PBL by Robert Shiel https://padlet.com/robert_shiel/PBL Shared PBL module en-us 2017-09-29 21:17:35 UTC 2024-07-24 22:00:43 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Xmastree.png Day 1 Questions robert_shiel https://padlet.com/robert_shiel/PBL/wish/192619740 2017-09-29 21:26:32 UTC https://padlet.com/robert_shiel/PBL/wish/192619740 Day 1 L. Outcomes robert_shiel https://padlet.com/robert_shiel/PBL/wish/192622177 2017-09-29 21:54:35 UTC https://padlet.com/robert_shiel/PBL/wish/192622177 Problem 29 Sept robert_shiel https://padlet.com/robert_shiel/PBL/wish/192622514 2017-09-29 21:58:05 UTC https://padlet.com/robert_shiel/PBL/wish/192622514 What is PBL? robert_shiel https://padlet.com/robert_shiel/PBL/wish/192623106 2017-09-29 22:04:47 UTC https://padlet.com/robert_shiel/PBL/wish/192623106 Does PBL help group cohesion? robert_shiel https://padlet.com/robert_shiel/PBL/wish/192623160 2017-09-29 22:05:24 UTC https://padlet.com/robert_shiel/PBL/wish/192623160 video of drought in Ethiopia which mentions resilience! joris_somers https://padlet.com/robert_shiel/PBL/wish/195284941 2017-10-09 15:56:44 UTC https://padlet.com/robert_shiel/PBL/wish/195284941 Learning issues for next session: robert_shiel https://padlet.com/robert_shiel/PBL/wish/195306566 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.]]> 2017-10-09 16:53:46 UTC https://padlet.com/robert_shiel/PBL/wish/195306566 PROBLEM robert_shiel https://padlet.com/robert_shiel/PBL/wish/195307456 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]]> 2017-10-09 16:56:20 UTC https://padlet.com/robert_shiel/PBL/wish/195307456 Comments from day robert_shiel https://padlet.com/robert_shiel/PBL/wish/195308276 Section of government? 
A detailed implementation strategy. (be specific... )]]> 2017-10-09 16:58:53 UTC https://padlet.com/robert_shiel/PBL/wish/195308276 1. Purpose of lectures robert_shiel https://padlet.com/robert_shiel/PBL/wish/195309606 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. ]]> 2017-10-09 17:02:21 UTC https://padlet.com/robert_shiel/PBL/wish/195309606 2. How to frame a problem robert_shiel https://padlet.com/robert_shiel/PBL/wish/195309682 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 - >

]]> 2017-10-09 17:02:36 UTC https://padlet.com/robert_shiel/PBL/wish/195309682 3. Criteria for operationalisation of a PBL module robert_shiel https://padlet.com/robert_shiel/PBL/wish/195309846 2017-10-09 17:03:06 UTC https://padlet.com/robert_shiel/PBL/wish/195309846 4. Assessment methods robert_shiel https://padlet.com/robert_shiel/PBL/wish/195309901 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 
]]> 2017-10-09 17:03:17 UTC https://padlet.com/robert_shiel/PBL/wish/195309901 5. Student direction techniques robert_shiel https://padlet.com/robert_shiel/PBL/wish/195309948 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
]]> 2017-10-09 17:03:26 UTC https://padlet.com/robert_shiel/PBL/wish/195309948 z robert_shiel https://padlet.com/robert_shiel/PBL/wish/196236262 2017-10-11 22:24:13 UTC https://padlet.com/robert_shiel/PBL/wish/196236262 robert_shiel https://padlet.com/robert_shiel/PBL/wish/196237383 2017-10-11 22:34:56 UTC https://padlet.com/robert_shiel/PBL/wish/196237383 robert_shiel https://padlet.com/robert_shiel/PBL/wish/196238681 2017-10-11 22:45:38 UTC https://padlet.com/robert_shiel/PBL/wish/196238681 robert_shiel https://padlet.com/robert_shiel/PBL/wish/196239562 2017-10-11 22:52:45 UTC https://padlet.com/robert_shiel/PBL/wish/196239562 an example of an assessment rubric that does apply very well to our module joris_somers https://padlet.com/robert_shiel/PBL/wish/196308801 2017-10-12 07:59:40 UTC https://padlet.com/robert_shiel/PBL/wish/196308801 sulagna_maitra https://padlet.com/robert_shiel/PBL/wish/196411939 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)]]> 2017-10-12 13:32:25 UTC https://padlet.com/robert_shiel/PBL/wish/196411939 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: gerald_barry https://padlet.com/robert_shiel/PBL/wish/196646103 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:]]> 2017-10-12 21:40:02 UTC https://padlet.com/robert_shiel/PBL/wish/196646103 Lectures in PBL (From locksley_messam https://padlet.com/robert_shiel/PBL/wish/196653381 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]]> 2017-10-12 22:39:05 UTC https://padlet.com/robert_shiel/PBL/wish/196653381 A suggestion for condensed learning outcomes gerald_barry https://padlet.com/robert_shiel/PBL/wish/196708796 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.]]> 2017-10-13 07:23:12 UTC https://padlet.com/robert_shiel/PBL/wish/196708796 Good ideas in this link gerald_barry https://padlet.com/robert_shiel/PBL/wish/196711215 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.]]> 2017-10-13 07:37:44 UTC https://padlet.com/robert_shiel/PBL/wish/196711215 From: The many faces of PBL: A framework for understanding and comparison (http://www.tandfonline.com/doi/pdf/10.1080/01421599880742) locksley_messam https://padlet.com/robert_shiel/PBL/wish/196716670 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.]]> 2017-10-13 08:09:30 UTC https://padlet.com/robert_shiel/PBL/wish/196716670 sulagna_maitra https://padlet.com/robert_shiel/PBL/wish/196840399 2017-10-13 14:48:31 UTC https://padlet.com/robert_shiel/PBL/wish/196840399 sulagna_maitra https://padlet.com/robert_shiel/PBL/wish/196840425 2017-10-13 14:48:34 UTC https://padlet.com/robert_shiel/PBL/wish/196840425 sulagna_maitra https://padlet.com/robert_shiel/PBL/wish/196840477 2017-10-13 14:48:40 UTC https://padlet.com/robert_shiel/PBL/wish/196840477 sulagna_maitra https://padlet.com/robert_shiel/PBL/wish/196840884 2017-10-13 14:49:24 UTC https://padlet.com/robert_shiel/PBL/wish/196840884 sulagna_maitra https://padlet.com/robert_shiel/PBL/wish/196840925 2017-10-13 14:49:29 UTC https://padlet.com/robert_shiel/PBL/wish/196840925 sulagna_maitra https://padlet.com/robert_shiel/PBL/wish/196840939 2017-10-13 14:49:30 UTC https://padlet.com/robert_shiel/PBL/wish/196840939 sulagna_maitra https://padlet.com/robert_shiel/PBL/wish/196840947 2017-10-13 14:49:31 UTC https://padlet.com/robert_shiel/PBL/wish/196840947 A few thoughts on group size gerald_barry https://padlet.com/robert_shiel/PBL/wish/196982109 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. ]]> 2017-10-13 22:28:11 UTC https://padlet.com/robert_shiel/PBL/wish/196982109