2016-12-07 Development of a Project/Problem Based Learning Body of Knowledge (PBLBOK) (IEEE ICEED2016)
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The document discusses the development of a Project/Problem-Based Learning Body of Knowledge (PBLBOK) to enhance problem-solving skills among educators and students. It identifies the need for systematic methodologies, strategies, and frameworks to facilitate effective problem-based learning, drawing on established models and research. The goal is to provide resources that enable teachers to effectively support student learning through structured problem-solving approaches.
![Background
• 21st Century Skills (ATC21s)
[1]
• Key Competencies (OECD)
[2]
• Essential Skills (US)
• Soft Skills (US)
• Employability Skills(Canada)
• Employability Skills (Australia)
• Revision of Course of Study
• Abilities to career development
• Abilities for social and professional
independence and a smooth transition
to society and occupation
• Fundamentals of social workers
• Abilities of Bachelor (Japan)
3
Increasing interest in problem-solving skills](https://image.slidesharecdn.com/2016-12-07iceed2016-161211121832/85/2016-12-07-Development-of-a-Project-Problem-Based-Learning-Body-of-Knowledge-PBLBOK-IEEE-ICEED2016-3-320.jpg)
![Related Research
• Dewey's Sequence[7]
• Define, Analyze, Determine Criteria,
Propose Solutions, Evaluate Solutions,
Select a Solution, Suggest Strategy / Implementation
• PDCA[8][9], PDSA[10]
• Plan, Do, Check, Act
• Plan, Do, Study, Act
• IDEAL[11]
• Identify, Define, Explore, Act, Look at the effect
5
It is needed to develop a methodology to
facilitate problem-solving-learning](https://image.slidesharecdn.com/2016-12-07iceed2016-161211121832/85/2016-12-07-Development-of-a-Project-Problem-Based-Learning-Body-of-Knowledge-PBLBOK-IEEE-ICEED2016-5-320.jpg)
![Scope of "PBL"
• Deals with open-ended problems
• Organize small teams
• Has limited periods
• Long-term (not units of instruction)
6
Suggest
Strategies /
Implement
the Solution
Action
Evaluate
Summarize
Expression
Reflection
Assessment
Dewey [7]
PDCA [8][9]
PDSA [10]
"Information"
(Japan) [21]
" Comprehensive
learning " [22]
(Japan)
Looking at
the effect and
learning
IDEAL [11]
Select a
Solution
Check
Study
Practice
Organization / analysis
Practice
Acting
on a
plan
Evaluate
Proposed
Solution
Do
Review solution
Collect
information
Plan
Exploring alternative approaches
Propose
Solutions
Plan
Analyze
Define
Search for
Solutions
Define
Action
Determine
Criteria
Discover and
clarify problems
policy decision
Identify
Analyze
Identify
Define
Discover
Special Group of
MEXT (Japan) [23]](https://image.slidesharecdn.com/2016-12-07iceed2016-161211121832/85/2016-12-07-Development-of-a-Project-Problem-Based-Learning-Body-of-Knowledge-PBLBOK-IEEE-ICEED2016-6-320.jpg)
![Factors in issues about PBL[5]
• Factor 1 : Ambiguity of Viewpoints
Approach 1 : Define Viewpoints
• Factor 2 : Ambiguity of Processes
Approach 2 : Define Processes
• Factor 3 : Ambiguity of Deliverables
Approach 3 : Define Deliverables
• Factor 4 : Ambiguity of Parts of "Problem-solving skills"
Approach 4 : Define Parts of "Problem-solving skills"
• Factor 5 : Ambiguity of Evidence for Evaluations
Approach 5 : Define Evidence for Evaluations
• Factor 6 : Ambiguity to Evaluate Timing
Approach 6 : Define Evaluate Timing
• Factor 7 : Difficulty in preparing knowledge database
Approach 7 : Refer to databases that recorded knowledge
11](https://image.slidesharecdn.com/2016-12-07iceed2016-161211121832/85/2016-12-07-Development-of-a-Project-Problem-Based-Learning-Body-of-Knowledge-PBLBOK-IEEE-ICEED2016-11-320.jpg)
![Factors in issues about PBL[5]
• Factor 1 : Ambiguity of Viewpoints
Approach 1 : Define Viewpoints
• Factor 2 : Ambiguity of Processes
Approach 2 : Define Processes
• Factor 3 : Ambiguity of Deliverables
Approach 3 : Define Deliverables
• Factor 4 : Ambiguity of Parts of "Problem-solving skills"
Approach 4 : Define Parts of "Problem-solving skills"
• Factor 5 : Ambiguity of Evidence for Evaluations
Approach 5 : Define Evidence for Evaluations
• Factor 6 : Ambiguity to Evaluate Timing
Approach 6 : Define Evaluate Timing
• Factor 7 : Difficulty in preparing knowledge database
Approach 7 : Refer to databases that recorded knowledge
12
Viewpoints
Processes
Deliverables
Parts of "Problem-solving skills"
Evidence for Evaluations
Evaluate Timing
Refer to databasesProject Management Framework
PMBOK® Guide[6]
Define structure of these relations.
