D-+Problem-Based+Learning

Gary Rosenstein
ITEC 800 - Fall 2008 11/04/2008

1. PBL Theory and its Key Features
Problem Based Learning (PBL) diverts from the typical lecture and recall type of learning found in most classroom situations. It provides learners with realistic problems which they must solve on their own or in small groups (typically 3-7 students) using a combination of information they already possess and research. Collaboration is encouraged as they share the responsibilities of investigation and contribution.

The learning process is hands-on, active and centered on the learners. The learners are driven by challenging problems that offer the possibility of a number of solutions rather than one ‘right’ answer. The instructor takes an active role as well, but acts as more of a coach or facilitator rather than offering direct instruction or solutions.

The primary features of Problem Based Learning are:
 * Teachers facilitate rather than ‘inform.’
 * Students are responsible for their own learning.
 * Content is learned through skills and different learning styles.
 * Focuses on the process more than the end result.

2. How PBL Operates
Problem Based Learning aims to do more than teach specific facts or ideas. It strives to “produce independent learners who can continue to learn in their own lives outside of an ‘educational’ setting. The Problem Based Learning process requires learners to develop the skills they will need to solve problems in their real jobs and relationships.

The role of the instructor in PBL is to provide a framework and guidance to facilitate the learners’ development of knowledge and skills rather than dictating to the learner what information is important and why. The onus is on the learner to determine what is important which requires a deep understanding of the problem and its context. As learners take more responsibility for their own learning, they become less dependent on the instructor and can increasingly rely on their own skills to gather knowledge. Their learning becomes personalized and is largely adapted to the individual learning style of the learner. The Problem Based Learning theory is based on two components: curriculum and process.

//Curriculum// The curriculum is designed to set up challenging problems that will compel the learner(s) to acquire the knowledge necessary to find a solution. The problems must be difficult enough that no solution will be easily evident. In fact, an ideal PBL problem will have multiple possible solutions of which no one solution is evidently ‘correct.’ This causes learners to develop critical thinking and problem solving skills. Additionally, some degree of self-assessment should be built into the problems. Learners must learn to identify their strengths and weaknesses in order to be successful at independent learning as well as working in a group or team environment.

//Process// The process begins with an initial analysis of the problem and brainstorming prior knowledge. Assuming learning is taking place in groups, as is common with PBL, discussion and strategic planning are also part of the initial process. This may include exploration of each team member’s prior knowledge and the strengths they have to offer the group. This initial step should result in an inventory of the group’s assets (‘what we know and our strengths’) and a list of what the group needs to know in order to solve the problem.

Next, a statement or agreement on how to proceed with the problem should be developed. This should spell out the results listed above and outline a plan on how to proceed. Possible solutions should be evaluated and the solution with the greatest chance for success identified and agreed upon. This may be a good opportunity for the instructor to offer guidance or suggestions. Also, resources should be identified and a schedule developed to distribute the research and other tasks among the group, taking advantage of each member’s strengths.

//Cognitivism vs. Constructivism// Problem Based Learning has roots in cognitive learning and leans heavily into constructivist territory, but it does not wholly belong to either theory. The cognitive principles it employs include the activation of prior knowledge through problem analysis and the learner’s engagement in the learning process through active processing of new information (i.e. – group discussion, independent research). Constructivist doctrine is present in PBL in a number of contexts. The first being the importance of context! As learners are encouraged to expand on their previous knowledge to solve a problem, they must frame their knowledge within the context of the problem. The instructor’s role as a facilitator rather than, say a lecturer is important to the constructivist theory as it encourages knowledge to be discovered by the learner rather than taught by the instructor. Finally, the group process typically involved in PBL advocates the idea of learning as a social process which is also an important element of constructivism.

3. PBL in Action
One example of Problem Base Learning would be to hold a debate about a particular topic or question – say ‘should Creationism or Evolution be taught in schools?’ The class could be divided into four groups – one arguing that only Creationism should be taught; another arguing that only Evolution should be taught; the third arguing that both should be taught; and the final group arguing that neither should be taught. Each group would be responsible for researching the topic and developing arguments in support of their position.

In order to make an effective argument for any of the four positions, students must be familiar with all sides of the issue. As the responsibilities of each group are divided up, individual students (or sub-teams) may be responsible for researching historical data, others might be looking for legal cases that have dealt with this issue, others may be interviewing community leaders for their perspectives, and so forth.

As each group meets to integrate their notes and develop their arguments, they are educating each other on their findings and making cognitive connections between the different avenues of evidence. The culminating experience for the class would be the actual debate where the groups present their arguments to each other. Regardless of the outcome of the debate, all students will emerge with a well-rounded understanding of the issue.

Through the process of researching the issues and developing the arguments, students are not only gaining an in-depth understanding of Creationism and Evolution, they are also improving their ability to research and develop an argument. They are using critical thinking to explore all sides of the issue and are cooperating with other team members to create their case. Arguably in PBL, learning these skills is every bit as important as learning about the particular topic being addressed.

