Innovative Problem-Based Learning Seminar in Education
Explore the impact of Problem-Based Learning (PBL) in education with a focus on motivating students, generating interest, and facilitating reflection. Learn how PBL can make teaching more engaging and effective through real-world examples and practical modeling. Discover the benefits of using PBL to enhance the learning experience.
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Presentation Transcript
LESS WORK AND MORE IMPACT WITH PROBLEM BASED LEARNING Seminar in innovative education B.A. Grimes Department of Chemical Engineering Norwegian University of Science and Technology
HOW TO TEACH? What I wanted My experience Simply present material in formal lectures? Am I motivating the students? Do I generate interest? Are the students retaining knowledge? Do the students reflect on the material in the course? What I observed 2
PROBLEM BASED LEARNING (PBL) Used in the PEDUP course to teach PBL Forces the students to participate in the lecture Less demanding to make slides/lecture notes Easier to plan lectures Facilitates the students to reflect on the course material Well suited to the topic I teach (practical modeling) So, why not? 3
PBL EXAMPLE If an emulsion is prepared with an initial surfactant concentration, C0, in the oil before the emulsification, would the interfacial tension in the emulsion be the same as that measured in the experiment with a surfactant concentration of C0? Why? Experiment Colloidal Dispersion V V V Bulk phase 1 A Bulk phase 2 4
PBL EXAMPLE Transport in a packed bed - Adsorption R Liquid B Solute A in Liquid B L z = L z = 0 Compound A is present in a liquid B at a very dilute concentration, CA0, and we would like to purify compound A with a column packed with spherical adsorbent particles having radius, Rp, and void fraction, . Component A will adsorb onto the surface of the particles according to an equilibrium Langmuir isotherm: ???? 1 + ???? ?= Initially, pure liquid B is flowing through the column at a volumetric flow rate Q. At the time t = 0, the feed stream is switched to the solution of dilute A in liquid B. Develop a model for the dynamic evolution of component A through the packed bed. First consider the particles to be non-porous. Then consider the particles to be porous with a void fraction, p. 5
PBL EXAMPLE Transport in a packed bed - Adsorption R Liquid B Solute A in Liquid B L z = L z = 0 First, define the model domain, define variables, and write assumptions about the geometry and length scales. Second, write the general mole balance equation for this system and define the initial and boundary conditions. Third, what problem have we done in class that could help us define an expression for the flux from the liquid in the packed bed to the surface of the particles? 6
PBL APPLICATION Step 1: Give problem, give hint at what they are trying to achieve (try to tie each problem to a course learning objective) Slides, chalkboard Give problem Me Student Group 1 Student Group 4 Student Group 2 Student Group 5 Student Group 3 Student Group 6 7
PBL APPLICATION Step 2: Move around the room, comment on student progress, ask questions to lead them to the correct approach. Slides, chalkboard Student Group 1 Discuss, Guide Student Group 4 Me Student Group 2 Student Group 5 Student Group 3 Student Group 6 8
PBL APPLICATION Step 2: Move around the room, comment on student progress, ask questions to lead them to the correct approach. Slides, chalkboard Student Group 1 Student Group 4 Student Group 2 Student Group 5 Me Student Group 3 Student Group 6 Discuss, Guide 9
PBL APPLICATION Step 3: Once you get an idea how the students are progressing, use the chalkboard to address common questions or provide detailed explanations. Slides, chalkboard Use chalkboard to address common questions, or to go into detailed explanations Me Student Group 1 Student Group 4 Student Group 2 Student Group 5 Student Group 3 Student Group 6 10
PBL APPLICATION Step 4: After initial student understanding was assessed and addressed, make one more trip around to see if they corrected mistakes. Slides, chalkboard Student Group 1 Student Group 4 Me Discuss, Feedback Student Group 2 Student Group 5 Student Group 3 Student Group 6 11
PBL APPLICATION Step 5(1): Explain the answer with a brief slide, explain what they were trying to achieve, repeat process with the next part or new problem Slides, chalkboard Explain problem Me Student Group 1 Student Group 4 Student Group 2 Student Group 5 Student Group 3 Student Group 6 12
PROS AND CONS OF PBL You have to think on your feet an know your stuff Instant feedback Facilitates lecture improvement Time management More difficult to apply to large groups Instruction tailored for individuals Not straight forward to apply to all subjects Easy to prepare for lectures Better exam performance You must take the time to ensure that the problems meet the course learning objectives Good feedback from students You ll cover less material 13
DISCUSSION Is this approach to PBL relevant to any course you teach? What difficulties you foresee in applying this approach to one of your courses? What alternative approaches from your experience have worked to facilitate learning and retention for your students? 14
