Instructional design/PBL problems
|1. ID PBL Problems||2. Characteristics of PBL Problems||3. Generate PBL Problems||4. Practice Now||5. Summary and References|
Lesson Introduction[edit | edit source]
Have you ever had a boring training class? We all have. We sat in class, memorized as much as we could,and tried to pass a test in the end, but is that what we want? These days there is a well-respected method called Problem-based Learning (PBL) that instructors and students find valuable. But just don’t take my word for it. Watch the following video and see what students and teachers have to say about PBL.( To watch the video: press Ctrl and click the PLAY button):
Problem Based Learning provides an effective way to enhance learning experiences and outcomes.Good problems are essential in PBL. This lesson will teach you how to generate effective PBL problems to ensure that learners are motivated and their critical thinking as well as collaboration skills are improved.
Target Learners[edit | edit source]
Instructional designers in higher education.
Lesson Objectives[edit | edit source]
After learning this lesson:
- Given a learning scenario, you (the learners) will be able to generate a problem that can be used in a PBL learning activity. The problem generated should score 80% or more on the PBL Quality Problem Checklist.
- You will be able to elaborate the core features of a “problem” in PBL (enhance students’ motivation, critical thinking skills and collaboration).
- You will be able to explain what kind of problem will enhance students’ motivation.
- You will be able to explain what kind of problem will enhance students’ critical thinking skills.
- You will be able to explain what kind of problem will enhance students’ collaboration.
Now please click on second session of this class "2. Characteristics of PBL problems."