ACTIVE LEARNING

PBL 2

Unit 1.2

Problem-based Learning 2
Learning Outcomes

You should be able to:

a. Design a problem for a PBL lesson that is in line with the intended
learning outcomes
b. Craft a problem scenario for a PBL lesson

© 2018 Nurulhuda UPSI 1

 ACTIVE LEARNING
PBL 2

Unit 1.2

Problem-based Learning 2
Introduction
In this unit, you will learn how to design a problem for a PBL lesson and
subsequently craft a problem scenario so that the problem can be placed in a
real-world every day context.

Activities

Activity 1: Eliciting Ideas – Kahoot! Survey

1. Go to kahoot.it
2. Key in the given game pin
3. Respond to the instruction shown

Activity 2: Generate Inquiry Questions (IQ)

After attending a two-day workshop on PBL, you and your colleagues are tasked
with designing a PBL problem and crafting the PBL problem scenario.
What are some of the key issues/inquiry questions that you would like some
answers to in order for you and your group to be able to design a PBL problem
and craft a problem scenario? Discuss with your group and generate the inquiry
questions and then fill in the spaces provided in Figure 1.2.1.

IQ on how to
design a PBL
problem

© 2018 Nurulhuda UPSI 2

 ACTIVE LEARNING
PBL 2

Figure 1.2.1 Your Inquiry Questions to help you design a PBL problem

Activity 3: Discussion based on inquiry questions

A PBL problem is any doubt (difficulty, uncertainty) that requires resolution. It is
also known as trigger, case, or task. It can be in the form of a dilemma, a
challenge, or an open-ended task as describes in Table 1.2.1. It is usually ill-
structured and there is more than one possible alternative solution.
A PBL problem is usually presented to learners through a Problem Scenario. A
problem scenario sets the context/situates the problem and informs learners the
stance or role they should adopt when solving the problem. It embeds the
content of the subject and includes a hook that engages the learners in the
context. The context could be a newspaper story, video, picture or something
provocative/interesting.
There are two approaches to designing a problem as shown in Figure 1.2.2. Both

approaches can be combined when designing a problem. The key principles

are the problem should:
 require the learning of new core knowledge
 align with learning outcomes of the programme of study
 adapt to learners prior knowledge
 be presented in a context that is relevant and authentic to the current or
future profession of the learner
 stimulate elaboration through cues in the problem
 encourage integration of knowledge
 stimulate self-directed learning by encouraging generation of learning
issues and research
 encourage discussion and exploration in the subject matter

Types of Goal of the knowledge: Types of problem Examples of questions

knowledge that can be generated
Acquire knowledge

Descriptive about facts Fact-finding problems What are the facts?

knowledge

Explanatory about why something Explanation problems Why did it happen?

occur (e.g. the cause)

Procedural to act upon the Strategy problems What steps would you
knowledge situation in order to take? How would you
change it do something?

© 2018 Nurulhuda UPSI 3

 ACTIVE LEARNING
PBL 2

Personal to examine and Moral dilemma What would/should you

knowledge understand personal resolution problems do in a dilemma
convictions and situation?
attitudes

Table 1.2.1 Knowledge and problem types

Approach 1 Approach 2
(Savin-Baden &
(Schmidt & Moust,
Howell-Major, 2004:
2000)
Barrows, 1994)

Identify type of Identify the key

knowledge that principles of problem
should be learned design

Identify type of
Incorporate key
problems that will
principles as
assist learners in
guidelines to problem
gathering that
design
knowledge

Figure 1.2.2 Two approaches to design a PBL problem

Finally, the steps in designing a problem and crafting a problem scenario can be
summarised as shown in Figure 1.2.3. After you have constructed your problem
scenario and review it against the key principles, give it a catchy title to increase
learners’ motivation and curiosity.

