This shows you the differences between two versions of the page.
Both sides previous revision Previous revision Next revision | Previous revision Next revision Both sides next revision | ||
instructional_design:problem-based_learning [2011/04/20 15:26] jpetrovic [What is problem-based learning?] |
instructional_design:problem-based_learning [2011/04/20 15:42] jpetrovic [What is problem-based learning?] |
||
---|---|---|---|
Line 16: | Line 16: | ||
* Problem-based learning is a **learner-oriented approach**. "//Under the guidance of a tutor... the students must take **responsibility for their own learning**, identifying what they need to know to better understand and manage the problem on which they are working and determining where they will get that information...//"(([[http://onlinelibrary.wiley.com/doi/10.1002/tl.37219966804/pdf|Barrows, Howard S. Problem‐based learning in medicine and beyond: A brief overview. New Directions for Teaching and Learning 1996, no. 68: 3-12. December 1, 1996.]])) | * Problem-based learning is a **learner-oriented approach**. "//Under the guidance of a tutor... the students must take **responsibility for their own learning**, identifying what they need to know to better understand and manage the problem on which they are working and determining where they will get that information...//"(([[http://onlinelibrary.wiley.com/doi/10.1002/tl.37219966804/pdf|Barrows, Howard S. Problem‐based learning in medicine and beyond: A brief overview. New Directions for Teaching and Learning 1996, no. 68: 3-12. December 1, 1996.]])) | ||
- | * Learning occurs in **small groups** with usually less than ten members and collaboration with other learners is necessary. | + | * Learning occurs in **small groups** with usually 5-8 members and collaboration with other learners is necessary. |
* Teacher has the role of a facilitator. Not by correcting students or providing them knowledge and guidance but by **asking questions** that the learners should be asking themselves in order to better understand the subject and by encouraging them to **apply their knowledge**. | * Teacher has the role of a facilitator. Not by correcting students or providing them knowledge and guidance but by **asking questions** that the learners should be asking themselves in order to better understand the subject and by encouraging them to **apply their knowledge**. | ||
* New (possibly interdisciplinary) information is acquired through **self-directed learning** and has to be applied on the problem. | * New (possibly interdisciplinary) information is acquired through **self-directed learning** and has to be applied on the problem. | ||
* The **problem** learners are dealing with must be similar to **real-world** problems, **motivating** and **ill-defined** to enable multiple hypotheses to be constructed. | * The **problem** learners are dealing with must be similar to **real-world** problems, **motivating** and **ill-defined** to enable multiple hypotheses to be constructed. | ||
- | A possible **flow** of a problem-based learning course includes the following tasks from the students: | + | A possible **flow** of a problem-based learning course expects the following tasks from the students: |
- | * be **presented with a problem** | + | * be **presented with a problem** with characteristics described above, |
- | * **discuss**, clarify the problem and develop a plan for further working on the problem | + | * **discuss**, clarify the problem (activate prior knowledge(())) and develop a plan for further working on the problem, |
- | * **work on the problem independently** | + | * **work on the problem independently** and learn through self-discovery, |
- | * **share and discuss** their individual approaches and work together | + | * **share and discuss** their individual approaches and work together, |
- | * **present their solutions** | + | * **present their solutions** to the problem, and |
- | * **review** what they have learned | + | * **review** what they have learned. |
Problem-based learning can be a helpful method in the educational process, but it can also be viewed as a **total education strategy**(([[http://www.nuigalway.ie/celt/pblbook/|Barrett, Terry, Iain Mac Labhrainn, and Helen Fallon. Handbook of Enquiry and Problem-Based Learning: Irish Case Studies and International Perspectives. CELT, NUI Galway, 2006.]])). | Problem-based learning can be a helpful method in the educational process, but it can also be viewed as a **total education strategy**(([[http://www.nuigalway.ie/celt/pblbook/|Barrett, Terry, Iain Mac Labhrainn, and Helen Fallon. Handbook of Enquiry and Problem-Based Learning: Irish Case Studies and International Perspectives. CELT, NUI Galway, 2006.]])). |