using problem based learning to achieve lifelong learning open university malaysia 14 november 2011
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USING PROBLEM BASED LEARNING TO ACHIEVE
LIFELONG LEARNING
OPEN UNIVERSITY MALAYSIA
14 NOVEMBER 2011
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OUR ERA
• GLOBALIZATION ERA- ERA OF INFORMATION, TECHNOLOGY, COMMUNICATION
• SHOWS THE IMPACT IN ALL SECTORS OF SOCIAL LIFE
• APPERAS A NEW SOCIETY, KNOWLEDGE BASED• THE NEED OF READINESS FROM ITS MEMBERS TO
HAVE BOTH KNOWLEDGE AND PROFESSIONAL SKILLS
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CHANGES IN EDUCATION
• THE CHANGES IN SOCIAL LIFE INFLUENCES THE SYSTEM OF EDUCATION :
• ACCORDING TO THE DEMANDS OF THE PROGRES OF SCIENCE AND TECHNOLOGY
• ACCORDING TO THE DEVELOPMENT OF METHODS AND TECHNOLOGY OF LEARNING
• HERE ARE A LOT OF PROBLEMS AND CHALLENGES IN HIGHER EDUCATION
1. SEPARATION BETWEEN THEORY AND PRACTICE WHICH MAKE STUDENTS TO NOT UNDERSTAND THE BENEFIT OF THEIR KNOWLEDGE
2. THE METHOD OF TEACHING
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LIFELONG LEARNING
• THE THEME OF THIS SEMINAR IS ABOUT LIFELONG LEARNING
• LIFELONG LEARNING IS THE EDUCATION RESULTING FROM INTEGRATION OF FORMAL, NONFORMAL, AND INFORMAL EDUCATION WHICH CREATE ABILITY FOR CONTINOUS LIFELONG DEVELOPMENT OF QUALITY OF LIFE (NATIONAL EDUCATIONAL ACT,1999)
• TEACHING LEARNING METHOD IS ONE OF THE TOOLS WHICH SUPPORTS LIFELONG LEARNING
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LEARNING PROCESS
• THE LEARNING PROCESS IS DEFINED:• AS LEARNING WHICH PROGRESSES IN TIME AND
BY DEGREES, IS PLANED AND GOAL DIRECTED (DUCH & GROH,2001)
• AS A RESULT OF THE LEARNING PROCESS , THE LEARNER GETS AN INSIGHTFUL KNOWLEDGE WHICH INCLUDES BOTH ACTUAL KNOWLEDGE AND SKILLS TO USE THIS KNOWLEDGE
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TRADITIONAL & CONSTRUCTIVIST METHOD
• ACCORDING TO THE TRADITIONAL VIEW: • TEACHING HAS BEEN SEEN AS TRANSFERRING
INFORMATION TO A STUDENT • THE TEACHERS DECIDE WHAT INFORMATION AND
SKILLS THE STUDENT SHOULD LEARN• ACCORDING TO THE CONSTRUCTIVIST POINT OF VIEW:• THE LEARNER ACTIVELY CONSTRUCTS KNOWLEDGE • THE PHYLOSOPHY OF CONSTRUCTIVISM HAS BECOME
THE BASE FOR MANY LEARNING STRATEGIES ORIENTED TO THE LEARNERS’ NEEDS
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PROBLEM BASED LEARNING
• CONSIDERING BLOOM’S MODEL OF COGNITIVE LEVELS , THE PBL STRATEGY IS MORE SUITABLE THAN THE TRADITIONAL METHOD BECAUSE :
a. WILL STIMULATE THE STUDENTS TO WORK AT THE HIGHER LEVEL OF ANALYSIS, SYNTHESIS AND EVALUATION
b. THE SKILLS AND ABILITIES OF SOCIAL INTERACTION ARE IMPROVED
• SAFFERY&DUFFEY (1996) SAID THAT PBL IS ONE OF THE BEST TRANSLATION OF CONSTRUCTIVIST THINKING INTO PRACTICE
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WHAT IS PBL?
• PBL IS AN INSTRUCTIONAL METHOD – THE STUDENTS WORK TOGETHER TO SOLVE A PROBLEM
• PBL IS A CURRICULUM – CONSISTS OF WELL DESIGNED PROBLEMS
• PBL IS A PROCESS – DEMANDS A LOT OF SKILLS LIKE : CRITICAL THINKING, PROBLEM SOLVING PROFICIENCY, SELF-DIRECTED LEARNING STRATEGIES
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WHAT ARE THE CHARACTERISTICS OF PBL
• THE ROLES CHANGE- THE TEACHER BECOMES A FACILITATOR, THE STUDENTS ASSUME THE RESPONSIBILITY FOR THEIR LEARNING
• THE LEARNING PROCESS IS STUDENT-CENTRED• PROBLEMS ARE STIMULUS FOR LEARNING• ENCOURAGES STUDENTS TO WORK TOGETHER • NEW INFORMATION AQUIRED THROUGH SELF-
DIRECTED LEARNING
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WHAT ARE THE OBJECTIVES OF PBL?
