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A few papers on group size....
https://search-proquest-com.ucd.idm.oclc.org/docview/740299929?pq-origsite=summon&https://search.proquest.com/socialsciencepremium?accountid=14507

https://books.google.ie/books?id=ni78mNP2b-0C&pg=PA86&lpg=PA86&dq=implementing+pbl+group+size&source=bl&ots=3ULv5zQF1D&sig=WysT0HhzZDymdReIX6UUxiYzNb0&hl=en&sa=X&ved=0ahUKEwiozu2F3O7WAhXDWRoKHUosDys4ChDoAQg0MAM#v=onepage&q=implementing%20pbl%20group%20size&f=false

Seems to be that groups are divided into small (intimate) which is 1-4 people; medium which is 5-8 people and large is >8. The argument for a small or medium group is laid out in the first link. Basically, they allow more interaction and participation by all members, and better overall learning and involvement. People can get lost in large groups. In contrast, small groups have limited people and therefore limited ideas and their thought process can be a bit singular. Dominant people can have a lot of power in a small / medium group so its something to watch out for as a facilitator. Medium seems to be the way to go overall.....5-6 people ideally I would think., but open to suggestions / opinion obviously.

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From: The many faces of PBL: A framework for understanding and comparison (http://www.tandfonline.com/doi/pdf/10.1080/01421599880742)

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From: The many faces of PBL: A framework for understanding and comparison (http://www.tandfonline.com/doi/pdf/10.1080/01421599880742)

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There are a few points in this areticle relevant to the framing of the problem ie, the purpose of the problem, nature of educational objectives, the presentation of the problem and the format of the problem.
Under the last mentioned they say:
Paper cases - the format can appear as an event, descriptive statement or set of questions  with the goal of both stimulating existing knowledge and identification where knowledge is needed
-problems can begin with a controlled (or manufactured) presentation and move to more realistic setting as students progress
-presentation should be affected by the levels of the students as well as the processes they are expected to follow to address it.
- PThe problem may also extend over one, two or three sessions depending on curriculum bjetcives and and may be studied once or revisited.

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This link gives some great ideas about how to design lectures that fit into a PBL mentality - might be good to reference when justifying the use of lectures.

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A suggestion for condensed learning outcomes

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A suggestion for condensed learning outcomes

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As a start to implementing a PBL based module, I think we need to reduce or combine our learning outcomes. I have had a go at this, but I'm obviously open to correction / edit - this is just an beginning.

Original LO:So how about this?

Themes:
Climate change,
Population growth
Ways to solve these issues?

LOs

1. Understand climate change and the issues associated with it
a) What is climate change? What's causing it?
b) Impact? - drought, famine, extreme weather.....food security?
2. The negative cycle that exists between increasing human population growth, the impact on the environment (Air, Soil, Water quality) and the impact environmental damage can have on sustaining populations - food security / production
a) What impact is population growth having?
b) What is food security? How is this being impacted by environmental damage?
3. Solutions? What policies are in place, what should be in place?

In my mind we should be able to design problems that will drive at the heart of LOs 1 and 2. The LOs are both linked quite a lot so blending the two learning outcomes into problems will be possible but clear instruction to the students and guidance during the problem will be needed to make sure they cover the specific learning outcomes and don't focus too much on one aspect. We should be able to incorporate LO 3 into all the problems as a resolution / solution. Maybe, make the students recognise the issues and then use national / international environmental policy to suggest ways to solve the problems.

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Found an article on this: Lectures in PBL-Why, when and how? (http://arkivering.miun.se:8080/wayback/20141202233135/http://www.oru.se/PageFiles/80251/Fyrenius%20et%20al.%202005,%20.pdf) The authors say that if you take PBL as an educational philosophy (rather than a method of learning) then you can accept that it can be implemented in a number of different teaching contexts. Consequently an interactive lecture form in which students are asked to participate and process knowledge throught is compatible with PBL

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I have read some papers (in my google drive folder) about implementing a PBL module and some of the main things I have come across are:

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I have read some papers (in my google drive folder) about implementing a PBL module and some of the main things I have come across are:

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1. Learning outcomes: Break down the module into parts and identify the key learning outcomes for each part. This is core to the design and implementation of a PBL module. Problems revolve around learning outcomes so we can't have too many if we want to have only 2-3 problems running through the module (We need to decide how many).
2. Learning outcomes feed directly into problem design - use a curriculum matrix to match problems with learning outcomes
3. Problems should prepare students for assessments. A common criticism I cam across when reading reflections about the implementation of PBL is that the problems didn't prepare the students for the assessments. - Assessments, like the problems should have real world context and applicability if possible. (Interviews with students - oral exams was an interesting idea I read about?)
4. Group structure - some papers report problems with self-selection for groups, so we should probably avoid this. We should pre-group the students (based on GPA possibly?). How are we going to monitor student progress - link back to section 5 (techniques used by PBL tutors)?
5. Introduction to group work and explaining to the students what is required, what materials they will be given and what they are expected to do is important - confusion is not good and leads to de-motivation of students.

