Problem Solving/Problem-Based Learning

In a problem-based learning (PBL) classroom, participants learn about a subject by working in groups to come up solutions to complex real-world problems. Unlike in traditional courses, with PBL, participants are self-directed in their learning. The instructor’s role is more of a facilitator and coach. The instructor starts a PBL activity with a problem that participants are likely to encounter in their jobs. Participants work together in groups to solve it with the information they already have. They next identify what else they think they need to know and independently review information resources. They regroup and apply what they have learned to try to resolve the problem. At the end of the activity, participants constructively assess their own learning as well as their peers’.

Some of the benefits of PBL are that participants take ownership for their own learning. They are engaged in the information gathering and evaluation process and reflect on their effectiveness as a learner at the end. PBL promotes knowledge retention and transfer to the workplace. PBL also supports interpersonal and group problem-solving skills. Some of the downsides to a PBL activity are the amount of time required for participants to complete the assignment and the time involved in monitoring and grading of participants’ performances. For more information on facilitating and monitoring group work on projects, refer to Projects.

Instructions

  1. Identify the learning outcomes for participants to achieve.
  2. Determine how participants will demonstrate their learning.
  3. Develop assessment tools to measure participant mastery (rubric, learning reflection/self-assessment, etc.)
  4. Design the scenario or scenarios based on a real-life problem.
  5. Introduce the PBL, the assignment expectations, rubrics, and timelines and lets the groups read through the scenario(s).
  6. Facilitate a brainstorming activity to activate participants’ background knowledge and identify what other information they need, along with available information sources.
  7. Ask groups to create a hypothesis to test as they research their solution.
  8. Groups self-assign roles and research responsibilities.
  9. Groups synthesize their research and create a presentation on their solution(s).
  10. Evaluate the groups’ products and performances.

Instructor-Led Training

Ask participants in a multi-week advanced course to brainstorm a list of industry and/or workplace problems. Ask them to identify the items on the list that fit within the scope of the course. Then, allow the participants to form groups, based on their interest in a particular problem, to develop a solution. Introduce the problem-solving project rubric and delivery schedule. Over the following weeks, the instructor(s) serves as a facilitator, guiding problem-solving actions, prompting discussions, and modeling strategies for thinking and learning. The groups collaborate inside and outside of class to research, write, and develop their final presentations. During class time, the instructor(s) meets with each group to provide guidance and monitor group work. Provide a template for group meeting minutes and require groups to submit the minutes after each facilitation period. At the end of the course, groups present their solutions and a brief summary of their research. Peers ask questions and provide oral or written feedback on the presentations.

Web Conference Training

Provide a complex, open-ended problem and divide the class into groups to work together to find a solution. Use a rotating team of four instructors/assistants to meet with each group during web conferences to provide the needed facilitation/monitoring time. Provide a template for group meeting minutes and require groups to submit them after each facilitation period. Post recorded mini-lectures by guest speakers related to the course content so participants can access instruction at times that are convenient to them. At the end of the course, each group uploads a recorded presentation of its solution and research. Peers post questions and feedback on the presentations.