EDID 6509:Designing Learning and Performance Solutions

Group Assignment 1-Problem Based Learning

A Paper Presented in Partial Fulfillment
Of the Requirements of
EDID 6509: Designing Learning and Performance Solutions
Innovative Maestros:

Anna-Lisa Sampath: 808000408

Sasha Goodridge: 19926482
Rhonda Grant: 05015017
Jazelle Jones: 308005565
Akido Forde: 315104408

University:

University of the West Indies Open Campus

Group Facilitator:

Dr. Camille Dickson-Deane

Course Coordinator:

Dr. Camille Dickson-Deane

Submitted on:

15th June, 2016.

EDID 6509:Designing Learning and Performance Solutions

Table of Contents

Introduction

Constructivist theory

Design solution #1: A case study

Case Study

Tasks for Groups

Constructivist theory

Problem Based Learning

Justification for using a case study

Situated Learning

Group work

10

Design solution #2

10

Objectives of the project

10

Justification for using the project approach

11

Design solutions #3

12

Justification

13

References

14

EDID 6509:Designing Learning and Performance Solutions

Introduction

Learning designs is the process to designing units of learning i.e. learning activities or learning
environments (Northern Illinois, 2007). Problem based learning is an instructional approach
used by designers to create a learning environment where students learn by solving, challenging
and open-ended problems (Northern Illinois, 2007). This paper will describe three design
solutions that have utilized a problem solving learning approach and the reasons for choosing
these designs.
Constructivist theory

Problem based learning Model (PBL) was used to devise design solution number 1, 2 and 3. This
model is based on Constructivism. Constructivism refers to the theory that human knowledge is
constructed by individuals within social communities (Kemp, n.d. ). The learner is the centre of
this theory. Learners construct their own knowledge of the world through experiencing things
and reflecting on their experiences (Educational Broadcasting Corporation, 2004). The learner
selects and transforms information, construct hypotheses and makes decisions, relying on a
cognitive structure to do so (Stanford University, 2001). A Cognitive structure (i.e., schema,
mental models) provides meaning and organization to experiences and allows the individual to
go beyond the information given (Stanford University, 2001).

In education, constructivist approaches emphasize active engagement of learners with the

conceptual content through strategies such as talking (not just listening), writing (not just
reading), interaction, problem-solving and other 'active' approaches (Diffen, 2014).

EDID 6509:Designing Learning and Performance Solutions

Constructivist approaches can be used for tasks that require situated learning and social
negotiation. There are five components of good learning that underpin the constructivist theory.
These are:
1.

Solve real world problems

2.

Activate prior knowledge

3.

Take on board new knowledge

4.

Try out new learning by applying it

5.

Integrate learning into the learners own world of experience (Fleet, n.d.)

Hence, the constructivist theory was used as the theoretical base of the design solution as a
means to use and solve real world problems, construct learning in a collaborative environment
and to try out new learning by applying it to a real situation.

DESIGN SOLUTION #1 -A CASE BASE STUDY

The first design solution utilizes a case study on littering. Students between the ages of 16-18
will be presented with a Case Study which will give them a description of the problem. The
students will then collect information about the topic and possible solutions in groups of five. At
the end of the class, students should be able to reflect on approaches to solving the real world
problem of littering in a school context and how they would go about solving the problems they
encounter.

Case Study

EDID 6509:Designing Learning and Performance Solutions

Students have been dropping wrappers and other forms of litter around the school. This problem
is especially severe after lunch time. The school ground is usually littered with wrappers, food
containers and even pieces of food after lunch. What can be done to solve this problem at your
school? Document how you would develop a plan to solve the problem.
Students are to form themselves in groups of 5
Students are to develop a plan to solve littering in the school.
A timeline of the deadline for the project will be given by the teacher. (Please see diagram that
follows)
Groups will make two presentations.
TASKS FOR GROUPS

Oral Presentation #1: Teams are to present their conceptual plan (solutions and strategies) to
their peers and teacher. The presentation format can be decided upon by the group.

