Problem-Based Learning with LAMS

Problem-based learning (PBL) is a student-centered pedagogy in which students learn about a subject through the experience of solving an authentic and open-ended problem found in trigger material. The PBL process does not focus on problem solving with a defined solution, but it allows for the development of other desirable skills and attributes.

Photo by Austin Distel on Unsplash

This includes knowledge acquisition, research skills, enhanced group collaboration and communication. While PBL was originally developed for medical education, it has since been broadened in applications a large variety of subjects. The process allows for learners to develop skills used for their future practice. It enhances critical appraisal, literature retrieval and review and encourages ongoing learning within a team setting.

The PBL Process

PBL is considered a constructivist approach to instruction because it emphasises collaborative and self-directed learning while being supported by tutor facilitation. The PBL process regularly goes as follows:

1. Students are presented with a problem and through discussion within their group, activate their prior knowledge.
2. Within their team, they develop possible theories or hypotheses to explain the problem. Together they identify learning issues or objectives to be researched. As a team, students construct a shared primary model to explain the problem at hand. Facilitators provide scaffolding and guidance, which is a framework on which students can construct knowledge relating to the problem.
3. After the initial teamwork, students work independently in self-directed study to research the identified issues.
4. The students team again to discuss their findings and refine their initial explanations based on what they learned.
5. After teams can present a final report with their proposed solution
6. Optionally, each team can do a “Gallery walk”, peer assessing other teams’ proposed solutions.

How to do PBL with LAMS

To demo this strategy, we will use a medical ethics case:

Outline of Activities

1. Introduction to Lesson [Noticeboard]
2. Teams
   Group activity with group selection done at monitor -based on previous grouping allocation.
3. Introduction to the Problem
   Presentation of the case to all students.
4. Team Analysis [Online collaborative document and Mindmap]
   Based at the case, all students for each team define: Consensus on key term definitions, their learning objectives, determine your Research Plan, any questions or doubts to be raise for the PBL Facilitator.
   
   Activities 1 to 4 are performed synchronously either in class or online.
5. Individual research [Share Resources]
   Individual students research the previously agreed learning objectives and collect resources and notes. This activity is performed asynchronously (out of class) and individually.
6. Research discussion [Online collaborative document and Mindmap]
   Individual students present their research to other team members and begin preparing a draft for their
   final report.
7. Team report [Online collaborative document and Mindmap]
   
   a) As a team, students create their final report for the case.
   
   b) After submitting their case, each team explores other teams reports and is allowed to rate and comment on each others report.
   
   c) Teacher/facilitator facilitates case discussion debrief
8. Individual reflection paper
   Individual students are asked to submit their own key learning points and reflections on the case.

Begin lesson

For a step by step run of the learning design or to download it and adapt it to your own teaching, take a look at this card:

To Resuscitate or Not to Resuscitate? -PBL