WHEN WE search the term Problem Based Learning (PBL) in Google, it gives millions of results in less than a second. However, it is very unfortunate that such important learning method is not eulogized in this part of world. Problem-Based Learning (PBL) is a student-centered instructional strategy in which students collaboratively solve problems and reflect on their experiences.
PBL was pioneered at McMaster University, Canada in 1960’s. In this, students are encouraged to take responsibility for their group and organize and direct the learning process with support from a tutor or instructor. Advocates of PBL claim it can be used to enhance content knowledge and foster the development of communication, problem-solving, and self-directed learning skill.
Problem-based means that traditional textbook-knowledge is replaced by the knowledge necessary to solve theoretical problems. The problem-based concept moves the perspective from understanding of common knowledge into ability to develop new knowledge. The aim of the project work is "learning by doing" or "action learning". The project work may be organised by using a "know-how" approach for training professional functions, or it may be organised by using a "know-why" approach for training methodological skills of problem-analysis and application.
The difference between traditional subject-oriented education and this project-oriented educational model may be expressed in short by an old Chinese proverb:
"Tell me and I will forget – Show me and I will remember; Involve me and I will understand – Step back and I will act"Nowadays, PBL is an abbreviation for both Problem-Based Learning and Project-Based Learning and it has proven to be a successful educational strategy in higher education. Methodologies used for the study of PBL range from conceptual studies to empirical studies using both quantitative and qualitative methods. The studies indicate a broad range of research issues such as: New notion of knowledge; New types of competencies and skills; The students’ learning process and motivation; New type of curriculum structure and content; New roles for academic staff; Institutional change and how to lead change
During the 1990’s, large scale studies on the effects of PBL were published, which reflected the results of extensive research projects. Many of these institutional studies were carried out at Maastricht University and Aalborg University.
In Belgium, a study on a comparison of a traditional curriculum in engineering with a PBL curriculum was carried out. This study focuses on the motivations for the adoption of project- and problem-based learning. The results of this study indicate that the new PBL curriculum had no negative effect on engineering student knowledge and skill development. On the contrary, it indicates that students studying under the PBL curriculum have improved skill levels compared to students from the previous lecture-based curriculum.
One of the excellent current document on the subject is the 2010 white paper “UK Approaches to Engineering Project-Based Learning” sponsored by the Bernard M. Gordon-MIT Engineering Leadership Program. This report presents the findings of a snapshot review of UK approaches to engineering project-based learning (PjBL). The review aims to provide insight into the context for PjBL in UK engineering education as well as identify a number of highly-regarded best practice approaches. Much of the information gathered during the review collected through detailed interviews with international experts in engineering education, PjBL and problem-based learning (PBL). Over 70 individuals were consulted during the research phase of this study. The report also discusses the opportunities and challenges for implementing PjBL in the UK engineering curriculum, identifies a number of UK universities whose approaches are particularly highly-regarded and presents some of the key themes evident in UK engineering PjBL practice. The report also presents 7 UK case studies of engineering PjBL that were commended by their UK and international peers as offering particularly robust, successful and transferable models.
Of these case studies, the example taken from Queen Mary, University of London offers perhaps the most engaging and easily transferable model. This study adopts broad definition of project-based learning given by Prince and Felder: ‘Project-based learning begins with an assignment to carry out one or more tasks that lead to the production of a final product — a design, a model, a device or a computer simulation. The culmination of the project is normally a written and/or oral report summarizing the procedure used to produce the product and presenting the outcome.’
In practice, many engineering education activities developed on the basis of inductive instructional methods – active learning, inquiry-led learning, problem-based learning etc. – focus on a fixed deliverable and therefore fall within this definition of PjBL.
Aalborg University (which I visited last month) has 35 years’ experiences in educating students through the use of problem based learning strategies. The keywords of the Aalborg PBL model are: problem-based, project-organised cooperative learning in groups. Within a curricular framework based on scientific or professional fields (often with a considerable degree of inter-disciplinarily) the students, working in study groups, choose and formulate problems and questions. The group investigates and analyse the selected problems, taking steps towards problem solving, while they make use of existing resources, methods and theories.
