(Stonyer & Marshall, 2002)
Problem-Based Learning (PBL)
applied to team environments:
A visual literature review & exercise
Barbara Lauridsen, MBA
Core Adjunct Faculty, National University,
Learner, (ABD IT Education), Capella University
April 19, 2012
Slide deck and paper are available from www.barbaralauridsen.com, connections page
Problem-Based Learning
(sampling of definitions)
…an inquiry-based pedagogy “best rooted in sound
understanding of the psychological processes of
problem solving and the development of cognition”
(Tan, 2007, p. 101).
…a process of moving toward knowledge while
solving a problem (Barrows & Tambyln, 1980) in which
learners develop their own position on a problem
and develop meaningful solutions. Learning is
constructed by the learners but facilitated by an
instructor acting as coach (Igo, Moore, Ramsey, & Ricketts,
2008).
Problem-Based Learning
(sampling of definitions)
…an instructional method focusing on a problem as
the “root of learning” which is facilitated by a trained
tutor (Kennedy, 2007).
…a
cyclical situation in which learners collectively
solve an “ill-structured, complex problem” accessing
prior knowledge and conduct research and devises
an action plan. For online PBL, a group works
collaboratively across distance including
synchronous or asynchronous communications and
which has “constructivist epistemology as it
foundation” (Sims, 2009, p. 8, 13).
Problem-Based Learning
(sampling of definitions)
…an education approach that reflects learning
directions of today, emphasizing “real-life vignettes,
self-directed learning and co-operative learning
together with other students in small groups,”
(Hammar, 2008, p. 514).
…“a student-centered pedagogy, offers a strong
framework upon which to build a curriculum that will
teach our students the necessary problem solving
and critical thinking skills to solve the complex
problems of the future” (James Madison University, School of
Engineering).
Problem-Based Learning (PBL)
(elements in common)
• student-centered, facilitator/coach guided
• an educational strategy involving authentic,
“real world” scenarios
• problems are complex, significant, engage
critical thinking of small teams
• activates team members’ prior knowledge,
builds new knowledge
• F2F … becoming virtual or blended
Donnelly’s 2009 study for blended PBL
• …”important to seek best practices for
how to combine instructional strategies in
face-to-face and computer-mediated
environments that take advantage of the
strengths of each” … “to establish, in a
PBL tutorial setting, the factors that
govern the success of blended PBL” …
“opportunity to dialogue with a range of
international experts” (Donnelly, 2009, pp. 548-549).
Donnelly, R. (2009). Interaction and transformation in virtual problem-based learning communities. Proceedings Of
The IADIS International Conference On WWW/Internet, 548-549.
Donnelly’s 2009 elements of blended PBL
Learning
Design
Tasks
Blend of Web 2.0
Technologies
Description
…activities, problems and
Wikis,
interactions used to
Blogs,
engage the learners, on Concept Maps
which learning is based
Resources
…content, information, and
resources with which the
learners interact, upon
which learning is based
Discussion Boards,
Podcasts,
Social Bookmarking
Supports
…scaffolds, structures,
Live Classroom,
Micro-blogging on
Twitter
encouragements,
motivations, assistances
and connections used to
support learning
Donnelly, R. (2009). Interaction and transformation in virtual problem-based learning communities. Proceedings Of
The IADIS International Conference On WWW/Internet, 548-549.
Challenges
“At all stages of education our challenge is to enable
students to act out the problems and issues under
discussion and make decisions about them based on
a more personal understanding of their nature and
implications” (Jaques and Salmon 2007, p. 139).
Cited in Hahn, I. (2009). Enhancing the outcome problem-based teamwork using social software.
Proceedings Of The IADIS International Conference On WWW/Internet, 407-410.
Challenges
Tutors can support multiple sessions for ProblemBased groups using asynchronous social software
(Hahn, 2009):
• instant messaging, possibility for multi-user chat,
• forums, during group meetings or presentations,
• wikis, iterative communication, automated minutes,
track collaborations, recordings, commenting on
articles, text editing (version control), presenting
• blogs, FAQs, commenting on online articles, menu
bar features, embedded links, blogroll
Hahn, I. (2009). Enhancing the outcome problem-based teamwork using social software.
Proceedings Of The IADIS International Conference On WWW/Internet, 407-410.
Challenges
“To improve engineering education, it is essential that
curricula bring students to high levels of cognitive
development by exposing them to real-world problem
solving. Undergraduate research and industry
experiences provide a strong basis for our students to
learn these essential, problem-based, and globally
competitive skills”
(National Science Foundation, “NSF Career Project”).
