Problem Based Learning Modules on the Web n

Problem Based Learning Modules on the Web n Department of Communication Disorders n College of Health and Human Development n n n n n Gordon Blood, Professor Janice Light, Professor Tom Frank, Professor Adele Miccio, Assistant Professor Constance Dean Qualls, Assistant Professor Kathryn Drager, Assistant Professor Katherine Hustad, Assistant Professor Carol Miller, Assistant Professor Barbara Roberts, Instructor 1

Problem Based Learning n What is it? n n Brief History n n From Medical Schools to Today How is it implemented? n n Objective, Components, Concepts Processes Faculty & Student Training Evaluation New Kind of Life Long Learners 2

Objective of PBL Method n Acquisition of a knowledge base that can be quickly and easily accessed and utilized for the analyses, description, and resolution of problems. n n Acquisition of factual knowledge Mastery of problem solving Transfer of concepts to problems a way of ORGANIZING information. processes future 3

Problem Based Learning n n Students are expected to be more self-directed, accountable & independent learners. They are taught to become critical thinkers. Students have the opportunity to test their theories by application & discover for themselves their real meaning and validity. 4

Components n n 1. Problem solving and resolution skills 2. Self-directed learning skills 3. Team & collaborative working skills 4. Information acquisition and retrieval skills n resources (libraries, Internet , research papers, published data, etc. ) 5

Key Concepts n 1. Student centered learning n n 2. Real-life problems, n n preferably with multiple solutions using multi-disciplinary perspectives 3. Team work & collaborative assignments n n faculty mentor/facilitator used in discussion 4. Class time n for strategy building and problem assignments 6

Key Concepts n 5. Student responsibility for completing out of class work n n 6. Agreed upon solutions should be discussed n n for class discussions/contribution to problem solving “debriefing” of options, group ideas, alternatives. 7. Evaluations should use the PBL format n no bubble sheets, should include self- and peerassessments 7

Brief History n n n Problem Based Learning (PBL) was first developed at Mc. Master University in Canada in the 1960's. PBL refers to an educational learning environment that is based on small groups, self-direction, critical thinking, and selfassessments. PBL uses relevant problems which guide the teaching/learning process. 8

Brief History n n PBL is based in the processes of problem analysis, hypothesis generation & testing, group discussion, active, cooperative learning, & prompt feedback. PBL emphasizes a student centered environment where the professor becomes the adviser, coach & facilitator for the discovery of information. 9

Brief History n PBL methodology is currently used in more than 80% of medical schools across the United States and Canada (Vernon & Blake, 1993, Bridges & Hallinger, 1991). n During the last decade, the basic sciences and the humanities have also begun implementing PBL into their course work. 10

Brief History n n n Many researchers suggest that PBL be eased into the curriculum slowly, during a specific section or for a portion of the class. Others suggest that is should be used as an adjunct to more traditional models. A third group recommend using PBL as the sole teaching strategy through a total immersion model. 11

How is it implemented? 1) Review what information is known? n Group Assesses situation 2) What’s the problem? n Define the Problem, make problem statement; make a list of what you know; what you are unsure of? 3) What information is needed? n What questions need to be answered to solve the problem? What resources are available? 12

How is it implemented? 4) What are possible solutions, hypotheses to be tested, opinions, suggestions? n Discussion, needed actions? 5) Present the solution, predictions, suggestions (Orally or in writing) n Based on facts & group researched information 6) Analyze group results 13

Challenges n n n Preparation of Students – OUR PROJECT Preparation of Faculty Class Time n n Selection of Problems n n conflicting research but some studies suggest 22% more time invested than traditional format real-life; ill defined; “messy” Content Coverage n How many FACTS MUST students remember 14

Student Preparation n n Two major issues need to be addressed in PBL in student training: CONTENT ISSUES & PROCESS ISSUES. Student needs and demands require the incorporation of real problems and real solutions for students to think critically and adapt to the new workforce. n Fortunately, advancements in information technology have alllowed for training students in these processes through “virtual” problems with real-life solutions. 15

Student Preparation n However, students must first be instructed in the mechanics and the “how to’s ” of working on teams, posing and solving problems and knowledge/resource retrieval. n These basic skills are the precursors for training in discipline based problems. The knowledge and understanding of these basic skills are the first critical stage in the mastering problem based learning methods. 16