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UNIT 2:
Developing Problem-based and Project-based approaches

Modular Objective:

At the end of this module students must be able to:

 To provide education in the use of technology in instruction by providing
knowledge and skills on technology integration-in-instruction to learners
 To impart learning experiences in instructional technology-supported instructional
planning
 To acquaint students on information technology or IT- related learning theories
with the computer as a tutor
 To learn to use and evaluate computer-based educational resources

MODULE 2: PROBLEM BASED LEARNING

Developing Problem-based and Project-

based approaches Developing Problem-
based and Project-based approach
INTRODUCTION

Different kinds of problems require different kinds of learning approaches and different
socio-technical environments to support them. Outside the classroom, much learning and
problem solving takes place as individuals explore personally meaningful problems and
engage with each other in collaborative activities while making extensive use of media
and technologies.

PROBLEM-BASED LEARNING

What is Problem Based Learning?

Problem Based Learning is an active student-centered pedagogy in which students learn

about a subject through the experience of solving an open-ended problem found in trigger
material. The PBL process does not focus on problem solving with a defined solution, but
it allows for the development of other desirable skills and attributes. This includes
knowledge acquisition, enhanced group collaboration and communication. The

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PBL process was developed for medical education and has since been broadened in
applications for other programs of learning. The process allows for learners to develop
skills used for their future practice. It enhances critical appraisal, literature retrieval and
encourages on going learning in a team environment.

Problem-based learning is a category of experiential learning that involves students in the

process of critical thinking to examine problems that lack a well-defined answer. In
problem-based learning, students are given a problem with only preliminary information.
They work towards solving the problems themselves, rather than reviewing how others
have resolved the situation or problem as in a case study. They do not produce a product
as in project-based learning, and students are not necessarily working in the community
unless they are gathering data.

Problem-based learning fosters students’ metacognitive skills. They must be consciously

aware of what they already know about an area of discovery as well as what they do not
know. In addition, students must be aware of strategies they can use to solve the
problem. Students do not necessarily walk away from a problem-based learning strategy
with knowledge; rather, they develop problem solving skills they can use for lifelong
learning. Students also learn how to work with a team, much like they will in their future
professional work. Group dynamics can be challenging and as students work through
these challenges, they gain new skills. Further, students learn to connect concepts as
they progress. Student confidence in their skills and ownership of their learning are strong
benefits of problem-based learning (Stanford University Center for Teaching and
Learning, 2001).

To facilitate problem-based learning, we recommend the following steps adapted from

Svinicki & McKeachie (2014):

1. Students are assigned to permanent groups to explore the problem, organize

their thoughts, and define the concepts or elements of the problem.
2. Students identify resources related to the problem.
3. Students attempt to determine the nature of the problem.
4. Students pose questions about the problem. These are questions students don’t
yet understand and require new learning.
5. Students record and discuss learning issues. They continually determine what they
don’t know and what needs further investigation.
6. Students list the learning issues in order of their importance and assign them to
individuals or to the whole group.
7. Students discuss needed resources with the instructor as well as constraints that
may interfere with solving the problem.
8. Students select an initial response to the problem using criteria they develop such
as cost, materials needed, political processes, environmental constraints, etc. to
determine if the response is an acceptable solution.
9. Students determine what must be done to arrive at an acceptable solution, review
and analyze the learning issues, and work towards integrating their knowledge.

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 10. Students choose a solution to the problem and evaluate that solution.
11. Students determine ways to monitor their solution.
12. Students continue to determine new learning issues related to the problem.

Structure of Problem Based Learning (PBL):

PBL can have many forms according to Atherton J.S (2005). A good PBL can have the
following factors:

1. Problems should associate with real life problems.

2. Unlike the normal method learning, where students try to solve questions based
on the available knowledge that they have received; In PBL, students try to solve
questions without any prior knowledge, and they can find answers through the
exploration of several options provided by the question.
3. At the beginning of the learning process, problems are given to the students in the
form of PBL intentionally.
4. Problem based learning should support studying through effective teamwork and
that it should alliance friendly, that is, the problem should study in such a manner
that each aspect of the question should be divided among the team so that
everyone can gain from it.
5. The teacher becomes a coordinator who acts as a supervisor, a source guide
and becomes an advisor for the students.
6. Problem based learning requires lots of time, and each PBL should give time for
the students to learn and participate.
7. PBL is most effective if it crosses multi-disciplinary disciplines. This helps PBL to
be effective in a large number of areas.

Why Problem-Based Learning (PBL)?

A PBL course design in such a way to provide students with authentic, hands-on real life
problems and practices that encourage students to think outside the box.

The students grouped to form groups that usually supervise by the teacher or any
teaching associate from their respective departments. In traditional learning methods,
pupils often burden by the topics they teach and the whole studying experience becomes
boring and cumbersome. Moreover, students expect to study and memorize topics, which
do not even seem relevant to the day to day life activities. This makes studying just a
mere tool for getting a job and nothing more. Students don’t feel any enthusiasm towards
studying and do not show any interest in taking the initiative to

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study what teaches in the classroom. The main reason for this issue is that no effective
discussions are going on within the classroom about the topics, and the students cannot
share their ideas on how they can use a certain topic that they studied and apply it to
real-life problems. The main advantage of PBL is that it makes the whole learning
experience interesting. PBL is a challenging program because they need to understand
the design of the organization and how it works by the motivation of the whole team.
The information provided is apparent; the students feel a need to search for information
when they solve and discuss problems. Hence students can feel genuinely interested in
learning.

