Problem-Based Learning
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Problem-based learning is an experiential, applied learning method that uses "...real-life problems as a way for adult learners to learn critical thinking, collaboration, and the essential concepts and skills of a particular discipline" (Wlodkowski, 2017, p271). It is widely used in STEM, and closely mimics the process we use to solve problems that come up in our daily lives and jobs. This open-ended learning process can be highly motivating and allow for significant creativity within diverse, interdisciplinary groups; however, its complexity can also lead to group conflict and confusion. It is important for facilitators to monitor groups to ensure full participation and inclusion (Davis & Arend, 2013).
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The Problem-Based Learning Process |
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In its simplest form, the problem-based learning process consists of the following steps (Wlodkowski, 2017):
Watch the video (right) to dive a bit deeper into the process! |
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Examples -- click on each tab to explore |
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Learning Teams are a variant of an incident review method that focus on learning and improving from events (rather than blaming and punishing employees for mistakes). A neutral facilitator will bring in a group of 4-6 people – some involved in the event, some knowledgeable about the processes involved and/or some affected by the event. This team will spend 1-2 hours brainstorming and gathering information, focusing on the factors that led to the event. The group will then be given overnight “soak time” before reconvening to discuss any new ideas before proposing a path forward and assigning action items to appropriate personnel (Conklin, 2012).
Click on the buttons below to check out more resources on learning teams, as well as my AAACE conference presentation and learning team activity materials. Case studies present the narrative of a real situation and ask learners to analyze what actually happened and/or consider what they would do to address the problem(s) presented. Case studies are an excellent tool for individual reflection and group discussion, and can encourage deep thinking and challenging debates (Wlodkowski, 2017). They can be a particularly good option for distance learning, where it may be difficult to coordinate physical experiences. Case studies are also used often in ethics lessons in a variety of disciplines. Like reality, there is no one "right" answer in this kind of exercise; rather, it is intended to elicit authentic responses and considerations about all of the different paths that could be (or have been) taken.
Interested in using case studies in your lessons? Click on the buttons below to learn more: According to the Teaching and Learning Institute (TILT) at Colorado State University, "service-learning is a pedagogical practice that integrates service and academic learning to promote increased understanding of course content while helping students develop knowledge, skills, and cognitive capacities to deal effectively with complex social issues and problems" (2020). Equally as important, it addresses problems brought up by the larger community and promotes communication and collaboration between students and community members. With appropriate scaffolding, service learning allows learners to practice what they've learned in the classroom, as well as build on that learning with new experiences.
Want to learn more about how service learning can be used? Click on the buttons below to explore: |
Other Considerations |
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References |
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