Christ university instructional design for problem based learning

Instructional Design for Problem Based Learning in Engineering V.Thanikachalam B.E., M.Tech., M.S., Ph.D., FIE., FIGS (vthani2025@gmail.com)

Smart students!

Conventional class!

Driver for PBL ?

Make in India !

Design in India Develop prototypes in India Test in India Improve the products in India Mass produce in India Export from India Innovate in India!

Students’ behavior ?

Students’ Behaviour Students’ behaviour progressively mirrors that of the faculty Both teachers and the students are learning in new situations in undefined cases

Sources of problems

Problem Based Learning Active and student-directed; peer-and tutor monitored Should have completed core and applied courses Learning in the context, assists students to organize their long-term memory for retrievals Communication skills, respect for the views of others, the critical skills, the satisfaction of contributing to the group, ability to give and take criticism without offence being caused.

Motivation of Learners The excitement of self-discovery Assume the role of future executives of companies Realize the importance of excellent solutions Learn project management Aid in executive development

Problem?

Self directed learning!

Self-directed Learning and Self-Assessment Developing the learning habit Learn problem analyses Improve critical thinking

Definition of PBL A pedagogical strategy for posing significant, contextualized, real world situations, and providing resources , guidance, and instruction to learners as they develop content knowledge and problem-solving skills.

(Mayo,Donnelly,Nash,&Schwartz-1993)

PBL?

Learners’ Role In problem base learning, students collaborate to study the issues of a problem as they strive to create visible solutions.

(Aspy, Aspy&Quimbly-1993) Learning in problem based situation normally occurs within small discussion groups of students facilitated by an instructor/ faculty (Bridge & Hallinger,1991).

Faculty role

Faculty’s Role Subject matter expert Resource guide Task group consultant Encouraging learner participation Provides appropriate information Assumes the role of fellow learner Avoids negative feedback

Advantages of PBL Task group processes information Competencies to solve the problem Develops flexibility Develops cognitive strategies Helps to analyze unanticipated, and ill structured situations Produces meaningful solutions

Conventional Lecture Method Information on knowledge and rules Situation specific with well-defined problem parameters Predetermined outcomes with one correct answer Focus on instruction is to solve predetermined problem Generally does not prepare the learners to solve real life complicated problems Ineffective in transferring the learning to new domains

Real Life Problems Seldom parallel to well-structured problems Demand critical thinking skills Learners need to interact with life beyond curriculum, class and meeting hours (2-4-6) Demand problem solving skills

Real life problem?

PBL is Concerned With: What should students learn?

How they should learn?

PBL ?

Specially Prepared Problems Usually written cases derived from real world experience Stimulate active learning Based on the curriculum outcome Integrated approach (science, engineering, mathematics, & management)

Implementation of PBL Less Lecturing More Learner Contact Self Directed Learning Relevant Materials Practical Clearly Related to Objectives for Teaching

Implementation of PBL ?

Focus of PBL Encourages the Learners to work on Real Life Problems Integrates Experiences Recalls Previous Knowledge Networks, Skills and Procedures

Focus of PBL

PBL Steps CLARIFY TERMS AND CONCEPTS WHICH ARE NOT CLEAR DEFINE THE PROBLEM ANALYSE THE PROBLEM BRAIN STORM LIST POSSIBLE OUTCOMES

FORMULATE PROGRAM LEARNING OBJECTIVES AND SET PRIORITIES LOOK FOR ADDITIONAL INFORMATION OUTSIDE THE GROUP REPORT BACK, SYNTHESIZE AND TEST THE DECISIONS

Specialty of PBL PLACES THE RESPONSIBILITY FOR LEARNING IN THE HANDS OF STUDENTS VERY USEFUL TEACHING STRATEGY FOR SENIOR UNDERGRATUATE PROGRAMS

PROVIDES EXPOSURE TO LEARNING IN THE PRODUCT DEVELOPMENT GOOD STARTING POINT FOR SHARED LEARNING LEARNING FROM CASE ANALYSIS OF THE MATERIAL SEEN

BY LEARNERS THEMSELVES USES VIDEOTAPES

Highlights of PBL STUDENTS’ LEARN

BY ANALYSING THE GIVEN PROBLEMS STUDENTS WORK IN TUTORIAL GROUPS & RECORDING KEY AREAS FOR LEARNING LEARNING IS ACTIVE AND STUDENT -DIRECTED

SELF-DIRECTED LEARNING SKILLS ARE DEVELOPED AND ENHANCED TEACHERS GUIDE AND FACILITATE RATHER THAN DIRECT DISCOVERY AND APPLICATION OF KNOWLEDGE EMPHASISED OVER RECALL

Assessment Assessment Focuses on Interaction of Test Results, Reasoning and Self Directed Learning as well as Recognition of Facts

Assessment ?