Manage knowledge and know-how.
Enable to refer these components.
Factors can be solved
→ Become easier to facilitate](https://image.slidesharecdn.com/2016-12-07iceed2016-161211121832/85/2016-12-07-Development-of-a-Project-Problem-Based-Learning-Body-of-Knowledge-PBLBOK-IEEE-ICEED2016-12-320.jpg)
![Suggest
Strategies /
Implement
the Solution
Action
Evaluate
Summarize
Expression
Reflection
Assessment
Dewey [7]
PDCA [8][9]
PDSA [10]
"Information"
(Japan) [21]
" Comprehensive
learning " [22]
(Japan)
Looking at
the effect and
learning
IDEAL [11]
Select a
Solution
Check
Study
Practice
Organization / analysis
Practice
Acting
on a
plan
Evaluate
Proposed
Solution
Do
Review solution
Collect
information
Plan
Exploring alternative approaches
Propose
Solutions
Plan
Analyze
Define
Search for
Solutions
Define
Action
Determine
Criteria
Discover and
clarify problems
policy decision
Identify
Analyze
Identify
Define
Discover
Special Group of
MEXT (Japan) [23]
Define Goal Planning Execute Evaluate
Assessments
Evaluating
Execu
tingPlanningInitiating
Superimpose past problem-solving learning models and PMBOK® Guide's process groups
Closing
Execut
ing
PlanningInitiatingPMBOK® Guide[6]
PBLBOK
Monitoring
① Definition of Process Groups 17](https://image.slidesharecdn.com/2016-12-07iceed2016-161211121832/85/2016-12-07-Development-of-a-Project-Problem-Based-Learning-Body-of-Knowledge-PBLBOK-IEEE-ICEED2016-17-320.jpg)
2016-12-07 Development of a Project/Problem Based Learning Body of Knowledge (PBLBOK) (IEEE ICEED2016)
- 1. Development of a Project/Problem Based Learning Body of Knowledge (PBLBOK) Yoshiki Sato, Atsuo Hazeyama, Youzou Miyadera Tokyo Gakugei University
- 3. Background • 21st Century Skills (ATC21s) [1] • Key Competencies (OECD) [2] • Essential Skills (US) • Soft Skills (US) • Employability Skills(Canada) • Employability Skills (Australia) • Revision of Course of Study • Abilities to career development • Abilities for social and professional independence and a smooth transition to society and occupation • Fundamentals of social workers • Abilities of Bachelor (Japan) 3 Increasing interest in problem-solving skills
- 4. Common Issues of Problem-Solving-Learning Difficulty … to progress as planned to evaluate processes to facilitation suitable for each groups Some supports are needed to lead Problem-Solving-Learning to a goal well. Veteran teachers are taking advantage of experience to cope. Knowledge to advance problem-solving-learning is not systematized. 4
- 5. Related Research • Dewey's Sequence[7] • Define, Analyze, Determine Criteria, Propose Solutions, Evaluate Solutions, Select a Solution, Suggest Strategy / Implementation • PDCA[8][9], PDSA[10] • Plan, Do, Check, Act • Plan, Do, Study, Act • IDEAL[11] • Identify, Define, Explore, Act, Look at the effect 5 It is needed to develop a methodology to facilitate problem-solving-learning
- 6. Scope of "PBL" • Deals with open-ended problems • Organize small teams • Has limited periods • Long-term (not units of instruction) 6 Suggest Strategies / Implement the Solution Action Evaluate Summarize Expression Reflection Assessment Dewey [7] PDCA [8][9] PDSA [10] "Information" (Japan) [21] " Comprehensive learning " [22] (Japan) Looking at the effect and learning IDEAL [11] Select a Solution Check Study Practice Organization / analysis Practice Acting on a plan Evaluate Proposed Solution Do Review solution Collect information Plan Exploring alternative approaches Propose Solutions Plan Analyze Define Search for Solutions Define Action Determine Criteria Discover and clarify problems policy decision Identify Analyze Identify Define Discover Special Group of MEXT (Japan) [23]
- 7. Scope of "PBL" • Theme Learning • Project Learning • PBL (Problem Based Learning) • PBL (Project Based Learning) • Problem-solving-learning • Graduation Research Giving Learners Problem-Solving Skills • Understanding the viewpoints & processes to solve problems • Using these to solve problems 7 Main Purpose of PBL is
- 8. Final Goal Develop a method how all teachers would be able to facilitate PBL Purpose of this presentation Development of PBLBOK (Project/Problem Based Learning Body of Knowledge) 8
