"Profiles in PBL" is a web database where PBL engineering programs from around the world share the details of their PBL programs. Our goal is to showcase more than 100 PBL profiles. The profiles will serve as inspiration for PBL programs to learn from one another and for engineering educators world-wide who are considering PBL. This database has been developed in collaboration between The Aalborg UNESCO Centre and Iron Range Engineering, Itasca Community College.

UNIVERSITI TEKNOLOGI MALAYSIA

2000

Johor Bahru, Johor, Malaysia

http://tree.utm.my/

 

Prof. Dr.Khairiyah Mohd. Yusof

Director, Centre for Engineering Educati

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.

Program Overview

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

PBL Overview

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

Unique Features

Cooperative Learning

Problem Based Learning

Constructive Alligment

How People Learn Framework

Assessment Methods

Written Exams

Oral Exams

Classroom Presentations

Exhibition/Demonstration

Performance Tasks

Portfolio

Self-assessment

How assessment is implemented :

Mixture of individual and group

Publications