© 2018 Nurulhuda UPSI 4

 ACTIVE LEARNING
PBL 2

•Determine the learning outcomes

Step 1

•Determine availability of resources

Step 2

•Identify concepts from content, obtain ideas for hooks, visualize a situation in the real
world, and provide context (setting for the learner with a role to adopt)
Step 3

•Identify the types of problems that are best suited to drive learning, use the KISS
principle and ensure key words are build in to cue learners
Step 4

•Provide focus and end to the problem scenario by developing a question or task,
providing a clear description of the deliverables to the problem (e.g. report,
Step 5 assignment, demonstration, verbal presentation)

•Finalise the problem scenario by deciding whether it be presented as paper based,

emails, memos, interviews, video clips, short articles from newspaper, etc. Check
Step 6 whether core concepts are incorporated, and check against the key principles

Figure 1.2.3 Steps in designing a problem and crafting a problem scenario

Activity 4: Designing a problem and crafting a problem scenario
Design a problem and craft a problem scenario that you can use in your own
teaching and learning. Combine both approaches (1) Matching knowledge to
problem type and (2) Using key principles to problem design when designing the
problem. Use the Problem Crafting Template as shown in Figure 1.2.4 as a guide.
Present your Problem Scenario to the class.

Course/Topic/Unit: KPD 3016 Duration:

Title: Masalah Pembelajaran Koperatif semasa Latihan Mengajar

Problem Designer: Dr. Faridah Hanim Yahya

Learning Objectives:
A. Content
a. Mempelajari ciri-ciri kaedah pengajaran pembelajaran koperatif
b.
c.

B. Skills

© 2018 Nurulhuda UPSI 5

 ACTIVE LEARNING
PBL 2

a. Kemahiran Penyelesaian Masalah

b. Interpersonal Skills
c. Intrapersonal Skills

C. Attitudes/Values
a. Yakin
b.

Problem Scenario (Description of problem, focus questions, role, and

task)

Aziah merupakan seorang pelajar UPSI yang sedang menjalani Latihan

Mengajar di sebuah sekolah menengah untuk topik Matematik. Dia
menjalankan aktiviti berkumpulan semasa pengajarannya untuk topik Set.
Dia telah mengarahkan pelajar membentuk kumpulan. Dia telah memberi
tugasan kepada setiap kumpulan. Dia mendapati tugasan yang diberikan
tidak dapat diselesaikan oleh setiap kumpulan. Pelajar mengatakan
mereka tidak mempunyai masa yang cukup untuk melengkapkan tugasan
tersebut kerana kurang mendapat kerjasan dalam kumpulan. Aziah juga
mendapati pelajar
berasa sangat sedih dan kecewa.

Anda selaku pensyarah pembimbing, nyatakan bagaimana anda dapat

membantu Aziah untuk menangani masalah ini.

Deliverables (Explanation/Product/Presentation/Report)
1. Masalah Pembentukan Kumpulan
2. Assigning role to each member in the group
3. How to evaluate graoup work

Presentation format (Paper based/email/interview/video/newspaper

article/briefing, slides, etc.)

References

Figure 1.2.4 Problem scenario crafting template

Activity 5: Check your understanding – Let’s plickers!
1. Get ready with your plickers card

© 2018 Nurulhuda UPSI 6

 ACTIVE LEARNING
PBL 2

2. Answer the questions shown by orientating your card so that your selected
answer (e.g. A) is positioned at the top of the card
3. Raise the card to the instructor so that it can be scanned

Activity 6: Reflection
1. Go to menti.com
2. Ask me anything
3. Type in three words to describe your experience in this session
4. Are there any other comments or feedbacks that you wish to share?

Conclusions
To run a PBL lesson, you have to start by designing a problem and crafting a
problem scenario to situate the problem. There are several steps to do this and if
followed, can produce an effective PBL problem that helps learners acquire new
knowledge sometimes above and beyond the intended learning outcomes.

References
Barrows, H.S. (1994). Practice-Based Learning: Problem-Based Learning applied
to medical education. Springfield, IL: Southern Illinois University School of
Medicine.
Savin-Baden, M., & Major, C. H. (2004). Foundations of problem-based learning.
Berkshire, England: SRHE & Open University Press
Schmidt, H. G., & Moust, J. H. C. (2000). Factors affecting small-group learning: A
review of the research. In D. H. Evensen, & C. E. Hmelo (Eds.), Problem-based
learning: A research perspective on learning interactions (pp. 19-52). Mahwah,
NJ: Erlbaum.

© 2018 Nurulhuda UPSI 7