- 9. Approach • PBL models • Project Management Method (PMBOK® Guide) Result • Even a newly appointed teacher will be expected to facilitate PBL efficiently and effectively 9
- 10. Factors in issues and Our Approach 10
- 11. Factors in issues about PBL[5] • Factor 1 : Ambiguity of Viewpoints Approach 1 : Define Viewpoints • Factor 2 : Ambiguity of Processes Approach 2 : Define Processes • Factor 3 : Ambiguity of Deliverables Approach 3 : Define Deliverables • Factor 4 : Ambiguity of Parts of "Problem-solving skills" Approach 4 : Define Parts of "Problem-solving skills" • Factor 5 : Ambiguity of Evidence for Evaluations Approach 5 : Define Evidence for Evaluations • Factor 6 : Ambiguity to Evaluate Timing Approach 6 : Define Evaluate Timing • Factor 7 : Difficulty in preparing knowledge database Approach 7 : Refer to databases that recorded knowledge 11
- 12. Factors in issues about PBL[5] • Factor 1 : Ambiguity of Viewpoints Approach 1 : Define Viewpoints • Factor 2 : Ambiguity of Processes Approach 2 : Define Processes • Factor 3 : Ambiguity of Deliverables Approach 3 : Define Deliverables • Factor 4 : Ambiguity of Parts of "Problem-solving skills" Approach 4 : Define Parts of "Problem-solving skills" • Factor 5 : Ambiguity of Evidence for Evaluations Approach 5 : Define Evidence for Evaluations • Factor 6 : Ambiguity to Evaluate Timing Approach 6 : Define Evaluate Timing • Factor 7 : Difficulty in preparing knowledge database Approach 7 : Refer to databases that recorded knowledge 12 Viewpoints Processes Deliverables Parts of "Problem-solving skills" Evidence for Evaluations Evaluate Timing Refer to databasesProject Management Framework PMBOK® Guide[6] Define structure of these relations. Manage knowledge and know-how. Enable to refer these components. Factors can be solved → Become easier to facilitate
- 13. Initiating Planning Executing Monitoring & Controlling Closing Integration Scope Time Cost Quality Human Resource Communi- cations Risk Procurement Stakeholder KnowledgeAreas Process Group 5 Process Groups 10 Knowledge Areas 47 Processes Inputs → Tools and Techniques → Outputs 13
- 15. EvaluatingExecutingPlanningInitiating Summative Evaluation Presen- tation ExecutingMake Proposal Set Theme Teaming Planning PBLBOK Project/Problem Based Learning Body of Knowledge Guidance PBL Processes Techniques Know-how Formative evaluation Formative evaluation S A B C Rubric for Learner Overview of PBL Model 15
- 16. Development of PBLBOK ① Definition of Process Groups ② Definition of Knowledge Areas ③ Definition of Deliverables ④ Definition of Processes ⑤ Definition of Detail of Process 16
- 17. Suggest Strategies / Implement the Solution Action Evaluate Summarize Expression Reflection Assessment Dewey [7] PDCA [8][9] PDSA [10] "Information" (Japan) [21] " Comprehensive learning " [22] (Japan) Looking at the effect and learning IDEAL [11] Select a Solution Check Study Practice Organization / analysis Practice Acting on a plan Evaluate Proposed Solution Do Review solution Collect information Plan Exploring alternative approaches Propose Solutions Plan Analyze Define Search for Solutions Define Action Determine Criteria Discover and clarify problems policy decision Identify Analyze Identify Define Discover Special Group of MEXT (Japan) [23] Define Goal Planning Execute Evaluate Assessments Evaluating Execu tingPlanningInitiating Superimpose past problem-solving learning models and PMBOK® Guide's process groups Closing Execut ing PlanningInitiatingPMBOK® Guide[6] PBLBOK Monitoring ① Definition of Process Groups 17
- 18. ②Definition of Knowledge areas • Quality • Cost • Schedule • Communications • Risk • Integration 18 ※ Knowledge areas: Viewpoints, Parts of "Problem-solving skills" Factor 1 : Ambiguity of Viewpoints Factor 4 : Ambiguity of Parts of "Problem-solving skills" Approach 1: Define Viewpoints Approach 4: Define Parts of "Problem-solving skills"
