Problem Design For

Nurulhuda A.R. UPSI

PBL Workshop, IAB April 2012

Learning Outcomes

Explain some of the key principles in designing PBL problems Identify the different types of PBL problems and recognise some of the circumstances in which they may be used Craft problem scenarios in line with the intended learning outcomes Review problem scenarios according to key principles of problem design
PBL Workshop, IAB April 2012

Nurulhuda A.R. UPSI

PBL in a nutshell

PBL a problem-based curriculum/pedagogical strategy/teaching method that posed real world related problems to learners for them to resolve where learners acquire new knowledge and develop skills whilst finding the problem solution (s), usually in groups.

Nurulhuda A.R. UPSI

PBL Workshop, IAB April 2012

Activity 3.1 Generating Learning Issues

After attending a two-day workshop on PBL, you and your colleagues are tasked with the crafting of PBL problem scenarios. What are some of the key issues that you would like some answers to? Discuss with your group and generate the learning issues.

Nurulhuda A.R. UPSI

PBL Workshop, IAB April 2012

Learning Issues
What is a PBL problem? What are the steps in designing/crafting PBL problems?

How to design a PBL problem?

What are the approaches to designing PBL problems?

What are the key principles for the design of PBL problems?
Nurulhuda A.R. UPSI

What are the types of problems in PBL?

PBL Workshop, IAB April 2012

Learning Issue 1: What is a PBL problem?

Any doubt (difficulty, uncertainty) that requires resolution Also known as trigger, case, or task Can be in the form of a dilemma, a challenge, or an open-ended task Usually ill-structured and there are more than one possible alternative solutions

Nurulhuda A.R. UPSI

PBL Workshop, IAB April 2012

How are problems presented to the learners?

Using a Problem Scenario

Sets the context/situates the problem Informs learners the stance or role they should adopt when solving the problem Embeds content of the subject Includes a hook

Engages the learners in the context Could be a newspaper story or something provocative/interesting

Nurulhuda A.R. UPSI

PBL Workshop, IAB April 2012

Run, Run, Runaways...

Two brothers aged 10 and 8 stole money from their parents and ran away from home for the second time in two years. After three days, they returned home. An NGO, Women's Aid Organisation reported that runaways appear to be getting younger, with them being more daring and willing to experiment and to push boundaries. You are a social worker with the Ministry of Women's Affairs and Community Development. What programs would you recommend to reduce the problem of young runaways and how could these be conducted?

PBL Workshop 06

Activity 3.2: Identify Characteristics of a Good Problem Scenario

Identify the following characteristics in the scenario given:

Characteristics Yes/No

The problem scenario has: - a hook which engages the learner - a context (setting) for the problem through the role the learner will adopt - content of the subject embedded in the problem - one of the following forms: a dilemma/ challenge/open-ended task

Nurulhuda A.R. UPSI

PBL Workshop, IAB April 2012

Why use problems?

Serve as triggers for learning Motivate learners to:

act on the problem think of WHAT and WHY they are learning it

Learn meaningful core content (and where applicable, skills and attitudes) required for dealing with the problem Prepare learners for future, real world application
PBL Workshop, IAB April 2012

Nurulhuda A.R. UPSI

Learning Issue 2: Approaches to designing PBL problems

Approach 1
(Schmidt & Moust, 2000)

Approach 2
(Savin-Baden & HowellMajor, 2004: Barrows, 1994)

Identify type of knowledge that should be learned

Identify the key principles of problem design

Identify type of problems that will assist learners in gathering that knowledge
Nurulhuda A.R. UPSI PBL Workshop, IAB April 2012

Incorporate key principles as guidelines to problem design

Learning Issue 3: Knowledge and Problem Types

Types of knowledge Descriptive knowledge Explanatory Goal of the knowledge Acquire knowledge about facts about why something occur (e.g. the cause) to act upon the situation in order to change it Fact-finding problems Explanation problems Strategy problems Types of problems Examples of questions that can be generated What are the facts? Why did the occurrence happens? What steps would you take? How would you do something? What would/should you do in a dilemma situation?