Each group is assigned a supervisor. The supervisor helps, challenges, supervises, teaches, discusses with the students and assesses them. The university provides study groups with adequate physical space, first and foremost group rooms. The group documents their progress in a project report, which forms the basis for oral examination at the end of each semester. The work process has similarities to both research work and work of academics in public and private organizations, and therefore considered useful preparation for the candidate’s working life, with regard to the knowledge dimension as well as the development of collaborative and other general and transferable competences.
During my visit to Aalborg University under Erasmus Mundus External cooperation window project, I had interaction with 1st year, 2nd semester ENGINEERING Students regarding Project Based Learning. My observations regarding PBL model are as under:• There group was having five students.
• Students themselves found the problem for their project or in other words problem was formulated by students.
• They are having two supervisors.
• They have every fortnightly meeting with Supervisor(s).
• One member of the group acts as a secretary on rotational basis.
• They maintain attendance and calendar.
• They feel PBL creates new knowledge and learning is flexible. They also go into depth of topics and get deeper knowledge.
• They were of the opinion that they learn a lot through group discussions.
• Project is student centered fully involving group work and self study helps them a lot. They figure out their own things and not looking for much help from Supervisors.
• Students develop a wide range of skills such as: Applications of IT (eg. use of Enterprise Dynamics Tool), Decision-making, Team working, Time/resource management. All this involve active learning.
• They are encouraged to use a wide range of skills to apply their theoretical knowledge to practical situations. This in turn helps them to develop a better grasp of theory and to develop new and powerful skills.
• They feel under stress some time if progress is slow. So they have to work day and night.
• They also said that learning engineering through projects is fun and they felt that they had improved a range of skills such as self confidence, delivering presentations, interpersonal skills, and problem solving approach.
Due to significance of PBL, The UNESCO International Centre for Engineering Education, Centre for Problem Based Learning (UCPBL) was established at Aalborg University, Denmark, which is known world-wide for its successful educational approach based on problem oriented project work. On the basis of more than 30 years of experience in utilising Problem-Based Learning (PBL) in Engineering Education, an increasing number of universities and engineering schools throughout the world are seeking consultancy and cooperation with Aalborg University. The establishment of UCPBL is therefore a timely opportunity to merge the efforts into one organisational structure aiming to promote and support PBL interests worldwide.
UNESCO chair offers a wide range of activities such as promoting research and development within the various PBL models and their implementation; Education and training in PBL through offering a Master degree as well as single courses in PBL; International consultancy on PBL to support and sustain the process of change at higher educational institutions that wish to renew their educational concepts towards a PBL approach.
UCPBL Centre for Problem Based Learning is currently involved in a number of projects worldwide focusing on institutional change toward a more student centered, project organized, and problem based approach to learning. The Centre is also establishing a UCPBL Global Network on Problem Based Learning in order to facilitate better access to and co-operation within the PBL area.
As Higher Education Commission (HEC) and Pakistan Engineering Council (PEC) are striving to improve quality of engineering education in our country, it is suggested that both of the national bodies must give some thought for implementing “Problem and Project Based Learning model” in few selected disciplines as a pilot project.
I personally acknowledges the support of “Erasmus Mundus External Cooperation Window Project: Mobility of Life” for providing the funding and opportunity to visit University of Aalborg, Denmark. I attended international conference on ‘Vision Challenges and Strategies for Problem Based Learning (PBL)” and various other seminars on this subject including one to one discussions with Professor Anette Kolmos, UNESCO Chair in PBL and President of the European Society for Engineering Education (SEFI).
Author is the Chairman, Department of Electronics and Biomedical Engineering; Director, Institute of Information & Communication Technologies at Mehran University of Engineering & Technology, Jamshoro.
No comments:
Post a Comment