Oral Presentation #2: The second presentation will occur after the implementation of the plan.

Teams are to implement their solution. The presentation should include the solution that was
devised and the findings of the implementation. Students will also discuss the efficacy of their
solutions presented in their conceptual plan, after implementation.
Each group must submit reflections on the process of solving the problem of littering. Teacher
will provide feedback and guidance after both presentations.

EDID 6509:Designing Learning and Performance Solutions

Diagram 1: THEORIES BEHIND DESIGN #1

Problem Based Learning

PBL is an instructional methodology that is problem focused (Jonassen, 2011). It is a learning
environment in which the problem drives the learning. The problem is therefore the key feature
in the learning environment. As a consequence of the problem driving learning, the problem is
posed so that the students discover what they need to learn before they can solve the problem
(Woods, 2016).

The problem must therefore be realistic and resonate with the students

experiences (Hmelo-Silver, 2004); in order to help them develop content and knowledge as well
as problem-solving, reasoning, communication and self-assessment skills (Stanford University,
2011).

EDID 6509:Designing Learning and Performance Solutions

According to Jonassen (2004) when students are solving problems they learn and comprehend
more. These problems also help to maintain student interest in course material because students

realize that they are learning the skills needed to be successful in their field ( Stanford
University, 2001). The problem serves an initial stimulus and framework for learning and are
usually ill structured and open ended to support intrinsic motivation. Ill structured in the PBL
context means open ended problems that have multiple solutions and require students to look at
many methods before deciding on a particular solution (Stanford University, 2001). After the
students have solved the problem, they reflect on their experiences (Hmelo-Silver, 2004).

PBL begins with the assumption that learning is an active, integrated and constructive process
influenced by social contextual factors. The PBL cycle is as follows:

Problem Scenario
Identify facts
Operate hypothesis
Knowledge Definition
Apply new knowledge
Abstraction

EDID 6509:Designing Learning and Performance Solutions

For this assignment, the following PBL model as seen in diagram 2 was used.

Diagram2: PROBLEM BASED LEARNING MODEL

EDID 6509:Designing Learning and Performance Solutions

There are many examples of problem based learning environments. These are research projects,
engineering design projects, and case approaches.
Justification for using a Case Study

Case studies are one of the ways in which problem based learning can occur. Students are
presented with a situation that needs a resolution. A case study was used in order to provide an
authentic context that allows students to apply knowledge gained to solve a real world problem
(Jonassen, 2011). Carnegie Mellon University ( 2015) states that case studies students practice
in identifying the parameters of a problem, recognizing and articulating positions, evaluating
courses of action, and arguing different points of view. Another reason for using a case study was
that it promotes team building skills.
Situated Learning
Design solution number one was also influenced by the Situated Learning theory. According to
Lave and Wenger (1991) learning is situated and embedded within activity and context. The
theory emphasizes collaboration and interaction are pivotal components of situated learning.
Since our design solutions are centered around group work, the situated learning theory seemed
appropriate.

Group Work

Collaborative groups are a key feature of Problem based learning.

Small groups help to

distribute cognitive load among the members of the group, taking advantage of each member
knowledge base, taking advantage of group members distributed expertise by allowing the whole
group to tackle problems that would normally be too difficult for each student alone. Hmelo-

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Silver, (2004). Caruso & Woolley,( 2008); Mannix & Neale ( 2005) stated that working in groups
can be beneficial to students because it can help them develop skills that are increasingly
important in the professional world. Group work can assist students in developing
communication skills, develop new strategies to solve problems and pool knowledge and skills
together. Positive group experiences, have been shown to contribute to student learning, retention
and overall college success (Astin, 1997; Tinto, 1998; National Survey of Student Engagement,
2006). One of the key reasons for using PBL is the fact that PBL help students become selfdirected learners. It helps develop learning communities in which students feel comfortable
developing new ideas and raising questions about the material, (Stanford University, 2001). It
also enhances communication skills and students ability to manage group dynamics as well as
create an avenue to get students actively involved in the work and are held

accountable for their actions. Finally, it helps distribute the cognitive load among the group
members. It takes advantage of group members distributed expertise by allowing the whole
group to tackle problems that would normally be too difficult for each student alone. As students
divide up the learning issues they become experts in the particular topic under study (Stanford
University, 2001).

