Problem-Based Learning Problem-based learning enables students to embrace complexity, find relevance and joy in their learning, and enhance their capacity.

Presentasi berjudul: "Problem-Based Learning Problem-based learning enables students to embrace complexity, find relevance and joy in their learning, and enhance their capacity."— Transcript presentasi:

1 Problem-Based Learning Problem-based learning enables students to embrace complexity, find relevance and joy in their learning, and enhance their capacity to make creative contributions to real-world problems.” Dr. Preetha Ram Problem-based learning enables students to embrace complexity, find relevance and joy in their learning, and enhance their capacity to make creative contributions to real- world problems.” Dr Preetha Ram Using Minecraft in a PBL Setting

2 Workshop Outline: Aim: To explore the use of Minecraft as a tool for visualisation, evaluation and portfolio product creation as part of a PBL curriculum Introduce the concept of Problem-Based Learning Identify the key pedagogical processes in the PBL cycle Collaborate on a case study ‘ill-defined’ problem Participate in collaborative ‘solution finding’ and proto-typing using Minecraft Evaluate the collective prototypes for ‘best-fit’ to our problem Reflect upon our thinking and decision-making

3 Our time to explore the theoretical underpinnings of PBL is limited today, and our aim is to make this session as interactive and engaging as possible. Therefore participants of this workshop will have access to: 1.A short course on PBL, available on the MEC (including today’s Minecraft Case Study) 2.Access to a guidance document available on the MEC for further reading on the theoretical pedagogical concept that underlie PBL 3.Access to the Minecraft world we are using today for use in your own classroom, available on the MEC. Problem-Based Learning (PBL) was first introduced at the school of medicine, McMaster University in 1968. It was originally formulated to address the issue of students’ inability to apply knowledge and solve problems in real-world situations. Course Materials

4 “Problem-Based Learning (PBL) is a constructivist pedagogical approach that organises curriculum and instruction around carefully crafted “ill-structured” problems as the focus for learner engagement. Guided by teachers acting as cognitive coaches, students work collaboratively to develop critical thinking, problem solving, and critical skills as they identify problems, formulate hypotheses, conduct research, perform experiments and formulate solutions. Problem-based learning enables students to embrace complexity, find relevance and joy in their learning, and enhance their capacity to make creative contributions to real-world problems.” - Ram et al - 2007 What Is Problem-Based Learning?

5 How does PBL work? 1. Problem Setting 2. Identify Prior Knowledge and Gaps 3. Formulate Questions or Problem Statement 4. Self-Directed Learning 5. Application of Knowledge 6. Evaluation of Solutions 7. Present Single Solution 8. Reflection

6 There are a number of stages in the PBL cycle where: a.Learners need to articulate their ideas (in order to share them with others) b.Learners need to evaluate their ideas and help others to visualise them (so the group can determine them as a good solution to the problem, or to discount them) c.For assessment purposes, teachers need to be able to ‘see’ how learners are thinking, the ways in which they are applying their thinking and importantly what they can do to illustrate their learning. Here we explore the use of Minecraft as a possible tool for any or all three of the above requirements of PBL. Why Minecraft?

7 In PBL, the first stage in the cycle is the introduction of an ill-defined problem. The only real rule here is that learners should have enough prior knowledge to understand the basic parameters of the problem, but should NOT have enough knowledge to solve the problem without thorough research. 1. Problem Setting 2. Identify Prior Knowledge and Gaps 3. Formulate Questions or Problem Statement 4. Self-Directed Learning 5. Application of Knowledge 6. Evaluation of Solutions 7. Present Single Solution 8. Reflection Setting the Problem

8 Sunshine and Friendship A Canadian survey of citizen’s over the age of 60 showed that 97% of people said they felt lonely on a regular basis. Loneliness has been linked to a range of conditions including depression, dementia and early decline in elderly people. With an ageing population, this is not welcome news for the government, who are concerned about growing pressure on the country’s health service. The Toronto Sunshine Club, a day care centre for the elderly partnered with a local animal shelter to trial a scheme called ‘pet for a day’, where rescue animals were allowed to visit one day a week. The managers of the day care centres throughout the province said the impact was incredible. They believed that the companionship the animals offered, meant the day care patrons didn’t feel lonely. They also suggested that having the responsibility of feeding, grooming and walking the animals gave the patrons a sense of purpose, and engaged their mental faculties in important tasks. The local government were impressed with the trial, but felt that the feedback from the managers didn’t provide ‘robust enough evidence’ to roll out this kind of scheme further, and they were curious that the managers did not report any disadvantages to the scheme. Since they would like to allocate funds to a project that would best serve the needs of the elderly across the whole community, not just day care centres, they have commissioned your team to produce a balanced report and offer ideas into ‘Combating Loneliness in Senior Citizens’. An Ill-Defined Problem