Assumptions of PBL Students are assumed to be better able to learn and recall information through: Activation of prior knowledge Elaboration on newly acquired knowledge Contextual knowledge

Learning Process

Learning Process Preliminary discussions in small groups Students mobilize available knowledge Constructs explanatory models based on the prior knowledge Process and comprehends new information

Elaboration (Construction of Cognitive models) Discussion Note-taking Answering questions New information is understood if students are stimulated to elaborate on it.

Facilitating Student Learning Use Tutorial Discussion Groups Supplement by Traditional Methods to Stimulate Active Learning on the Parts of Students Choose Problems by Deriving from Clear Objectives/ Planned Course Outcomes Problems are Sensitive to the Level of Sophistication at Different Stages of Training

Traditional Approach Curriculum Overload Inappropriate Teaching Methods Shifted the Emphasis of the Real Life, Undefined & Away from Interrelated Disciplines (Mathematics, Material Science, Technology‌)

Implications of PBL Less Lecturing More Student Contact Small Group Work Self-Directed Learning

Advantages of PBL * Preliminary Discussion in Small Groups * Activation of Prior knowledge * Elaboration on Newly Acknowledge * Contextual Learning

Advantages !

General Problem Solving (Task Dependent) Skills A task or challenge as a source of learning Ability to assess technicians, skilled workers and solve their problems Acquisition of knowledge Exposure to real-life engineering problems Problem solving skills dependent on acquisition of knowledge

Learning Task?

Problem / Learning Task The group’s task is to evaluate and define the different aspects of the problem, physical, social, managerial, environmental etc.

Achieve an understanding of the basic mechanisms involved A planned strategy-a way of enabling students to develop the required reasoning and critical thinking more efficiently Speeding up the process of acquiring the experience

Integration of Basic Science Concepts into Field Problems Focusing on application of previous knowledge in new situations Encourages the integration of knowledge from domains (mathematics and physical sciences) Students are able to integrate basic science, core and applied knowledge into the solutions of field problems

Desired Student Outcomes An ability to apply knowledge of mathematics, science, and engineering An ability to design a system, component, or process to meet desired needs within realistic constraints such as economic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturing and sustainability

Desired Learning Outcomes

Desired Student Outcomes‌ An ability to function on multidisciplinary teams An ability to identify, formulate, and solve engineering problems An understanding of professional and ethical responsibility An ability to communicate effectively

Desired Student 0utcomes‌ The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and social context A recognition of the need for, and an ability to engage in life-long learning An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

Self-directed Learning Skills Learn to learn to meet the personal needs Independent Self-directed Lifelong learners Self evaluates Conduct literature searches themselves

Intrinsic Interest in Subject Matter Enhances intrinsic interest in subject Increases motivation Involves the learners more actively in the issues at hand

Potential Difficulties with PBL The Variation in Quality of the Teachers Tutorial Skills Confusion among the Students Lack of a Sense of Purpose Orienting and Training the Students Seminars and Lab. Demonstrations are Essenstial

Competency List for Faculty Knowledge of PEOs Conduct Job Analysis List the Tasks to be Accomplished Prepare Competencies List Grade them Write Learning Objectives & Learning Outcomes Select appropriate real life problems

COMPETENCY

Development of Cases Based on the PEOs and Course Outcomes Cases are to be Written from Real Life Observations Small Groups are to be formed Guidance are to be Provided for Learning Materials Brain Storming is to be Conducted Feedback, moderation from the Tutor

Role of the University • Organize short -term faculty

• • • • • •

development programs in developing instructional materials in PBL Collecting books on industrial problems Collecting books on building failures Conducting workshops in cooperation with industries Evaluating the draft materials Publishing the materials Including a set of cases in selected courses

Checklist to Better Learning Agree on your mission Create goals for student outcomes and process Identify related activities for each goal Brainstorm appropriate measures Evaluate and select measures Identify appropriate assessment methods

Develop a plan for collecting data Prioritize goals Set timeline, milestones Implement assessment plan Use data to improve process Communicate results

Review of Cases (Formative Evaluation) Interdisciplinary Approach Editing Preparation of data and information materials Preparation of Video Clippings

Assessment of student learning -

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Assessment: Begins with educational values Should reflect an understanding as multidimensional, integrated, and revealed in performance over time.

Should have clear, explicitly stated purposes Should focus on the experiences that lead to the planned outcomes

Assessing student learning‌ It should be ongoing, not episodic Should foster wider improvement when representatives from across the educational community are involved Begin with issues of use and illuminate questions that people really care about It should be part of a larger set of conditions that promote change Educators must meet responsibilities to students and to the public

Summative Evaluation Review the Findings Fine Tune the Case Files based on the PERFORMANCE OF THE LEARNERS Recycle

Exit Interview of the Learners Get the feedback on the implementation of PBL Review and improve

Smart students ?

Yes!

Thank You, Your questions, please ?