Summary:

Start with the Learning Outcomes - use this to decide how many problems we will have

Design a Plan for the Project - make students understand what they are getting into and avoid them wasting time - makes the process more efficient. Use blended learning - lectures, tutorials, PBL all together

Create a clear and sensible schedule - avoid confusion

Monitor the Students and the Progress of the Project - How will we do this?

Assess the Outcome - How will we assess?

Evaluate the Experience - feedback from students is important to track the impact of the module and to see where improvements can be made.

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PBL can facilitate group cohesion in the following ways:
1. Encourages and necessitates participation from all members.

2. The group relations are democratic and so is the decision-making process. Part of the PBL process is the realization that everyone needs to contribute for the project to succeed

3.  By setting ground rules at the very outset of the PBL process. There is clarity about roles and tasks which helps people to know their roles and settle into the group.

Having said this, it is also important to recognize that several environmental factors also determine the level of group cohesion:

1. Individual personalities and previous experience of members with group work.

2. The role of the chairperson/ facilitator in setting up the groups and problem design

3. The nature of the problem and the instructions provided- if the problem is too difficulty, or instructions are not clear, then it can increase stress and be counter-productive to group cohesion
(source- A New Model of PBL by Terry Barrett and Class notes)

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an example of an assessment rubric that does apply very well to our module

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an example of an assessment rubric that does apply very well to our module

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Techniques used by ‘expert’ and ‘non-expert’ tutors to facilitate problem-based learning tutorials in an undergraduate medical curriculum
Andrea Gilkison
http://onlinelibrary.wiley.com/doi/10.1046/j.1365-2923.2003.01406.x/abstract

ALSO:
modified from Knowles (1975), all of which can be considered tasks for the PBL tutor to facilitate in working with the tutorial group members:

Climate setting – create a safe, conducive environment for self-directed learning

Planning – organization and structure of tutorials

Clarifying learning needs – frame learning objectives and set goals

Designing a learning plan – help students with learning plans,

develop strategies

Engaging in learning activities – guidance to ensure that students are

on track with their learning

Evaluating learning outcomes – include formative feedback as well

as summative evaluation

One PBL medical school (The University of New Mexico School of Medi- cine) has identified the following characteristics of effective tutors:

• Student centred
• Creates a motivating environment • Manages time and process
• Uses questions effectively
• Manages group dynamics
• Ensures constructive feedback

In addition, it is noted that students criticize the following tutor behaviours:

• Interrupting students
• Over-participating/directing
• Telling too many stories
• Promoting competition rather than cooperation
• Dictating pace/rushing things
• Going off/letting group go off on tangents
• Not encouraging students to go to the board
• Not pushing students hard enough, or pushing too hard

Source: The tutor in PBL, a novice's guide: https://fhs.mcmaster.ca/facdev/documents/tutorPBL.pdf

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Source: McDonald (2005) http://www.aishe.org/readings/2005-2/chapter9.pdf (Ch 9 of Handbook of enquiry and problem-based learning).
If you want to work with a set of principles to guide you in assessing students in enquiry and Problem-based Learning you might start with those developed by Macdonald and Savin-Baden (2004):

Assessment should ideally be based in a practice context in which students will find themselves in the future - whether real or simulated

Assess what the professional does in their practice, which is largely process- based professional activity, underpinned by appropriate knowledge, skills and attitudes

Assessment should reflect the learner’s development from a novice to an expert practitioner and so should be developmental throughout the programme of studies

Students should begin to appreciate and experience the fact that in a professional capacity they will encounter clients, users, professional bodies, peers, competitors, statutory authorities, etc. who will, in effect, be ‘assessing’ them

Students should also be able to engage in self-assessment and reflection as the basis for future continuing professional development and self-directed learning

As lecturers we need to ensure that there is alignment between our objectives and the students’ anticipated learning outcomes, the learning and teaching methods adopted, and the assessment of learning strategies, methods and criteria

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3. Criteria for operationalisation of a PBL module

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3. Criteria for operationalisation of a PBL module

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Designing Problems for Problem-based Learning

In designing problems, the characteristics to be manipulated are the feature characteristics; namely,

problem clarity,

problem format,

problem difficulty level,

problem familiarity and

problem relevance.

Other than the feature characteristics, it is important to consider the function characteristics in designing problems. The function characteristics are the extent to which the problem:

leads to the intended learning issues,

promotes self-directed learning,

stimulates critical reasoning,

stimulates elaboration,

promotes teamwork, and

triggers interest.

