- What exactly IS PBL? How is it implemented? How much time does it take? What kind of resources are needed to incorporate PBL methods?
PBL is Problem Based Learning (defined here). Students will be given particular problems to be solved using the available technology and resources. It can take as much time as you want to put into it. Any resources could be used, such as the library, the textbooks, instructor's notes and materials; as well as the computer. For more information see here.
- What has the experience been at other schools/disciplines where it has been tried? How are those schools/disciplines similar to yours? Are those schools/disciplines so different that it's unlikely that PBL would be doable in your situation?
SIU Medical School has implemented PBL with some success. See here
Also, collaborative learning projects for children can be found here.
Also, the University of Delaware has some interesting resources here
The medical curriculum at many schools uses PBL, for example
MUDs offer an exciting new technology for PBL
Here is a sample course in PBL.
In Business, there are some case-oriented classes that are similar to what is being done in the Medical schools. In Communication there are some applications of this technology, for example, this class in Communication and Technology. We feel that specific courses will take advantage of these technologies and ideas in different ways.
- What are some good examples of PBL problems and what characteristics do they have in common?
Here is one example.
Another example could be found here
One commonality in these approaches is treating the available classroom technology as part of the overall learning environment. (see what is going on in Finland, for example).
- What kind of activities do students do while engaged in a PBL project? What kinds of thinking skills and collaboration skills do they develop?
Active and self-directed learning. The specific skills would depend on the specific goals of the class and the problem in question. Communication skills, conceptual skills for developing problems and solutions would be common to various PBL approaches.
- How inter-disciplinary can PBL be?
Could be very interdisciplinary. Any problem you see in the real world can be addressed from a variety of disciplinary approaches.
- Is PBL implemented the same everywhere?
No.
- Is PBL a complete success? A partial success? What are its weaknesses?
Some of the problems with PBL are described here.
One problem with PBL is the model itself, in which students are in a sense treated like computers, where we input information into them for them to process.
- What is the philosophy that underlies the design of PBL? How is it congruent with the goals of a good education and the characteristics of an ideal learning environment?
Marshall McLuhan argued that technology is an extension of the sensory apparatus, and the entire sensory environment is affected by that extension. Teachers should take advantage of an entire learning environment as well as focusing on specific problems and solutions.
- In Bridges' book, Problem Based Learning for Administrators, he describes criteria for evaluating pupils--what are some practical suggestions you could incoporate?
Bridges' Evaluation criteria (there are roughly seven; here are a few):
- Familiarity with the situation
- Possession of knowledge in solving the problem
- The ability to apply the knowledge in solving the problem
- Self-directed learning ability
Have a goal with whatever problem you develop. What are the students supposed to get from solving the problem? How will they grow?
Another suggestion would be the active involvement of the instructor; staying in touch with what is going on in each of the student groups. Frequent feedback.
Another suggestion is making the technology as acccessible as possible to the students. To focus on the substance of the problem, rather than making the "hard part" be figuring out how to use the computer.
- How does PBL compare to traditional instruction?
In a sense PBL is always a part of traditional instruction, unless "traditional instruction" is conceived on a fourteenth century model of teacher-as-demigod injecting students with valuable bits of knowledge. In terms of lecture, etc., I think the traditional approach of giving students information instructors feel is important has value to it, and should not be abandoned completely in favor of "interactivity." But the introduction of PBL into a variety of different classroom environments can encourage critical thinking and creative problem-solution on the part of students.
- What kinds of teachers can use PBL? What kind of personality or other qualities do they need? How do teachers feel about PBL after they have done it for awhile?
Anyone can use PBL. The question is what they do with it. Leadership is important for teachers (with or without PBL).
- What kinds of learners are best suited to PBL? How do students feel about PBL?
Outgoing students who are comfortable with group work are probably better situated to take full advantage of the experience. Independence on the student's part is also very important -- being able to work on h/er own, as well as working with the group. Here are some examples of what some of my students did in the Communication and Technology class; I found that letting them be creative in their projects was a valuable asset.
- The Bottom Line: Should universities adopt PBL for use in all classes? Will you?
Not necessarily. There are certainly classes that should be structured around the transmission model. Basic introduction and survey courses (101) should probably incorporate more "transmission of information" than problem-solution learning, which is better situated in smaller classes anyway.
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San Diego State University