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Six Outcomes – One (BIG) Assignment:
A Problem-Based Learning Approach
to Improving Information Fluency
Dr. Karen Ann Tarnoff
Assistant Dean for Assurance of Learning and Assessment
College of Business and Technology
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The Scenario– Based on experience in class:
• HR majors do very well solving structured problems, BUT struggle solving unstructured/ambiguous problems.
• HR majors are very adept at applying templates and adapting processes, BUT struggle creating complex systems/processes from scratch.
– Reality:• HR managers are rarely faced with highly structured
problems that are easily solved with rote solutions.– Challenge:
• How do we teach our students this amorphous skill?
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Planning and Staffing – MGMT 4560• Senior-level course for HR majors in the BBA program• Course learning objectives:
– Prepare, as part of a team, a staffing manual including job analysis and full recruiting and selection processes; and
– Contribute to the development of the written communication, teamwork, and critical thinking competencies as well as discipline-specific knowledge (i.e., knowledge about HRM) in accordance with the BBA program’s learning objectives for all undergraduate business students.
•
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An Intriguing Idea• “Problem-based learning (PBL) is a student-centered
pedagogy in which students learn about a subject through the experience of problem solving. Students learn both thinking strategies (e.g., information fluency) and domain knowledge.”
• “The goals of PBL are to help students develop flexible knowledge, effective problem solving skills, self-directed learning, effective collaboration skills and intrinsic motivation.”
http://en.wikipedia.org/wiki/Problem-based_learning
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An Intriguing Idea• The faculty member serves as a facilitator of learning
rather than as the “sage on the stage”• Faculty:
– Support– Guide– Model– Question– Encourage – Monitor learning process– Set standards for learning and evaluation criteria
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Reengineering a Project Using PBL to focus on Information Fluency
• Project: Teams create a complete staffing manual for a position of their choosing in a Fortune 100 company
• Round one – provide a template for the manual’s contents• Round two – task students with drafting manual from scratch
and guide students week by week• Round three – provide a rubric at the beginning of the
semester for the evaluation of the manual’s contents• A HA! Round four – have the students create the rubric
(week by week) for the evaluation of the manual’s contents
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Steps• Faculty develops complete rubric capturing content
knowledge to be covered – don’t share with students• Assign major project and explain that a rubric will be used to
grade• Provide the rubric’s first section to guide students• Warn students that they will be outside their comfort zone• Require students/teams to contribute a prescribed number of
rubric items each class/week instructing them to identify major content items they should cover in the project and on which they want to be graded. Award points for weekly contributions.
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Steps
• Have students/teams post items to D2L discussion board weekly
• Set aside 5-10 minutes each class to share items and discuss
• Use instructor’s rubric to supplement students’ weekly contributions
• Compile contributions and post weekly to D2L in rubric format
• Have students/teams evaluate each others work using rubric in advance of submission
• Use rubric to grade and provide feedback to students
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PBL, a Rubric and Information Fluency
• Questioning – identifying rubric items requires students to discover what they need to learn
• Seeking – finding information to address rubric dimensions identified by class and to include in manual
• Evaluating – determining what information from various sources should be included in the manual
• Using – putting the information discovered into a logical sequence of ideas and addressing all items in rubric
• Communicating – writing the manual in a professional format for use by HR managers
• Recognizing – appropriately citing sources utilized
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Some PBL Resources• http://www.pbl.uci.edu/whatispbl.html• http://www.studygs.net/pbl.htm• http://online.sfsu.edu/rpurser/revised/pages/problem.htm• http://www.learning-theories.com/problem-based-learning-
pbl.html• http://docs.lib.purdue.edu/ijpbl/