Experience Sharing
Sharing Hong Kong and Overseas PBL Stories
PBL advocates are invited to share their experiences on using PBL in their teaching practices. Papers and seminars discussing PBL experiences by cohorts from other institutions are archived below.
Other Institutions
Prof Kurt R Burch - University of Delaware
Prof Kurt R Burch, from the Department of Political Science & International Relations, shared "Rather than perform on tailored assignments, such students can decide how to proceed and express themselves. These are essential skills for success in life. Why not emphasize them in the classroom?" in his discussion paper titled PBL and the Lively Classroom.
Prof Barbara J Duch - University of Delaware
Prof Barbara Duch, from the Center for Teaching Effectiveness, shared "With PBL, attendance was almost 100%, students were active, participating and questioning throughout class...Would I return to lecturing in a traditional fashion? Not a chance." in her article titled Problem-Based Learning in Physics: The Power of Students Teaching Students.
Dr Steven Pompea - Pompea Associates
Dr Steven Pompea shared his practical experience on applying PBL in classes and on-line in a video taped interview with CELT.
Video
Pedagogical Attributes
- How can PBL benefit faculty? (00:00:33)
- From your experience, what has made faculty try PBL? (00:00:55)
- What can HK teachers do to make their students active learners? (00:01:04)
- What are the possibilities of incorporating PBL in industrial experience? (00:00:25)
- Is PBL as important to students pursuing research as to students going to industry? (00:00:38)
- How do you evaluate whether the students are learning more compared to their learning through traditional teaching techniques? (00:02:03)
Applying PBL in Student Learning
- How should the university set up for PBL? (00:00:27)
- How should schools evaluate if the support systems are good enough to implement PBL? (00:00:25)
- On which phase of development should faculty spend more time in a development cycle? (00:00:31)
- What are the steps of getting started with PBL? (00:01:04)
Problem Design and How to Get Start
- What is the best way to approach the process of problem design? (00:00:31)
- What disciplines should faculty bring into this design process? (00:01:33)
- What does a good design include? (00:00:30)
- What is a good user-centered design? (00:00:32)
- What needs awareness for task analysis? (00:00:20)
- Can we anticipate students' intuitive response in the design process? (00:00:35)
- With the use of multimedia, it is difficult to change the materials once they are launched on-line. Is it a problem? (00:00:52)
- Is it usual that problems are built in phases, semester after semester? (00:00:23)
- Can PBL courses be built first into programs, then curriculum; and this is how PBL curriculum is being created? (00:00:26)
- What level should the problem be at? (00:00:25)
- How do you cope with the barriers to put more materials into a PBL curriculum, given the tight schedule of the course? (00:02:24)
Implementation
- Do instructors need to train a team/ their teaching assistants specifically to do PBL? (00:00:22)
- Are good facilitation skills essential for TAs? (00:00:25)
- What are the assessment methods to effectively measure effectiveness of PBL? (00:00:39)
- How can we prevent disaster in the classroom? (00:00:46)
- What is the importance of testing? (00:00:43)
- How do you monitor and manage PBL sessions? What is the ideal class size? (00:01:58)
- How is it possible to have every student present for a large class size? (00:01:36)
- What are the strategies to evaluate students' work to avoid plagiarism? (00:02:21)
- What is the time projection and the resources committed for your PBL project? (00:01:49)
Prof Harold B White - University of Delaware
Prof Harold B White, from the Department of Chemistry and Biochemistry, described his experiences, "While creating problems obviously takes time, once started, the activity can be enormously stimulating," in his article titled Creating Problems for PBL.
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