Source: https://www.facultyfocus.com/articles/instructional-design/designing-problems-for-problem-based-learning/
Paper cited in text by same author:
https://link.springer.com/article/10.1007/s10734-010-9361-3
Table from paper suggested 11 attributes - >

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Found a good summary of this in medical training:
https://www.ncbi.nlm.nih.gov/pubmed/16147772
The main argument against their inclusion is that they are based on passive transfer of knowledge, and therefore the opposite of what PBL is trying to achieve. In addition they encourage cue-seeking and a surface approach, and decrease the requirement for the student to make the choices on what they need to learn, based on their pre-understanding (a crucial component of adult / self-directed learning). However, the value of lectures is highlighted as a learning resource, providing an opportunity to ask questions and to discuss the reasoning of an expert can be beneficial - but that the limitations of lectures should be recognised and avoided e.g. by increasing participation. Some examples included in paper.

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Section of government?
A detailed implementation strategy. (be specific... )

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Ethiopia is food insecure.
Wolaita Sodo is not in a position to cope with an impending drought. You are in a group of scientists employed by the Ethiopian government. You gave been asked to develop an action plan.

How would they increase RESILIENCE to a drought event

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1. What is the purpose of lectures in a PBL module?
2. How to frame a problem?
3. What are the criteria to be taken into account to operationalise a PBL module?
4. What are the optimal methods of assessment of PBL?
5. How do you direct students without telling them what to do?
- Self study.
- Enquiry resources.

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video of drought in Ethiopia which mentions resilience!

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video of drought in Ethiopia which mentions resilience!

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Conflicts, floods and failed rains caused by El Nino have sparked a sharp rise in the number of people going hungry in parts of east Africa, especially in drought-hit Ethiopia where about 8.2 million people are in need of emergency food aid, the UN has warned.

The UN Office for the Coordination of Humanitarian Affairs (OCHA) said on Thursday that due to El Nino, a global weather pattern that is expected to last until early 2016, "food insecurity is forecast to worsen over the coming months, especially in Ethiopia".

In many parts of Ethiopia, hundreds of thousands of farmers have fallen victim to the hot winds originating in the Pacific, causing the worst drought to hit the country and the region in decades.

Speaking to Al Jazeera, Omar Mohammed, whose sorghum harvest has been ruined, said: "Every plant is dead. We have nothing now."

The farmer said that the well in his village dried up a few days ago because many people from surrounding areas had no choice but to use it.

Struggling to feed his family, he had to sell one of his three cows to buy enough food to give one meal a day to his children.

"We have nothing to eat now. We need food, water," Mohammed said, adding that he has received no help from aid agencies or the Ethiopian government.

Cattle herder Mohammed Fanni said 40 of his cows have died. He now has only five left.

"The cattle die first," he told Al Jazeera. "Now as the drought is getting worse goats and camels are beginning to die too."

The UN said about 8.2m people need emergency food aid in Ethiopia, nearly double the number compared to six months ago.

That figure could rise up to 15 million next year unless the international community stepped up with donations.

Approximately $100m have been given by international donors since October, but the UN said they could need at least five times that much in the next few months.
'Different situation'
The Ethiopian government said its emergency food programme is helping but it admitted it needs urgent assistance.

Aid agencies told Al Jazeera that malnutrition cases in the area were rising, but praised the government for what they said was its crisis management and fast reallocation of budget money.
Related: Ethiopia - Land for Sale
A spokesman for the ministry of agriculture in the capital Addis Ababa told Al Jazeera this is a very different situation to the 1980s, when a drought compounded by political unrest developed into a famine and killed more than a million people.

"The government is trying hard to save the lives of its citizens and successfully reallocating money from its budget," Alemayehu Berhanu said.

"During the previous drought we lost a lot of lives and animals. Now, because of government action and progress, we, as a country, are more resilient."
Floods and conflicts
While some countries - including Ethiopia, Sudan, Eritrea and Djibouti - could see drier conditions, other nations, such as Kenya, Somalia and Uganda are at risk of floods.

More than 90,000 people in war-torn southern Somalia have already been hit by weeks of severe flooding, almost half of them forced from their homes, the UN said.

In South Sudan, where a nearly two-year long civil war rumbles on, about 40,000 people are already starving, with tens of thousands more on the brink of famine, the UN has said.

El Nino is triggered by a warming in sea surface temperatures in the Pacific Ocean. It can cause unusually heavy rains in some parts of the world and drought elsewhere.

Source: Al Jazeera and agencies

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Ethiopia hit by worst drought in decades

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Conflicts, floods and failed rains caused by El Nino have sparked a sharp rise in the number of people going hungry in parts of east Africa, especially in drought-hit Ethiopia where about 8.2 million people are in need of emergency food aid, the UN has warned.