Problem-based learning 12.05.2016 Problem-based learning Ali Ghaderi 2 November 2016 02.11.2016 Problem-based learning

Two challenges faced by education system 12.05.2016 Two challenges faced by education system Growth of collective knowledge Communicating the collective knowledge down to individual level I think it would be helpful to take a step back and look at the main challenges before focusing on the topic of today. There are two challenges. The first one is the growth of the collective knowledge and the second one is how to communicate this growth consistently and effectively down to individual level. 02.11.2016 Problem-based learning

Growth of collective knowledge 12.05.2016 Growth of collective knowledge It has been estimated that the number of journal articles published between 1665 and 2010 is about 50 million. 1.3 million peer-reviewed papers published in 2006. The average growth is estimated to be around 2.5%. Estimated 1.7 million peer-reviewed papers is expected to be published in 2016. Let us start with the first challenge. The collective knowledge is growing fast. This is challenging for any higher education system. How do you observe this growth? Most of these publications are observations and experimental research. So there might be a way to handle this. Picture of a fifty million dollar note by ZeroOne on Flicker 02.11.2016 Problem-based learning

Problem-based learning 12.05.2016 Theoretical research "One of the principal objects of the theoretical research in any department of knowledge is to find the point of view from which the subject appears in its greatest simplicity. " Josiah Willard Gibbs Rumford Medal ceremony (1881) I believe that the major goal of theoretical research is to find the simplest point of view. A good theory connects many fragmented and seemingly unrelated observations and unify them under a common concept. The direction of movement is from specific to general! Simplification starts as soon as the unification has been achieved. It is a continuous and never-ending process. The simplification is a major part of teaching. When the Newtonian mechanics was invented, it was only understood by a handful of people. Today we teach the subject at high schools all around the world. Although certain aspects of the subject still demands a certain degree of maturity, nevertheless, the essence of the subject can be grasped by the high school students. I believe this can be used as an indicator for evaluating if a subject is simplified enough. If you cannot explain it to a high school kid, then your work is not done. 02.11.2016 Problem-based learning

Example: simplification in physics 12.05.2016 Example: simplification in physics Leonard Susskind (Standford University) This simplification has reached new heights in Physics. L. Susskind has recently published a series of 11 lectures. He claims that this is the theoretical minimum you need to know for doing physics. If you understand these 11 lectures, the rest of physics is within your reach. The lectures are aimed at undergraduate students. So basically, during the most of 5 years that takes you to get a master degree in physics, you are just applying the basic principles explained in these 11 lectures! Based on my experience this is possible in many mature fields of science and engineering. We need similar developments in all the fields. This is in my opinion how we can coup with the challenge of growth in collective knowledge. 02.11.2016 Problem-based learning

Communicating down to individual level 12.05.2016 Communicating down to individual level The natural state of affairs are to learn from specific rather than the general. The everyday problems we face are specific. Therefore, I believe that the most effective method of learning is problem based. 02.11.2016 Problem-based learning

Problem-based learning 12.05.2016 Problem solving There have been so far more than 160 different strategies for problem solving. However, they all seem to be based on the principals published by George Polya back in 1945. George Pólya 02.11.2016 Problem-based learning

Polya’s 4 steps in problem solving 12.05.2016 Polya’s 4 steps in problem solving Understand the problem Devise a plan Carry out the plan Look back Polya’s problem solving approach consists of four steps. I colored the step 1 and 4 because I consider them as the most important steps in learning. The traditional problem solving is concentrated mainly on step 2 and 3. 02.11.2016 Problem-based learning

Step 1. Understand the problem 12.05.2016 Step 1. Understand the problem Can you state the problem in your own words? What are you trying to find or do? What are the unknowns? What information do you obtain from the problem? What information, if any, is missing or not needed? ….. At the first step just state the problem with less details as possible. Ask them to write down the problem in a style usually given in textbooks. You will experience that even the students which are usually quite in class become active. 02.11.2016 Problem-based learning

Problem-based learning Step 2. Devise a plan Look for a pattern Examine related problems Examine a simpler or special case to gain insight Make a diagram Make a table Use guess and check Work backward Identify a sub-goal 02.11.2016 Problem-based learning

Problem-based learning 12.05.2016 Step 3. Carry out the plan Implement the strategy in step 2 Check each step of the plan as you proceed Keep an accurate record of your work 02.11.2016 Problem-based learning

Problem-based learning 12.05.2016 Step 4. Look back Check the results. Does it make sense? Determine whether there is another method of finding the solution. If possible, determine other related or more general problems for which the techniques will work. This is an important step. At this step we rich the climax. Most of the learning is happening here. 02.11.2016 Problem-based learning

Problem-based learning 12.05.2016 Polya process Understand the problem Devise a plan Carry out the plan Look back Problem Solution At every stage there is a feedback loop. A well design problem can be used to cover a large chunk of curriculum This can be done by using the feedback loops to increase the complexity of the problem. 02.11.2016 Problem-based learning

Problem-based learning 12.05.2016 Flipped classroom Time is an important issue which has to be dealt with. The concept of flipped classroom releases the teacher from traditional lectures. The teacher can then focus on working with students through the Polya process. 02.11.2016 Problem-based learning

Problem-based learning 12.05.2016 Quality system Close collaboration with student representative(s) Close interaction with students in Polya process Feedback from student assistants after each assignment session Use of electronic Quiz/polling tools like Kahoot Any robust process needs a quality assurance system. Teaching has to be adopted to the level of students present in the class. Even the most experienced teachers need feedback and calibration! Student representative(s) are valuable resource in this process. Use tools like Kahoot to pin down the gaps in the knowledge and act accordingly. 02.11.2016 Problem-based learning

Problem-based learning Flow of knowledge Real world Observations Theory Simplification Polya proc. Students 02.11.2016 Problem-based learning