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SPEED PROBLEM-BASED LEARNING (PBL)  for Staff Development Activities An Open Educational Resource (OER)  by the Academic Development Unit, University of Salford, 2010-11 www.adu.salford.ac.uk
Using Twitter Commenting ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Using Twitter Commenting ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
ideas for uses ,[object Object],[object Object],[object Object],[object Object]
ASPIRE ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Speed-PBL activity: instructions ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
PBL: moving away from… towards… ,[object Object],[object Object],[object Object],[object Object]
PBL model and process (Mills, 2006)
The Salford Model (McLoughlin & Davrill, 2007) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Roles Student Student Student Personal Tutor Module Leader Professional Services (eg library) Learning Technologist Programme Leader
Roles Personal Tutor To  facilitate the personal development of their tutees, monitor the progress of their tutees ,  be a responsible, personal contact within the organisation, in whom the student can confide, intervene with the university authorities on behalf of their tutees, offer advice or assistance when it is within their competence or to refer student to an appropriate service when not. Module Leader To co-ordinate the delivery of the module in line with the approved Module Specification.  Responsibilities fall within four key areas: Preparation, Delivery, Assessment, Evaluation / Quality Assurance Programme Leader To manage the day-to-day delivery of the programme, ensure a positive student learning experience monitor, review and enhance programme content and delivery
Trigger
“ I prefer practical learning as I like to do things and get bored when just listening to someone talking. I do quite well when working in a group, as well, as it gives me more ideas and opinions.” Trigger
[object Object],[object Object],[object Object],Trigger
[object Object],[object Object],[object Object],[object Object],[object Object],Trigger
Trigger
Trigger
[object Object],Trigger
[object Object],Trigger
Trigger
Trigger
 
Student relations Dispositions & capacities Student engagement & belonging HE system May & Thomas, 2010 Academic system Social system Organisational system Professional services system
Staff development ,[object Object],[object Object],[object Object]
References ,[object Object],[object Object],[object Object]
provide your solution using your phone, any phone ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
provide your solution using your phone, any phone ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Academic Development Unit, University of Salford, 2010-11 www.adu.salford.ac.uk
tips ,[object Object],[object Object],[object Object]
Session Outline Sheet (SOS) session Our Plans for your Directorate Date/time/duration 9 th  June 1.45-3pm Location Maxwell Hall Programme/module/event Learning & Teaching Strategy Away Day intended learning outcomes (ILO) personalised ILO  ,[object Object],2.  Discuss the use of technology (institutional tools and social media) for teaching and learning. 3.  Identify effective strategies to support students linked to specific academic roles. timing tutor activity/assessment students/participants resources, technologies before the session 5 days in advance set-up online space including introduction to PBL Access resources Blackboard introduction 10min Brief overview of session and instructions for the main PBL activity grouping Listening, taking notes, questions find their new group members and tables flashcards main part 50m (30 +20) Facilitate PBL groups. Remember to focus on use of technology to support learning & teaching, creative / innovative / interesting learning & teaching, the roles. During activity: go around, offer support and guidance Provide feedback at the end of the solution exchange.  ,[object Object],[object Object],[object Object],Instructions, role cards,  in envelopes: PBL triggers, paper tablecloths, markers flashcard stands www.ipadio.com Ipadio info sheets final part 10min ADU offer Q&A, requests Powerpoint, post-it notes after the session follow-up task linked to the Strategy Day 2 participation in online activity Blackboard reflection, evaluation, student feedback
Session Outline Sheet (SOS) session date/time/duration location programme/module/event intended learning outcomes (ILO) personalised ILO  1. 2. 3. timing tutor activity/assessment students/participants resources, technologies before the session introduction main part recap after the session reflection, evaluation, student feedback

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Learning and Teaching Strategy PBL session

  • 1. SPEED PROBLEM-BASED LEARNING (PBL) for Staff Development Activities An Open Educational Resource (OER) by the Academic Development Unit, University of Salford, 2010-11 www.adu.salford.ac.uk
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  • 8. PBL model and process (Mills, 2006)
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  • 10. Roles Student Student Student Personal Tutor Module Leader Professional Services (eg library) Learning Technologist Programme Leader
  • 11. Roles Personal Tutor To facilitate the personal development of their tutees, monitor the progress of their tutees , be a responsible, personal contact within the organisation, in whom the student can confide, intervene with the university authorities on behalf of their tutees, offer advice or assistance when it is within their competence or to refer student to an appropriate service when not. Module Leader To co-ordinate the delivery of the module in line with the approved Module Specification. Responsibilities fall within four key areas: Preparation, Delivery, Assessment, Evaluation / Quality Assurance Programme Leader To manage the day-to-day delivery of the programme, ensure a positive student learning experience monitor, review and enhance programme content and delivery
  • 13. “ I prefer practical learning as I like to do things and get bored when just listening to someone talking. I do quite well when working in a group, as well, as it gives me more ideas and opinions.” Trigger
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  • 23. Student relations Dispositions & capacities Student engagement & belonging HE system May & Thomas, 2010 Academic system Social system Organisational system Professional services system
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  • 28. Academic Development Unit, University of Salford, 2010-11 www.adu.salford.ac.uk
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  • 31. Session Outline Sheet (SOS) session date/time/duration location programme/module/event intended learning outcomes (ILO) personalised ILO 1. 2. 3. timing tutor activity/assessment students/participants resources, technologies before the session introduction main part recap after the session reflection, evaluation, student feedback

Notes de l'éditeur

  1. Problem presented first (at the start of the learning process) Students define issues Responsible for their learning Mainly applied in small groups
  2. There are a number of PBL models. The above has been choosen for its simplicity. Mills, D (2006) Problem-based learning: An overview , available at http://www.csap.bham.ac.uk/resources/project_reports/ShowOverview.asp?id=4 [accessed 15 May 2011] The Salford Model also (to include here) Moira McLoughlin & Angela Darvil (check if in USIR) Peeling back the layers of learning: A classroom model for problem-based learning    Original Research Article Nurse Education Today, Volume 27, Issue 4, May 2007, Pages 271-277
  3. Cut these out and assign roles in the group randomly. Next time change roles. Above roles are indicative. Feel free to add, remove, replace any shown here to use roles suitable for your PBL activity.
  4. Remove policies Assessment Creative formative and summative assessment beyond essays and exams, using technology
  5. Making teaching and learning more exciting
  6. communities of practice
  7. multiple issues: delivery, use of resources, engagement or lack of it, international students
  8. feedback issue
  9. delivery
  10. enable academics to keep practising in their subject specialism
  11. curriculum design (work-based learning), placements
  12. learning spaces, empty seats: where is everybody?
  13. template to be used to capture thinking, ideas and resolution during Speed-PBL, could be drawn in advance of the activity on paper tablecloths, if used (one for each group) also needed: markers, different colours
  14. To be available to help things about the previous slide and the PBL triggers
  15. to be printed on A3 (for walls) and A4 (on tables)
  16. to be printed on A3 (for walls) and A4 (on tables)