ProblemProblem--Based LearningBased Learning

問題導向學習模式問題導向學習模式

黃惠民黃惠民HuiHui MingWeeMingWee

weehm@cycu.edu.twweehm@cycu.edu.tw

GoalGoal

To introduce To introduce Problem Based LearningProblem Based Learningfocusing on focusing on improving instructionimproving instruction to better to better meet the needs of our studentsmeet the needs of our students..

How can I get my students to think ?

Outline Outline •• IntroductionIntroduction•• Define ProblemDefine Problem--Based Learning (PBL)Based Learning (PBL)•• Why PBL?Why PBL?•• PBL ProcessPBL Process•• The Role of Stories in PBLThe Role of Stories in PBL•• Does PBL Work?Does PBL Work?•• Reasons for not Implementing PBLReasons for not Implementing PBL•• Final thought and SummaryFinal thought and Summary

IntroductionIntroduction

Education is the key to success

The role of education, in general, is the training in problem solving

Courses in universities seldom cover creativity, innovation or problem solving

IntroductionIntroductionTellTell me and I will me and I will forgetforgetShowShow me and I will me and I will rememberrememberInvolveInvolve me and I will me and I will understandunderstandStep back and I will actStep back and I will act出自荀子《儒效篇》：「不聞不若聞之，聞之不若見之，見之不若知之，知之不若行之；學至于行之而止矣。」

白話翻譯：未聞不如耳聞，耳聞不如目睹，目睹不如心領神悟，心領神悟不如身體力行。能學至身體力行便足夠了。

意旨：一個人的學習態度，應以身體力行為先。意旨：一個人的學習態度，應以身體力行為先。

Good teaching should focus on Good teaching should focus on what the what the students are doingstudents are doing

PBL helps our students to keep pace with the continually expanding knowledge base in the world.

•students must become life-long, self-motivated learners; •learning takes place in small grouptutorials and is problem-based and self-directed; •progress is monitored by continuous personal and group evaluation

IntroductionIntroduction

PBL DefinedPBL DefinedPBL was first developed as an alternative to traditional medical education at McMaster University, Canada in 1969••PBL has two key components:PBL has two key components:

-- Starting point is a Starting point is a problemproblem-- StudentStudent--centeredcentered approachapproach

••The teacher has the role of The teacher has the role of facilitatorfacilitator and and coachcoach rather than the rather than the ““sage on the stagesage on the stage””

Traditional program

Teacher or textbook determines what the students should know

Teacher-centered

PBL DefinedPBL DefinedOther terms similar to PBLOther terms similar to PBL

•• Case methodCase method•• ProjectProject--orientedoriented•• Cooperative learningCooperative learning•• Active learningActive learning•• Research projectResearch project•• Objective based active learningObjective based active learning

Basic Principles of Outcomes Basic Principles of Outcomes Based Action LearningBased Action Learning

Reflection

Experience

Practice Action

Decision

Theory

PBL DefinedPBL Defined

•• ““Learning which results from the Learning which results from the process of working towards the process of working towards the understanding or resolution of a understanding or resolution of a problemproblem””

Manchester School of EngineeringManchester School of Engineering

PBL DefinedPBL Defined

••There is debatable in what is authentic PBLThere is debatable in what is authentic PBL

Principles that collectively make up PBLPrinciples that collectively make up PBL–– student centerednessstudent centeredness

–– learning through selflearning through self--directed discoverydirected discovery

–– problems as triggers for learningproblems as triggers for learning–– collaborative workcollaborative work

-- critical reflectioncritical reflection

Why PBL?Why PBL?•• Changes in the student population (lack of Changes in the student population (lack of

adequate preparation, manifestation of adequate preparation, manifestation of boredom).boredom).

•• All of us had witnessed the change in our All of us had witnessed the change in our students, and each reacted in different ways students, and each reacted in different ways (outrage, withdrawal, career changes, etc.).(outrage, withdrawal, career changes, etc.).

