screen capture of problem based learning

Problem-based learning

Problem-based learning assists learners to solve "authentic" problems by the process of continually encountering the type of ill-structured problems typically confronted by workers and practicing professionals

Samples

Measuring Area for a Concrete Slab

Set of tasks and support resources requiring the learner to work through a variety of projects including measuring, safety and cleaning up.

Source Aquaculture Toolbox
URL http://www.flexiblelearning.net.au/toolbox/demosites/series4/416/index.htm then click on My Farm from the main window, then Activities >> Measuring
Use Certificate III, IV and Diploma in the Seafood Industry Training Package (Aquaculture). This Toolbox takes a problem-based approach to the delivery of online learning material. It presents learners with a series of projects mapped to the performance criteria, underpinning knowledge and critical aspects of evidence for a unit of competency
Delivery Can be delivered using a CD or loaded into a Learning Management System such as Moodle, Janisons or Blackboard.
Customisation The material in this Toolbox has been developed to allow for customisation.
Availability Details of how to purchase this Toolbox are available on the Flexible Learning Toolbox site.

Recreaction and ecotorism management(Follow this link then click on "the Problems")

Students are presented with a set of real-world problems related to ecotourism.

Source Recreation and Ecotourism management on the Victorian TAFE Virtual Campus, developed by Chisholm TAFE
URL TAFEVC unit/module description
Use

Agriculture, Animal Studies and Natural Resources
VBB360 - Diploma in Natural Resource Management
Delivery A copy of this course can be delivered on a WebCT platform or other Learning Management system
Customisation This course has been designed specifically for delivery within the WebCT environment and integrates WebCT functionality, such as quizzes and selective release. Skills with WebCT and web based content required.
Availability This unit is available to Victorian RTOs from the TAFE Virtual Campus. Other states and territories should contact AESharenet.

Develop and update tourism industry knowledge

This problem-based learning course demonstrates how a Learning Management System can be used to faciltate a problem-based approach.

Source Sample course outlining problem-based learnng approaches on the Victorian TAFE Virtual Campus
URL http://www.tafevc.com.au/pl03/sample_course.asp
Use Tourism students
Delivery  
Customisation The material in this Toolbox has been developed to allow for customisation.
Availability Details of how to purchase this Toolbox are available on the Flexible Learning Toolbox site.

How Many Ropes do I need?

This problem-based learning course engages the learner to use estimation skills in concert with underpinning knowledge to solve typical workplace problems

Source Certificate II in Transport and Distribution Toolbox
URL http://www.ccid.vu.edu.au/toolbox/units/la12/index.htm
Use Transport Learners
Delivery Can be delivered using a CD or loaded into a Learning Management System such as Moodle, Janisons or Blackboard.
Customisation The material in this Toolbox has been developed to allow for customisation.
Availability Details of how to purchase this Toolbox are available on the Flexible Learning Toolbox site.

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Why include problem-based learning?

Problem-based learning is based on typical scenarios that learners would encounter, working in real life situations. The process of finding the solutions to the problems is more important than the solutions themselves. Often the activities require learners to work in groups thereby developing valuable communication and team work skills. Problem-based learning is a crucial learning strategy that provides a learner centred approach.

Features

  • Problems are presented which are similar to those in real life contexts.
  • The problems can be ill-structured - they are not neat and clearly defined in much the same way as they are in real life.
  • Learners are presented with a problem and they begin by organizing any previous knowledge on the subject, posing any additional questions, and identifying areas they need more information.
  • Learners devise a plan for gathering more information, then undertake the necessary research.
  • Learners collaborate to share and summarize their new knowledge. Online communication tools are important in the problem solving process and the structure of the problem solving activities will often require learners to engage with each other using a number of communication tools.
  • There is no one 'correct' solution to the problem.
  • As new information is gathered the problem may be redifined.
  • Learners solve the problems - teachers are coaches and facilitators.
  • Authentic resources are provided to the learners to enable then to solve the problems. In an online envirnment this may include multimedia, video, web links, access to visiting experts online etc.
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Integrating problem-based learning

Design steps

  • decide on an authentic problem which will engage learners.
  • map the competencies and content against the problem.
  • decide on how much of the content needs to be explicitly delivered and what can be 'uncovered' by the learners during the process.
  • provide or develop a set of resources that will assist learners in solving the problem.
  • prepare learner support resources. This can take the form of instructions, flowcharts, seeding questions or providing examples of how these problem situations can be approached.
  • Prepare an evaluation framework to work through with your learners

Assessment

Problem-based learning lends itself to holistic assessment which examines the level of integration of interdisciplinary knowledge, skills and behaviours. Various assessment tasks can be used such as :

  • reflective journal
  • self and peer assessment
  • presentations/demonstrations of problem solving process and the solution
  • roleplay
  • presentation of videotape or multimedia website.

Generic skills

Problem-based learning activities are designed to develop life skills and attributes at the same time as subject specific knowledge and skills. Some of the generic skills and attributes developed and assessed by PBL are as follows:

  • problem solving
  • critical thinking
  • initiative and enterprise
  • communication
  • planning and organising information
  • lifelong learning.

Technical notes

The development of problem-based learning can require a range of technical approaches. Some of these will be relatively simple such as the placing the problems, approaches and resources on a website. Alternatively a more complex environment can be set up within an online learning platform which includes selective release of content, collaboration tools, multimedia demonstrations, mind mapping tools etc.

Skills

Teachers and trainers will need to step back from more didactic approaches and adopt a more learner-centred approach. Effective teachers will need to develop skills in guiding learners and their discussions. Questioning skills will centre on guiding learners to find solutions for themselves.

Skills Trainers will find useful include:

  • Clarifying the discussion
  • Suggesting avenues of investigation for learners
  • Putting the problem into a context that connects with prior learning and experience
  • Prioritising and clarifying issues that arise from the problem
  • Stepping in to mediate group dynamics should these cloud the learning objectives

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See also

From the Framework

More resources from the Australian Flexible Learning Framework

Tools and resources

Social bookmark for this strategy

http://del.icio.us/designelearn/problem_based_tasks

Last modified: 11/6/08