• TO DEVELOP : KNOWLEDGE, SKILLS, ABILITIES• TO GIVE THE OPPORTUNITY TO THE TUTORS TO
COMMIT TO STUDENTS DIRECTED LEARNING• TO MAKE CONSTRUCTIVE EVALUATION OF
STUDENTS• THE MAIN GOALS OF PBL:• TO SOLVE PROBLEMS• TO INSPIRE STUDENTS TO LEARN • TO FOSTER THE SKILLS FOR SELF-DIRECTED
LIFELONG LEARNING
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ADVANTAGES OF PBL
• INCREASES THE STUDENTS’ ABILITY IN DEVELOPING INITIATIVE
• THE MORE REAL THE PROBLEM IS, THE HIGHER IS THE POTENCY TO TRANSFER THE SKILLS AND KNOWLEDGE IN THE DAYLY LIFE
• DEVELOP CRITICAL THINKING OR HIGHER ORDER OF THINKING
• SHOWS A BETTER INTEGRATION OF KNOWLEDGE• DEVELOP LIFELONG LEARNING SKILLS:
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MORE…..
• HOW TO RESEARCH• HOW TO COMMUNICATE• HOW TO HANDLE PROBLEMS• INCREASES MOTIVATION• INCREASES STUDENTS’ INTERACTION• INCREASES STUDENT-TUTOR INTERACTION
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THE WEAKNESSES OF PBL
• THE FIELD OF SCIENCE IS NOT SO WIDE• NEED MORE TIME• DIFFICULT TO DESIGNE A GOOD ‘REAL PROBLEM’• TRANSITION FROM TRADITIONAL CLASS TO PBL
CLASS IS DIFFICULT FOR STUDENTS• IS DIFFICULT FOR THE LECTURER TO CHANGE THE
THINKING THAT HIS ROLE IS AS FACILITATOR
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WHY WE LEARN A FOREIGN LANGUAGE?
• KNOWING A FOREIGN LANGUAGE BRINGS OPPORTUNITIES
• HAVE A BETTER KNOWLEDGE OF OTHER PEOPLE AND CULTURE
• READ AND UNDERSTAND MORE• EMPLOYEMENT ADVANTAGES• AN EMPLOYEE WITH PRACTICAL LANGUAGE AND
INTERCULTURAL SKILLS IS NECESSARY FOR ECONOMIC GROWTH
• MULTILINGUALISM CONTRIBUTES TO PERSONAL DEVELOPMENT
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PBL IN FOREIGN LANGUAGE CLASSES
• MEET A LOT OF DIFFICULTIES AND CHALLENGES • USING PBL IN CHINESE, JAPANESE, FRENCH AND
RUSSIAN CLASSES IS A DIFFICULT TASK, BUT IS NOT IMPOSSIBLE
• TO SOLVE THE PROBLEM TAKES MORE TIME (ABOUT 3 MEETINGS) TO GET THE INFORMATION, TO SHARE, TO CORRECT, AND TO USE THE INFORMATION
• THE STUDENTS WORK WITH DICTIONARY MORE THAN IN TRADITIONAL CLASSES
• THEY HAVE TO COMMUNICATE EACH OTHER IN FOREIGN LANGUAGE IN ORDER TO IMPROVE THEIR FLUENCY
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MORE…
• IN FOREIGN LANGUAGE CLASSES WITH PBL , PROBLEMS WILL LEAD STUDENTS TO THE CONTENT, BUT IN A WAY THAT FOSTERS LIFELONG LANGUAGE LEARNING
• TEACHERS CAN BEGINE WITH SIMPLE PROBLEMS ( LETTERS, ADVERTISMENT, ETC)
• PROBLEMS CAN BE SIMPLE OR COMPLEX DEPENDS ON THE STUDENTS’ LEVEL
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THE CHALLENGES IN FLC WITH PBL
• STUDENTS COMMUNICATE IN THEIR NATIVE LANGUAGE
• IF THE COMMAND OF LANGUAGE IS NOT GOOD ENOUGH , CREATIVITY WILL DROP
• IS NOT RECOMMENDED AT THE BASIC LEVELS• NEEDS MORE TIME• IS DIFFICULT TO CONSTRUCT A PROBLEM PURE
LINGUSTIC• MUST COMBINE LANGUAGE WITH OTHER
SUBJECTS LIKE : HYSTORY, LAW, MEDICINE, GEOGRAPHY, ETC
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MORE ABOUT …
• LEARNING A FOREIGN LANGUAGE TAKES TIME AND EFFORT
• IS A LONGLIFE TASK• ALWAYS ARE NEW VOCABULARY WORDS,
EXPRESSIONS, SENTENCES TO LEARN• BECOMING A FOREIGN LANGUAGE TEACHER
SHOULD HAVE :1. KNOWLEDGE OF SPOKEN AND WRITTEN
LANGUAGE- THE TEACHER CAN SPEAK AND WRITE WELL IN THAT LANGUAGE
2. KNOWLEDGE OF HOW LANGUAGE IS USED-
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…….
• CAN EXPLAIN GRAMMAR AND VOCABULARY• KNOWLEDGE OF PEDAGOGY- CAN APPLY THEIR
KNOWLEDGE TO THE LESSON, KNOW HOW TO CREATE A GOOD ENVIRONEMENT FOR LEARNING
• THE TEACHERS ALSO ARE THE LONGLIFE LEARNERS
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THANK YOU