introducing pbl in malaysia khariyah mohd yusof, director centre
TRANSCRIPT
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Introducing PBL in Malaysia
Khairiyah Mohd Yusof, PhD ([email protected])
Centre for Engineering Education Universiti Teknologi Malaysia
Centre of Engineering Education http://tree.utm.my
UTM Campuses
3
UTM Johor Bahru
• 50 minutes from Singapore airport/NUS/NTU
• 1 - 2 hrs to main destinations in South East Asia
UTM Kuala Lumpur
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4
UTM Johor Bahru Campus (1200 Hectares) -‐ main
UTM Kuala Lumpur Campus -‐ branch
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Outline • Overview of PBL in Malaysia • Introducing PBL to Malaysian students
• Introducing PBL to Malaysian Academics
• Closing remarks
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Overview
• PBL prac?ced in many different programs, at many different levels
• Most predominant: – Medical Schools – Engineering
• Research and publica?on for scholarly and evidence based approach
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Mega level
Macro level
Micro level
PBL in the Curriculum
Major revamp of course curricula. Need commitment at all levels.
Eg: applied to entire third year of a certain programme
Eg: applied to two subjects in the second year of a programme
Eg: applied to specific topics in a subject
Need department approval, and commitment by lecturers teaching the subject
Recommended for new starters. Can be unnerving for isolated implementation among multi-sections
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PBL in Medical Schools
• Started in Universi? Sains Malaysia (USM) in 1979 • Currently prac?ced by all medical schools in Malaysia because PBL is one of requirement for accredita?on by the Malaysian Medical Associa?on
• Mostly hybrid PBL model
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PBL in Engineering • Medical school and project based models • Small groups in a medium to large class model • Started in UTM in 2003 • Spans several universi?es, various implementa?on models
• Currently, several ins?tu?ons aim for mega level implementa?on – GMI, MARA Technical Skills Colleges, etc.
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Outline • Overview of PBL in Malaysia • Introducing PBL to Malaysian students
• Introducing PBL to Malaysian Academics
• Closing remarks
Centre of Engineering Education http://tree.utm.my
Realistic Problem
Lecturer as Designer & Coach / Facilitator
Student as Problem Solver
Problem-Based Learning Approach
Do not readily have the skills for PBL – must be prepared, supported and motivated by lecturers
Coping with change – need to explain and ra?onalize => MOTIVATE!!
Woods, 1994
Need to support students to overcome frustraJons
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Need scaffolding to support student learning
Diff
icul
ty le
vel o
f st
uden
t per
form
ance
Zone of Proximal
Development (ZPD) Individual level
Assisted level
The PBL Process
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Meet the problem
Problem identification
& analysis
Peer teaching, synthesis & application
Presentation & reflection
Closure
Self-directed learning
Phas
e 1
Phas
e 2
Phas
e 3
Typical PBL Medical School Model
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Pa_ern in Coopera?ve Learning Ac?vi?es
Individual construcJon
ConstrucJon and/or interacJon with neighbor/
team member
Overall class interacJon with instructor In
volv
es e
very
one
in th
e cl
ass!
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CooperaJve Problem-‐based Learning (CPBL)
Self-directed learning
Phase 3
Individual notes, Peer teaching in team & overall class discussion
Team synthesis & application for solutions formulation
Team consensus on final solution generation
Presentation, reflection &
team feedback
Closure Phase 2
*
**
Cooperative Problem-Based Learning (CPBL) Model
* Insufficient understanding of learning issues to solve problem **Incomplete or misunderstanding of problem requirements ** Incomplete or misunderstanding of problem requirements
Individual meet the problem,
restatement & identification
Team discussion & consensus in
problem restatement & identification
Phase 1
Overall class problem
identification & analysis
Mohd-Yusof, et al 2011
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INSPIRING CREATIVE AND INNOVATIVE MINDS
Organization A series of problems for a PBL curriculum
1st Problems
2nd Problem
3rd Problem 4th Problem
STUDENTS as “Novice Problem
Solvers”
STUDENTS as “Expert Problem
Solvers”
Professional achievements
Demand at the workplace
PBL Problems
Expectation
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Research
• To iden?fy students’ percep?ons towards CPBL – The students’ percep?ons and acceptance/rejec?on – The benefits and improvements that students gained along the learning process
• Phenomenological study – – Phase 1: 2 researchers observed and interviewed students throughout the semester
– Phase 2: end of semester interview of students with different percep?ons
• Part of a larger research on training and suppor?ng academic staff in implemen?ng CPBL.