James Madison University, School of Engineering, http://www.jmu.edu/engineering/research/nsfcareer.html
2 pitfalls of PBL
practice
(1) a poor classification of what constitutes PBL
experiences
(2) limited assessment studies grounded on strong
methodology
Reason? PBL practice develops skills that are
difficult to measure.
(James Madison University, School of Engineering)
James Madison University, School of Engineering, http://www.jmu.edu/engineering/research/underengedu.html
Classifying Problems
James Madison University, School of Engineering, http://www.jmu.edu/engineering/research/underengedu.html
Problem Dynamics
Problem-based double-loop learning
Yeo, R. K. (2007b). (Re)viewing problem-based learning: An exploratory study on the perceptions of its
applicability to the workplace. Journal of Managerial Psychology, 22(4), 369-391.
Insight … (our incentive today)…
‘‘ The nature of peer tutoring and knowledge
sharing in PBL provides a repository of
information through various systematized
activities to facilitate shared learning ’’
(Yoe, 2007, p. 308)
Yeo, R. K. (2007a). Turning to the problem is the answer to the question of how you can learn faster than others:
applying PBL at work. Industrial and Commercial Training, 39(6), 307.
Learning Networks
Expansion of learning networks through PBL
(Yoe, 2007a, p. 309)
Learning Networks … doing..
…a set of actions,
decision making,
problem solving,
activation of
hidden
knowledge….
Expansion of learning networks through PBL
(Yoe, 2007a, p. 309)
Learning Networks … doing..
…shared
experience,
increasing level of
collective
knowledge,
exploring & learn
by reflecting &
adjusting each
experience…
Expansion of learning networks through PBL
(Yoe, 2007a, p. 309)
… socializing … Learning Networks
…process of
socializing in
situations of
team
learning and
problem
solving….
Expansion of learning networks through PBL
(Yoe, 2007a, p. 309)
… socializing … Learning Networks
…nurturing a
collective
mindfulness of
problems and
issues faced…
Expansion of learning networks through PBL
(Yoe, 2007a, p. 309)
Learning Networks … systematizing…
…spontaneous
learning
through a
series of
guided
activities…
Expansion of learning networks through PBL
(Yoe, 2007a, p. 309)
Learning Networks … systematizing…
Expansion of learning networks through PBL
(Yoe, 2007a, p. 309)
…opportunity for
transfer of tacit to
explicit knowledge…
Walking the talk, the essence of PBL
“ A typical PBL cycle involves both the
thoughts and actions of employees acting
as change agents. In the process, they are
consciously engaged in a variety of such
activities as active communication,
questioning, reflection and task execution”
(Yoe, 2007, p. 309).
Yoe, R. (2007a). Turning to the problem is the answer to the question of how you can learn faster than others:
applying PBL at work. Industrial and Commercial Training, 39(6)
Mental Models
McLaren et al. (2007). Do you know what you don't know? Critical reflection and concept reflection and concept
mapping in an information systems strategy course. Communications of AIS, 2007(20), 892-908.
Basic PBL Overview
Strategic positioning within a higher education
institution, with a integrated communication
environment, is essential for effective introduction of
the PBL approach (Stonyer & Marshall, 2002).
Stonyer, H. & Marshall, L. (2002), Moving to problem-based learning in the NZ Engineering workplace,
Journal of Workplace Learning,14(5), 190-197.
Basic PBL Phases
PBL operating in workplace context
(Yeo, 2007c, p. 45, citing Kolb, 1984 and Cockerill et al. 1996)
Basic PBL Phases
(Adapted by Yeo, 2008, p. 324, 2007, p. 48, from
Kolb 1984, Cockerill et al. 1996)
Basic PBL Steps
(Schmidt, 1993, p. 233)
Schmidt, H. G. (1993). Foundations of problem-based learning: some explanatory notes. Medical Education,
27(0), 422-432
PBL Action Steps / Course Assessment
1. Identify and describe a problem
scenario
Experience,
skills
Knowledge,
Facts, ideas
2. List what is known
3. Compose/refine problem
statement
Interpretation,
ideas
4. List what is needed, guided
search, gather new information
(Masse et al., 2009, p. 3)
Critical thinking
5. List possible actions, solution alternatives,
“What should we do?”
6. Analyze information & ideas
7. Present findings, propose “best fit” recommendation
Synthesize, evaluate, reflect
PBL, effect on competencies
(Biglow, 2004, p. 606)
Bigelow, J. D. (2004). Using problem-based learning to develop skills in solving unstructured problems.
Journal of Management Education, 28(5), 591-609.
