Problem-Based Learning

Introduction to this Problem-Based Learning Course

Problem-based learning enables

students to embrace complexity,
find relevance and joy in their
learning, and enhance their
capacity to make creative
contributions to real-world
problems.”
Problem-based learning enables
students to embrace complexity, find
relevance and joy in their learning, and
Dr Preetha Ram
enhance their capacity to make creative
contributions to real-world problems.”
Dr. Preetha Ram
Audience

This course has been designed to support

educators working in elementary, middle and
high schools in developing Problem-Based
Learning curricula for use with their students.
 Problem-Based Learning
Course Outline

Deck 1 - Introduction to this Problem-Based Learning course

Deck 2 - What is Problem-Based Learning?

Deck 3 - Essential elements of a Problem-Based Learning programme

Deck 4 - Learning design principles of Problem-Based Learning

Deck 5 - Instructional Principles of Problem-Based Learning

Deck 6 - Authentic Assessment of Problem-Based Learning

Deck 7 - Case study, using technologies to support Problem-Based Learning

 Problem-Based Learning
Course Objectives - By the end of this course, you will be able to…

Identify the pedagogical underpinnings of Problem-Based Learning

Understand the essential elements that make up a Problem-Based Learning programme

Apply the learning design principles to create your own Problem Learning scenario

Understand and apply the instructional principles to confidently facilitate a Problem-Based Learning
programme in your classroom

Understand the principles of authentic assessment and know how to apply these to ensure alignment
with your own Problem-Based Learning goals

Problem-Based Learning (PBL) was first introduced
at the school of medicine, McMaster University in
1968. It was originally formulated to address the
issue of students’ inability to apply knowledge and
solve problems in real-world situations.
Since it’s first inception at McMaster University, it has
been used in various forms, and in a variety of
settings giving rise to incongruities in its definition
and purpose.
In this course we will proffer some simple definitions
while examining the essential pedagogical practices
that are required for successful Problem-Based
Learning practice. This in-depth exploration of best
practice pedagogy will lead us to the definition cited
on the next slide:
While there really are many definitions due to its
use across so many disciplines and institutions, this
is our preferred definition within the context of
purpose and practice.
 Definition
“Problem-Based Learning is a constructivist pedagogical approach that organises
curriculum and instruction around carefully crafted “ill-structured” problems as the focus for
learner engagement. Guided by teachers acting as cognitive coaches, students work
collaboratively to develop critical thinking, problem solving, and critical skills as they identify
problems, formulate hypotheses, conduct research, perform experiments and formulate
solutions.
Problem-based learning enables students to embrace complexity, find relevance and joy in
their learning, and enhance their capacity to make creative contributions to real-world
problems.”

- Ram et al - 2007
 Definition
Put more simply…Problem-based learning can be defined as an instructional method that
situates learning within the context of a problem which learners solve by developing both
content knowledge and cognitive skills.

The idea that knowledge is constructed by individuals and within social communities
through experiences.

So, if you want to deploy PBL in your classroom you really need to be prepared to allow
your students to develop their own learning through problem-solving.
 Definition
Following these definitions, it is important to be able to distinguish between other types of learning that
focuses on developing higher order skills. In particular there is often a lot of confusion between Problem-
based learning and Project-based learning, not least because they share the same acronym.

PBL vs PBL
To further confuse the issue, these practices both come from the same school of thought – constructivism,
and share many pedagogical similarities. Both Problem-Based Learning and Project-Based Learning center
the learning around participation in a meaningful task. The research that supports this kind of learning
suggests that when students learn through meaningful experiences they learn not only ‘content’, but they
learn to develop important thinking skills.
 Definition

Problem-Based Both Project-Based

Learning
• Teacher defines • Teacher as guide • Work in groups
problem • Student centred • Students define
• Teacher identifies learning the problem
action steps • Real world • Students identify
• Students create a connections action steps
product • Active learning • Students create a
• Self and peer solution
assessment • Metacognition
 Definition
The concept of constructivism was first presented by Jean Piaget (1896-1980) and suggests that knowledge is not
merely transmitted from teacher to student, but rather that it is actively constructed by the learner. This theory was
developed further by Lev Vygotsky and Seymor Papert.

“New thinking and ideas are most likely to be created when

learners are actively engaged in the process of learning”

Seymor Papert (1928 – 2016)

“Learning and cognitive development are

inherently collaborative activities”,

Lev Vygotsky (1896-1934)

“Knowledge is not merely transmitted from teacher to student,

but rather that it is actively constructed by the learner”

Jean Piaget (1896-1980)

 Definition
Constructivist pedagogies and environments are therefore those that foster active learner engagement, critical
thinking, problem solving, student-centered, experiential learning, discussion and reflection.

As will be explored in later decks, these characteristics of constructivist environments and pedagogies provide
signposts to educators as to some of the elements that will be important in developing our own Problem-Based
Learning curricula.

It is important to recognize that, as well as the Higher Order Thinking skills of problem solving, creative thinking and
analysis, the socio-emotional skills of communication, collaboration and reflection are equally valuable.