How would you describe your PBL?
problem based learning
What is most important to your PBL?
Product and Process
How is PBL implemented?
The CPBL is implemented within required courses such as Introduction to Engineering and Process Control
How do students acquire principles of discipline?
The implementation of CPBL is divided into three phases: Phase 1 of CPBL consists of problem identification and problem restatement. Students were asked to meet the problem individually and do their own problem restatement and identification outside of class. Then, in class, students discussed the problem restatement and identification with their teammates to reach a consensus, followed by overall class problem identification and analysis. The expectation from Phase 1 activities was students will be able to produce their own problem statement and to differentiate “what we know‟, “what we need to know', and come out with learning issues. In Phase 2, self-directed learning will take place to fill their knowledge gaps in peer teaching session, to synthesize and apply them to formulate the solution. The concept of peer teaching was implemented in this phase to make sure the student is able to learn the new knowledge correctly. Each member in the group was asked to prepare peer-teaching notes for his or her teammates. Next, the peer-teaching class was conducted to solve the critical or misunderstanding concept. The information gathered by the students was shared and critically reviewed so that the suitable ones can be applied to solve the problem. Phase 3 consists of the presentation, reflection, and closure. Students were asked to present their solution in terms of oral presentation and report. Students were also asked to write a reflection journal in the process of internalizing the new knowledge and skills acquired. The closure was conducted in overall discussion on materials and skills learned.
How is student learning facilitated within PBL?
In phase 1, the roles of the facilitator are to probe and direct the students so that they are on the right track to identify the learning issues and understand the problem. During this phase, the facilitator can monitor the students’ self-directed learning skills. In phase 2, self-directed learning will take place to fill their knowledge gaps, synthesize and apply them to formulate the solution. The role of the facilitator is to provide the scaffolding in terms of references and activities to support the development of the new knowledge. At phase 3, the facilitator will probe the students with more questions to ensure the deep understanding of the knowledge gained.
Institution Type:
Public
Degree Type:
ISCED 4: Post-secondary non-tertiary education
ISCED 5: Short-cycle tertiary education (Associate's or equivalent)
Program Length:
Semesters in which PBL is Used:
Semester 1 and semester 6
Hours per week on Project:
1-5
Problem structure:
Very structured
Formulation of problems:
The problems are formulated according to these five principles: 1) authentic and realistic, 2) constructive and integrated, 3) suitable complexity, 4) promotes selfdirected learning and lifelong learning, and 5) stimulate critical thinking and metacognitive skills.
Team composition selection:
Academic staff with student input
Projects assigned by:
Academic staff
How is space dedicated to student teams for problem/project completion?
Space available, but not dedicated nor reservable
Degree of Interdisciplinarity:
Medium
Role of instructor:
Expert
Cooperative Learning
Problem Based Learning
Constructive Alligment
How People Learn Framework
Written Exams
Oral Exams
Classroom Presentations
Exhibition/Demonstration
Performance Tasks
Portfolio
Self-assessment
How assessment is implemented :
Mixture of individual and group
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