•• We could not change the attitude and We could not change the attitude and competence of arriving students, but we could competence of arriving students, but we could work on transforming them for the period of work on transforming them for the period of time they were with us.time they were with us.

Why PBL?Why PBL?•• If we do nothing, our retirement years will be If we do nothing, our retirement years will be

miserable and perhaps even unlivable.miserable and perhaps even unlivable.•• Imagine: what life would be like if we failed to Imagine: what life would be like if we failed to

educate our students, but gave them degrees educate our students, but gave them degrees anyhow. Students passing bridge design course anyhow. Students passing bridge design course when he should not. Student sleeping through when he should not. Student sleeping through surgery but managed to pass the exam. surgery but managed to pass the exam.

•• Problems are becoming more complex (global Problems are becoming more complex (global warming, energy shortages, and political conflicts)warming, energy shortages, and political conflicts)requiring deeper thinking and analysis to requiring deeper thinking and analysis to uncover solutions. uncover solutions.

Why PBL?Why PBL?

““I am always I am always ready to learnready to learnalthough I do although I do not always like not always like being taughtbeing taught””

Winston ChurchillWinston Churchill

Why PBL?Why PBL?•• PBL is the key to teaching students how to PBL is the key to teaching students how to

cope with the changing worldcope with the changing world•• Better training in Better training in ““nonnon--technical skillstechnical skills””--good communication and the ability to work good communication and the ability to work in teamsin teams

•• To train students with competence toTo train students with competence to seekseekand and utilize new knowledge independentlyutilize new knowledge independently

•• To help students learn how to learnTo help students learn how to learn

Why PBL? Why PBL? Learn and RetainLearn and Retain

Say

See &Hear

See

Hear

Experience

Cone of LearningCone of Learning 20%

30%

50%

70%

90%

Why PBL?Why PBL?•• Traditional teaching method not adequate; Traditional teaching method not adequate;

studentsstudents struggle tostruggle to apply what is learned. apply what is learned. Study of real life Study of real life problems in PBL fosters insightproblems in PBL fosters insightinto what to expect in their jobinto what to expect in their job

•• By starting with a problem, the students can By starting with a problem, the students can identify their learning needsidentify their learning needs and structure and structure learning accordinglylearning accordingly

•• Skills and knowledge that PBL students Skills and knowledge that PBL students acquired give them acquired give them more confidentmore confident and enable and enable them to bethem to be more successful upon graduationmore successful upon graduation

PBL ProcessPBL ProcessThe Process consists of six steps:The Process consists of six steps:•• ExplorationExploration of the problem and generation of of the problem and generation of

hypotheseshypotheses•• Identification of learning issuesIdentification of learning issues (based on (based on

prior knowledge) and information sourcesprior knowledge) and information sources•• Information gatheringInformation gathering and independent studyand independent study•• Critical discussionCritical discussion of the knowledge acquired of the knowledge acquired

(in a group setting)(in a group setting)•• ApplicationApplication of the knowledge to solve the of the knowledge to solve the

problemproblem•• ReflectionReflection on the process and provision of on the process and provision of

feedbackfeedback

PBL ProcessPBL ProcessHow is this different than a How is this different than a traditional traditional program?program?

START

Told what weneed to know

Learn It

Given problemto Illustrate how

to use it

TRADITIONALPBL

Donald R. WoodsDonald R. Woods

START

ProblemPosedLearn it

Identify whatwe needto know

Apply it

發展問題

描述問題

問題確認

學習

應用

執行步驟執行步驟

feedback

Problem Based LearningProblem Based LearningImplemented at Aalborg University since 1974Implemented at Aalborg University since 1974

REPORT/DOCUMEM-

TATION

PROBLEMANALYSIS

Literature Lectures Group Studies

PROBLEMSOLVING

Tutorials Field Studies Experiments

The Role of Stories in PBLThe Role of Stories in PBLStories are the most natural form of Stories are the most natural form of teachingteachingOur ancestors used stories to pass down Our ancestors used stories to pass down important lessonsimportant lessonsAlmost 2000 years ago, Jesus used stories Almost 2000 years ago, Jesus used stories (parables) to teach(parables) to teachSupporting problems with stories can help Supporting problems with stories can help studentsstudents gain clearer insight and experiencegain clearer insight and experience

