1. Institute for Enterprise Centre for Excellence in Teaching and Learning www.leedsmet.ac.uk/enterprise July 2009

2. Ground rules Work will be divided fairly among group members Everyone here today should be encouraged to make a contribution Activities should be completed by the agreed deadline Difficulties should be addressed sooner rather than later Any more….?

3. What kind of team are you? Exploring ways to work together…. Create an escutcheon that illustrates your team’s –Skills –Interests –Shared characteristics –Differences –USP You will need to explain to us all how your escutcheon is representative of your group You have ten minutes to complete this task Any questions?

4. ‘Personalised’ Ground Rules As a group, devise a brief set of ground rules that might help you work effectively during this workshop (5 minutes)

5. Transition –Practice in a safe environment –Opportunities for reflection and review –Accommodates different learning styles –Socialises the learning and the learner Integration – knowledge, social, cultural Lifelong learning – information explosion Inter-professional and interdisciplinary approaches Links teaching, learning and research Employability/professional body requirements Develops entrepreneurial mindset Why introduce PBL? Some drivers....

6. PBL Curricula knowledge problem solution problemknowledgesolution Students respond to problems they are likely to encounter as graduates Triggers encourage a need to investigate (research) Natural way of learning

7. 8 characteristics of PBL courses An acknowledgement of the base of experience of the learner Students take responsibility for their own learning A crossing of boundaries between disciplines An intertwining of theory and practice A focus on the process of knowledge acquisition rather than the products A change in staff role from that of instructor to that of facilitator A change in focus from staff assessment of outcomes of learning to student self and peer assessment/evaluation A focus on communication and interpersonal skills

8. PBL is morally defensible in that it pays due respect to both student and teacher as persons with knowledge, understanding, feelings and interests who come together in a shared educational process. Margetson, D., The Challenge of Problem-Based Learning, Boud and Feletti, Eds, (Kogan Page) 1997 Learner-Centred rather than Student- Centred?

9. The problems…. Must engage students and motivate them Relate to the ‘real world’ Encourage students to make decisions or judgements based on information and facts Move students beyond recall of information Should encourage collaboration and co-operation Open-ended, connected to existing knowledge Achieve learning objectives of the course

10. Possible routes to creating a problem…. Classic works Critical incidents Real case-histories or patient care-plans Present and past controversies Application of important concepts to everyday situations or personal situations Video-clips, novels, newspaper articles, research papers, cartoons Re-write a typical exam question as an open-ended, ‘real-world’ problems Work with colleagues to decide the approach and ‘test’ the problems on students

11. The PBL Process PBL and Professional Practice

12. By yourself, on separate post it notes, write down all the ways you got to the Rose Bowl today from home Train walk cycle bus

13. As a group, amalgamate your post-its and then think of as many OTHER ways you could have got here and write your ideas down on separate post-it notes HINT – break the boundaries and be imaginative! Formula One racing car On the back of an elephant swimming

14. We’re nearly there! Cluster your post-it notes according to any common characteristics or themes Identify opposite categories (e.g. fast/slow or fun/boring) and re-sort if necessary Take any two opposing themes and use them to complete a 2 x 2 matrix

15. An example Fast Slow Cheap Expensive

16. Intellectual skills Evaluation Synthesis Analysis Application Manipulation Knowledge Ability to make a judgment of the worth of something Ability to combine separate elements into a whole Ability to break a problem into its constituent part and establish the relationships between each one Ability to apply rephrased knowledge in a novel situation That which can be recalled Ability to rephrase knowledge

17. Developing intellectual skills – Bloom’s Taxonomy Evaluation Synthesis Analysis Application Manipulation Knowledge

18. Developing intellectual skills – Bloom again Evaluation Synthesis Analysis Application Manipulation Knowledge Hypothesis Creativity Instinct Intuition Boring Challenging The playground

19. Role of the PBL tutor/facilitator Facilitate the group processes and the learning –Guide lines of enquiry – ask questions, demand evidence –Support for any difficulties with groups or individuals Share the experience ‘Guide on the side’ ‘Meddler in the middle’! Give and receive feedback

20. ‘Alcohol on an Aeroplane’ Recap on your ground rules….do they still stand? Decide who will make notes for the group/watch the time etc Information -what do we already know about this situation? Ideas/hypotheses -define the situation/problem -what seem to be the causes? Questions -What do we need to learn/understand before we can progress? Action Plan - How will we go about ‘filling the gaps’ in our knowledge? 20 minutes for group work – followed by a 3 minute presentation from each group

21. Academic skills?

22. Making the Change to Problem-Based Learning Some of the issues raised by students and facilitators –Tensions with a ‘hybrid’ approach –Group dynamics –Absence of familiar frameworks –Increased workload –Rigidity of processes There may be more….

23. Example - First Year Computer Science First year team project –web-enabled database application of their choosing Aims –Students active and responsible for their own learning –Engagement, creativity, ambition and motivation –Skills in problem solving, communication, independent learning and group work Context and background –140 students, 24 tutors –Mixed tutorial groups of 6 + self directed learning –Weekly ‘formal’ tutorial meeting –Activity supported online (VLE) Information, discussion, group wikis and moodle

24. Phase 4: 11 weeks Build application Demos and poster Group report Individual reflection Computer Science Phases and what they mean Phase 3: 6 weeks World-wide what? Group application Presentations and poster Phase 2: 3 weeks Ethics: killer robot Group presentation Select framework Phase 1: 2 weeks Software patents 2 teams in debate Expectations, skills and group ground rules Phase 0: 2 hours

25. A PBL Approach to Enterprise in the Curriculum  Supporting the development of a positive attitude to innovation, personal change and development  Development, integration and embedding across all subject areas and levels – beyond discrete activities and ‘bolt-on’ models  Underpinned by theory and grounded in practice  Subject knowledge and skills development  Engagement with experts and professionals, developing relationships and forming partnerships  Experiential learning approach – active, student-centred, reflective