Competencies (before & after)
after PBL lessons,
from exit
Questionnaire
before PBL lessons,
from intake
Questionnaire
Mockup of value gained for PBL lessons in solving complex problems
(Adapted from Biglow, 2004, p. 606)
Phases of PBL for scenario planning
Phase
Purpose (adapted from Allert et al. 2002)
Goal
Description
Define a problem scenario to demonstrate course learning
outcomes, establish an ultimate goal for team project.
Specify Criteria
Specify criteria to be met. What is the focus of the testing?
How will you know when you have reached your target?
Background
Knowledge
Identify knowledge needed to accomplish the goal.
Ask experts? Research and adapt best practices?
Generate Ideas
Brainstorm & generate relevant and interesting ideas.
Implement
Solution
Generate, develop and implement an adapted solution for
verifying the requirements or validating the system.
Reflect
Evaluate & reflect on your solution(s) and on the process
we went thought, the lessons learned.
Generalize
Conceptualize, integrate, and generalize previous
knowledge about systems and new learning.
Allert et al. (2002). Meta-level category ‘role’ in metadata standards for learning: instructional roles and
instructional qualities of learning objects, COSIGN 2002 - The 2nd International Conference on
Computational Semiotics for Games and New Media.
Research issues in problem solving
Table 1. Case components and cognitive scaffolds for problem solving (adapted from Jonassen, 2010, p. 12)
Problem Type
Case Components, Problems are …
Story Problems
worked examples, analogues
Rule Using/ Rule Induction worked examples, analogues
Decision making
case studies, alternative perspectives
Troubleshooting,
Diagnosis solution
prior experiences,
alternative perspectives
Strategic performance
prior experiences, simulations
Policy analysis
case studies, prior experiences,
alternative perspectives
Design
prior experiences,
alternative perspectives
Dilemmas
alternative perspectives
Jonassen, D. H. (2010, September-October). Research issues in problem solving. The 11th
International Conference on Education Research: New Paradigm for Learning and Instruction.
Multiple Learning Strategies
(adapted from Bygholm & Buus, 2009, p. 19)
Bygholm, A. & Buus, L. (2009). Managing the gap between curriculum based and problem based learning: Deployment of
multiple learning strategies in design and delivery of online courses in computer science. International Journal of
Education and development using Information and communication Technology (IJEDICT) 5(1), 13-22
Classification
Framework
(External Factors
endemic to the
problem)
Problem Difficulty
(based on Jonassen & Hung, 2008, as cited in Pierrakos et al., 2010)
Jonassen, D. H., Hung, W. (2008) All problems are not equal: Implications for problem-based learning.
The Interdisciplinary Journal of Problem-based Learning, 2(2), 6-28.
Inquiry Learning
Process
“The discussion module of Future Learning Environment (FLE)
tools has seven build-in scaffolds: problem, working theory,
deepening knowledge, comment, metacomment, summary and
help” (Muukkonen et al. 1999, p. 4)
Muukkonen et al. (1999). Computer support for knowledge building.
Brian (2010, April 19). Curious to Learn? Random Thoughts and Focused Minds: Center for Teaching & Learning.
Problem-Based Learning Cycle
Overview/
Assessment
Mini-lecture
Problem, Project, or
Assignment
(only when needed!)
Group
Discussion
Whole Class
Discussion
Research
Preparation of
Group “Product”
Group Discussion
de Vry, J., Watson, G. & Frey, B. (2006). Modeling and assessing online discussion for faculty learning and
technology development [Presentation]. Educause
Problem-based learning steps
PROBLEM
FACTS
FACTS
(Data)
(Data)
IDEAS
IDEAS
(Hypothesis)
(Hypothesis)
LEARNING
LEARNINGNEEDS
NEEDS
(What
do
we
need
(What do we needto
to
know?
know?
1.1.IDENTIFY
IDENTIFYPROBLEM
PROBLEM
Relevant Facts
2.2.GENERATE
GENERATEIDEAS
IDEAS
3.3.ORGANIZE
ORGANIZEIDEAS
IDEAS
Reorganize,
refine, learning
needs
LEARNING
RESOURCES
New
ideas
Revise, refine,
record ideas
4.4.DERIVE
DERIVELEARNING
LEARNING
NEEDS
NEEDS
Revise ideas?
5.5.ORGANIZE
ORGANIZELEARNING
LEARNING
NEEDS
NEEDS
6.6.TEST
TESTIDEAS
IDEAS
Flawed or
no relevant
Good?
Reject, or
not now
CONCLUSIONS / EVALUATION
What have we learned? Do we need to learn more?