- 19. ③Definition of Deliverables 19 EvaluatingExecutingPlanningInitiating Proposal Plans Final Product Final Report • Theme • Background • Approach • Final Product • Team • Leader • Members • Evaluation Basis • Cost Plan • Schedule • Risk Plan • Issues List • Communication Plan • Schedule (Filled) • Issues List (Filled) • Progress Report • Minutes • Result of Formative Evaluation • Final Product • Theme • Deliverables • Final Product • Acquired Lessons/Precepts • Evaluation • Self assessment • Team evaluation • Inter-team evaluation Factor 3 : Ambiguity of Deliverables Factor 5 : Ambiguity of Evidence for Evaluations Approach 3: Define Deliverables Approach 5: Define Evidence for Evaluations
- 20. Deliverables Process Groups Contents Proposal Initiating Themes, Goals, Leader, Members Evaluation Basis Planning Executing Evaluation basis for product and processes (refer to knowledge areas) Cost Plan Planning Executing List up materials/services on what to buy/use, its costs, payment dates, status (not yet ordered/ordered/arrived) Schedule Planning Tasks, Scheduled start/end dates, Actual start/end dates, assigned members Risk Plan Planning Impact and probability of risks Issues List Planning Executing Added members, Assigned members, Scheduled start/end dates, Actual start/end dates, status (not yet/assigned/done) Communicatio n Plan Planning Way of communication within group (official/unofficial), way of communication with stakeholders, each member reports timing for review with teacher Progress Report Planning Executing Summary of schedule, issues, evaluation of what was agreed on with members at the time. Progress report makes peer review short and fluent. Minutes Planning Executing Content of peer review, evaluation of what was agreed on with members and teacher at the time. Minutes provide progress report since last peer review, and evidence of summative evaluation. Presentation Materials Evaluating What results to present about result, such as presentation slides. Final Report Evaluating To compare the proposal with the results, confirm whether purpose was achieved or no, acquired lessons/precepts. Table III. Deliverables of PBLBOK * * * * * * Required 20
- 21. Initiating Planning Executing Monitoring Evaluating Integration • Guidance • Set Theme • Teaming • Make Proposal • Presentation • Summative evaluation Quality • Make evaluation bases • Formative evaluation • Check product Cost • List costs • Estimate costs • Make cost plan • Execute procurement • Check cost Schedule • List tasks • Order of tasks • Estimate tasks • Assign tasks • Make schedule • Input actual • Adjust schedule • Check schedule Risk • List risks • Estimate probability of risks • Estimate impact of risks • Define responses to risks • Make risk plan • Solve issues • Add issues • Check issues Communic ation • Identify stake holders • Determine communication means • Make commutation plan • Distribute information • Check communications Knowledgeareas Process groups 21 Factor 2 : Ambiguity of Processes Factor 6 : Ambiguity of Evaluate Timing Approach 2: Define Processes Approach 6: Define Evaluate Timing PBLBOK defines 5 process groups 6 knowledge areas 35 processes
- 22. ⑤ Details of process • Inputs • Operations • What to do (Learner) • Facilitation • What to do (Teachers) • Facilitation Techniques • Facilitation Examples • Templates of Deliverables etc. • Outputs • Databases • Operations Techniques • Operations Examples • Facilitation Techniques • Facilitation Examples • Templates of Deliverables etc. • Issues example and facilitation examples 22 Process OutputsInputs Operations Facilitation Database Database Approach 2 : Define Processes Approach 7 : Refer to know-hows Factor 2 : Ambiguity of Processes Factor 7 : Difficulty in preparing knowledge database
- 24. Initiating Planning Executing Monitoring Evaluating Integration • Guidance • Set Theme • Teaming • Make Proposal • Presentation • Summative evaluation Quality • Make evaluation bases • Formative evaluation • Check product Cost • List costs • Estimate costs • Make cost plan • Execute procurement • Check cost Schedule • List tasks • Order of tasks • Estimate tasks • Assign tasks • Make schedule • Input actual • Adjust schedule • Check schedule Risk • List risks • Estimate probability of risks • Estimate impact of risks • Define responses to risks • Make risk plan • Solve issues • Add issues • Check issues Communi- cation • Identify stake holders • Determine communication means • Make commutation plan • Distribute information • Check communications Knowledgeareas Process groups Example: Solving Issues 24
