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Five step design for PBL course - Mind map

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Five step design for PBL course - Mind map

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Advancing Medical Education Through Strategic Instructional Design

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Key performance indicators for quality of Online PBL

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Key performance indicators for quality of Online PBL

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PBL content quality can be assessed by PFR (Problem Formulation and Resolution) processes assessment. A content analysis instrument is recently developed to measure PFR in online asynchronous discussions.  (Murphy, 2004a, 2004b)                Ref: Kenny RF, Bullen M, Loftus J. (2006) Problem Formulation and Resolution in Online Problem-Based Learning. The International Review of Research in open and distributed learning. IRRODL 7 (3). [downloaded]

http://www.irrodl.org/index.php/irrodl/article/view/248/749

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Quality testing key performance indicators

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1. General
2. Advanced
3. 3C3R model
Ref: Hung, Jonassen & Liu (2006), Schmidt (1983), Hung (2009)

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Evidence reports that students of online PBL asynchronous discussions program do engage them in problem formulation and resolution and that these processes appear to be consistent as that of PBL process carried out as direct contact module.
Ref: http://www.irrodl.org/index.php/irrodl/article/view/248/749

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Analysis
Design
Development
Implementation
Evaluation

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The most common contemporary understanding of theme is an idea or point that is central to a story, talk, discussion etc.    A theme-oriented research was carried out in Shin-Dong Elementary School is a small rural school located in Hou-Bi district in Tainan City may help to clear the concept of theme oriented tasks/ problem.  Reference https://www.jstage.jst.go.jp/article/jaabe/11/1/11_185/_pdf

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1.Careful and significant teacher planning before the project is introduced to students
2.Making space for choice allows for students to increase their ownership and responsibility in the learning process.
3.Provides students the opportunity to practice learning skills such as collaboration, communication, critical thinking, and the use of technology
4.Personnel and material resources are important considerations during the planning phase of a PBL program.
Ref:-  unbc.arcabc.ca/islandora/object/unbc%3A15502/datastream/PDF/.../citation.pdf

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Determines curriculum aspects such as problems, learning objectives and learning resources

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Determines curriculum aspects such as problems, learning objectives and learning resources

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Research, Observe, Train,Practice, Visit, Write
http://pblresources.blogspot.hk/2011/12/pbl-coordinator.html

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http://archive.pbl-online.org/pathway2.html

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Key principles that apply to PBL curriculum

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Key principles that apply to PBL curriculum

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The educational and psychological theories supporting PBL are described.
1)  Problems serve as trigger or stimulus for learning
2)  Tutors serve as facilitators
3)  Group work as stimulus for interactions
http://etec.ctlt.ubc.ca/510wiki/images/d/df/PBL_Future_Challenges_for_Education.pdf

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Evaluation tools used are

Course experience questionnaire (CEQ) consisting  of 12 items derived from Ramsden. Items related to 6 dimensions regarding student experiences as: course content objectives and media, self learning ability, activities, evaluation methods, satisfaction, and generic skills. This would provide an insight into learning issues related to the student experience. In addition to, one question related to the difficulties of the course and open question related to student's suggestions for improved course efficiency.

A course efficiency sheet with 4 items can be used for evaluating efficiency of the PBL program. Bloom’s revised scale of 1-10 of cognitive taxonomy  sub-dimensions of the cognitive, resource management strategies including strategies as using white board, productivity, organization and course instructions.

Ref: Keshk LI, Qalawa SAA,  El-Azim SA. Efficiency of Problem Based Learning Course at College of Nursing in Egypt and KSA: Comparative Study. American Journal of Educational Research. 4(6):450-458.
http://pubs.sciepub.com/education/4/6/3/

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Effectiveness and quality of PBL education

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How do we  prepare PBL course material. 

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How do we  prepare PBL course material. 

