1. Enhancing Employability through Problem-based Learning Chris Beaumont Billy Frank Edge Hill College of Higher Education

2. “The central issue of learning is becoming a practitioner, not learning about practice” Seely Brown, J. and P. Duguid (1996).

3. PBL in Information Systems at Edge Hill Started with one Level 2 module (Networking) 3 years ago LTSN-ICS funded Research into good practice British Council funded research with a Singapore HEI Expansion to theme through 3 years of BSc Information Systems

4. Our PBL Model Problem as authentic for IS professional as possible. Problem is messy, can have variety of solutions Problem drives the learning

5. Our PBL Model Students work in small teams (5) with a leader & ‘roving’ facilitator. Students identify own learning issues and divide work Individual research Students share results and apply to problem. Individual reflection at end of problem

6. Student Perceptions "The PBL is a great way of learning and is much more interesting than just having theory lectures. It promoted reading around the subject and allowed me to work at my own pace.” "PBL changed my personal approach … to look at the wider picture, implications and interactions with and effects on other systems”

7. Student Perceptions “ I have learned so much in this PBL and gained so much from it about teamwork and independent learning.” “I have been able to identify my own learning issues and address them appropriately with follow-up research. I have been receptive to the other group members Knowledge, skills and opinions.. I use [these] to my advantage as their strengths have helped my weaknesses”

8. Student Perceptions “PBL.. forced us to learn more about the subject and enabled us to develop multiple solutions….. It was not until the presentation that I realised how much we had learned as a group and how the Singapore side had helped us reach a point of feeling confident about what we had achieved”

9. What we’ve learned so far PBL provides much more rich & complex learning environment –Difficult to manage, (student sharing, planning, teamwork, facilitation, preparation, assessment) – opportunities for students PBL facilitates student creativity and motivation –Students are very innovative when not constrained PBL develops student confidence

10. Employability and the ‘complex environment’ Knight and Yorke (2003) –employability the result of ‘complex learning’ –programme wide experience within a ‘learning culture/environment’ ‘a good learning environment’ –opportunities for students to mix –collaborative work on problems –students know why (and what) they are learning

11. PBL and employability USEM Model of employability –Understanding –Skills –Efficacy –Metacognitive fluency PBL is coherent with this model –PBL characterised by complexity

12. Early indications PBL dependent on facilitation skills Continuous element of PBL through 3 year programme –element of progression throughout programme –need for integration PBL seems to enhance employability –further longitudinal research planned