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Presentation on theme: "PROBLEM-BASED LEARNING & CAPACITY BUILDING"— Presentation transcript:


2 PBL: REFLECTIONS Institutional Capacity Building Education & Research
Needs & Support (South & North, South -South) Ideas for joint activites

3 INTRODUCTION TO PBL Problem-based learning (PBL) is an alternative to traditional classroom learning. In this model, students engage complex, challenging problems and collaboratively work toward their resolution. PBL is about students connecting disciplinary knowledge to real-world problems. The motivation to learn rests in the ability to solve a problem.

4 PBL In PBL, the teacher acts as facilitator and mentor, rather than a source of “solutions”. It is student-centered and an active pedagogical method. PBL for our purpose comes is a method to be used within our universities where student learning rather than lecturer teaching is the focal point. We however acknowledge that depending on the discipline, there will be different types of PBL to be used.

5 ADVANTAGES OF PBL. Presents an opportunity for students to try out what they know; Discover what they need to learn; Develop skills for achieving higher performance in teams; Improve communication skills;

State and defend positions with evidence and sound argument; Become more flexible in processing information and meeting obligations; Practice skills that one will need after education.

7 STEPS IN PBL Explore the Issues (an ill-structured problem is presented. Discuss the problem, listing significant points, including new concepts, principles, skills needed for the problem solving). List what one knows (including the capabilities of the team members. Consider everyone’s capabilities). Develop and write out the problem in one’s own words (agree as a group, and provide feedback to the instructor). Nb: the problem statement is often revisited, edited as new information is discovered, or “old” information discarded. List down possible solutions in order of strength.

8 STEPS IN PBL (cont) List down possible solutions in order of strength.
List actions to be taken with a timeline (what we need to know and do to solve the problem; rank possibilities, and relate them to the list of solutions). List what we need to know after research on the knowledge and data needed to support the solution (discuss possible resources e.g. experts, books, websites. Assign and schedule research tasks, setting deadlines). If the research supports the solution, and if there is general consensus, proceed . If not, return to (4).

9 STEPS IN PBL (cont) Write up your solution with its supporting documentation, and submit. i.e the process and outcome. Presentation and defense of solutions. (clearly state the problem and its solutions; summarize the process used, options considered, difficulties encountered; convince without prejudice, with documentation and reason; help others learn as you have learned; if challenged, and you have an answer, present it clearly. If no answer, acknowledge and refer it for more discussion.

In the context of South partners’ needs, resource issues are complex, necessitating adaptive solutions in so far as the requisite skills are concerned. There is also a growing recognition that many capacity-building activities are limited in their effectiveness. This is the gap that PBL could fill to enhance the required capabilities.

In this context, PBL is used to increase the scale of effective, long term implementation of the intended outcomes, by leveraging skills, knowledge and resources of partner institutions, through flexible learning, infused with ideas and experiences drawn from the local contexts, but with the capacity to be adapted for other areas.

12 PBL & eLEARNING Using elearning as the mode of delivery, Maseno University has in certain programmes moved from the traditional model of delivery, mainly supported by lectures, to a more student-oriented learning model. This has deeply infused the thinking and philosophy of PBL .

13 Defining eLearning The use of electronic sources including the Internet, to access learning materials; to interact with the content, instructor, and other learners; and to obtain support during the learning process, in order to acquire knowledge, to construct personal meaning, and to grow from the learning experience.

14 Justification for using eLearning
Maseno University has adopted elearning as a mode of delivery to cope with the huge increase in student numbers, and learner preference, where some students find online learning more suitable to their needs.

15 eLearning Courses such as 1st & 2nd year courses in Bachelor of Business Administration, Bachelor of Science, Master of Business Administration, and Post-graduate Diploma in Education, have been adapted from existing courses to fit within the requirements of elearning.

16 elearning Each of the courses has adopted a problem-based approach with case studies presented as a research task or problem. Case studies are proposed through the set objectives, course materials, and group discussions in the learners forum.

17 elearning Learners are required to participate in discussion forums.
There is a pool of learner support, drawn from lecturers who support learners in this forum.

18 eLearning platform The courses are offered on Moodle ( Modular Object-Oriented Dynamic Learning Environment). This is an open source elearning platform. Moodle is modular in construction, and can be extended to create activity modules. It is user friendly and easy to install and upgrade. It has a social constructionist philosophy. This in essence means that the pedagogical perspectives of cognitive (the brain); emotion (motivation, engagement); behavioural (skills & outcomes); and social perspectives ( interaction, collaborative discovery, peer support), are very much applicable in this context.


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