DESIGN SOLUTION #2

The project will allow students of the sixth form class the ability to learn and collectively work
in a highly relevant and exciting manner to problem-solve and to develop self-directed study,
articulation and interpersonal skills that build toward the skills and knowledge that they will
need.

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Objectives of the project

Following the end of the project, they will be able to, determine what knowledge they would
need to acquire to understand not only this specific problem, but also others like it. Discover the
best resources for acquiring and assessing information, carry out their own personalized study
using a wide range of resources, apply the information they have learned back to solving the
problem and finally, integrate this newly acquired knowledge with their existing understanding.

The group will be assigned a facilitator to guide them through the entire process that will also set
and implement ground rules, such as affirming collective responsibility, practicing good
communicating skills and accepting a fair share of group work among others.

Students will come together and collectively take a look at the underlining causes of the litter
problem, gathering information, researching and collecting data. Once the information is
acquired and assessed, the students will now be divided into teams where roles and specific tasks
will be assigned to members and each team will be responsible for generating solutions to the
problem constructed around the information they have gathered.
The solution will be presented to the facilitator who will be responsible for selecting the two best
plans from crop. One plan will be selected and implemented and the other will be used as an
alternative, providing the first plan fails. The students will then be assessed based on the
established objectives and also assess their peers and their work. (Cornell University, 2016)

Justification for using a project approach

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The project based learning will make for stronger classroom learning opportunities due to it
varying widely in subject, matter, definition and scope, while delivering a wide range of
opportunities for participants. The projects will allow them to ask challenging questions that
cannot be answered by rote or standard and put students in an active role such as: problem
solver, decision maker, investigator, or documentarian. Additionally, the application of this
problem solving model comes from the realism of the students involvement. Students take on
the role and behavior of those working in a particular discipline and are engaged in real-world
activities that have significance beyond the classroom. (Intel Corporation., 2007)

DESIGN SOLUTION #3

Issue: Littering

A video presentation is played to the learners. The video portrays a disagreement among the
School Supervisor, the Public Health Inspector, and the Principal. In the video, the Principal is
being reprimanded for the recurring issue of littering on the school premises.
(Within the video, the untidy surroundings are seen). The Supervisor and Public Inspector
admonishes the Principal that the institution will remain closed until an effective solution is
implemented. The video clip ends abruptly as the Principal laments on what could be done to
correct the problem.

EDID 6509:Designing Learning and Performance Solutions

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In an effort to create a problem based learning environment, the writers propose that a teacher at
the school act as facilitator to the target group. As per the University of Virginia (n.d.), a
facilitator should:

Listen actively
Ask questions
Paraphrase
Check for common understanding in terms and definitions
Design meetings and activities

Furthermore, each class will be divided into small groups (of 3 to 4 persons) for 30 minutes.
This will assist in collaborative learning. While in their groups, the learners must synergize their
experiences and opinions to create a solution to the problem that exists. The learners will be
given access to the Internet to aid in researching their proposals. At the end of the 30 minute

period, each group must make a short presentation on their proposed solutions. Since there is no
right or wrong answer, all groups will be affirmed and given thoughtful pointers by the
facilitator.

Justification
Video presentations are more appealing than powerpoint presentations. This unique feature
attracts a larger learning audience (Shutterstock.com, 2012). The viewer experience is enhanced
through videos as they utilize both sight and sound elements. In addition to the previously
mentioned, video presentations are generally shorter but yet more effective than powerpoint
presentations as presenters are sometimes guilty of cramming too much information in them.
Video presentations enable the learners to access information any time and place on their mobile
devices as long as the format used for the presentation is supported by the devices

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(iSpringsolutions.com, 2016). The facilitator therefore must be mindful of this and select a
format that is supported by most mobile devices. This easily accessible feature facilitates review
of the presentation of the video if necessary; giving the learners more opportunity to deliberate
upon the content prior to formulating their solutions.