Webquest EDUC335. (2009, February 22). Differentiated Instruction: Examples of di-strategies [Webpage].
Live PBL Exercise <about 10 minutes>
• Within breakout rooms, with one member acting
as moderator, to expedite, the brainstorming will
be verbal and text streaming.
• Scenario: A program lead has requested that a
task force provide a game-plan for extending
learning delivery to allow bring-your-own-device
(BYOD).
• What is known? Compose a first generalized
problem statement, then, … after reflection,
what is the risk or challenge for a shift to BYOD?
• What needs to be known? Return with a problem
statement… (not a solution)… to the chat box
PBL Model 7 Steps
1.
2.
3.
4.
5.
6.
7.
Analyze the problem scenario.
List what is known.
Develop a problem statement.
List what is needed.
List possible actions,
Analyze information
Present findings (summary of experience)
PBL Model Step 1
1. Read and analyze the problem scenario. [1]
Check your understanding of the scenario by
discussing it within your breakout group.
• A team effort may be more effective in isolating
the key factors in this situation.
• Because the scenarios are real-like problem
solving situations, in a learning exercise, you will
actively search [2] for information to understand
and to resolve the problem.
[1] Start with a exercise problem statement, expand your
understanding, build a scenario or a mental model.
[2] Use text book, the internet, plus prior knowledge.
<today, we will only pretend to do these searches>
PBL Model Step 2
2. List what is known.
• Start a list of everything known from
members of your group
• Potentially, add knowledge that others bring
(e.g. authors, classmates, learners,
professors…)
• Perhaps list things people think they know, with
some uncertainty or some degree of confidence
PBL Model Step 3
• 3. Develop a problem statement. A problem
statement should come from your analysis of
what you do know, constrained or represented
by the “real world” stories found
• In one or two sentences you should be able to
describe what it is that you are trying to solve,
produce, respond to, or discover.
• The problem statement may be revised as
new information is discovered and
brought to bear on the situation.
PBL Model Step 4
• 4. List what is needed.
• List questions you think need to be answered to
solve (or resolve) the problem or issue
• Record: "What do we need to know?"
• Several types of questions may be appropriate.
Some questions may address concepts or
principles that need to be learned in order to
address the situation,
• Requests for more information to guide
searches that may take place on-line, in the
library, or out-of-class searches, perhaps
interviews.
PBL Model Step 5
• 5. List possible actions.
• List practical solutions, or hypotheses
under the heading: "What should we
do?...or What should be done?"
• List actions to be taken, e.g., ask an
expert (author, instructor, classmate), get
on-line data & ideas, visit an eLibrary, or
eJournals
PBL Model Step 6
6. Analyze information.
• Analyze situation information assembled.
Revise problem statement to consider
scope, resources or schedule.
• Refine the potential learning opportunities.
• At this point, your team can formulate
and/or test hypotheses to explain the
problem. Some problems may only require a
recommended solution or opinion (based
on research data)
• Be practical and pragmatic.
PBL Model Step 7
7. Present findings
• Prepare a concise report in which you make
recommendations, inferences, or other
appropriate resolution of the problem
based on your data and background, to
support a recommendation
• Note: The steps in this model may have to be
visited several times. Steps two through five may
be conducted concurrently. As more information is
gathered, the problem statement may be refined
or altered to reflect expanding understanding.
PBL Model 7 Steps
(review)
1.
2.
3.
4.
5.
6.
7.
Analyze the problem scenario
List what is known
Develop a problem statement
List what is needed
List possible actions
Analyze information
Present findings (summary of experience)
According to de Vry, Watson and Frey
(2006) good PBL Problems:
•
•
•
•
•
relate to real world, motivates learners
require decision-making or judgments
are multi-page, multi-stage
are designed for group-solving
pose open-ended initial questions that
encourage discussion
• incorporate course content objectives,
higher order thinking, other skills
de Vry, J., Watson, G. & Frey, B. (2006). Modeling and assessing online discussion for faculty learning and technology development
[Presentation]. EDUCAUSE. Retrieved from http://net.educause.edu/ir/library/powerpoint/MAC0634.pps
Live PBL Exercise <about 10 minutes>
• Within breakout rooms, with one member acting
as moderator, to expedite, the brainstorming will
be verbal and text streaming.
• Scenario: A program lead has requested that a
task force provide a game-plan for extending
learning delivery to allow bring-your-own-device
(BYOD).
• What is known? Compose a first generalized
problem statement, then, … after reflection,
what is the risk or challenge for a shift to BYOD?