- 25. Initiating Planning Executing Monitoring Evaluating Integration • Guidance • Set Theme • Teaming • Make Proposal • Presentation • Summative evaluation Quality • Make evaluation bases • Formative evaluation • Check product Cost • List costs • Estimate costs • Make cost plan • Execute procurement • Check cost Schedule • List tasks • Order of tasks • Estimate tasks • Assign tasks • Make schedule • Input actual • Adjust schedule • Check schedule Risk • List risks • Estimate probability of risks • Estimate impact of risks • Define responses to risks • Make risk plan • Solve issues • Add issues • Check issues Communi- cation • Identify stake holders • Determine communication means • Make commutation plan • Distribute information • Check communications Knowledgeareas Process groups 25 Solve Issues
- 26. Initiating Planning Executing Monitoring Evaluating Integration • Guidance • Set Theme • Teaming • Make Proposal • Presentation • Summative evaluation Quality • Make evaluation bases • Formative evaluation • Check product Cost • List costs • Estimate costs • Make cost plan • Execute procurement • Check cost Schedule • List tasks • Order of tasks • Estimate tasks • Assign tasks • Make schedule • Input actual • Adjust schedule • Check schedule Risk • List risks • Estimate probability of risks • Estimate impact of risks • Define responses to risks • Make risk plan • Solve issues • Add issues • Check issues Communi- cation • Identify stake holders • Determine communication means • Make commutation plan • Distribute information • Check communications Knowledgeareas Process groups 26 Solve Issues "Solve Issues" process Updated Issues List Issues List ① Confirm Causes ② Specify Causes ③ Solve Issue ④ Update Issues List Refer to facilitation examples Facilitation examples Similar Issues Solve examples
- 27. Initiating Planning Executing Monitoring Evaluating Integration • Guidance • Set Theme • Teaming • Make Proposal • Presentation • Summative evaluation Quality • Make evaluation bases • Formative evaluation • Check product Cost • List costs • Estimate costs • Make cost plan • Execute procurement • Check cost Schedule • List tasks • Order of tasks • Estimate tasks • Assign tasks • Make schedule • Input actual • Adjust schedule • Check schedule Risk • List risks • Estimate probability of risks • Estimate impact of risks • Define responses to risks • Make risk plan • Solve issues • Add issues • Check issues Communic ation • Identify stake holders • Determine communication means • Make commutation plan • Distribute information • Check communications Knowledgeareas Process groups 27① Confirm Causes ② Specify Causes ③ Solve Issue ④ Update Issues List Quality Schedule Cost Risk Communi- cation Solve Issues
- 28. Initiating Planning Executing Monitoring Evaluating Integration • Guidance • Set Theme • Teaming • Make Proposal • Presentation • Summative evaluation Quality • Make evaluation bases • Formative evaluation • Check product Cost • List costs • Estimate costs • Make cost plan • Execute procurement • Check cost Schedule • List tasks • Order of tasks • Estimate tasks • Assign tasks • Make schedule • Input actual • Adjust schedule • Check schedule Risk • List risks • Estimate probability of risks • Estimate impact of risks • Define responses to risks • Make risk plan • Solve issues • Add issues • Check issues Communi- cation • Identify stake holders • Determine communication means • Make commutation plan • Distribute information • Check communications Knowledgeareas Process groups 28① Confirm Causes ② Specify Causes ③ Solve Issue ④ Update Issues List Solve Issues
