University of Delaware Universidad Técnica Privada de Santa Cruz, Bolivia. 20 de marzo del 2004 An Introduction to Problem-Based Learning: Improving learning.

Presentación del tema: "University of Delaware Universidad Técnica Privada de Santa Cruz, Bolivia. 20 de marzo del 2004 An Introduction to Problem-Based Learning: Improving learning."— Transcripción de la presentación:

1 University of Delaware Universidad Técnica Privada de Santa Cruz, Bolivia. 20 de marzo del 2004 An Introduction to Problem-Based Learning: Improving learning through investigation and collaboration Institute for Transforming Undergraduate Education George Watson Una introducción al aprendizaje basado en problemas

2 Delaware… Dela where?

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4 Characteristics Needed from Students 1. High level of communication skills. 1. Alto nivel de desarrollo de sus capacidades comunicativas. Quality Assurance in Undergraduate Education (1994) Wingspread Conference, ECS, Boulder, CO. 2. Ability to define problems, gather and evaluate information, develop solutions. 2. Habilidades para definir problemas, recoger y evaluar información y desarrollar soluciones.

5 Características necesarias. 3. Team skills -- ability to work with others. 3. Capacidades para trabajar en equipo – habilidad para trabajar con otros. Quality Assurance in Undergraduate Education (1994) Wingspread Conference, ECS, Boulder, CO. 4. Ability to use all of the above to address problems in a complex real-world setting. 4. Habilidad para usar todo lo anterior para encarar problemas en el complejo mundo-real.

6 John Dewey… “True learning is based on discovery guided by mentoring rather than the transmission of knowledge.” “El verdadero aprendizaje se basa en el descubrimiento guiado por un tutor más que en la transmisión de conocimientos.”

7 PBL: Experience It Yourself

8 Stage 1: Not again already! Pat:I was. What does that have to do with anything? Kim:I cannot believe you are leaving again next week! Were you not just on a trip three weeks back? Pat:We talked about this months ago. I committed to this trip almost a year ago. Kim:Were you not there just last October? Kim:Have you not been following the news? Things are different now. Lots of things! Pat:Like what? Kim:You are impossible! You need to get your head out of your science journals and read the paper occasionally. Pat:OK. OK. Just tell me what is bothering you? I travel all the time. What is upsetting you about this trip?

9 Questions for Stage 1: 1.What is the problem? 2.What things might be troubling Kim? 3.What should Pat do next?

10 Stage 2: Some more details… 4.What things might be troubling Kim? Refine the list of things identified in Stage 1. 5.What does Pat need to know to assure Kim about his travel plans? 6.What should we ask Kim about Pat to determine if her concerns are legitimate? Pat Nostaw is traveling to Lima, Perú for an international education conference. Following several days at the conference, he is traveling to Bogotá to visit a university there. After that he is heading home to New York City.

11 Stage 3: A twist at the end. 7.How does the list of ‘troubling things’ change for this different destination? 8.What are the top three worries you would have about this trip? Pat’s friend Alejandro is planning a first-time trip from Lima to New York City in December to complete the final project report.

12 What is Problem-Based Learning? PBL is an instructional method that challenges students to “learn to learn,” working cooperatively in groups to seek solutions to real world problems. El ABP es un método de enseñanza que permite que los estudiantes “aprendan a aprender”, trabajando cooperativamente en grupos en la búsqueda de soluciones a problemas del mundo real.

13 ¿Qué es el Aprendizaje Basado en Problemas? PBL prepares students to think critically and analytically, and to find and use appropriate learning resources. El ABP prepara a los estudiantes para pensar crítica y analíticamente, y para encontrar y usar los recursos apropiados para aprender.

14 The principal idea behind PBL is… that the starting point for learning should be a problem, a query, or a puzzle that the learner wishes to solve. que el punto de partida para aprender debe ser un problema, una pregunta, o un rompecabezas que el estudiante desea solucionar. (Boud, 1985:13) La idea principal detrás del ABP es …

15 What are the Common Features of PBL? 1. Learning is initiated by a problem. 1. El aprendizaje parte de un problema. 2. Problems are based on complex, real- world situations. 2. Los problemas se basan en situaciones complejas del mundo real.

16 ¿Cuáles son los rasgos más comunes del ABP? 3. All information needed to solve problem is not initially given. 3. Toda la información necesaria para resolver el problema no se proporciona al inicio. 4. Students identify, find, and use appropriate resources. 4. Los estudiantes identifican, buscan y usan los recursos apropiados.

17 ¿Cuáles son los rasgos más comunes del ABP? 5. Students work in permanent groups. 5. Los estudiantes trabajan en grupos permanentes.

18 PBL: The Process 1. Students are presented with a problem. They organize ideas and previous knowledge. 1. Se presenta a los estudiantes el problema. Ellos organizan sus ideas y conocimientos previos. 2. Students pose questions, defining what they know and do not know. 2. Los estudiantes formulan preguntas, determinando lo que saben y lo que no saben.

19 ABP: El Proceso 3. Assign responsibility for questions, discuss resources. 3. Asignan responsabilidades en la solución de las preguntas, discuten sobre los recursos. 4. Reconvene, explore newly learned information, refine questions. 4. Reunidos nuevamente, examinan la nueva información aprendida, refinan sus preguntas.

20 Problem-Based Learning Cycle Overview Problem, Project, or Assignment Group Discussion Investigation Group Discussion Preparation of Group “Product” Whole Class Discussion Mini-lecture (only if needed!)

21 El ciclo del ABP. Perspectiva general Problema, proyecto, o tarea Discusión grupal Investigación Discusión grupal Preparación del “producto” grupal Discusión con toda la clase Mini-exposición del profesor

22 University of Delaware Introduction to Writing PBL Problems Introducción a la elaboración de problemas. Institute for Transforming Undergraduate Education

23 Good PBL Problems… relate to real world, motivate students relacionados con el mundo real, motivan a los estudiantes. require decision-making or judgments requieren de juicio y toma de decisiones.

24 Incorporan objetivos de contenido del curso. are multi-page, multi-stage. tienen varias etapas o fases. are designed for group-solving. diseñados para la resolución grupal.

25 pose open-ended initial questions that encourage discussion. las preguntas iniciales de final abierto, promueven la discusión. incorporate course content objectives. incorporan objetivos de contenido del curso. Incorporan objetivos de contenido del curso.

26 But…where are the problems? Typical end-of-chapter problems can be solved by rote memorization, pattern- match, and plug-and-chug techniques. Los problemas típicos de recapitulación se resuelven a partir de la memorización no significativa, o a través de patrones que encajan.

27 Pero…¿dónde están estos problemas? Good problems should require students to make assumptions and estimates, develop models, and work through the model. Los buenos problemas requieren que los estudiantes hagan suposiciones y estimaciones, desarrollen modelos y trabajen a partir de estos modelos.

28 Step One Identify the course You can think of the subject, level of students, size of class, how you would use it. List the learning objectives that would be met by this problem

29 Paso uno Haga una lista de los objetivos de aprendizaje que este problema puede abordar.

30 Step Two Think of a scenario. Sketch out the first page. Need more information? Consult our “lending library”.

31 Paso dos Piense en un escenario, basado en la noticia del artículo. Haga el bosquejo de la primera página. ¿Necesita mas información ? Consulte en Internet.

32 Step Three What comes next? Write a brief synopsis of the problem, emphasizing the possible staging of the problem. Be prepared to report out.

33 Paso tres ¿Qué sigue ahora? Escriba una breve sinopsis del problema, enfatizando el posible estado del problema. Prepárese a presentarlo a los demás.