1. PROBLEM BASED LEARNINGFACULTY OF CIVIL & ENVIRONMENTAL ENGINEERING4 & 5 September 2012 facilitator ZAINAL ABIDIN SAYADIFaculty of Science Technology & HumanDevelopment

2. WORKSHOP AGENDA1. Part 1: EXPERIENCING PBL2. Part 2: INTRODUCTION TO PBL3. Part 3: PBL LESSON DEVELOPMENT2 3. What Would You DO?3 4. Part 1:ExperiencingPBL4 5. Group Formation5 6. Presentation6 7. Reflection7 8. Reflection In a piece of paper, write on the following issues: What did I learn in the previous activity? What did I learn about my group members?8 9. Working withProblem9 10. http://bit.ly/problemdesign-fkaas10 11. Problem 1: Bridge Construction11 12. Problem 2: Highway Construction12 13. Problem 3: Water Crisis13 14. Problem 4: Building Construction14 15. FILA Table15 16. FACTS IDEAS LEARNING ACTION (GIVEN (HYPOTHESIS /ISSUES (WHAT SHOULD BE INFORMATION) OPINIONS)DONE)(WHAT ELSE DO INEED TO KNOW)16 17. Presentation & Reporting17 18. Reflection18 19. Assessment19 20. End of Part 1: Experiencing PBL20 21. Part 2: Introduction to PBL21 22. What is PBL? Watch this video http://www.youtube.com/watch?v=dUD0KCnWne422 23. INTRODUCTION TO PBL The amount of knowledge (in every field) isincreasing and the rate at which it isincreasing is accelerating. Students cannotlearn all the material, but they can learn howto learn the material. This is an important stepin helping students become self-directedlearners. In problem-based learning studentslearn to be self-directed, independent andinterdependent learners motivated to solve aproblem (Kiley, Mullins, Peterson and Rogers, 2000).23 24. The basic principle supporting the concept of PBLis older than formal education itself; namely, learning is initiated by a posed problem, query, or puzzle that the learner wants to solve (Duch,Groh, & Allen, 2001).24 25. INTRODUCTION TO PBL What is Problem-based learning (PBL)? What are the Characteristics of PBL? What are the Individual Roles and Responsibilities? What are the Group Roles? What are the General Stages of PBL? How are problems incorporated into a course? What are characteristics of a good PBL problem?25 26. What is Problem Based Learning (PBL)? A learning method based on the principle of using problems as a starting point for the acquisition and integration of new knowledge. (Barrows, 1980). An innovative approach to learning in which real world problems serve as the stimulus for student learning. (Stamford University, 1998).26 27. What are the Characteristics of PBL? Active, student-centered learning Faculty act as facilitators Problems form organizing focus and stimulus for learning Problems are ill-structured and complex Problem-solving occurs in groups Authentic, performance-based assessment27 28. What are the Individual Roles and Responsibilities? Instructors Facilitates, coaches, guides Designs problems Monitors student learning and group processes Supports student learning Manages group dynamics Provides regular feedback Students Actively participate in learning process Build knowledge Work in teams28 Assume a group role 29. What are the Group Roles? Leaders Recorder Critic Elaborator Encourager Facilitator29 30. What are the General Stages of PBL? 1. Start with introductions, roles,responsibilities, and rules. 2. Present and initiate work on theproblem.a. Determine objectivesb. Assign tasks and rolesc. Generate hypothesesd. Summarize and reflecte. Identify resources30 31. What are the General Stages of PBL? 3. Self-directed learning 4. Summarize and evaluate a. Review and critique resources andinformation gathered b. Summarize and reassess problem c. Evaluate self, facilitator, and groupmember performances 5. Present solution(s)31 32. The Process of PBL32 33. Flow Chart of PBL Process33 34. 34 35. The Steps of PBL 1. Identify the problem 2. Explore the pre-existing knowledge 3. Generate hypothesis and possible mechanisms 4. Identify learning issues 5. Self study 6. Re-evaluation and application of newknowledge to the problem 7. Assessment and reflection of learning (Walsh A, 2005)35 36. FACTS IDEAS LEARNING ACTION (GIVEN (HYPOTHESIS /ISSUES (WHAT SHOULD BE INFORMATION) OPINIONS)DONE)(WHAT ELSE DO INEED TO KNOW)36 37. How are problems incorporated into a course? Identify a central idea, concept, or principle Delineate learning outcomes for the problem Brainstorm and then . . . outline an ill-structured, complex problem Divide the problem into stages to allow for progressive disclosure Develop a tutorial guide37 38. What are characteristics of a good PBL problem? Engages Orients to the real-world Generates multiple hypotheses Requires team effort Generates desired learning outcomes Builds upon previous knowledge/experiences Promotes development of higher order cognitiveskills38 39. Part 3: PBL Lesson Development39 40. OUTCOME BASED EDUCATION Learning outcomes are clearly spelled out. Learning activities are designed to achieve the learning outcomes. Clear assessment criteria40 41. Learning Outcomes 1. Specific 2. Measurable 3. Achievable 4. Realistic 5. Time frame 6. Observable41 42. Blooms Taxonomy42 43. Blooms Taxonomy Can the student create new product or point of view? Can the student justify a stand or decision? Can the student distinguish between the different parts? Can the student use the information in a new way?Can the student explain ideas orconcepts?Can the student recall or remember theinformation?43 44. 44 45. Psychomotor Domain45 46. 46 47. Students Learning Time (PBL) 2 hours of F2F + 2 to 3 hours for self learning 1 hour of presentation + 3 to 4 hours for preparation 2000 words written report Requires 10 12 hours to complete 1 hour of summative assessment + 1 hour for preparation47 48. PBL Lesson / Module Development Process Determine the Learning Outcomes Determine the End Product Prepare Assessment Criteria Identify Prior Knowledge to be Incorporated Determine the Contents/Facts Designed the Problem/Trigger Anticipate students response through FILA48 49. FACTS IDEAS LEARNING ACTION (GIVEN (HYPOTHESIS /ISSUES (WHAT SHOULD BE INFORMATION) OPINIONS)DONE)(WHAT ELSE DO INEED TO KNOW)49