Basics: problem-based learning
What is problem-based learning?
A teaching method developed for applied learning in the medical field. Problem cases are presented to students, and the cases guide students’ learning of concepts and principles
Students learn in context; it is the opposite approach from 'case studies' that are examined after a series of lectures.
One goal of PBL is to encourage the development of critical thinking skills. I develop problem cases from real-life situations that students may encounter in their careers.
Could you explain the logistics of a typical unit in a problem-based learning course?
I break a semester course into several units, or case studies, based on the course objectives. During each unit, the typical format would be:
Day one: presentation of an ill-structured problem case to groups of 3-4 students, and in-class discussion of the problem and the information needed to address it. What will be required to solve the problem?
Follow-up days: actual inquiry--involving out-of-class and in-class study of learning objectives. Could include self-study, such as reading, data analysis, and research. Also could include lectures, labs, discussions, group work--any activity used in a 'normal' class.
Unit assessment: depends directly on objectives. Can use typical exams, group assignments, or learning issue summaries.
Can you explain how the problem case is used?
An in-class problem is given to students to read and consider. My problem cases are 1-3 page documents that take about 5-10 minutes to read. Individuals make notes on jargon they encounter and issues that seem to be important to solving the problem.
Then, groups talk about what they found, and make a group list of terms and learning issues.
Next, groups report back to entire class, and a list of learning issues and terms is generated. This list is kept for students to track their accomplishments during the unit.
How do you construct (write) a problem case?
It helps to be a frustrated novelist. But, it's not necessary. My problem cases all seem to start with "It was a dark and stormy night..."! The idea is to get the students into a problem, and a story works very nicely. I use real-world situations, with fake names, and I lead the students through the problems that a central character faces. I design the story so that the students will identify with the central character--what issues is he/she facing? What information does he/she seem to know that I don't know?
The KEY to problem cases is to make them "ill-structured". Not well-structured. Meaning, you should use jargon that is not defined. You should throw in phrases that students may think, "Hmmm...not sure what that means." It should feel like you might feel if you showed up at a White House briefing with no background information--you would have a sense that you really don't know what is going on, and that you need to get up to speed quickly if you're going to contribute to the conversation. Aha! That is exactly what the students should feel. And, it should be fairly obvious what they need to learn in the next few weeks to achieve the objectives you have for their learning experience.
Many new PBL users, ask, "Isn't this really risky? What if the students pose a whole bunch of learning issues that you didn't expect? How do you prepare for lectures ahead of time?"
The answer to this problem is to spend time constructing your problem case. Although the students are posing the learning issues, it is your problem case that is giving them the ideas and provoking their thoughts. So, an expertly constructed problem case will almost always result in student responses that you expected--for the most part. And, hopefully you can be flexible enough to include information to meet new issues (probably really good ideas!) that emerge that you didn't expect.
You can go to on-line examples of my problem cases here. I encourage you to work with your department head or dean to establish a system to provide rewards for the time you spend on the problem cases. I am able to count new and revised problem cases as a "teaching materials" type of publication on my annual evaluation. It is appropriate for you to receive recognition for the time you spend on these problem cases, and it's especially nice if you can share them with others--potentially on your own web site!
LARKIN POWELL
University of Nebraska-Lincoln