PGCAP

EESL module

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to introduce the basics of PBL as a

delivery and assessment method

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Explain the basics of PBL

Discuss how PBL could be used in own

practice

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Discuss common characteristics and

differences in pairs

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passive > active > accelerated

broad umbrella term

Individual students/groups of students seeking resolutions to

questions/issues, following own line of enquiry

contextualised questioning (building on existing knowledge)

leading to knowledge formation

develop problem solving skills, inquiring attitudes and lifelong

learning habits

tutor facilitates learning PBL main differences•Problem first•Structure and process•Small groups

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Grown since 1960s pioneered at McMaster University http://www.mcmaster.ca/home.cfm

with medical students (Howard Barrows)

Strong evidence that it works well!!!

Whole university approach: Maastricht Universityhttp://www.maastrichtuniversity.nl/web/Main/AboutUM.htmhttp://www.maastrichtuniversity.nl/web/Main/Education/EducationalProfile/ProblemBasedLearning.htm

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Traditional lecture

Small group

learning

Subject based

Problem based

Competitive learning

Co-operative earning

Can be used: •Face-to-face•Blended•Fully online

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Developing ‘skills’ and subject specific reasoning skills

Learning takes place in ‘context’ for students

Self-directed learning is promoted

Savin-Baden (1996)

source: Busfield, J & Peijs, T (2003) Learning Materials in a Problem Based Course

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Resources intensive

Stressful for staff and students

time intensive (Des Marchais, 1993)

Covering less curriculum content 80%

(Albanese and Mitchell, 1993)

Scenarios too ill-structured: students

disorientated (McLoughlin & Oliver,

online)

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Problems embedded in scenarios

Students discover problems

Learner ownership

In small groups (PBL tutorials)

Search for solutions

PBL tutor

contentill-structured

scenarios/triggersthreshold concepts

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Authentic, genuinely

problematic

Trigger learning

Media

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stage 1: explore the problem

stage 2: discover known and unknown, plan

stage 3 : research and share

stage 4: apply

stage 5: present

based on Mills, D (2006) Problem-based learning: An overview, available at http://www.c-sap.bham.ac.uk/resources/project_reports/ShowOverview.asp?id=4 [accessed 5

March 2010]

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Part 1: trigger introduction

Search the problem

Ask each other

List what you know

Find out what the group doesn’t know

Outcomes and goals to be set

Part 2: trigger review

Review group learning

Part 3: presentation

Disseminatehttp://www.sciencedirect.com/science?_ob=MImg&_imagekey=B6WNX-4NCK23P-1-5&_cdi=6974&_user=899537&_pii=S0260691706000621&_origin=search&_coverDate=05%2F31%2F2007&_sk=999729995&view=c&wchp=dGLbVzb-zSkzV&md5=e5d5743a7dd6f2102fc36a75e6cdbb3f&ie=/sdarticle.pdf

McLoughlin & Darvill (2006)

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I facilitate team

meetings/tutorials,

stimulate debate

make sure that everybody is

participating and that

the PBL process is used.

I also co-ordinate learning and

tasks (who does what and by

when)

I record what is

said/agreed during

meetings,

record any issues

summarise and

synthesise

I share/read

the problem

scenario,

draw attention

to key elements

of the scenario

I keep track of time

during

meetings/tutorials,

remind team

members how

much time is left

I facilitate the PBL

process and

reflection, ask

open questions. I

need to

remember to

step back and

not lecture!

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In your group explore the

photograph/scenario provided.

Apply the PBL approach to

identify the problem(s), define

intended learning outcomes and

come up with solutions.

stage 1: explore the problem

stage 2: discover known and unknown, plan

stage 3 : research and share

stage 4: apply

stage 5: present

Assessment criteria•Issues identified•Solutions

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“Just finished marking 150 essays, the one and only assignment for this

challenging module. Can’t understand why students don’t do well! Is one essay

too much? I have been using this essay title for the last 10 years – I love it! –

and students just don’t seem to engage with it, not even the brighter ones,

which is really strange!

I have given the students an extensive reading list and during the lectures I

always tell them that they can ask me if they don’t understand something. Not

sure what I am doing wrong… Students have never complained about anything

and the module evaluation is always positive.

They had a whole month to write the essay… but I know that many just do it a

few days before the handing in date. At least they hand it in I guess. Writing

feedback is a hard job! I don’t know these people. I see them 2h a week over

10 weeks and there are 150 of them in the lecture theatre. I find it really time

consuming and am not sure if they read it. Am I wasting my time?”

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Think about the following:

•Could PBL features be used within lectures?

•Could PBL be used for large-group teaching?

•How could you use PBL in one of your modules?

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Students and facilitators to familiarise

with PBL before using it!

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UK Centre for Legal Education

http://www.ukcle.ac.uk/resources/teachin

g-and-learning-practices/pbl/

PBL collection

http://delicious.com/chrissinerantzi/pbl

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Albanese M A & Mitchell S (1993) Problem-based learning: a review of literature on its outcomes and

implementation issues. Acad Med, pp. 68: 52-81.

Barrows, H S (2000) Problem-based learning applied to medical education, Southern Illinois School of Medicine:

Illinois

Des Marchais, J E (1993) A student-centred, problem-based curriculum: 5 years' experience. Can Med Assoc J, pp.

1567-1572.

McLoughlin, M & Darvill, A (2007) Peeling back the layers of learning: A classroom model for problem-based

learning, in: Nurse Education Today , 27, pp. 271-277.

McLoughlin, C & Oliver, R (online) Problem-based learning (PBL):Developing learning capability through the

WWW, available at http://elrond.scam.ecu.edu.au/oliver/docs/99/ODLAA.pdf [accessed 11 February 2011]

Mills, D (2006) Problem-based learning: An overview, available at

http://www.c-sap.bham.ac.uk/resources/project_reports/ShowOverview.asp?id=4 [accessed 5 March 2010]

Savin-Baden, M, (1996) Problem-based learning: a catalyst for enabling and disablling disjunction prompting

transitions in learner stances? Ph D thesis University of London. Institute of Education

Woods, D R (1994) How to Gain the Most from PBL, Hamilton: McMaster University

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The EESL Module TeamChrissi Nerantzi c.nerantzi@salford.ac.uk

Neil Currant n.currant@salford.ac.uk

University of Salford, Academic Development Unit

Twitter @pgcap

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