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Students’ Responses in Mid Sem
Self-‐directed and group work engagement
Improvement of their reading and learning
skills
Op?mizing their efforts in learning
Offering be_er understanding of their
mistakes through open class discussions
Learning new approached in
problem solving for future career
Improvement of interpersonal skills and communica?on
among friends
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Students’ Responses in Mid Sem
d. Be4er understanding of own mistakes Q6-‐A4.1. “It is truly different! If we have misconcep@ons, these concepts will be thoroughly discussed together again and again in the classroom. It differs from previous learning method, where it’s only on the paper, nobody care to ask and most students just pretend to understand…” e. Approach towards future industry problems and applica@ons Q6-‐A5.2. “Since study using CPBL approach, my understandings on specific problems are beQer. Compared to previous classes, students only describe the theore@cal situa@ons and concepts in industry. But, through CPBL the problems are more prac@cal, based on what may happen and how to solve the problems.” f. Improve self-‐interpersonal skills and interac@ons Q6-‐A6.1. “Before this, I am passive, shy to interact with friends and to come forward. But now, I feel relaxed, beQer communica@ons and close to my friends. Now I can even freely tell my jokes!”
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Types of TransformaJon
PosiJve PosiJve Maintain
PosiJve NegaJve Change
NegaJve PosiJve Change
NegaJve NegaJve Maintain
Early Semester End of Semester
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Phase 2: Factors of Changing/Maintaining
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Early percepJon
PercepJon Change / Maintain Develop to
POSITIVE percepJon Develop / Maintain NEGATIVE percepJon
POSITIVE
o Improve ?me management o Exposure for future applica?on and
problems o Clear concept defini?on o Increase sod-‐skills o Deeper knowledge & informa?on
o Demanding & was?ng
?me o Difficult because tons
of work loads o Very difficult to absorb o Too fast learning cycle o Feel of unfair to other
courses NEGATIVE
o Increase learning skill in learning together
o Forced to more read o Clear concept defini?on o Improve ?me management
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Outline • Overview of PBL in Malaysia • Introducing PBL to Malaysian students
• Introducing PBL to Malaysian Academics
• Closing remarks
Do not readily have the skills
Realistic Problem
Lecturer as Designer & Coach/ Facilitator
Student as Problem Solver
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Gehng Started
¨ As a facilitator: ¨ Change role from a "sage on the stage" to a "guide on
the side“ ¨ Examine learning & teaching philosophy –
transmission or construc?on of knowledge? ¨ Face challenge of unknown problems
¨ Designer of learning environment ¨ Problems or tasks ¨ Type of model and scaffolding ¨ Alignment of TLA and AT to support desired outcomes
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Gradual move towards PBL…
Macro PBL
Micro PBL
Formal CL
Informal CL
Challenge of PBL
Getting a taste
Team- working
AL warm-up
If unfamiliar with student-centered learning techniques, start gradually
Need to go for training & embrace lifelong learning!
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Shid from Teacher Centered to Student Centered
Inten?on Ac?on Belief
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Na?onal Level Efforts • Seminars sponsored by the Ministry of Educa?on to introduce PBL throughout Malaysia in 2010/2011
• Training of trainers program under the Higher Educa?on Leadership Academy – Training of poten?al champions – 3-‐level training modules
• Encourage scholarly and research-‐based efforts
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Outline • Overview of PBL in Malaysia • Introducing PBL to Malaysian students
• Introducing PBL to Malaysian Academics
• Closing remarks
Centre of Engineering Education http://tree.utm.my
Closing remarks
A lot of interest in PBL at different levels – need to find model that works for respec?ve ins?tu?ons, understanding own iden?ty
Support needed – both for students and academic staff
Require proper management of change at ins?tu?onal level, requires bo_om up effort, with top-‐down support