wise use of time Quality of group interaction Quality of group interaction Product Product Creative solution Creative solution Well organized presentation Well organized presentation

26. Maricopa Problem Solving Process Understand the problem Understand the problem Devise a plan Devise a plan Carry out plan Carry out plan Evaluate Evaluate See page 5, UBUYACAR See page 5, UBUYACAR

27. Video #2 Designing Problems for Learning Designing Problems for Learning ASCD ASCD 25 minutes 25 minutes

28. Does PBL Work? Depends on implementation and commitment Depends on implementation and commitment University of South Carolina Spartanburg- favorable pass rate University of South Carolina Spartanburg- favorable pass rate Temask Polytechnic, Singapore- enhances creativity Temask Polytechnic, Singapore- enhances creativity Major and Palmer Study- Meta analysis indicates that PBL is an effective methodology Major and Palmer Study- Meta analysis indicates that PBL is an effective methodology It all depends… It all depends…

29. Does PBL Work? (cont.) When it works: When it works: Students learn to think more critically and independently Students learn to think more critically and independently Most students enjoy the process Most students enjoy the process PBL encourages multiple perspectives PBL encourages multiple perspectives

30. Instructional Issues Free riders will attempt to game the system Free riders will attempt to game the system Students must buy into the process Students must buy into the process Passive learners prefer more structure Passive learners prefer more structure PBL is too much work for some students PBL is too much work for some students Costs Costs Faculty time Faculty time Instructional materials Instructional materials Teaching space Teaching space

31. Disadvantages of PBL Demanding on staff time Demanding on staff time Costly Costly Stressful Stressful Difficult with large classes Difficult with large classes Causes anxiety and resistance Causes anxiety and resistance

32. Cautions Cost may indicate that PBL cannot be used all the time Cost may indicate that PBL cannot be used all the time Must be related to course objectives Must be related to course objectives Evaluation must be carefully planned Evaluation must be carefully planned Anticipate resistance Anticipate resistance

33. PBL Use Entire curriculum Entire curriculum Certain courses Certain courses Appropriate units (post holes) Appropriate units (post holes)

34. Should You Consider PBL Challenge students Challenge students Improve motivation Improve motivation Stress life-long learning Stress life-long learning More use of computer and library More use of computer and library Increase student-faculty interaction Increase student-faculty interaction

35. ACHIEVE Mississippi: PBL Template Benchmark objective(s) Benchmark objective(s) Case Case Assessment Assessment

36. Use Ill-Structured Problems Very little information is provided at first Very little information is provided at first Students must search for additional information Students must search for additional information Impressions of problem can change as more is learned Impressions of problem can change as more is learned Several alternative actions/solutions are often possible Several alternative actions/solutions are often possible

37. Problem Evaluation Will it hook students? Will it hook students? Is it a messy and ill-structured problem? Is it a messy and ill-structured problem? Does it cover important content? Does it cover important content? Will it require student problem solving? Will it require student problem solving? Is it conducive to individual and group work? Is it conducive to individual and group work? Is this a student-centered activity? Is this a student-centered activity? Is the problem interdisciplinary? Is the problem interdisciplinary? Are the time requirements reasonable? Are the time requirements reasonable? Will the assessment be meaningful and authentic? Will the assessment be meaningful and authentic?