Module 2: Problem-based learning in TVET Ir. Dr. Nazrul Anuar Nayan - PowerPoint PPT Presentation

Module 2: Problem-based learning in TVET Ir. Dr. Nazrul Anuar Nayan B.Eng. (The Univ. of Tokyo), M.Eng. , PhD.Eng. (Gifu Univ., Japan), PEng . Dept. Electrical Electronic & System, Fac. of Engineering & Built Environment, Universiti Kebangsaan Malaysia January 2014

References (for all modules) – PBL by Prof. Dr. Aishah Buang (UKM) – PBL by Assoc. Prof. Dr. Ruhizan Mohammad Yasin (UKM) – PBL by Assoc. Prof. Dr Berhannudin Bin Mohd Salleh (UTHM) – PBL by Assoc. Prof. Dr. Hussain Othman (UTHM) 2

Learning objective At the end of this module, participants should be able to; • Explain changes needed for the current teaching & learning techniques. 3

Fact • “ Net generation ”, (generation who were born after 1982) have different  brain structures  learning practices  knowledge perception from earlier generations • They produce , remix and develop advanced learning capabilities through their informal use of technologies. • Need for fundamentally rethinking the entire educational system to accommodate and cater to the needs of this generation.

Question 1 • What is your expectation on the ability of your graduates when they have completed their course? ..write down your answer and share. 5

Question 2 • How have you helped the current education system in order to achieve those abilities. …write down the answer and wait. 6

Question 3 • What are the stakeholders (including students, academic staff, employers, professional bodies) saying about current educational needs? …share it with the person next to you. 7

Continue… • What are our beliefs about higher education generally and our profession/discipline in particular? • How are these beliefs and values translated into action in our curriculum design? • How should the course be structured? • How will students learn on the course?

Stakeholder feedback: • Graduates are not competence enough to face world of work • Mismatch between what learnt and the real world of work • Unemployment Rate 9

Video Singapore's 21st-Century Teaching Strategies http://www.youtube.com/watch?v=M_pIK7ghG w4 10

Conclusion • New method of teaching which student centered is needed in today’s education system. 11

Module 3: Theories & concepts of PBL

Learning Objectives At the end of this module, participants should be able to; 1. Describe clearly what PBL is and its concepts. 2. Differentiate active and passive learning. 13

“ Tell me and I forget Show me and I may remember Involve me and I understand ” -Chinese Proverb 14

Definition Problem \ ˈprä - bləm, - bəm , - ˌ blem\ : something that is difficult to deal with : something that is a source of trouble, worry, etc. : difficulty in understanding something : a feeling of not liking or wanting to do something 15

Definition (cont.) • Learn \ ˈlərn \ : to gain knowledge or skill by studying, practicing, being taught, or experiencing something : to cause (something) to be in your memory by studying it : to hear or be told (something) : to find out (something) 16

Definition (cont.) Problem-based learning (PBL) • A systematic teaching method that engages students in learning knowledge and skills through the experience of problem solving 17

What is PBL 1. Real-world problem • The content is introduced in the context of complex, real-world problems rather than in lecture format. 18

What is PBL (cont.) 2. Working in groups • Students, working in groups (small or big), study the issues of the problem and strive to create meaningful solutions and at the end achieve the goals of learning for a particular subject. 19

What is PBL (cont.) 3. Student-centered • One of the primary features of PBL is that it is student-centered. “Student - centered” refers to learning opportunities that are relevant to the students, the goals of which are at least partly determined by the students themselves. 20

Educational philosophy Progressivism • The belief that education must be based on the principle that humans are social animals who learn best in real-life activities with other people. • People learn best from what they consider most relevant to their lives 21

Educational philosophy (cont.) John Dewey (1859 – 1952) • Students to work on hands-on projects so learning would take place, rather than memorization. 22

Educational philosophy Most progressive educators believe that children learn as if they were scientists, following a process similar to John Dewey's model of learning: 1. Become aware of the problem. 2. Define the problem. 3. Propose hypotheses to solve it. 4. Evaluate the consequences of the hypotheses from one's past experience. 5. Test the likeliest solution

PBL concept - student While choosing PBL, they must now have to; 1. Take charge of their learning process. 2. Define the learning issues of a problem. 3. Make decisions required by the problem. 4. Conduct research and explore beyond their textbooks (most of the time outside of their classroom). 5. Propose solutions to the problems and sometimes have to do something to solve them. 6. Work cooperatively with their group members. 24

PBL concept - organization A Chairperson • Moderates the discussion. A Scribe • Take the notes. scribe A facilitator • Facilitates the discussion session and an observer. Observer • Observes and reports the learning session facilitator chairperson 25

Active learning Any learning method that attracts student’s interest and attention. Required the student to involve in meaningful learning activities

Active/Passive learning

Information processing 28

Conclusion • Problem-based learning demonstrates an active learning which empower students in problem solving activities. 29

Module 4: Building PBL scenarios & crafting the problem

Learning outcomes • At the end of this module, participants should be able to; – Design the problem for PBL based on the guidelines. 31

Scenario • http://www.youtube.com/watch?v=GicCFg- 0UXM • http://www.youtube.com/watch?v=oTIylNoc0 NU • http://www.youtube.com/watch?v=Ffd71d8qi OM 32

3 Key elements in PBL – Students – Tutors (facilitator) – Problems (Majoor, Schmidt, Snellen-Balendong, Moust, & Stalenhoef-Halling, 1990) 33

Definition • Problems in PBL refer to the instructional materials presented to students to trigger their learning processes. • Presented in text format, sometimes with pictures and computer simulations. They typically describe situations or phenomena set in real-life contexts, which require students to explain or resolve the presenting issues. (Hmelo-Silver, 2004) 34

Methodology • There are different ways of getting involved in a Problem-based Learning curriculum. • Some people decide to have only one or two modules on the course as PBL modules. • Others decide that the full course will be PBL. • As an implementation strategy some start with first years and others with final years.

Ways… • Clarifying the learning outcomes for the unit/module of the curriculum is a very important stage of curriculum design. • The next step is to write problems that will stimulate student learning in relation to these outcomes. • A curriculum matrix where the problems are plotted against the learning outcomes is helpful in designing a PBL curriculum ensuring that all learning outcomes will be addressed at least once.

The main objective • What do you want your students to know, understand and be able to do? 37

Guidelines • Shaw’s (1976) guidelines proposed five dimensions of problems, namely – difficulty – solution multiplicity – intrinsic interest – cooperation requirements – familiarity 38

Guidelines (cont.) • Dolmans et al. (1997) outlined seven principles of problem design. – simulate real life – lead to elaboration – encourage integration of knowledge – encourage self-directed learning – fit in with students’ prior knowledge – interest the students, and – reflect the faculty’s objectives 39

Length • Problems can vary in size in terms of length of study. • Some problems are designed to be resolved in two tutorials. • Others are designed to last weeks or months.

What type of problems? • Sometimes problems can be presented in a progressive disclosure mode. This means giving students the initial trigger at the outset and then giving them further information at later stages. This mirrors real life. • Another option is that one problem can be a follow-up to another problem

Problem sources • Scenarios • Video clips • Physical Objects • Dialogues • Photographs • Letters • Cartoons • Poems • Metaphors

Problem sources (cont.) • Dilemmas • E-mails • Briefs • Progressive disclosure • Follow-ups Quotations • Newspaper articles • T.V. Shows • Literature

Strategies for writing problems • Newspaper articles, news events • Make up a story – based on content objectives • Adapt a case to a problem • Research papers • Others