LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.
-
Upload
noah-hudson -
Category
Documents
-
view
227 -
download
0
Transcript of LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.
![Page 1: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/1.jpg)
LeAP Summer Workshop ENGAGING WITH PBL
![Page 2: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/2.jpg)
Derek Raine, Cheryl HurkettSarah Gretton, Dylan Williams
University of Leicester
LeAP Summer WorkshopEngaging with PBL
![Page 3: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/3.jpg)
Day 1Morning:
• PBL activity (groups); • Evaluation - characteristics of PBL (plenary
feedback)
Afternoon: • Problem writing (lecture 1 hour followed by group activity)
Day 2
Morning: • Delegate presentations;• Assessing PBL (presentation, 30 mins, discussion)
Afternoon:
• Delegate presentations• Problem development (groups) and consultancy
(individual);• PBL facilitation (presentation and discussion); • Evaluating PBL & Delegate presentations
Day 3Morning: • Selected delegate problems tried out and discussed
Afternoon: • Q&A: Engaging with PBL• Summary and feedback
![Page 4: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/4.jpg)
Problem 1
• You will be given a selection of materials and the feedback from a PBL course
• Your task is to analyse the material
![Page 5: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/5.jpg)
Instructions:
• Watch the presentation• Individually write down a sentence describing
your initial understanding of the problem• Locate the problem as a group• Exchange your Existing Knowledge in relation
to the problem; attempt the problem• Identify Issues for further research
![Page 6: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/6.jpg)
Report back- group presentations
• What is the problem?• What are the issues?• What more research do you need to carry
out?
![Page 7: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/7.jpg)
• Why ask for individual reflection?
• Why agree the problem?
• Why list existing knowledge?
• Why list issues?
The concept of learning issues is central to PBL. It encourages students to think for themselves about what they know and what they don’t know about an issue.
What did we do?
![Page 8: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/8.jpg)
Planning Phase What is the problem?What do we know?
Investigation Phase What do we need to find out?Who and what?
Analysis Phase Have we solved the problem fully? (Repeat as necessary)
Assessment ReportEvaluation Group roles
How did we do?
![Page 9: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/9.jpg)
Problem 2: How do we get (a) students and (b) staff
to engage with PBL?
What are the issues for PBL?
![Page 10: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/10.jpg)
• What is engagemnt?• What is PBL?• What are we trying to achieve? What are
the obstacles?• Planning• Problem writing• Facilitation• Group formation• Assessment• Evaluation; student engagement
Problem 2: Our Learning Issues
![Page 11: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/11.jpg)
Engagement (in general)What enhances the student experience?
– A sense of community– Staff-student interaction– Trained teachers– Time on Task– Collaborative learning– Small class size
Graham Gibbs Dimensions of Quality HEA 2010
![Page 12: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/12.jpg)
What is PBL?Definitions!
![Page 13: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/13.jpg)
PBL (problem-based learning) is a student-centred method of teaching in which students learn by investigating real-world problems and, working in groups, seek out the tools necessary to solve them.
Definitions: PBL
![Page 14: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/14.jpg)
What’s the difference?
• Problem-based learning• Enquiry-based learning• Case-based learning• Project-based learning• Research-based learning
![Page 15: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/15.jpg)
Definition: Centre for Excellence in Enquiry-Based Learning, University of Manchester
Variations: EBL
“EBL describes an environment in which learning is driven by a process of enquiry owned by the student. Starting with a “scenario” and with the guidance of a facilitator, students identify their own issues and questions. They then examine the resources they need to research the topic, thereby acquiring the requisite knowledge. Knowledge so gained is more readily retained because it has been acquired by experience and relation to a real problem.”
EBL includes the following activities:
• Problem based learning
• Small scale investigations
• Projects and research
![Page 16: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/16.jpg)
“Inquiry is a form of Self-Directed Learning and follows the four basic stages defining self-directed learning. Students take more responsibility for:
Variations: Self-Directed Learning
Definition: McMaster University, Ontario, Canada (1/2)
• Determining what they need to learn• Identifying resources and how best
to learn from them• Using resources and reporting their
learning• Assessing their progress in learning”
![Page 17: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/17.jpg)
“Teaching through “inquiry” involves engaging students in the research process with instructor support and coaching at a level appropriate to their starting skills. Students learn discipline specific content but in doing so, engage and refine their inquiry skills. An inquiry course:
• Is question driven, rather than topic or thesis driven• Begins with a general theme to act as a starting point or trigger for learning• Emphasizes asking good researchable questions on the theme, and coaches students in
doing this• Builds library, interview, and web search skills, along with the critical thinking skills
necessary for thoughtful review of the information. Coaches students on how to best report their learning in oral or written form
• Provides some mechanism (interviews, drafts, minutes of groups meetings, benchmark activities, etc) to help students monitor their progress within the course.
