Week 5 How to design a PBL course (Post- Discussion) by PBL MOOC https://padlet.com/pblmooc15/25atb4nuxj9a Week 5 discussion en-us 2017-11-13 10:22:09 UTC 2026-02-18 20:36:42 UTC hello@padlet.com Design Principle pblmooc15 https://padlet.com/pblmooc15/25atb4nuxj9a/wish/206159991 http://archive.pbl-online.org/pathway2.html]]> 2017-11-13 10:34:56 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/206159991 Each component of a PBL case is important https://padlet.com/pblmooc15/25atb4nuxj9a/wish/206164838 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 ]]> 2017-11-13 10:52:29 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/206164838 What is theme? https://padlet.com/pblmooc15/25atb4nuxj9a/wish/206583566 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]]> 2017-11-14 06:33:42 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/206583566 Criteria of effective course.1. https://padlet.com/pblmooc15/25atb4nuxj9a/wish/206598015 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]]> 2017-11-14 07:59:46 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/206598015 durrani_sadaf https://padlet.com/pblmooc15/25atb4nuxj9a/wish/206630033 2017-11-14 10:01:32 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/206630033 Determines curriculum aspects such as problems, learning objectives and learning resources durrani_sadaf https://padlet.com/pblmooc15/25atb4nuxj9a/wish/206630172 2017-11-14 10:02:01 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/206630172 Negative Tutors durrani_sadaf https://padlet.com/pblmooc15/25atb4nuxj9a/wish/206637023 Students DO NOT participate due to ]]> 2017-11-14 10:25:46 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/206637023 What exactly does a PBL coordinator do? pblmooc15 https://padlet.com/pblmooc15/25atb4nuxj9a/wish/206641835 Research, Observe, Train,Practice, Visit, Write
http://pblresources.blogspot.hk/2011/12/pbl-coordinator.html]]> 2017-11-14 10:44:10 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/206641835 Four components and Ten steps of instructional design. https://padlet.com/pblmooc15/25atb4nuxj9a/wish/206785002 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]]> 2017-11-14 15:48:32 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/206785002 Five step design for PBL course - Mind map https://padlet.com/pblmooc15/25atb4nuxj9a/wish/206786150 2017-11-14 15:50:02 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/206786150 https://padlet.com/pblmooc15/25atb4nuxj9a/wish/206795574 2017-11-14 16:02:25 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/206795574 Attributes of ideal students and tutor in PBL https://padlet.com/pblmooc15/25atb4nuxj9a/wish/206812345 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. ]]> 2017-11-14 16:27:37 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/206812345 Key principles that apply to PBL curriculum pblmooc15 https://padlet.com/pblmooc15/25atb4nuxj9a/wish/207087151 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]]> 2017-11-15 08:44:37 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/207087151 Seven Phase PBL Design pblmooc15 https://padlet.com/pblmooc15/25atb4nuxj9a/wish/207089947 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]]> 2017-11-15 08:55:13 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/207089947 PBL | Creating a Driving Question pblmooc15 https://padlet.com/pblmooc15/25atb4nuxj9a/wish/207091952 2017-11-15 09:02:49 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/207091952 pblmooc15 https://padlet.com/pblmooc15/25atb4nuxj9a/wish/207094257 2017-11-15 09:11:02 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/207094257 Efficiency of PBL assessment pblmooc15 https://padlet.com/pblmooc15/25atb4nuxj9a/wish/207094788 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/
]]> 2017-11-15 09:13:31 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/207094788 How do we prepare PBL course material. https://padlet.com/pblmooc15/25atb4nuxj9a/wish/207150951 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]]> 2017-11-15 12:39:57 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/207150951 Student feedback issues https://padlet.com/pblmooc15/25atb4nuxj9a/wish/207299008 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]]> 2017-11-15 16:47:38 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/207299008 Summary of PBL pedagogy https://padlet.com/pblmooc15/25atb4nuxj9a/wish/207339229 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.]]> 2017-11-15 17:48:29 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/207339229 Project assessment and evaluation is crucial to PBL project design. nshygonska https://padlet.com/pblmooc15/25atb4nuxj9a/wish/207359922 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. ]]> 2017-11-15 18:21:58 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/207359922 Assessment and Evaluation nshygonska https://padlet.com/pblmooc15/25atb4nuxj9a/wish/207364431 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 ]]> 2017-11-15 18:29:40 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/207364431 Faculty assessment of Student performance nshygonska https://padlet.com/pblmooc15/25atb4nuxj9a/wish/207367113 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.)]]> 2017-11-15 18:33:49 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/207367113 How to motivate student to explore the topic and keep asking critical questions & discuss with each other (by Dr. Iuliia) nshygonska https://padlet.com/pblmooc15/25atb4nuxj9a/wish/207381433 2017-11-15 18:56:40 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/207381433 Quality of Learning environment nshygonska https://padlet.com/pblmooc15/25atb4nuxj9a/wish/207385834 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)
]]> 2017-11-15 19:03:05 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/207385834 5 stage approach nshygonska https://padlet.com/pblmooc15/25atb4nuxj9a/wish/207391090   Analysis 
  Design 
  Development
  Implementation 
 Evaluation 

]]> 2017-11-15 19:11:12 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/207391090 Traditional vs PBL curriculum nshygonska https://padlet.com/pblmooc15/25atb4nuxj9a/wish/207819383 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. 