4. Application of PBL
Problem Based Learning is not only used to help learners acquire knowledge, more importantly it helps learners learn how to learn. It encourages independent research, problem solving, critical thinking, and group interaction – all important skills necessary to solve the complex problems encountered in the real world.

The focus of PBL is not on teaching specific facts such as dates and names. Although it has roots in the Cognitive process, it is not so much concerned with how individuals learn as it is with developing the skills to become better, independent learners. Rather than setting specific learning objectives, it leaves the direction of learning in the hands of the learners and gives them the responsibility of figuring out what is and is not important through analysis of the problem and its context. This learning process is more in line with what people will encounter in the real world once they leave the educational sector.

It is important in most ‘real world’ jobs to be able to creatively approach a problem and find answers or solutions that are applicable to the current situation. It is less common that being able to recall a series of memorized facts will be of use. PBL takes this ‘real world’ approach to learning and concerns itself with the process of acquiring the knowledge necessary to effectively solve problems rather than focusing on acquiring specific pieces of knowledge that are deemed important by the instructor.

The instructor’s role changes in PBL from that of ‘sage on the stage’ to that of a coach, facilitator or mentor. This type of relationship between the instructor and learner is sometimes referred to as ‘cognitive apprenticeship.’ The instructor guides the learner through the process of learning rather than telling them what and how they are going to learn. This is an important distinction and must be executed deftly by the instructor in order for PBL to be effective.

One of the disadvantages of Problem Based Learning arises from its greatest advantage. Because lessons are not fixed with PBL and there are typically no ‘right’ answers, it is often difficult to quantify the results of the training. Instructors may have a difficult time grading students with PBL, especially when students are working in groups. For example, how do you know which group members were making more significant contributions and which ones were coasting? Do all members of the group receive the same grade? If there is not ‘correct’ solution, how can you determine if they successfully solved the problem?

Due to the nature of the learning process, Problem Based Learning would be nearly impossible to implement in standardized curriculum environments or in situation where standardized testing is required. For example, under the ‘No Child Left Behind’ act schools receive funds base on overall performance on standardized tests. PBL would not be effective in this situation because grades are subject to the instructor’s interpretation of the students’ performance. This would open the (faulty) system up to the possibility of grade inflation in order to receive funds. The whole concept of standardized learning leaves little room for students thinking critically and pursuing their own solutions to problems. Also, in PBL instructors typically create their own problems and may need to modify them based on the level of any particular student, group, or class. Because PBL is built around the idea of students learning how to learn and takes into account individual learning styles and creativity, it falls well outside any model of ‘standardized’ education.

Problem Based Learning performs well in situations where there is flexibility in the learning requirements and approach to learning. Also it is effective where an emphasis is placed on the learner rather than on the material to be learned. It does not perform well when there is a great deal of specific material to be covered or where standardized testing is used to gauge student performance.

5. PBL and Me
In my experience as an educator as well as a learner I have found that the best way to learn something is to do it or to figure it out for oneself. Facts, concepts, and skills can all be understood and remembered if taught by someone else; however, the processes of research, discovery, and practice are irreplaceable when it comes to giving meaning to what is being learned. I am much more likely to remember something if I found the information on my own and I deemed it important as opposed to someone else telling me the same information and telling me why they think it is important.

What Problem Based Learning does that other learning models often don’t do is it really forces the learner to think – not just to memorize – but to think about the topic and examine it from all sides before deciding what is important and what is not. Rather than spoon-feeding information, PBL gives learners the opportunity to discover on their own and compare what they already know to what they need to know in order to solve the problem. In doing so it gives them the benefit of self-reflection to focus on what they don’t know. Identifying the gap of what one doesn’t know is an important skill in solving real world problems that occur in all kinds of situations from raising children to managing projects at work.

Similar to experiential education it is the immersion of the learner in the real-world (or simulated) environment that makes learning meaningful to them. When learning is framed in the context of actual problems the ideas and facts that lead the learner to the solution become important within the context of the situation and thus are likely to be remembered.

In the courses I lead and develop I always incorporate as much of a problem-based or experiential element as possible. This may be as simple as using the Socratic method of asking thought-provoking questions which get the learners thinking about the topic even if they are not expected to already know the answer. Even if they don’t come up with the answer on their own, those few moments of dwelling on the question will create a desire for the missing information so when it is finally delivered it is more likely to take on importance and be remembered.

Socratic teaching and experiential education may fall entirely under the umbrella of Problem Based Learning but they all do share the similar element of putting the learner in the situation where they need to think on their own before reaching a solution or learning an answer. It is that individual reflection at a small or large degree which makes the new information more meaningful to the learner than if they were to simply read it in a book or hear it in a lecture.

Resources
http://www.studygs.net/pbl.htm http://www.learning-theories.com/problem-based-learning-pbl.html [|www.pbli.org] http://www.mcli.dist.maricopa.edu/pbl/ [|www.pbl.uci.edu]