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To write effective driving questions for PBL is a skill. Driving question or a trigger is the one which helps to initiate and focus the inquiry.
Reference:-
https://www.edutopia.org/blog/pbl-how-to-write-driving-questions-andrew-miller
Approaches to education are variable, and development of any course should maintain focus on both aims and delivery method
Referance:-
https://learningcloud.ie/courses/866/course-writing-and-development

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Attributes of ideal students and tutor in PBL

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Attributes of ideal students and tutor in PBL

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Nesargikar (2010) From student to tutor in Problem Based Learning: An unexplored avenue, BJMP 3(2), 313
For ensuring true quality both students and tutors share common grounds and equal responsibility.

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Attributes of ideal students and tutor in PBL

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Student assessment of course/ tutor provides valuable feedback to improve teaching.                      Some tutors feel that such evaluations may place pressure and will be concerned or rather focus on with how best to please students to like him/her rather than being concerned with instructing students on how to correct their misconceptions and errors in their thinking processes.
At few times students do not like to hear that they are wrong when they are wrong.
Ref:-https://www.learning.ox.ac.uk/support/teaching/resources/evaluate/#d.en.64646

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PBL implementation can vary across institutions and programs.
PBL is a iterative process made up of 3 main phases
Phase one: Problem analysis phase
Phase two: Self directed learning
Phase three: Reporting phase
Ref: Yew HJ. Goh K. (2016) Problem-Based Learning: Overview of its Process and Impact on Learning. Health Professions Education. 2:75–79.

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Goal 1: Plan formative assessment to inform instruction and maintain student progress
Goal2: Design rubrics that provide clear targets for skill and content outcomes
Goal3: Teach students to self and peer-assess based on specific task criteria
Goal4: Ensure summative assessment reflects the whole learning process

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Project assessment and evaluation is crucial to PBL project design.

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Project assessment and evaluation is crucial to PBL project design.

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PBL assessment is a continuous activity with many criterion and checkpoints. Criteria
are the standards on which student work is assessed or how students know they have .It is important to note that the grade  of evaluation should include archived evidence of student learning
from all stages of the project. PBL assessment generally focuses on the following points:
• Connection is created between the development of 21st century skills and the
application of content knowledge. The weighting of skill attainment and the
application of content are equal on an assessment rubric.
• Assessment rubrics include the same information as formative check-ins used  during the project. For example, presentation skills to be assessed must be  formatively assessed with feedback and practice during the project.
• Students develop ownership of the learning process .
Peer and self-assessments include reflective thinking, critiquing work and
providing feedback based on clear project criteria.
• Archival of evidence of learning includes saving drafts, photos, video and presentations.
•  creation and management of a portfolio system collected throughout a project
- it often focuses on one aspect the student(s) chose to represent.
Project presentations of learning include reflection on the whole learning
process versus the stand-alone end product.
learned what they are supposed to learn.
Ref: Turski J., Teacher Reflective Planner: Implementing Project Based Learning in the high school classroom. B.Ed., University of Victoria, 2006.

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Faculty assessment of Student  performance

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Faculty assessment of Student  performance

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Formative assessment strategies may include student-teacher conferences (structured conversations or presentations), peer assessments, self assessments, and informal and formal teacher observations of student work, quizzes and
reflective journal entries. These formative assessment strategies promote student
independence while determining what modifications need to be made to facilitate further
progress. For example, using project checklists with clear criteria allow students to track
their own progress. Summative assessment strategies ascertain if students have applied
learned content knowledge and skills to achieve essential outcomes, while reflecting on the learning process (personal challenges, moments of triumph, etc.)

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How to motivate student to explore the topic and keep asking critical questions & discuss with each other (by Dr. Iuliia)

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How to motivate student to explore the topic and keep asking critical questions & discuss with each other (by Dr. Iuliia)

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While each particular PBL instructional environment is unique, and therefore merits its own unique assessment strategy, several alternative assessment techniques seem particularly appropriate for the PBL learning environment.

a.Outside evaluation by experts b.Content analysis of projects c.Focus groups d.Peer evaluations e.Journals or activity logs . f.Personal reflections
(Dr.Farah)

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Student as resource developers / managers

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Student as resource developers / managers

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Irrespective of the context, students have found the challenge of developing a PBL project to be a satisfying, rewarding, and profoundly educational experience.