]]> 2017-11-16 18:13:24 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/207819383 dr_kishore https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208338090
  • 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
    • ]]>     2017-11-18 04:42:41 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208338090     dr_kishore https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208340832  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. ]]>     2017-11-18 06:11:14 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208340832     Online PBL programs dr_kishore https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208342416 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]]>     2017-11-18 07:02:25 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208342416     Tutors role dr_kishore https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208342501 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.]]>     2017-11-18 07:04:46 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208342501     dr_kishore https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208342530 2017-11-18 07:05:18 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208342530 Learning objectives dr_kishore https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208348637 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-
    ]]>     2017-11-18 08:58:53 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208348637     Four Components and 10 steps of instructional design dr_kishore https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208350078 2017-11-18 09:20:27 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208350078 Reference dr_kishore https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208350685 2017-11-18 09:30:35 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208350685 Principles of PBL curriculum design dr_kishore https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208351710 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.

    ]]>     2017-11-18 09:45:24 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208351710     Principles of curriculum development: dr_kishore https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208352075 2017-11-18 09:50:56 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208352075 Six Step Design dr_kishore https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208363376 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.]]>     2017-11-18 12:11:21 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208363376     PBL Model designs dr_kishore https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208364716 1. General
    2. Advanced
    3. 3C3R model
    Ref: Hung, Jonassen & Liu (2006), Schmidt (1983), Hung (2009)]]>     2017-11-18 12:29:52 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208364716     Student as resource developers / managers dr_kishore https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208365324 Irrespective of the context, students have found the challenge of developing a PBL project to be a satisfying, rewarding, and profoundly educational experience.]]> 2017-11-18 12:39:23 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208365324 Adult learning motivation dr_kishore https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208365963 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
    ]]>     2017-11-18 12:47:29 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208365963     Philosophical view of PBL learning dr_kishore https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208366225 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 ]]>     2017-11-18 12:51:17 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208366225     PBL fulfills 8 instruction principles dr_kishore https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208366628 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.

    ]]>     2017-11-18 12:56:13 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208366628     Models of implementing PBL dr_kishore https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208367838 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]]>     2017-11-18 13:13:58 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208367838     PBL success dr_kishore https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208368521 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.]]> 2017-11-18 13:22:53 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208368521 Problem generation dr_kishore https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208368769 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 .]]>     2017-11-18 13:26:08 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208368769     PBL enhances metacognitive learning dr_kishore https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208370328 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.]]> 2017-11-18 13:45:25 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208370328 Social negotiation dr_kishore https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208370623 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.]]> 2017-11-18 13:48:36 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208370623 PBL Vs Case based learning dr_kishore https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208370734 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.]]> 2017-11-18 13:49:56 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208370734 Cognitive apprenticeship dr_kishore https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208371071 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. ]]>     2017-11-18 13:53:38 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208371071     Reference dr_kishore https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208371374 2017-11-18 13:56:51 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208371374 Mind Map of PBL development dr_kishore https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208371967 2017-11-18 14:03:51 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208371967 Refining the PBL: dr_kishore https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208372750 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 ]]> 2017-11-18 14:12:50 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208372750 Effective totor dr_kishore https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208373255 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]]>     2017-11-18 14:19:29 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208373255     List of critical questions for PBL sessions dr_kishore https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208373712 2017-11-18 14:25:10 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208373712 How to motivate student to explore the topic and keep asking critical questions & discuss with each other? dr_kishore https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208373987 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.        ]]> 2017-11-18 14:28:06 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208373987 Tutor as a supporter dr_kishore https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208376994 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.]]>     2017-11-18 15:01:22 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208376994     Key performance indicators for quality of Online PBL dr_kishore https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208379110 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
    ]]>     2017-11-18 15:26:49 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208379110     Challenges of quality assessment dr_kishore https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208383000
  • 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. 
    • ]]>     2017-11-18 16:02:02 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208383000     Role of the Head of institution https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208386285 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]]> 2017-11-18 16:36:01 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208386285 How to implement PBL in an institution for the first time? https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208388597 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.]]> 2017-11-18 16:58:44 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208388597 Criteria for a good case dr_kishore https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208429914
  • 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.
    • ]]>     2017-11-19 04:27:42 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208429914     Problem statement dr_kishore https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208437830 "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."
    ]]>     2017-11-19 07:37:30 UTC https://padlet.com/pblmooc15/25atb4nuxj9a/wish/208437830