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ISSUES AND CHALLENGES INIMPLEMENTING PBL:
IMPLICATIONS FOR
MANAGEMENT EDUCATION
By:
PM Dr Sopia Md YassinDirector, NCDRC
Sultan Idris Education University
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Rationale of PBL
Are our students ready forthe demands of our
changing economy and
workplace?
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Rationale of PBL
Are our students information and technology literate?
Are our students flexible and adaptable?
Are our students innovative?
Are our students effective communicators?
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Rationale of PBL
Are our students criticalthinkers and problemsolvers?
Are our students globallyaware?
Are our students goodcollaborators?
Are our students self-directed?
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The Change:
The Changing World
We are preparing our studentsfor jobs that don't exist, using
technologies that have not
been invented, to solve
problems that we haven't even
considered yet.
Richard Riley (1999)
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The Change:
The Changing Nature Of Students
Change in environment has aknock-on effect on the ways
learners think, behave and
learn.
(OECD, 2009)
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The Change:
The Changing Nature of Teaching
and Learning
Student centered learning
Cognitive processes
Learning skills
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The Change:
The Changing Understanding of
Learning
Neuroscience of learning
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The Change:The Changing Scene in Higher
Education cuts in public funding
greater proportionin higher
education
teaching-friendly
environment
growing criticism
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Goals of Professional Education
Education in the professions
should prepare students for
action.
Charles Gragg, 1940
Harvard Business School
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PBLAn education process that
requires the learner to go
through the same activities
during learning that are valued
in the real world
The intent is to challenge the
learner with problems found
in practice both as a stimulus
for learning and focus for
organizing what has been
learned for later recall and
application to future work.
Howard Barrows (2000)
http://rds.yahoo.com/_ylt=A0Je5x5JP3VFXR0AU0eJzbkF;_ylu=X3oDMTBjMHZkMjZyBHBvcwMxBHNlYwNzcg--/SIG=1f34th977/EXP=1165398217/**http:/images.search.yahoo.com/search/images/view?back=http://images.search.yahoo.com/search/images?p=Howard+Barrows+&ei=UTF-8&fr=sfp&x=wrt&w=445&h=396&imgurl=shaw.medlib.iupui.edu/cgea/barrows.jpg&rurl=http://shaw.medlib.iupui.edu/cgea/barrows.html&size=161.0kB&name=barrows.jpg&p=Howard+Barrows&type=jpeg&no=1&tt=25&oid=402c0bf6859874ce&ei=UTF-87/31/2019 Prof Sopia Ppt Slides (1)
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PBL : Change in Starting Point
Change in Roles
Existing
Lecturer Student
Content
FacilitatorProblem
Solver
Problem
PBL
Learn new
knowledge
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EXISTING PBL MODELS(118 courses at 103 institutions across 35 countries)
QuickTimeand adecompressor
are needed to see this picture.
Linkoping University
Roskilde University
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Where & How Are PBL Practiced?
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Faculty Decision Making: Intensive
Training
4th -6th SEPTEMBER 2006
Temasek Polytechnic
14 lecturers from Faculty of
Science and Technology
First exposure
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Formation of PBL Pilot Team
1st
November 2006 14 members
Objectives
Implement PBL in FST,UPSI
In-house training
Research
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In-house Training
11th
and 12th
December2006
Trained 25 FST lecturers
Plan and develop teaching
and learning curriculumbased on PBL for science
and mathematics
Followed the Temasek
Polytechnic Model
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Pilot Test
Started on Semester II2006/07 (DecemberMarch)
Courses involved :-
Biology Teaching Method
Strategies in Teaching
Biology
Biotechnology
Coordination Chemistry
Animal Physiology
Fundamental Biology
Physics Teaching Method
Basic Physics
Number Theory
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Outcomes of The Pilot Test
(Students Responses)
solve daily life problem,
better understanding of
subject matter
student-centred
positive argument creative thinking
confident, independent,
improve self-esteem
build communication skill and
teamwork encourage to develop inquiry
gain a lot of knowledge,
share and exchange
information
What did
you enjoymost
about the
PBL
sessions?
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Outcomes of The Pilot Test
(Students Responses)
more challenging problem
scenario and real situation
implement in more courses,
options for students to choose
own topic related to the subject
shorter period for a problem vs
more time
experiences needed before
giving the actual problem
integrated interdisciplinary
approach in a problem scenario rubrics are given earlier
more facilitators for large groups
How couldthese
sessions be
improved?
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Outcomes of The Pilot Test
(Lecturers Responses)
Able to internalize knowledge acquired
Increase in confidence level and self-esteem
Transfer skills to non-PBL tasks
Brave to ask questions
Effective problem scenarios
Managing large group
Suitable assessment methods
Student not transparent in givingassessment
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Issues And Challenges
Curricular format
Resourcerequirement
Faculty
development
Problem/trigger design
Assessment
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Recommendations for Implementing
PBL in Other Institutions
Decide and understand why you are incorporating PBL
Involve the whole faculty
Trained in PBL facilitation, problem design &assessment
Create champions
Relevant and appropriate curriculum management plan
Engage in constant improvement based on feedbackand needs
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Ongoing Initiatives
CompetencyAssessment Level
PBL Outreach forSchools
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Ongoing Initiatives
Research & Publications
Creating Global Network
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Role and Support for Students
Student induction into PBL and the process
Workshops on supporting skills
Eg: problem solving, self directed learning, teamworkand interpersonal skills, group learning, peer teaching,
information literacy and assessment.
Learning spaces PBL studios, learning pods,podcasts
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Role and Support for Facilitators
PBL foundationprogrammes:
Introduction to PBL andits philosophy
Curriculumconstruction for PBL
Problem design
Assessment for PBL
PBL facilitation fortutors
Ongoing supportincludes:
Co-tutoring new withmore experiencedlecturers
Further training inspecific areas
Continuousimprovement
Setting up communities
of learning Rewarding
contributions
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Hallinger (2006)
Seeing and
hearing is believing,but eating is
knowing. Wisdom cannot betold
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THANK YOU
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