- 29. Initiating Planning Executing Monitoring Evaluating Integration • Guidance • Set Theme • Teaming • Make Proposal • Presentation • Summative evaluation Quality • Make evaluation bases • Formative evaluation • Check product Cost • List costs • Estimate costs • Make cost plan • Execute procurement • Check cost Schedule • List tasks • Order of tasks • Estimate tasks • Assign tasks • Make schedule • Input actual • Adjust schedule • Check schedule Risk • List risks • Estimate probability of risks • Estimate impact of risks • Define responses to risks • Make risk plan • Solve issues • Add issues • Check issues Communi- cation • Identify stake holders • Determine communication means • Make commutation plan • Distribute information • Check communications Knowledgeareas Process groups 29 Order of tasks ① Confirm Causes ② Specify Causes ③ Solve Issue ④ Update Issues List Solve Issues
- 30. Initiating Planning Executing Monitoring Evaluating Integration • Guidance • Set Theme • Teaming • Make Proposal • Presentation • Summative evaluation Quality • Make evaluation bases • Formative evaluation • Check product Cost • List costs • Estimate costs • Make cost plan • Execute procurement • Check cost Schedule • List tasks • Order of tasks • Estimate tasks • Assign tasks • Make schedule • Input actual • Adjust schedule • Check schedule Risk • List risks • Estimate probability of risks • Estimate impact of risks • Define responses to risks • Make risk plan • Solve issues • Add issues • Check issues Communi- cation • Identify stake holders • Determine communication means • Make commutation plan • Distribute information • Check communications Knowledgeareas Process groups 30 Order of tasks ① Confirm Causes ② Specify Causes ③ Solve Issue ④ Update Issues List Solve Issues
- 31. Initiating Planning Executing Monitoring Evaluating Integration • Guidance • Set Theme • Teaming • Make Proposal • Presentation • Summative evaluation Quality • Make evaluation bases • Formative evaluation • Check product Cost • List costs • Estimate costs • Make cost plan • Execute procurement • Check cost Schedule • List tasks • Order of tasks • Estimate tasks • Assign tasks • Make schedule • Input actual • Adjust schedule • Check schedule Risk • List risks • Estimate probability of risks • Estimate impact of risks • Define responses to risks • Make risk plan • Solve issues • Add issues • Check issues Communi- cation • Identify stake holders • Determine communication means • Make commutation plan • Distribute information • Check communications Knowledgeareas Process groups 31 They can understand… which issues belongs to which knowledge area occurred. what is the cause of the issue. what to review of the issue. They can refer to/store facilitation/solution cases Solve Issues
- 32. Example: Evaluate learners Viewpoint of evaluation S A B C Quality Depends on theme Depends on theme Depends on theme Depends on theme Cost All costs are recorded, updated, and paid as planned. All costs are recorded, updated, and there are some differences from plan. Some costs are recorded, updated, and finished as planned. Some costs are recorded, updated, and there are some differences from plan. Schedule Input all planned dates and actual dates, and there is no delay. Input all planned dates and actual dates, and there is delayed. Input some planned dates and actual dates, and there is no delay. Input some planned dates and actual dates, and there is delayed. Risk All issues are recorded and solved. All issues are recorded, and some of issues are solved. Some issues are recorded, and all issues that have been recorded are solved. Some issues are recorded, some issues that have been recorded are solved. Communication All members doing official/unofficial communications and sharing all deliverables and progress. All members doing official/unofficial communications and sharing some deliverables and progress. All members doing official/unofficial communications. Some members doing official/unofficial communications. 32
- 33. Conclusion 33
- 34. Conclusion • Summary • Developed PBLBOK refer to Project Management Methods • Most teachers will be able to facilitate PBL using PBLBOK • Future works • Develop PBL facilitating system based on PBLBOK • Evaluate system in actual classes 34 "PMBOK" is a registered trademark of the Project Management Institute, Inc.