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Plan formative assessment  to keep students on track with progress checklists and inform lessons.

Build peer and selfassessment into each class.

Project rubrics must clearly indicate levels of success .

Utilize exemplars to build project rubric criteria.

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Four components and Ten steps of instructional design.

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Four components and Ten steps of instructional design.

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A total of 4 components and 10 steps are required during the design of PBL:
Component 1: design learning task, Component 2: design supportive information,
Compoent 3: design procedural information and
Compnent 4: design part task practice

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Step One: Identify Outcomes/Assessments
Step Two:  Design the scenario
Step Three:  Introduce PBL to students
Step Four: Research with brain-storming sessions to define problem and know about the problem.
Step Five: Product Performance Students synthesize their research, solutions and learning to create  presentation or posters.
Step Six: Assessment. Tutor and peer group evaluate groups products and performances.

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Four Components and 10 steps of instructional design

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Four Components and 10 steps of instructional design

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Each component of a PBL case is important

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Each component of a PBL case is important

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Each component in a PBL case serves a particular function and any disturbance could affect the whole case. Therefore, planning and assessing the flow of the case and the functionality of each component is necessary for creating good PBL cases.
Ref: http://site.ufvjm.edu.br/fammuc/files/2016/05/PBL-3.pdf

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Phase 1: Introducing the Driving Question
Phase 2: Introducing the Culminating Challenge
Phase 3: Developing Subject Matter Expertise
Phase 4: Doing the Culminating Challenge
Phase 5: Debriefing the Culminating Challenge (Ideally with Subject-Matter Experts)
Phase 6: Responding to the Driving Question
Phase 7: Summative Assessment
https://www.edutopia.org/blog/practical-pbl-design-amber-graeber

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Team:Process Manager: Sadaf Du

Searchers: Jyotsna Rimal,  Prof.Urban, Farah Akhtar, Sandy Kwong, Natalia Shygonska, Kyi Kyi Tha, Parth Guragain, Natalia Shygonska, Sadaf Durrani, Pragya Regmee, Liang ping

Summarizer: Kishore Gnana Sam, Ramprasad Muthukrishnan,

Reporter: Luliia Bereziuk

Time Keeper: Kyi Kyi Tha

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PBL instruction model approach replaces traditional lecture based approach and adopted in Medical education, Business Schools, Architecture, Law, Engineering, Social work, schools of education and High school. The entire problem solving process
is designed to aid the students in developing the hypothetico-deductive problem solving model
which centers around hypothesis generation and evaluation In a traditional curriculum, you draw a rough sketch, then a finer sketch, then shading and color. In a PBL curriculum, you begin by drawing a very detailed outline of the course. All academic programs introduces and orients students to the problem and project based educational model. This component of the curriculum addresses e.g. learning theory, problem definition, project management, conflict management, and approaches to collaborative work all within the context of the institution's problem and project based approach.

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Challenge  #1: student antipathy towards group work
Challenge #2: the selection of the groups
Challenge #3: a lack of essential group-work skills Problem
Challenge #4: the free-rider
Challenge #5: possible inequalities of student abilities
Challenge #6: the withdrawal of group members, and
Challenge #7: the assessment of individuals within the groups. (Dr.Ram Prasad)
Challenge #8: The whole PBL module will  fall apart if the project isn't created out of what the students need and want to learn. To avoid this conduct a student survey and be realistic to students need.
Challenge  #9 : If students do not engage (indiscipline) in self-directed learning,  they will only gather superficial knowledge, however in traditional system, even passive listeners can gain more  depth of knowledge.
Challenge #10: Students can be distracted or diverted easily with enormous quantity and quality of information available online. Limitation to specific literature should be specified by tutor.