Types of PBL:

1. Problem stimulated PBL (PS PBL):

PS PBL uses relevant knowledge and information to solve problems.

These are used to emphasize the three basic goals:

1. Development of domain specific skills.

2. Development of problem solving skill.
3. Interpretation of domain-specific knowledge

2. Student-centered PBL (SC PBL):

SC PBL has the same factor as PS PBL, and it also adds one more factor; updating life-
long skills. This factor is beneficial for people who have been teaching and practicing in
certain filed, for a long time.

Constantly updating their skill set is important. This applies to individuals such as
doctors, engineers, and executive professionals.

3. Case-based PBL:

Determine what type of solution present, what should use to solve the given scenario
and focus and stress on that topic to study.
Search for alternative methods and see how the scenario can solve more efficiently.
This method also knows as learning by design.

What are the Essential Elements of Project-Based Learning?

Although definitions and project parameters may vary from school to school, and PBL is
sometimes used interchangeably with "experiential learning" or "discovery learning," the
characteristics of project-based learning are clear and constant.

In essence, the PBL model consists of these seven characteristics:

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1. Focuses the student on a big open-ended question, challenge, or problem to
research and respond to and/or solve.
2. Brings what students should academically know, understand, and be able to do into
the equation.
3. Is inquiry-based.
4. Uses 21st-century skills such as critical thinking, communication, collaboration, and
creativity, among others.
5. Builds student choice into the process.
6. Provides opportunities for feedback and revision of the plan and the project.
7. Requires students to present their problems, research process, methods, and
results.
CHARACTERISTICS:

1. Learning is student centered.

2. Learning occurs in small student groups.
3. Teachers are facilitators or guides.
4. Problems form the organizing focus and stimulus for learning.
5. Problems are a vehicle for the development of clinical problem-solving skills.
6. New information is acquired through self-directed learning.
7. Shifts away from short, isolated teacher centered lessons
8. Integrates real world issues and practices
9. Teaches students to apply what they have learned in university to life-long
endeavors

Steps in Problem Based Learning

1. Identify the problem (Students confront a problem.)

2. Explore pre-existing knowledge (In groups, students organize prior knowledge
and attempt to identify the nature of the problem.)
3. Generate hypotheses and possible mechanisms
4. Identify learning issues
5. Self-study
6. Re-evaluation and application of new knowledge to the problem
7. Assessment and reflection on learning

Process of PBL

1. Students pose questions about what they do not understand.

2. Students design a plan to solve the problem and identify the resources they
need.
3. Arrange possible explanations and working hypotheses
4. Students begin to gather information as they work to solve the problem.
5. Report back, synthesize explanations, and apply newly acquired information to
the problem

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 KWI Table
K W I

Role Changes

 In problem-based learning, the traditional teacher and student roles change.

 The students assume increasing responsibility for their learning, giving them more
motivation and more feelings of accomplishment, setting the pattern for them to
become successful life-long learners.
 The faculty in turn become resources, tutors, and evaluators, guiding the students in
their problem solving efforts.

PBL Students Role

1. Work in a group of six to eight

2. Meet for about an hour and a half two or three times a week
3. Analyse, discuss and generate questions and learning tasks from the scenario
4. Engage in self-directed learning Communicate results back to group

PBL Teachers Role

1. Monitors and evaluates learning/discussion

2. Guidance is given in the form of suggestions
3. Keeps students involved
4. Manages group dynamics Keeps process moving
5. May intervene if the students are not working or if the activity is starting to go in
the wrong direction.
6. Provides authentic assessment

Advantages of PBL

1. Active learning : learn by doing

2. Increases student motivation Relevant issues and learning (real life problems)
3. Greater use of library and other resource material
4. Less use of memorization/short-term recall Increased faculty-student interaction

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Disadvantages of PBL

1. Demanding on staff time

2. Teacher’s not acquainted with PBL
3. Human resources
4. Other resources
5. Information overload
6. Different type of students- quiet student and dominant student
7. Dysfunctional group
8. Difficult with large classes
9. Needs flexibility and adaptability

Steps to Designing PBL Activities

1. Identify an Applicable Real-Life Problem: Find a tangible problem that’s

relevant to your students, allowing them to easily contextualize it and apply it to
future challenges.
2. Determine the Activity’s Purpose: Identify which skills you want to help
students build by running the activity, helping you complete the subsequent
activity design steps.
3. Create and Distribute Helpful Material: Provide hand-outs and other content,
such as datasets and news articles, to help students stay focused on the
activity’s purpose.
4. Set Goals and Expectations for Your Students: Give students a guide that
defines goals and expectations, keeping them on track.
5. Participate: Fill knowledge gaps and ask questions to dig into students’ thought
processes, helping them think through tough spots.
6. Have Students Present Ideas and Findings: Asking students to present their
thoughts and results to the class adds a large-group learning component to the
lesson.

REFERENCE:
Thomas, J.W. (1998). Project-based learning: Overview. Novato, CA: Buck
Institute for Education.
Internet Source
www.pitt.edu/~super7/32011- 33001/32941.
www.zums.ac.ir/files/education/Education.../prob lem_based_learning.
https://www.slideshare.net/jalpaJalpa/problem-based-learning-70785320