Procedural knowledge

Personal knowledge
Nurulhuda A.R. UPSI

to examine and understand personal convictions and attitudes

Moral dilemma resolution problems

PBL Workshop, IAB April 2012

Activity 3.3: Generating different types of questions to turn problem scenarios into different types of problem

Generate different types of questions/tasks that will turn the problem scenario/case into particular type of problems.

Nurulhuda A.R. UPSI

PBL Workshop, IAB April 2012

Activity 3.3 (Continue)

What type of problem is it? Explanation Examples of focus questions/ task turning problem scenario into particular type of problems
Why do younger children seem to be more daring to run away from home or willing to experiment and push boundaries these days? The children in the above case claim that their parents leave them home alone all the time. Both parents declare that they have to work long hours in order to provide for the family. How would you advise each party?

Moral

Fact-finding

The Ministry of Women's Affairs & Community Development has requested for a report to explain the pattern to runaway children in Malaysia in the last 10 years
What programmes would you recommend to reduce the problem of young runaways and how could these be conducted?

Strategy

Nurulhuda A.R. UPSI

PBL Workshop, IAB April 2012

14

Learning Issue 4: Key Principles in Designing PBL Problems

The problem should: require the learning of new core knowledge align with learning outcomes of the programme of study adapt to learners prior knowledge be presented in a context that is relevant and authentic to the current or future profession of the learner stimulate elaboration through cues in the problem encourage integration of knowledge stimulate self-directed learning by encouraging generation of learning issues and research encourage discussion and exploration in the subject matter

Nurulhuda A.R. UPSI

PBL Workshop, IAB April 2012

Combining both approaches in designing PBL problems

Nurulhuda A.R. UPSI

PBL Workshop, IAB April 2012

Learning Issue 5: Steps in Designing PBL Problems

1. Determine the learning outcomes (content, skills, attitudes)

2. Determine availability of resources

3. Identify concepts from content, obtain ideas for hooks, visualize a situation in the real world, and provide context (setting for the learner with a role to adopt)
Nurulhuda A.R. UPSI PBL Workshop, IAB April 2012

Learning Issue 5: Steps in Designing PBL Problems cont.

4. Identify the types of problems that are best suited to drive learning, use the KISS principle and ensure key words are build in to cue learners

5. Provide focus and end to the problem scenario by developing a question or task, providing a clear description of the deliverables to the problem (e.g. report, assignment, demonstration, verbal presentation)

6. Finalize the problem scenario by deciding whether it be

presented as paper based, emails, memos, interviews, video clips, short articles from newspaper, etc. Check whether core concepts are incorporated, and check against the key principles
Nurulhuda A.R. UPSI PBL Workshop, IAB April 2012

A catchy title

After youve constructed your problem scenario and review it against the key principles, give it a catchy title to increase students motivation and curiosity. Eg.

A Day in the Life of John Henry a Traffic Cop First Cloned Baby Siapa Perlu Bayar Lebih?
PBL Workshop, IAB April 2012

Nurulhuda A.R. UPSI

Activity 3.4: Problem Crafting and Presentation

Design a problem that you can use in your own teaching and learning Combine both approaches (1. Matching knowledge to problem type and 2. Using key principles to problem design) when designing the problem Use the Problem Crafting Template as a guide Present your Problem Scenario to the class

Nurulhuda A.R. UPSI

PBL Workshop, IAB April 2012

Are there any questions, issues or problems that you wish to raise?

Nurulhuda A.R. UPSI

PBL Workshop, IAB April 2012

Main reference

Kathryn Goh (2006). Problem Design for PBL, Temasek Polytechnic, Singapore: Learning Academy

Nurulhuda A.R. UPSI

PBL Workshop, IAB April 2012