Issue Based Learning: A Case Study .

Uploaded on:
Category: Animals / Pets
Problem Based Learning: A Case Study. Presented by: Deana Halonen Ph.D. Candidate, M.S.W., H.B.S.W Agenda. Problem Based Learning (PBL) Characteristics Basic Steps Advantages Limitations The Case Study Major Findings Students Perceptions.
Slide 1

Issue Based Learning: A Case Study Presented by: Deana Halonen Ph.D. Hopeful, M.S.W., H.B.S.W

Slide 2

Agenda Problem Based Learning (PBL) Characteristics Basic Steps Advantages Limitations The Case Study Major Findings Students Perceptions

Slide 3

Problem Based Learning (PBL) Began in 1950\'s as a development to rebuild medicinal training at McMaster University (Canada) Unlike conventional guideline that finishes in an issue after fundamental direction on certainties and abilities (at times as a test or exam), PBL starts with an issue, showing actualities and aptitudes in an applicable setting

Slide 4

Characteristics of Problem Based Learning Requires understudies to tackle legitimate, genuine open-finished issues with many right answers conceivable Authentic issues are those genuine issues confronted by specialists, attendants, social laborers, cops, legal advisors, engineers, business heads, pilots, and so on., and so forth., and so forth

Slide 5

Characteristics of PBL Emphasizes understudies\' previous information; "begin with what you know" Students effectively take part by arranging, sort out, and assess the critical thinking process Interdisciplinary associations focused on Students attempt true parts

Slide 6

Basic Steps of Problem Based Learning Students partitioned into gatherings Real issue is exhibited and examined Students distinguish What is known in connection to the issue What data is required What systems or next strides to take keeping in mind the end goal to "take in" the data/learning/aptitudes required Individuals look into changed issues, accumulate assets

Slide 7

Basic Steps of PBL (con\'t) Resources assessed in gathering and new data/information/aptitudes shared/educated to rest of the gathering Cycle rehashes until understudies feel that issue has been confined sufficiently and the sum total of what issues have been tended to Possible activities, proposals, arrangements or speculations are produced Tutor bunches lead peer/self appraisals

Slide 8

Facilitators and Problem Based Learning Teachers are viewed as the "facilitator" and are vital to these learning situations Model higher-arrange prepare abilities Probe for understudy seeing Never recognize issues or express a conclusion while understudies are encircling the issues

Slide 9

Advantages of Problem Based Learning Greater maintenance and review of learning Interdisciplinary: can require getting to and utilizing data from an assortment of subject areas; Better coordination of information Integration of classroom & field Development of deep rooted learning aptitudes How to research How to convey in gatherings How to handle issues

Slide 10

Advantages of PBL Learning environment that is Active Cooperative Self & peer surveyed Student centred Highly successful Learning environment that gives Prompt input Opportunities to represent individual learning inclinations & various insights Opportunities to take into account an assortment of levels of learning

Slide 11

Advantages of PBL Learning environment that improves basic intuition and critical thinking aptitudes Greatest quality of PBL is: Increased inspiration Increased understudy fulfillment Increased Student-understudy communication Increased Student-educator collaboration

Slide 12

Limitations of Problem Based Learning Requires noteworthy pre-arranging and advancement of Authentic issues, cases, circumstances Resources accessible for understudies Literature Resource individuals Professionals in the field Requires a real responsibility and readiness to respect the information, encounter & aptitudes that understudies convey to the learning background

Slide 13

Limitations of PBL Requires a change of Paradigms A move of center from what staff educate to what understudies realize A perspective of the Instructor as facilitator of the learning instead of "the one master" whose part is to "bank learning" (Friere) through addresses or classroom showings

Slide 14

Resources & References Problem-based adapting, particularly with regards to expansive classes Available online at Stepien, Senn & Stepien (2000) The Internet and Problem-Based Learning: Developing Solutions through the web Rankin (1999) Handbook on Problem-Based Learning Challis Resource Centre Duch, Groh & Allen (2001) The Power of Problem-based Learning: A commonsense \'how to\' for showing college classes in any train

Slide 15

The Problem Imagine you are toward the end of a telephone line with a gathering of understudies who are arranged all through a locale, region, Canada, potentially past. It is a 3 hour class and you realize that while understudies can hear you, they can\'t see you or each other. You have no clue in the event that somebody is visiting, has gone to the washroom, is perusing the daily paper, making the week after week shopping list, or even left class for the day. You need to guarantee that understudies are associating with the material, interfacing with you (the Instructor), associating with each other and associating with the foundation. You realize that understudies report general disappointment with \'separation training\' and taking in at a separation from their teachers.

Slide 16

The Case Study How does Problem Based Teaching influence understudy fulfillment in Social Work courses conveyed through virtual audioconferenced Distance Education classrooms?

Slide 18

Methodology Within a gathering of understudies selected in a 2 year double recognition program, Instructor/Researcher showed 4 (3 credit hour) courses: 2 for 1 st year understudies: 1 utilizing PBL & 1 utilizing Lecture Based Teaching 2 for 2 nd year understudy: 1 utilizing PBL & 1 utilizing Lecture Based Teaching

Slide 19

Data Throughout the term, all understudies were required to keep up a diary and think about: What they were figuring out How they were learning it How they knew they were learning it How might they exhibit that they were learning it

Slide 20

Data (2) Some classes were sound taped Some classes were video-taped In the primary ½ of the course In the second ½ of the course Instructor/Researcher kept up a diary recording the classroom learning exercises that understudies occupied with Researcher/Instructor kept up a diary recording understudies responses and levels of support in the classroom learning exercises

Slide 21

Data (3) At the start of the term, all understudies were given a clarification about the examination and solicited to finish a sheet from paper and demonstrate regardless of whether they would take an interest in the exploration extend. The sheet of paper was then set in a fixed envelope and sent to a free outsider Since all understudies filled in the shape, nobody could advise who partook and who picked not to partake, including the Instructor/Researcher Once all assessment was finished and Final Grades were submitted to the Registrar, the Independent outsider discharged the marked sheets of paper to the Researcher/Instructor

Slide 22

Data (4) One to one or center gathering meetings were held with those understudies who had assented to take an interest in the examination extend Data was accumulated on: The understudy\'s involvement and their impression of: Level of learning in PBL & Lecture courses Level of fulfillment with PBL & Lecture courses Level of cooperation in PBL & Lecture courses What they were doing another way in PBL & Lecture courses

Slide 23

Findings The Students 59 in 4 courses >19 Year 1 & 22 Year 2 > 14 consented to take part 12 of the specimen were female & 2 were male Physically situated in 8 distinct groups 7 in Northwestern Ontario 1 in Northeastern Ontario Grade Point Average went from 2.96 to 4.0 with normal being 3.4

Slide 24

Final Grades (cf)

Slide 25

Major Findings Retention Rate was 100% Actively drawn in Satisfaction Participation Collaboration Learning Construction of Knowledge Application of information Retain Knowledge

Slide 26

Students Perceptions Stimulating Humane Challenging Exchange with others Resources

Slide 27

Students Perceptions What were they doing any other way?

View more...