• What needs to be known? Return with a problem
statement… (not a solution)… to the chat box
Brainstorming…
Goal, the end result expected a good idea
and experience of collaboration
Customizing the scenarios, alternatives
Understanding a game-plan
Resources? People, technology, tools,
environments…
Feedback from the PBL sessions…
Muukkonen et al. (1999). Computer support for knowledge building. http://mlab.uiah.fi/fle/research/eawoppaper.html
Inquiry Process
Pose Real Questions
Find Resources
Interpret
Information
Report Findings
What do I want to
know about this
topic?
What kinds of
resources might
help?
How is this relevant
to the question?
What is the main
point?
What do know about
the question
Where do I find
them?
What parts support
my answer?
Who is the audience?
How do I know it?
How do I know
information is
valid?
How does it relate to
what else I know?
What else is
important?
What do I need to
know?
Who is responsible
for the info?
What part do not
support my answer?
How does it
connect?
What could an
answer be?
What other info is
there, to discover?
Does it raise new
questions?
How to use media to
express the
message?
Adapted from http://www.classroom20.com/group/inquirybasedlearning/forum/topics/relevant-research-on-inquiry?
Questions?
CONCLUSIONS / ASSESSMENT
1.1.IDENTIFY
IDENTIFYPROBLEM
PROBLEM
2.2.GENERATE
GENERATEIDEAS
IDEAS
Good
ideas?
done
What have we learned?
How much do I understand the problem?
What can I do with what I have learned?
What further information can I learn
through the problem?
Relevant Facts
3.3.ORGANIZE
ORGANIZEIDEAS
IDEAS
(communicate,
(communicate,debate,
debate,assess
assess
pre-concepts
pre-conceptswith
withexisting
existing
information
information
4.4.DERIVE
DERIVELEARNING
LEARNINGNEEDS
NEEDS
(What
(Whatdo
dowe
weneed
needto
toknow
knowto
toprove,
prove,
refine,
or
reject
our
ideas?)
refine, or reject our ideas?)
5.5.ORGANIZE
ORGANIZELEARNING
LEARNINGNEEDS
NEEDS
(communicating
(communicatingthe
thenecessity
necessityof
of
learning
learningneeds,
needs,sharing
sharinglearning
learning
tasks)
tasks)
6.6.TEST
TESTIDEAS
IDEAS
New
ideas
Flawed or
no relevant
Good
Ideas
… needs
more
LEARNING
RESOURCES
Revise, refine,
record ideas
Adapted from Wang, Thompson, Shuler & Harvey (1999), Problem-Based Learning
for Science Teacher’s Professional Development, Presented at 1999 ABETS Annual
Conference, Austin Texas.
http://www.linguistik-online.de/17_03/carstensenHessPict/Figure1.jpg
Reject, or
not now
Other
ideas
Key References
Brian (2010, April 19). Curious to Learn? Random Thoughts and Focused Minds:
Center for Teaching & Learning. [Webpage].
de Vry, J., Watson, G. & Frey, B. (2006). Modeling and assessing online discussion
for faculty learning and technology development [Presentation]. EDUCAUSE.
Jonassen, D. H., Hung, W. (2008) All problems are not equal: Implications for
problem-based learning. The Interdisciplinary Journal of Problem-based Learning,
2(2), 6-28.
Pierrakos, O., Zilberberg, A., & Anderson, R. (2010). Understanding undergraduate
research experiences through the lens of problem-based learning: Implications for
curriculum translation. Interdisciplinary Journal Of Problem-Based Learning, 4(2), 3562.
Wang, Thompson, Shuler & Harvey (1999), Problem-Based Learning for Science
Teacher’s Professional Development [Presentation] 1999 ABETS Annual Conference.
Webquest EDUC335. (2009, February 22). Differentiated Instruction: Examples of
di-strategies [Webpage].
PBL Exercise (alternative)
• Team members follow a moderator
• Scenario: Your team provide an assessment of
what is known about “open-ended problems”
• <breakout#1> To expedite, the brainstorming
will be verbal with a scribe posting keywords
• <return> each team will express what is known,
and type a problem statement into text chat. …
• <breakout#2> Reflection what are the
challenges to be faced?
• <return to main room with a refined problem
statement>
PBL Exercise <continued>
… live PBL team experience…
• <breakout#3>
• Discuss and reflect, what are the opportunities,
challenges to be faced where open-ended is
relevant now, during brainstorming a vision?
• Together, refine the problem statement (putting
into a scribe’s clipboard)… then, when ready,
the team’s moderator can use the menu option
to return members to the main room
• <return> three revised problem statements will
be entered into chat, and discussed