• Draws on the expertise and knowledge of the instructor to model effective inquiry and to promote reflection.”
Variations: Self-Directed Learning
Definition: McMaster University, Ontario, Canada (2/2)
![Page 18: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/18.jpg)
What are we trying to achieve?
![Page 19: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/19.jpg)
Engagement in PBL• Engagement
• Students work together• Students choose which areas to explore, and which
questions to answer• Students are active in the learning process
• Focus• Away from the tutor – facilitator role• Towards the subject• Towards the learning process
• Alignment…
![Page 20: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/20.jpg)
The average normalized gains <g> for problem-based honours courses at the University of Delaware in 1994, 1996, 1997, 1998, and 1999 were between 0.45 and 0.64. Those <g>'s may be compared with the average 0.48 +/-0.14 of <g>'s for forty-eight "interactive engagement" courses in a survey of mechanics test data for six thousand students in introductory physics courses [Hake (1998a)]
• ‘nobody wants to like it, but it actually does work’
• it ‘almost felt like you were doing research’• ‘Absolutely love it…’
Co-operative learning
![Page 21: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/21.jpg)
Alignment
Subject knowledge and skills+
Academic physicists Professional physicist
Prior knowledge and goals+
Structured and focussed Student oriented
Assessment+
End-point Relevant
Community Coherent
![Page 22: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/22.jpg)
Planning an engaging problem
![Page 23: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/23.jpg)
Who is it for?• Students (number and level)
What are the objectives?• Process• Content
What is the course?• Sequencing of course/problems• Time/structure of class
Planning
![Page 24: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/24.jpg)
Who is the problem writer?• Discipline• Control issues• Level of investment
How assessed?• Presentation, report, group/individual…?
How evaluated?
Planning
![Page 25: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/25.jpg)
Day 1Morning: • PBL activity (groups);
• Evaluation - characteristics of PBL (plenary feedback)
Afternoon: • Problem writing (lecture 1 hour followed by group activity)
Day 2
Morning: • Delegate presentations;• Assessing PBL (presentation, 30 mins, discussion)
Afternoon:• Problem development (groups) and consultancy
(individual);• PBL facilitation (presentation and discussion); • Evaluating PBL & Delegate presentations
Day 3Morning: • Selected delegate problems tried out and discussed
Afternoon: • Q&A: Engaging with PBL• Summary and feedback
![Page 26: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/26.jpg)
PBL Problem Writing
![Page 27: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/27.jpg)
• Relate to real world, motivate students• Require decision-making or judgments• Are multi-page, multi-stage• Are designed for group-solving• Pose open-ended initial questions that
encourage discussion• Incorporate course content objectives,
higher order thinking
Good PBL Problems…
![Page 28: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/28.jpg)
Feasibility• Students can plan a way to investigate the question• The question is appropriate for the students
Worth• The question is relevant to what people (including scholars
in the discipline) really do• The question helps students to link major concepts• The question is complex enough to be broken down into
smaller questions• The question leads to further questions
(Modified from Krajcik, Czerniak, & Berger, Teaching Science in Elementary and Middle School Classrooms)
Key features of “driving questions"
![Page 29: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/29.jpg)
Contextualization• The question is anchored in real world issues and has real
world consequences.
Meaning• The question is interesting and important to learners.• The question intersects with learners’ lives, reality, and
culture.
Sustainability• The question allows students to pursue solutions over time• Students can pursue answers to the question in great
detail.
Key features of “driving questions"
![Page 30: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/30.jpg)
Content-oriented: subject specific• Basic knowledge and understanding of specific
concepts, techniques, etc. in the discipline
Process-oriented: global skills• Effective communication: oral and written• Acquiring and evaluating information• Working effectively with others• Higher order, critical thinking
Types of Learning Objectives
![Page 31: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/31.jpg)
1) Your current exercises
2) External sources • Newspaper articles, news events• Popular press in the discipline• Make up a story – based on content objectives• Adapt a case to a problem• Research papers• Other?
Sources of Problems
![Page 32: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/32.jpg)
http://www.physics.le.ac.uk/ProjectLeAP/
Problem Banks
![Page 33: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/33.jpg)
![Page 34: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/34.jpg)
Identify the course You can think of the subject, level of students, size of class, how you would use it.
List the learning objectives that would be met by this problem
Step One:
![Page 35: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/35.jpg)
Think of a scenario
Sketch out the first section
Step Two:
![Page 36: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/36.jpg)
What comes next?
Write a brief synopsis of the problem, emphasizing its possible staging
Be prepared to report out.
Step Three:
![Page 37: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/37.jpg)
Engaging Facilitation
![Page 38: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/38.jpg)
What makes a good facilitator?