9 Let’s assume our learners have undertaken steps 2-4 in the cycle. Their research has led them to fill in their gaps in knowledge by finding the following information about the elderly and loneliness:. 1. Problem Setting 2. Identify Prior Knowledge and Gaps 3. Formulate Questions or Problem Statement 4. Self-Directed Learning 5. Application of Knowledge 6. Evaluation of Solutions 7. Present Single Solution 8. Reflection Application of Knowledge

10 Things that make elderly people feel lonely: Feeling isolated from others Afraid to go out after dark (feel most lonely and isolated in the evening) Worried about finances/pension Things that help people overcome loneliness: Feeling connected to others Having responsibilities A sense of purpose or being needed In a pilot of this project held recently, when the collaborative pairs brought their findings back to the whole team, they were able to compile these collective lists. Loneliness – Our Findings

11 Here are three examples of what they proposed: 1.Pensioner’s Pet Café – where elderly people get a free bowl of soup in exchange for feeding and grooming the rescue cats and dogs in this community café 2.A Mobile (robotic) Community Allotment – where the garden is brought to isolated elderly people who are house-bound or disabled or in high-rise apartments, so they can plant their own fruit and vegetables and socialise with other gardeners 3.Sensor-Lit Streets – These streets connect important services for elderly people (grocery store, bingo hall, dance hall, dominoes club etc. The streets light up when they sense movements, creating a safer night time commute, whilst being environmentally friendly. Loneliness – Our Findings

12 1.Pensioner’s Pet Café 2.A Mobile Community Allotment 3.Sensor-Lit Streets This array of possible solutions must be evaluated so the team can propose which one best fits the problem? This is where a visualisation tool such as Minecraft can be used. 1. Problem Setting 2. Identify Prior Knowledge and Gaps 3. Formulate Questions or Problem Statement 4. Self-Directed Learning 5. Application of Knowledge 6. Evaluation of Solutions 7. Present Single Solution 8. Reflection Evaluation of Solutions

13 Minecraft Prototypes

14 Things that make elderly people feel lonely: Feeling isolated from others Afraid to go out after dark (feel most lonely and isolated in the evening) Worried about finances/pension Things that help people overcome loneliness: Feeling connected to others Having responsibilities A sense of purpose or being needed Part 1 - Using the lists of important factors in loneliness (below), take 5 minutes to discuss a possible solution with your team mates. Part 2 - Once you have a possible solution, devise a plan for how you would build a basic prototype in Minecraft that could convince others in the class of it’s merits and disadvantages Your Task

15 Once you have a basic plan in place for how you would showcase your idea’s merits and disadvantages, your team should begin to build a basic prototype using the Minecraft map ‘Toronto PBL’ preloaded onto your computer. Use the map in any way you wish. The beauty of Minecraft is that you can model and remodel the world as many times as necessary. Remove buildings, change the materials things are made with, add Redstone functions and more. Your Task

16 Evaluation Your prototype may not be fully developed yet, however let’s take a few minutes to share our ideas with some different teams…

17 Today we have explored one way of using Minecraft in PBL; for visualisation and evaluation However once you familiarise yourself with the course decks, you will see that it has great potential for being used in other parts of the PBL cycle, particularly to be used as: an indicator of output – an end ‘product’ a ‘show case’ item in a student’s portfolio A focus for individual reflection on choices, decisions and their relative success (scaffolding for metacognition) Concluding Thoughts

18 After today’s session, to what extent do you feel: 1.The benefits of working in a collaborative, problem-solving context can improve learner engagement? 2.You can use Minecraft as a tool for evaluation and visualization in your classroom? 3.Your learners could use Minecraft as a tool for creating a product for a portfolio? 4.Problem-Based Learning provides an authentic context for the use of Minecraft in the classroom? For Reflection