References

Brown, J.S., Collins, A. & Duguid, S. (1989). Situated cognition and the culture of learning.
Educational Researcher, 18(1), 32-42.

Carnegie Mellon University. (2015). Case Studies-Teaching Excellence & Educational

Innovation. Retrieved from
https://www.cmu.edu/teaching/designteach/teach/instructionalstrategies/casestudies.html

Caruso, H.M., & Wooley, A.W. (2008). Harnessing the power of emergent interdependence to
promote diverse team collaboration. Diversity and Groups 11, 245-266.

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Cornell University. (2016, April 14). Problem-Based Learning. Retrieved from

http://www.cte.cornell.edu/teaching-ideas/engaging-students/problem-based-learning.html

Diffen (2014). Constructivism vs Constructivism. Retrieved from

http://www.diffen.com/difference/Behaviourism_vs_Constructivism

Fleet, K. (n.d.). Learning Design and e-learning: An Epic White Paper. Retrieved from
http://media.open.uwi.edu/EDID6509/WP_learning_design_and_e-learning.pdf.

Hmelo-Silver, C. (2004). Problem Based Learning: What and How Do Students Learn?
Educational psychological Review 6 (3) 255-266.

Intel Corporation. (2007). Designing Effective Projects: Characteristics of Projects

Benefits of Project-Based Learning. Intel Corporation. Intel Corporation.

iSpringsolutions.com (2016). Key Advantages of Video Lectures. Retrieved from

http://www.ispringsolutions.com/articles/key-advantages-of-video-lectures.html

Jonassen, D. (2004). Learning to Solve Problems: An Instructional Design Guide. San

Francisco: California. Pfeiffer: A Wiley imprint.

Jonassen, D. (2011). Supporting Problem solving in PBL. Interdisciplinary Journal in

EDID 6509:Designing Learning and Performance Solutions

Problem-Based Learning Vol 5, Issue 2, Article 8. Retrieved from

http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1256&context=ijpbl
Kemp, S. (n.d.). Constructivism and Problem Based Learning. Retrieved from
www. tp.edu.sg/staticfiles/centres/pbl_sandra_joy_kemp.pdf.

Lave, J. (1988). Cognition in Practice: Mind, Mathematics, and Culture in Everyday Life.
Cambridge, UK: Cambridge University Press.

Lave, J., & Wenger, E. (1990). Situated Learning: Legitimate Peripheral Participation.
Cambridge, UK: Cambridge University Press.

Mindtools. (2016). Case Study-Based Learning - Learning Skills. Retrieved from

https://www.mindtools.com/pages/article/newISS_94.html

National Survey of Student Engagement Report. (2006). Engaged learning: Fostering Success
For All Students: Annual Report 2006. Retrieved from
http://nsse.iub.edu/NSSE_2006_Annual_Report/docs/NSSE_2006_Annual_Report.pdf

Northern Illinois University. (2007). Problem-Based Learning (PBL). Retrieved from

http://www.niu.edu/facdev/resources/guide/strategies/problem_based_learning.pdf.

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EDID 6509:Designing Learning and Performance Solutions

Stanford University (2001). Problem-Based Learning. Stanford University Newsletter on

teaching. Vol 11, No.1 (Winter). Retrieved from
http://web.stanford.edu/dept/CTL/cgi-bin/docs/newsletter/problem_based_learning.pdf

The University of Virginia. (n.d.). The Role of A Facilitator. Retrieved from

http://www.virginia.edu/processsimplification/resources/Facilitator.pdf

Wood, D. (2016). Problem-Based Learning (PBL). Retrieved from

http://chemeng.mcmaster.ca/problem-based-learning

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