PBL injects a dose of reality of learning in the real-world.
I heard about Problem Based Learning (PBL) years ago when I visited the Republic Polytechnic. Unlike the other four polytechnics in Singapore, the students at Republic Polytechnic do not follow traditional ways of learning. Instead of taking weekly lectures and tutorials for the modules registered, the students at the Republic Polytechnic meet their lecturers every morning for problem briefings and present their findings in the afternoon. I found the approach fascinating.
I had a taste of PBL these two weeks. Honestly, I did not
quite get used to it.
The feeling is like getting thrown into the water with other
kids from the same group to figure out how to swim together. We heard from each
other’s interpretations/understandings of what digital literacies are, reasons
why educators like me are reluctant to share our thoughts freely on virtual
space and the potential consequences of lagging behind our students.
Like the student from the Republic Polytechnic, we are given
a problem to discuss. We are told to present our findings that reflect our
thoughts as a group. Discussing the topic is fine but making sure the
discussions are focused enough to produce some consensus can be challenging. As
members are from different backgrounds, our understanding of the topic is
necessarily diverse. Naturally, we went off-tangent many times during our PBL
meeting. I guess this is also where the beauty of PBL learning is all about.
I was fortunate to have a brief sharing session with my NUS
facilitator Mr Alan Song. He assured me that the experience is normal and
encouraged me to press on. Alan recommended a useful framework to follow in
subsequent PBL group discussions. I like it so much and share it here with
anyone who might find it useful.
Topic |
Questions |
Reflection results |
Content |
·
Did we achieve the intended learning outcomes? |
|
Working method |
·
Did we work according to the steps for the FISh
model? ·
Did we got stuck anywhere in the process? |
|
Group dynamics |
·
Looking back at the collaborative learning
contract, did we follow what we decided? ·
Should we adjust anything in the contract or in
the way we are working together? |
|
Metacognition |
·
How did I learn? ·
How does your prior knowledge affect your learning? ·
How is your motivation? |
Despite the somewhat disorganized experience, I am getting
to like PBL. The world won’t always be as structured as we design our module.
PBL injects a dose of reality of learning in the real-world.
Thank you for your honest reflection about the experiences of our ONL212 work. I also appreciate the framework you posted, is it anywhere to be found and read more about?
ReplyDeleteThank you, Jianlin, for an open and honest post about your experience so far. I completely understand your concern and the reflection you share. It will be interesting to read your final blog post, and what you will share in that. What makes a group? What aspects are important for people to collaborate and communicate, when the topics to discuss are so openly described and subject to various interpretations? The question is, in a course like this, if the topic is what's at the core of the learning outcome in the end? Perhaps it's the process itself. You mention a learning situation where students are giving problem briefings in the morning, and meet with the lecturer in the afternoon to present or reflect. I have gone through such courses myself (at a Business School in the Netherlands) and it was extremely rewarding to work with such an approach. However, what I remember the most from that kind of learning experience is not the topic or case we worked with, but how we worked together to solve the various problems. Things like communication, group dynamics, brainstorming techniques and creative solutions were what we learned about. The question is - what have you learned through this PBL experience, in the end? I look forward to reading your final post! /Ann
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