Instructional Design for Problem Based Learning in Engineering

V.Thanikachalam B.E., M.Tech., M.S., Ph.D., FIE., FIGS

(vthani2025@gmail.com)

Smart students!

Conventional class!

Driver for PBL ?

Make in India !Design in IndiaDevelop prototypes in IndiaTest in IndiaImprove the products in IndiaMass produce in IndiaExport from IndiaInnovate in India!

Students’ behavior ?

Students’ Behaviour Students’ behaviour progressively mirrors that of the facultyBoth teachers and the students are learning in new situations in undefined cases

Sources of problems

Problem Based LearningActive and student-directed; peer-and tutor monitoredShould have completed core and applied coursesLearning in the context, assists students to organize their long-term memory for retrievalsCommunication skills, respect for the views of others, the critical skills, the satisfaction of contributing to the group, ability to give and take criticism without offence being caused.

Motivation of Learners The excitement of self-discovery Assume the role of future executives of companiesRealize the importance of excellent solutionsLearn project managementAid in executive development

Problem?

Self directed learning!

Self-directed Learning and Self-Assessment

Developing the learning habitLearn problem analysesImprove critical thinking

Definition of PBL A pedagogical strategy for posing significant, contextualized, real world situations, and providing resources , guidance, and instruction to learners as they develop content knowledge and problem-solving skills. (Mayo,Donnelly,Nash,&Schwartz-1993)

PBL?

Learners’ RoleIn problem base learning, students collaborate to study the issues of a problem as they strive to create visible solutions. (Aspy, Aspy&Quimbly-1993)Learning in problem based situation normally occurs within small discussion groups of students facilitated by an instructor/ faculty (Bridge & Hallinger,1991).

Faculty role

Faculty’s Role Subject matter expert Resource guideTask group consultantEncouraging learner participationProvides appropriate informationAssumes the role of fellow learnerAvoids negative feedback

Advantages of PBL Task group processes informationCompetencies to solve the problemDevelops flexibilityDevelops cognitive strategiesHelps to analyze unanticipated, and ill structured situationsProduces meaningful solutions

Conventional Lecture Method

Information on knowledge and rulesSituation specific with well-defined problem parametersPredetermined outcomes with one correct answerFocus on instruction is to solve predetermined problemGenerally does not prepare the learners to solve real life complicated problemsIneffective in transferring the learning to new domains

Real Life ProblemsSeldom parallel to well-structured problemsDemand critical thinking skillsLearners need to interact with life beyond curriculum, class and meeting hours (2-4-6)Demand problem solving skills

Real life problem?

PBL is Concerned With:What should students learn?How they should learn?

PBL ?

Specially Prepared Problems

Usually written cases derived from real world experienceStimulate active learningBased on the curriculum outcomeIntegrated approach (science, engineering, mathematics, & management)

Implementation of PBLLess LecturingMore Learner ContactSelf Directed LearningRelevant MaterialsPracticalClearly Related to Objectives for Teaching

Implementation of PBL ?

Focus of PBLEncourages the Learners to work on Real Life ProblemsIntegrates ExperiencesRecalls Previous KnowledgeNetworks, Skills and Procedures

Focus of PBL

PBL StepsCLARIFY TERMS AND CONCEPTS WHICH ARE NOT CLEARDEFINE THE PROBLEMANALYSE THE PROBLEMBRAIN STORMLIST POSSIBLE OUTCOMES

FORMULATE PROGRAM LEARNING OBJECTIVES AND SET PRIORITIESLOOK FOR ADDITIONAL INFORMATION OUTSIDE THE GROUPREPORT BACK, SYNTHESIZE AND TEST THE DECISIONS

Specialty of PBLPLACES THE RESPONSIBILITY FOR LEARNING IN THE HANDS OF STUDENTSVERY USEFUL TEACHING STRATEGY FOR SENIOR UNDERGRATUATE PROGRAMS

PROVIDES EXPOSURE TO LEARNING IN THE PRODUCT DEVELOPMENTGOOD STARTING POINT FOR SHARED LEARNINGLEARNING FROM CASE ANALYSIS OF THE MATERIAL SEEN BY LEARNERS THEMSELVESUSES VIDEOTAPES

Highlights of PBLSTUDENTS’ LEARN BY ANALYSING THE GIVEN PROBLEMSSTUDENTS WORK IN TUTORIAL GROUPS & RECORDING KEY AREAS FOR LEARNINGLEARNING IS ACTIVE AND STUDENT -DIRECTED

SELF-DIRECTED LEARNING SKILLS ARE DEVELOPED AND ENHANCEDTEACHERS GUIDE AND FACILITATE RATHER THAN DIRECTDISCOVERY AND APPLICATION OF KNOWLEDGE EMPHASISED OVER RECALL

AssessmentAssessment Focuses on Interaction of Test Results, Reasoning and Self Directed Learning as well as Recognition of Facts

Assessment ?