Successful preachers use stories Successful preachers use stories to foster deeper understanding,to foster deeper understanding,and aid memoryand aid memory

The Role of Stories in PBLThe Role of Stories in PBLIn In fire commander trainingfire commander training, stories are , stories are used as a primary instructional method used as a primary instructional method InIn engineeringengineering, case studies (a form of story) , case studies (a form of story) are essential to learning complex problems are essential to learning complex problems In In business management trainingbusiness management training, real , real stories are used to help students stories are used to help students developing problem solving or decisiondeveloping problem solving or decision--making skills making skills Stories function as a substitute for Stories function as a substitute for direct experiencedirect experience

Evaluating PBLEvaluating PBLKirkpatrickKirkpatrick’’s hierarchy levels of evaluations hierarchy levels of evaluation

Impact-on society

Performance-transfer of learning to work place

Learning-knowledge or skills

Reaction-satisfaction or happiness

Participation-involvement

評估Kirkpatrick 的階層

Does PBL Work?Does PBL Work?Engineering curriculum findingsEngineering curriculum findings

•• students chose to go to Aalborg because of PBLstudents chose to go to Aalborg because of PBL•• students arestudents are enthusiastic about group workenthusiastic about group work•• half of practicing engineers felt source of their half of practicing engineers felt source of their

professional knowledge was fromprofessional knowledge was from project workproject work•• Students felt betterStudents felt better prepared inprepared in management, management,

cooperation, problemcooperation, problem--solving, team work, and solving, team work, and general technical knowledgegeneral technical knowledge

Does PBL Work? Does PBL Work? Health Health Sciences ResearchSciences Research

•• PBL students in medical programs PBL students in medical programs demonstrated demonstrated better clinical performancebetter clinical performance

•• Nursing PBL students were Nursing PBL students were better prepared in better prepared in communication and selfcommunication and self--directed activitydirected activity

•• PBL students PBL students spend more time in the libraryspend more time in the library, , check out more library books, use a wider check out more library books, use a wider variety of written resources, and place more variety of written resources, and place more emphasis on journals and onemphasis on journals and on--line literature line literature searchessearches

Engineering Curriculum with PBLEngineering Curriculum with PBLIn AustraliaIn Australia-- University of TechnologyUniversity of Technology, Sydney, Sydney–– MonashMonash UniversityUniversity, in Civil Engineering, in Civil EngineeringIn CanadaIn Canada–– McMaster UniversityMcMaster University, Canada. Some courses in , Canada. Some courses in

Chemical EngineeringChemical Engineering-- University of British ColumbiaUniversity of British ColumbiaIn BritainIn Britain–– University of Manchester,University of Manchester, England in School of England in School of

Engineering. Undergraduate classes in Mechanical Engineering. Undergraduate classes in Mechanical and Aeronautical Engineering and Aeronautical Engineering

In DenmarkIn Denmark–– Aalborg UniversityAalborg University, in Engineering and Natural , in Engineering and Natural

ScienceScience

Engineering Curriculum with PBLEngineering Curriculum with PBLIn SingaporeIn Singapore-- TemasekTemasek PolytechnicPolytechnic,. Diploma in Computer ,. Diploma in Computer

Engineering is completely PBLEngineering is completely PBL–– Republic Polytechnic,Republic Polytechnic, Singapore. All PBL. Diplomas Singapore. All PBL. Diplomas

in in ‘‘ElectronicsElectronics’’ and and ‘‘Industrial SystemsIndustrial Systems’’ Engineering Engineering •• In the United StatesIn the United States::

–– Clemson University, South CarolinaClemson University, South Carolina–– North Carolina State University, North CarolinaNorth Carolina State University, North Carolina–– Stanford University, CaliforniaStanford University, California–– University of Akron, OhioUniversity of Akron, Ohio–– University of Connecticut, ConnecticutUniversity of Connecticut, Connecticut–– Wayne State University, MichiganWayne State University, Michigan