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A tutor (facilitator) acts as a guide to scaffold students’ learning,
particularly in the problem analysis and reporting components of the PBL tutorial, as well as facilitate
students’  inquiry paths as they make sense of their ideas through discussion and sharing.  Ref: Yew HJ. Goh K. (2016) Problem-Based Learning: Overview of its Process and Impact on Learning. Health Professions Education. 2:75–79.

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1)Determine learning objectives

2)Plan the strategic methods and activities that will help students achieve the objectives

3)Design an Assessment Plan for student learning objectives?              Refhttp://www.schreyerinstitute.psu.edu/pdf/pbl.pdf-

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PBL curriculum should be designed on the basis of the following principles:
1) Challenge and enjoyment of learning activity: Students should find their learning challenging, engaging and motivating. The curriculum should encourage high aspirations and ambitions for all.

2) Breadth: Students should have the opportunities for a broad range of experiences. Their learning should be planned and organised so that they will learn and develop through a variety of contexts .

3) Depth: There should be opportunities for students to develop their full capacity for different types of thinking and learning, exploring and achieving more advanced levels of understanding.

4) Progression: Students should experience continuous progression in their learning. Each stage should build upon earlier knowledge and achievements. Students should be able to progress at a rate which is meets their individual needs and aptitudes.

5) Relevance: Students should understand the purpose of their learning and related activities. They should see the value of what they are learning and its relevance to their lives, present and future.

6) Personalisation and choice:

The learning planned for students should respond to their individual needs and support particular aptitudes.

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Students DO NOT participate due to

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Learning is accomplished when it
• Is perceived as relevant

• Is based on, and builds on, their previous experiences

•Is participatory and actively involves them

•Is focused on problems

•Is designed so that they can take responsibility for their own learning

•Can be immediately applied in practice

•Involves cycles of action and reflection

•Is based on mutual trust and respect

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A set of instructional principles that can guide the practice of teaching and the design of learning environments.
1. Knowledge is in our interaction with the environment.
2. Cognitive conflict or puzzlement is the stimulus for learning
3. Understanding is influenced by processes

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1. Anchor all learning activities to a larger task or problem. The learner clearly perceives and accepts the relevance of the specific learning activities in relation to a larger task complex.
2. Support the learner in developing ownership for the overall problem or task. Give the learner ownership of the process used to develop a solution.
3.  Design problem as an authentic task that is preparing the learner for a  future complex professional environment.
4. Design the learning environment to support and challenge the learners thinking.
5. Encourage testing ideas against alternative views and alternative contexts.
6.Provide opportunities for and support reflection on both what is learned and on the learning activity.

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There are many strategies for implementing PBL, but they all have
in common the use of authentic problems as the stimulus for and organizer of learning activities
and the learners work in small collaborative groups

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To be successful, students must develop the self directed learning skills needed in the professional field. They must be able to develop strategies for identifying learning issues and locating, evaluating and learning from resources relevant to that issue.

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Each PBL should address specific content learning objectives associated with each problem.
First the problems must raise the concepts and principles relevant to the content domain. Second the problems must be presented as real and address real issues.  If the students are to engage in authentic problem solving, then they must own the problem. The learners must perceive the problem as a current and real problem and one which has personal relevance and have ownership of the problem.  Throughout the session the facilitator models higher order thinking by asking questions (Why? What do you mean? How do you know that's true) which probe students' knowledge deeply.  A second tutor should challenge the level of learners understanding, relevance and completeness of the issues studied. The PBL should support creative and alternative thoughts and .

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PBL focuses on developing the metacognitive skills associated with problem solving during professional life. Students are encouraged and expected to think both critically and creatively and to monitor their own understanding i.e. function at a metacognitive level. Learners are actively engaged in working at tasks and activities which are authentic to the environment /context in which they would be used.

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Social negotiation of meaning is an important part of the problem-solving team structure and the facts of the case are only facts when the group decides they are.

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The case is presented after the topic is covered in order to help test understanding and support synthesis. In contrast, in PBL, all of the learning arises out of consideration of the problem. From the start, the learning is synthesized and organized in the context of the problem.

