Whats the problem? Problem based learning.

"Problem-based learning is part of an active learning approach that emphasizes the need for a curriculum to prepare learners for real-world challenges. Using a “problem” as a framework, instructors strive to help learners …

• Become aware of the types of problems in a field

• Use the professional terminology and technologies in a field

• Conscious of how to integrate the various learning they’ve covered in a program

• Work together with peers on a team (whether virtual or face-to-face)

• Develop self-efficacy and discipline in pursuing research and learning, and

• Engage in multi-disciplinary work

Problems have to be designed around specific learning objectives. The learning has to be measurable and observable." (http://elearningfacultymodules.org/index.php/Problem-Based_Learning).

I have thought a little bit more deeply on just how I could implement this instructional strategy into my classroom.

I feel strongly that it is important to ensure that the students are not wasting time on issues that really have no purpose. For example, a teacher of culinary arts could pose a question of "How would the world of cooking change if apples were blue?" If I were a culinary student, I would question the purpose for my time being spent on such a silly topic.

I could foresee this method working with a group of esthetics students by asking questions such as "What is the best spa in the world and why?" This would get them to expand their horizons beyond their locale, and to educate themselves on what spas are out there for potential places they may wish to explore working at upon graduation. The answers may differ, and it would certainly meet the criteria of the fact that there is really no "right answer". As their teacher, I would be there to support their inquiries.

I found a good resource here: https://www.polyu.edu.hk/obe/GuideOBE/problem-based_learning.pdf

I really liked the following information provided on the PDF: "PBL is recognised as highly appropriate for developing professional competence and a wide range of generic abilities. It develops deep understanding and the higher-order thinking skills of critical thinking, application and problem solving, etc. Students also learn to make use of different resources to solve real problems. It also provides conditions for the development and practice of self-directed learning while small groups provide conditions for the improvements in communication and teamwork skills."

I found a link to a past student's digital project on this topic - https://www.youtube.com/watch?v=m3RoC6556CI

I felt that the video was spoken very quickly and was monotone. I have learned that I will not do this in my digital project. I did like her point that the educator will be a facilitator of knowledge rather than an information provider.

Some possible weaknesses would be:

There are different types of learners and they may have preconceived notions about how they learn. PBL is built on a body of prior knowledge and skills for growing this knowledge for analytical purposes. The fit to the particular learners is critical for the successful use of this teaching method. For example, you would not ask that same group of esthetics students to determine what would happen if apples were blue.

Few Repositories of Problems for PBL. Different fields have different resources for PBL, which was evident in one of the other students posts on this forum who spoke about apprenticeship. However, many academic fields have not defined the problems that would be helpful. This reinforces my point that it must be learning for a purpose, even if there is no one right answer.

For the problems to be relevant, they have to come from the interaction between the field of study and the actual profession the students will be entering.

Instructor Investment. A high level of instructor support is required, and teachers are often already stretched too thin.

I am interested in the possibility of integrating a PBL project in the near future.