ISSUES AND CHALLENGES IN IMPLEMENTING PBL:

IMPLICATIONS FOR MANAGEMENT EDUCATION

By:PM Dr Sopia Md Yassin

Director, NCDRCSultan Idris Education University

Rationale of PBL

• Are our students ready for the demands of our changing economy and workplace?

Rationale of PBL

• Are our students information and technology literate?

• Are our students flexible and adaptable?

• Are our students innovative?• Are our students effective communicators?

Rationale of PBL

• Are our students critical thinkers and problem solvers?

• Are our students globally aware?

• Are our students good collaborators?

• Are our students self-directed?

The Change: The Changing WorldWe are preparing our students for jobs that don't exist, using technologies that have not been invented, to solve problems that we haven't even considered yet.

Richard Riley (1999)

The Change: The Changing Nature Of StudentsChange in environment has a knock-on effect on the ways learners think, behave and learn.

(OECD, 2009)

The Change: The Changing Nature of Teaching and Learning

• Student centered learning

• Cognitive processes

• Learning skills

The Change:The Changing Understanding of Learning

• Neuroscience of learning

The Change:The Changing Scene in Higher Education• cuts in public funding

• greater proportion in higher education

• teaching-friendly environment

• growing criticism

Goals of Professional Education

“ Education in the professions should prepare students for action.”

Charles Gragg, 1940

Harvard Business School

PBLAn education process that requires the learner to go through the same activities during learning that are valued in the real world…

The intent is to challenge the learner with problems found in practice both as a stimulus for learning and focus for organizing what has been learned for later recall and application to future work.

Howard Barrows (2000)

PBL : Change in Starting PointChange in Roles

Existing

Lecturer Student

Content

Facilitator Problem Solver

Problem

PBL

Learn newknowledge

EXISTING PBL MODELS(118 courses at 103 institutions across 35 countries)

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are needed to see this picture.

Linkoping University

Roskilde University

Where & How Are PBL Practiced?

Faculty Decision Making: Intensive Training

• 4th -6th SEPTEMBER 2006

• Temasek Polytechnic

• 14 lecturers from Faculty of Science and Technology

• First exposure

Formation of PBL Pilot Team

• 1st November 2006

• 14 members

• Objectives Implement PBL in FST,

UPSI In-house training Research

In-house Training

• 11th and 12th December 2006

• Trained 25 FST lecturers

• Plan and develop teaching and learning curriculum based on PBL for science and mathematics

• Followed the Temasek Polytechnic Model

Pilot Test

Outcomes of The Pilot Test(Students’ Responses)

• solve daily life problem, better understanding of subject matter

• student-centred• positive argument• creative thinking• confident, independent,

improve self-esteem• build communication skill and

teamwork• encourage to develop inquiry• gain a lot of knowledge,

share and exchange information

What did you enjoy

most about the

PBL sessions?

Outcomes of The Pilot Test(Students’ Responses)

more challenging problem scenario and real situation

implement in more courses, options for students to choose own topic related to the subject

shorter period for a problem vs more time

experiences needed before giving the actual problem

integrated interdisciplinary approach in a problem scenario

rubrics are given earlier more facilitators for large

groups

How could these

sessions be improved?

Outcomes of The Pilot Test(Lecturers’ Responses)

Issues And Challenges

Recommendations for Implementing PBL in Other Institutions

Ongoing Initiatives

Ongoing Initiatives

Role and Support for Students

Role and Support for Facilitators

Hallinger (2006)

THANK YOUTHANK YOU