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PBL approach is a cognitive
apprenticeship focusing on both the knowledge domain and the problem solving associated with
that knowledge domain or profession. Thus the focus of PBL is on problem solving and the learners have the ownership of the problem.

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Four dimensions constitute an effective tutor:
• stimulating elaboration (i.e., ensuring the depth of the brainstorm, stimulating identification of prior knowledge gaps),
• directing the learning process (i.e., stimulating learning issue generation),
• stimulating knowledge integration, and
• stimulating interaction and individual accountability.
Hence, the tutor is the focal point for continuing the process of student discussions, encouraging inactive team members to contribute their background knowledge and search for answers to the different aspects of the problem. They are in charge of both: advancing PBL discourse (e.g., by paraphrasing) and scaffolding learning. Reference : Hmelo-Silver & Barrows, 2006

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List of critical questions for PBL sessions

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List of critical questions for PBL sessions

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How to motivate student to explore the topic and keep asking critical questions & discuss with each other?

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How to motivate student to explore the topic and keep asking critical questions & discuss with each other?

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It is the role of the tutor to motivate students’ group discussion, ensure that problem content is analysed in-depth, and evaluate group members’ contributions to unraveling problems. The tutor can ask open ended questions related to the content , expertise and facilitate the critical thinking and reasoning skills. For this the tutor needs to have meta-cognitive and social congruence. Both which requires to be able to frame the thought process, as well as connect very well with the team and be involved in the students’ learning.

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In PBL progress the tutor supports the students to improve difficult deciphering talents, person-focused erudition, teamwork and fundamental stimulus, that directed students recognize what they are supposed to know, in what way to contact novel facts they want.
Ref: Rajaiah K., Problem Based Learning in Pharmacy Schools of India: Is it high time to implement? International Journal of Phrmaceutical and Clinical Research 2015; 7(2):130-131.

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By this time when I saw critically the whole process of our MOOC program  I am convinced from students feedback, motivation is the key point in improving, refining the PBL structure. While reviewing literature I found few articles in which researchers suggested a Hybrid Problem-Based Learning Methodology to Improve Students' Motivation.                              Ref: Mateo-Sans JM. et al., (2010) Refining Statistical Problems: A Hybrid Problem-Based Learning Methodology to Improve Students' Motivation. International Journal of Engineering Education 26(3):667-680

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Basically what I feel is that the head of institutions need some good background information on PBL along with research data as presented below to understand the importance of PBL and its implementation in the  institute. They will also need good faculties who are ready to work for it. Last but not the least, they should  have the intention to improve quality of education and do  what is best for the students. Ref: http://www.su.lt/bylos/mokslo_leidiniai/soc_tyrimai/2012_27/lenkauskaite_mazeikiene.pdf

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How to implement PBL in an institution for the first time?

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How to implement PBL in an institution for the first time?

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I think to solve the issue we first need to do a backstage work on how to integrate the content of different subjects together. This will help in minimizing the time which is required to complete certain course within the allocated time, as the main constraint in conducting PBL is the lengthy time.

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Challenges in implementing PBL in higher education

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Realistic

Preferably based on a real case engaging and able to stimulate integration of knowledge across disciplines

Challenging, but adjusted to students’ prior knowledge

Set in a context representing students’ future careers

Stimulating to students’ discussion at a higher cognitive level

Open-ended or using a gradual disclosure design

Addressing the pre-set learning objectives

Logical in their flow

Student-centred in their design. [1] Ref: Azer S.A., Peterson R, Guerrero APS, Edgren G., (2012) Twelve tips for constructing problem based learning cases. Medical Teacher ; 34:361-367.

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"Recently, I was appointed course coordinator of a new theme-oriented course in an asked me to

design a unit outline. To be able to do so, I had to collaborate with other teachers from various

disciplines. I wondered what a problem-based course outline should look like, and which steps would be involved in the design process. I consulted existing course outlines to become inspired. The new course outline was to be consistent with the principles behind Problem-Based Learning (PBL). It is a real challenge to design a course outline with a group of teachers from various disciplines."