![Page 39: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/39.jpg)
1) Interactions within groups
2) Interaction with facilitators and staff
3) Balance between group and individual work
4) Interaction between groups
Community Building
![Page 40: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/40.jpg)
• Induction• Planning Phase• Investigation Phase• Analysis Phase• Assessment
• Group Roles/Rules• Group Action Plan
• Peer Tutoring
Interactions within groups
![Page 41: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/41.jpg)
• Induction• Planning Phase• Investigation Phase• Analysis Phase• Assessment
• Facilitator• Subject Expert
• Audience
Interactions with facilitators and staff
![Page 42: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/42.jpg)
• G & I Learning Outcomes• Individual
• G & I Deliverables
• Induction• Planning Phase• Investigation Phase• Analysis Phase• Assessment
Group and individual work
![Page 43: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/43.jpg)
• Induction• Planning Phase• Investigation Phase• Analysis Phase• Assessment
• Assessment Design
Interaction between groups
![Page 44: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/44.jpg)
Day 1Morning: • PBL activity (groups);
• Evaluation - characteristics of PBL (plenary feedback)
Afternoon: • Problem writing (lecture 1 hour followed by group activity)
Day 2
Morning: • Delegate presentations;• Assessing PBL (presentation, 30 mins, discussion)
Afternoon:• Problem development (groups) and consultancy
(individual);• PBL facilitation (presentation and discussion); • Evaluating PBL & Delegate presentations
Day 3Morning: • Selected delegate problems tried out and discussed
Afternoon: • Q&A: Engaging with PBL• Summary and feedback
![Page 45: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/45.jpg)
Group formationEngaging students
![Page 46: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/46.jpg)
Group formation
• Assigned or free-formed?• Random or structured?• Rotation rate?
![Page 47: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/47.jpg)
Authentic AssessmentEngaging skills
![Page 48: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/48.jpg)
Restricted access (selection/winner takes all)
Competence or mastery of content
Competence or mastery of process
Potential (The Apprentice)
Group process
What is assessment for?
Group process
![Page 49: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/49.jpg)
Assessment types
• Expert witness• Pitch• Podcast• Poster • Report to ….• Conference presentation
![Page 50: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/50.jpg)
Telescope project
Water pipes in the desert
There is too much data or too many experiments for each group to carry out the whole project alone.
Presentations and reports are required to exchange information.
Authentic Assessment
![Page 51: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/51.jpg)
Pitfalls: • Over-assessment• Staff time• Free-loaders• Identifying contributions
Solution: • Group work as culture (co-operative learning)
not method
Problems of Group Assessment
Pedagogies of engagement: Classroom-Based Practices, Smith et al J Eng Educ Jan 2005
![Page 52: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/52.jpg)
Day 1Morning: • PBL activity (groups);
• Evaluation - characteristics of PBL (plenary feedback)
Afternoon: • Problem writing (lecture 1 hour followed by group activity)
Day 2
Morning: • Delegate presentations;• Assessing PBL (presentation, 30 mins, discussion)
Afternoon:• Problem development (groups) and consultancy
(individual);• PBL facilitation (presentation and discussion); • Evaluating PBL & Delegate presentations
Day 3Morning: • Selected delegate problems tried out and discussed
Afternoon: • Q&A: Engaging with PBL• Summary and feedback
![Page 53: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/53.jpg)
EvaluationWere we engaged?
![Page 54: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/54.jpg)
• Course data• Concept testing• Questionnaires• Focus groups• Observation
![Page 55: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/55.jpg)
Day 1Morning: • PBL activity (groups);
• Evaluation - characteristics of PBL (plenary feedback)
Afternoon: • Problem writing (lecture 1 hour followed by group activity)
Day 2
Morning: • Delegate presentations;• Assessing PBL (presentation, 30 mins, discussion)
Afternoon:• Problem development (groups) and consultancy
(individual);• PBL facilitation (presentation and discussion); • Evaluating PBL & Delegate presentations
Day 3Morning: • Selected delegate problems tried out and discussed
Afternoon: • Q&A: Engaging with PBL• Summary and feedback
![Page 56: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/56.jpg)
Day 1Morning: • PBL activity (groups);
• Evaluation - characteristics of PBL (plenary feedback)
Afternoon: • Problem writing (lecture 1 hour followed by group activity)
Day 2
Morning: • Delegate presentations;• Assessing PBL (presentation, 30 mins, discussion)
Afternoon:• Problem development (groups) and consultancy
(individual);• PBL facilitation (presentation and discussion); • Evaluating PBL & Delegate presentations
Day 3Morning: • Selected delegate problems tried out and discussed
Afternoon: • Q&A: Engaging with PBL• Summary and feedback
![Page 57: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/57.jpg)
Engaging with PBL
![Page 58: LeAP Summer Workshop ENGAGING WITH PBL. LeAP Summer Workshop Engaging with PBL.](https://reader038.fdocuments.net/reader038/viewer/2022110100/56649e405503460f94b30ed3/html5/thumbnails/58.jpg)
How do we engage staff and students
Can we answer our PBL question?