Assumptions of PBLStudents are assumed to be better able to learn and recall information through:Activation of prior knowledgeElaboration on newly acquired knowledgeContextual knowledge

Learning Process

Learning ProcessPreliminary discussions in small groups Students mobilize available knowledgeConstructs explanatory models based on the prior knowledgeProcess and comprehends new information

Elaboration (Construction of Cognitive models)

DiscussionNote-takingAnswering questionsNew information is understood if students are stimulated to elaborate on it.

Facilitating Student Learning

Use Tutorial Discussion GroupsSupplement by Traditional Methods to Stimulate Active Learning on the Parts of StudentsChoose Problems by Deriving from Clear Objectives/ Planned Course OutcomesProblems are Sensitive to the Level of Sophistication at Different Stages of Training

Traditional ApproachCurriculum OverloadInappropriate Teaching MethodsShifted the Emphasis of the Real Life, Undefined & Away from Interrelated Disciplines (Mathematics, Material Science, Technology…)

Implications of PBL Less LecturingMore Student ContactSmall Group WorkSelf-Directed Learning

Advantages of PBL * Preliminary Discussion in Small

Groups * Activation of Prior knowledge * Elaboration on Newly Acknowledge * Contextual Learning

Advantages !

General Problem Solving (Task Dependent) Skills

A task or challenge as a source of learning Ability to assess technicians, skilled workers and solve their problemsAcquisition of knowledgeExposure to real-life engineering problemsProblem solving skills dependent on acquisition of knowledge

Learning Task?

Problem / Learning TaskThe group’s task is to evaluate and define the different aspects of the problem, physical, social, managerial, environmental etc.Achieve an understanding of the basic mechanisms involvedA planned strategy-a way of enabling students to develop the required reasoning and critical thinking more efficientlySpeeding up the process of acquiring the experience

Integration of Basic Science Concepts into

Field ProblemsFocusing on application of previous knowledge in new situationsEncourages the integration of knowledge from domains (mathematics and physical sciences)Students are able to integrate basic science, core and applied knowledge into the solutions of field problems

Desired Student Outcomes

An ability to apply knowledge of mathematics, science, and engineeringAn ability to design a system, component, or process to meet desired needs within realistic constraints such as economic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturing and sustainability

Desired Learning Outcomes

Desired Student Outcomes…

An ability to function on multidisciplinary teamsAn ability to identify, formulate, and solve engineering problemsAn understanding of professional and ethical responsibilityAn ability to communicate effectively

Desired Student 0utcomes…

The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and social contextA recognition of the need for, and an ability to engage in life-long learningAn ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

Self-directed Learning Skills

Learn to learn to meet the personal needsIndependent Self-directedLifelong learnersSelf evaluatesConduct literature searches themselves

Intrinsic Interest in Subject Matter

Enhances intrinsic interest in subjectIncreases motivationInvolves the learners more actively in the issues at hand

Potential Difficulties with PBL

The Variation in Quality of the TeachersTutorial SkillsConfusion among the StudentsLack of a Sense of PurposeOrienting and Training the StudentsSeminars and Lab. Demonstrations are Essenstial

Competency List for Faculty

Knowledge of PEOs Conduct Job AnalysisList the Tasks to be AccomplishedPrepare Competencies List Grade them Write Learning Objectives & Learning OutcomesSelect appropriate real life problems

COMPETENCY

Development of CasesBased on the PEOs and Course OutcomesCases are to be Written from Real Life ObservationsSmall Groups are to be formedGuidance are to be Provided for Learning MaterialsBrain Storming is to be ConductedFeedback, moderation from the Tutor

Role of the University• Organize short -term faculty

development programs in developing instructional materials in PBL

• Collecting books on industrial problems

• Collecting books on building failures• Conducting workshops in

cooperation with industries• Evaluating the draft materials• Publishing the materials• Including a set of cases in selected courses

Checklist to Better Learning

Agree on your missionCreate goals for student outcomes and processIdentify related activities for each goalBrainstorm appropriate measuresEvaluate and select measuresIdentify appropriate assessment methods

Develop a plan for collecting dataPrioritize goalsSet timeline, milestonesImplement assessment planUse data to improve processCommunicate results

Review of Cases (Formative Evaluation)

Interdisciplinary ApproachEditingPreparation of data and information materialsPreparation of Video Clippings

Assessment of student learning

Assessment:- Begins with educational values- Should reflect an understanding as

multidimensional, integrated, and revealed in performance over time.

- Should have clear, explicitly stated purposes- Should focus on the experiences that lead to

the planned outcomes

Assessing student learning…

It should be ongoing, not episodicShould foster wider improvement when representatives from across the educational community are involvedBegin with issues of use and illuminate questions that people really care aboutIt should be part of a larger set of conditions that promote changeEducators must meet responsibilities to students and to the public

Summative EvaluationReview the FindingsFine Tune the Case Files based on the PERFORMANCE OF THE LEARNERSRecycle

Exit Interview of the Learners

Get the feedback on the implementation of PBLReview and improve

Smart students ?Yes!

Thank You,

Your questions, please ?