Editor's Notes
- #2: Good Afternoon. Thank you chairperson. My name is Yoshiki Sato and I am a student of Doctoral Course of Tokyo Gakugei University Today, I'd like to present about how to facilitate and evaluate PBL efficiently and effectively.
- #3: Introduction
- #4: Background In recent years, The skills to be focused on education has been categorized, There has been increasing interest in problem-solving skills.
- #5: and, … There are some issues on the educational scene regarding facilitate problem-solving-learning. We can consider various reasons. Anyways, Some supports are needed to lead problem-solving-learning to a goal well. Veteran teachers seem to be taking advantage of experience to cope. but, there is no systematized knowledge to advance problem-solving-learning like veteran teachers.
- #6: Although there have been many teaching cases and plans on problem-solving-learning There have been few methodologies to facilitate it Therefore, it is needed to develop a methodology to facilitate problem-solving-learning.
- #7: In this study PBL means ``problem-solving-learning'' based on Dewey's Sequence, PDCA, PDSA, IDEAL, and so on. It also deals with open-ended problems, and it organizes small teams, has limited periods, and has long-term (not units of instruction).
- #8: It included existing problem-solving-learning, such as ``Theme Learning'', ``Project Learning'', and others. # ``Problem Based Learning'', ``Project Based Learning'', # `Problem-solving-learning'', and ``Graduation Research''. Main purpose of PBL in this study is giving learners problem-solving skills. "Problem-solving skills" are defined by … Understanding the viewpoints and processes to solve problems, and Using these to solve problems
- #9: The final goal of this study is to find how all teachers would be able to facilitate PBL and the main purpose of this presentation is the ``Development of a Project or Problem Based Learning Body of knowledge'' which we call PBLBOK. to achieve this, …
- #10: We will look over existing PBL models and refer to PMBOK Guide in considering the development of PBLBOK. It is expected that most teachers will be able to efficiently and effectively facilitate PBL using PBLBOK.
- #11: Factors in issues and Our Approach
- #12: We found 7 factors from the results of our survey about PBL facilitation. This is a summary of the factors and approaches. Consequently, we need to define viewpoints , processes, deliverables, parts of skills, evidence for evaluations, and evaluate timing in PBL to avoid confusion and ambiguity in these factors of issues.
- #13: We regard a PBL as "A PROJECT" in considering the organization of knowledge, and will try to apply a project management framework to PBL. ↓ Therefore, We particularly refer to the PMBOK Guide, what is De facto world standard for project management. and it provides terms and guidelines to successfully advance the projects.
- #14: This is overview of PMBOK Guide Process groups provide a rough flow of projects, and milestones. and knowledge areas provide viewpoints to advance projects efficiently and effectively. But it is difficult to use the Guide in real educational scenarios, because there is no viewpoints about "Facilitation" which doing by teachers. So we develop PBLBOK including "Facilitation" to advance PBL.
- #15: Development of PBLBOK
- #16: This is Overview of "PBL model" in this study. PBLBOK superimpose past "Problem-Solving-Learning models" onto the Project management methods. PBLBOK is organized by 4 Phases. "Initiating", "Planning", "Executing", and "Evaluating". # and "Monitoring" are … ------- At first, teachers introduce whole flows at "guidance". and then, learners or teachers set theme and teaming, and leaners make a proposal. Next, leaners make plans on 5 viewpoints to achieve the goal of the theme. Specifically, they plan on quality, cost, schedule, risk, and communication. Next, they will carry out according to the plan. While executing, formative evaluation will be carried out in 5 viewpoints several times. Finally, they make presentations and summative evaluation will be carried out.