Most other university programs are based on traditional Most other university programs are based on traditional curriculum and way of teaching curriculum and way of teaching www.udel.edu/pblwww.udel.edu/pbl

Top Top 10 Skills10 Skills Essential in Essential in TodayToday’’s Workers Worker

•• ReadingReading•• WritingWriting•• ComputingComputing•• Speaking Speaking •• ListeningListening

•• Solving problemsSolving problems•• Managing yourselfManaging yourself•• Knowing how to learnKnowing how to learn•• Working as part of a teamWorking as part of a team•• Leading othersLeading others

William Bridges William Bridges ““Job Shifts in the New EconomyJob Shifts in the New Economy””

* PBL is key to learn the skills

Reasons for Reasons for notnot Implementing PBL Implementing PBL

•• ““It is not difficult to find educators who It is not difficult to find educators who are sympathetic to the principles of PBL are sympathetic to the principles of PBL but what is challenging isbut what is challenging is having the will, having the will, capacity, opportunity, and knowledge of capacity, opportunity, and knowledge of how to applyhow to apply these principles to specific these principles to specific contexts. For those embarking on the contexts. For those embarking on the path of implementing PBL, the path of implementing PBL, the way is way is often unmapped and the light is dimoften unmapped and the light is dim..””

Glen OGlen O’’Grady, Republic PolytechnicGrady, Republic Polytechnic

Reasons for not implementing PBLStudentsStudents’’ concernsconcerns•• whether they learn all of the requiredwhether they learn all of the requiredcontentscontents

•• problems with group processproblems with group process•• inconsistent faculty expectationsinconsistent faculty expectationsFacultiesFaculties’’ concernsconcerns•• whether they teach all of the requiredwhether they teach all of the required

contentscontents•• loss of control in what the students learnloss of control in what the students learn•• difficulty with evaluationdifficulty with evaluation

Final Thought Final Thought -- Charting ourCharting ourCourseCourse

““A journeyA journeyof a thousand milesof a thousand miles

startsstartswith a single stepwith a single step””

ConfuciusConfucius

孔子說孔子說::旅千里之行始於一個單一的一步。旅千里之行始於一個單一的一步。

Final Thought Final Thought -- Continuous Continuous LearningLearning

給學生一條魚給學生一條魚，，

不如教他如何釣魚！

PBL teaches students how to learn by themselves

Teaching Tipshttp://www.mcmaster.ca/learning/teaching_tips/tipshome.ht

SummarySummary•• Evidence from the past 20 years of Evidence from the past 20 years of

experience in engineering programs experience in engineering programs suggestssuggests PBL as the answer to teaching PBL as the answer to teaching students how to be solve problemsstudents how to be solve problems

•• Despite its effectivenessDespite its effectiveness, , most most engineering faculties still hesitate to use engineering faculties still hesitate to use PBLPBL

•• For those who areFor those who are willing to apply PBL, willing to apply PBL, you will be critical in making you will be critical in making your your university a world class university !university a world class university !

參考文獻：

[1] Hendricks, H.G., Teaching to Change Lives. Multnomah Press, Portland, Oregon (1987).

. [2] Northwood, M.D., Northwood, D.O., and Northwood, M.G.,2003, Problem-based learning (PBL):from the healthsciences to engineering to value-added in the workplace,6th UCIEE Annual Conference on Engineering Education, pp.19-32.

[3] Savander-Ranne, C., 2003, Improving the conceptual understanding of engineering students, 6thUCIEE Annual Conference on Engineering Education, pp. 85-90.

[4] Wee, H.M., and Samuel Wang, 2003/2, A Creative Approach to Teaching and Learning Problem Solving inEngineering Education, 6th UICEE Annual Conference on Engineering Education, pp.312-314, Cairns, Australia.

Thank youThank youGod BlessGod Bless

Any questions?Any questions?

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