ISSUES AND CHALLENGES IN IMPLEMENTING PBL: IMPLICATIONS FOR MANAGEMENT EDUCATION

By: PM Dr Sopia Md Yassin Director, NCDRC Sultan Idris Education University

Rationale of PBL
Are our students ready for the demands of our changing economy and workplace?

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?

Rationale of PBL
Are our students critical thinkers and problem solvers? Are our students globally aware? Are our students good collaborators? Are our students selfdirected?

The Change: The Changing World

We are preparing our students for 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)

The Change: The Changing Nature Of Students

Change in environment has a knock-on effect on the ways learners think, behave and learn. (OECD, 2009)

The Change: The Changing Nature of Teaching and Learning

Student centered learning Cognitive processes Learning skills

The Change: The Changing Understanding of Learning

Neuroscience of learning

The Change:
The Changing Scene in Higher Education
cuts in public funding
greater proportion in higher education teaching-friendly environment growing criticism

Goals of Professional Education

Education in the professions should prepare students for action.

Charles Gragg, 1940 Harvard Business School

PBL
An 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)

PBL : Change in Starting Point Change in Roles

Existing PBL

Content

Problem

Learn new knowledge

Lecturer

Student

Facilitator

Problem Solver

EXISTING PBL MODELS

(118 courses at 103 institutions across 35 countries)

Qu ic kTime and a dec omp re ss or are n eed ed to se e th is pi cture.

Linkoping University

Roskilde University

Where & How Are PBL Practiced?

Faculty Decision Making: Intensive Training

4th -6th SEPTEMBER 2006 Temasek Polytechnic 14 lecturers from Faculty of Science and Technology First exposure

Formation of PBL Pilot Team

1st November 2006 14 members Objectives Implement PBL in FST, UPSI In-house training Research

In-house Training
11th and 12th December 2006 Trained 25 FST lecturers Plan and develop teaching and learning curriculum based on PBL for science and mathematics Followed the Temasek Polytechnic Model

Pilot Test
Started on Semester II 2006/07 (December March)

Courses involved : Biology Teaching Method Strategies in Teaching Biology Biotechnology Coordination Chemistry Animal Physiology Fundamental Biology Physics Teaching Method Basic Physics Number Theory

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 enjoy most about the PBL sessions?

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 could these sessions be improved?

Outcomes of The Pilot Test (Lecturers Responses)

Able to internalize knowledge acquired Increase in confidence level and selfesteem Transfer skills to non-PBL tasks Brave to ask questions Effective problem scenarios Managing large group Suitable assessment methods Student not transparent in giving assessment

Issues And Challenges

Curricular format Resource requirement Faculty development Problem/trigger design Assessment

Recommendations for Implementing PBL in Other Institutions

Decide and understand why you are incorporating PBL
Involve the whole faculty Trained in assessment PBL facilitation, problem design &

Create champions Relevant and appropriate curriculum management plan Engage in constant improvement based on feedback and needs

Ongoing Initiatives

Competency Assessment Level

PBL Outreach for Schools

Ongoing Initiatives

Research & Publications

Creating Global Network

Role and Support for Students

Student induction into PBL and the process

Workshops on supporting skills

Eg: problem solving, self directed learning, teamwork and interpersonal skills, group learning, peer teaching, information literacy and assessment.

Learning spaces PBL studios, learning pods, podcasts

Role and Support for Facilitators

PBL foundation programmes: Introduction to PBL and its philosophy Curriculum construction for PBL Problem design Assessment for PBL PBL facilitation for tutors Ongoing support includes: Co-tutoring new with more experienced lecturers Further training in specific areas Continuous improvement Setting up communities of learning Rewarding contributions

Seeing and hearing is believing, but eating is knowing. Wisdom cannot be told

Hallinger (2006)

THANK YOU