- #17: PBLBOK is organized by 5 components. The components are "Process groups", "knowledge areas", "deliverables", "processes" and "detail of process". To develop PBLBOK is needed to define these 5 components I will explain these definitions in order.
- #18: Definition of process groups. ↓ We referred to past PBL models in considering the process groups of PBLBOK. and, We tried to superimpose these past models onto the PMBOK Guide's process groups, Process groups of PBLBOK are "Initiating", "Planning", "Executing", "Evaluating", and "Monitoring" ↓ "Monitoring" works on the whole project period. Between process groups are milestones of PBL. and we have to define the deliverables to pass between process groups.
- #19: Next, we define knowledges areas. PMBOK Guide's defines 10 knowledge areas, there are too many knowledge areas to manage in real educational scenarios, Therefore, we considered merging these areas to fit them into real educational scenarios with project management experts. and, we define 6 knowledge areas of PBLBOK. "quality, cost, schedule, communications, risk, and integration" ↓ these knowledge areas can be regarded as "Part of problem-solving skills" so, these knowledge areas provide viewpoints of PBL and parts of skills.
- #20: next, Definition of deliverables. We define the deliverables between process groups refer to PMBOK Guide. Since there are so many kinds of PMBOK Guide deliverables, it is considered that expertise is necessary for sorting out. So, we narrowed the number of deliverables from expert consultation and our experience. ↓ These deliverables can be used as evidence for evaluation. ------------------- In the initiating, they will prepare a proposal that specifies the team, theme, final product. In the planning, they will prepare plans for quality, cost, schedule, risk, communication. and also will prepare issues list to manage issues. In the executing, they will fill in the actual dates on the schedule. and If issues arise, they will add the issues in the issues list, and they will solve issues. Finally, they will create a final report To compare the proposal with the results, confirm whether purpose was achieved or not, acquired lessons/precepts.
- #21: Details of deliverables are summarized in Table 3 on the paper.
- #22: next, Definition of processes. This table shows the process arrangement defined by process groups and knowledge areas. by using this, learners can create deliverables well. ↓ This will clarify the process they are currently performing. these processes include evaluate timing, like "Check schedule", " Check product", "Check issues" and others.
- #23: next, details of process. Each process consists of inputs, operations, facilitation and outputs. "Operations" are defined what learners should do. "Operations" have references to database including "Operation techniques, examples, templates, and others". "Facilitation" is defined what teachers should do. "Facilitation" has references to database including "Facilitation techniques, examples, templates, and others". ↓ This will make it clear what the learners should do and what the teachers should facilitate. Teachers and Learners can refer to the database and make use of know-hows.
- #24: Facilitation example using PBLBOK
- #25: When learners encounter an issue during Executing…
- #26: they refer to the process of "Solve Issues".
- #27: Detail of "Solve Issues" Process looks like this. There are 4 operations.
- #28: First of all, they select the "target knowledge areas" to confirm the causes.
- #29: They find that the issue seemed to have a cause on the schedule.
- #30: They check carefully processes in "planning" of process groups and they can find the "Order of tasks" was wrong.
- #31: The teachers instruct learners to start the process from "Order of tasks" process, and adjust the schedule. Then, The teachers instruct learners to update the "issues lists" that the issue has been completed.
- #32: In this way, teachers can provide suitable facilitation when issues arise. and, teachers can refer to and store facilitation cases and solution cases.
- #33: This is example of rubric for learners viewpoints of Evaluation are presented for each "knowledge area" that is regarded as part of problem-solving skills. look at the schedule rows. it shows that It is important to record all the schedule and the actual product rather than not being delayed.
- #34: Conclusion
- #35: I'd like to summarize this presentation. (Summary) We developed PBLBOK refer to project management methods. It is expected that most teachers will be able to efficiently and effectively facilitate PBL using PBLBOK. As the future work, we will develop a PBL facilitating system based on PBLBOK, and will evaluate the system in actual classes. That’s the end of my presentation. Thank you. -- We are now facilitating a PBL course using PBLBOK. Although PBLBOK processes strongly support planning and executing once a theme is set, it has weaknesses in supporting the theme setting process. Consequently, we intend to improve the theme setting process of PBLBOK.