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Copy of Copy of EDINEB 2013 - Competencies for Collaboration: The Future of PBL

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Amber Dailey-Hebert

on 27 November 2013

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Transcript of Copy of Copy of EDINEB 2013 - Competencies for Collaboration: The Future of PBL

Competencies for Collaboration
The Future of PBL

How do we ensure
that we prepare our learners
with competencies needed
for an uncertain future?
How can we do
what we do,

Maastricht University
Activities assigned
to illustrate how
to use it

PBL work fo
hybrid and online learning
Course Innovations Using PBL Learning Design
External Partnership (PBL)
Weekly Collaborate Videocalls
Team collaboration via email, video, discussion
PBL Pilot Course: ED 563
PBL Online
Qualitative Data
Does PBL work for the learners?
Quantitative Data
Focus Groups
Reflective Journal Analysis
Student Interviews
Survey Instrument
Instructor Evaluations
Authentic Tasks & Digital Literacy
Areas of Inquiry
Communication Climate
Self-Study Expectations & Motivation
Group Learning & Collaboration
Activation & Integration
Findings & Results
Questions? Thoughts? Ideas?
Lessons Learned
Innovation Hurts
Schedule coordination for calls
Steep learning curve (Collaborate & PBL)
Individuals who failed to collaborate
Shifting and accommodating (July4th/condensed timeline for ACHE)
Expected the workload to the same or higher than experienced (70%)

They expected the amount of self-study to be the same as experienced (38%)

They expected the participation between participants to be the same or lower than experienced (95%)

They expected the participation between the instructor and participants to be the same or lower than experienced (100%)
Age 46-55
Female (62%)
Managerial Positions (57%)
Masters Degree (15%)
Learner Profile:
78% Engaged in experiences that subsequently helped them learn ideas or skills that were new and familiar.

77% Were able to recall, describe or apply their past experiences so that they could connect it to what was expected for them to learn.

86% Were able to connect their past experience to new ideas and skills they were learning

92% Said their instructor provided a learning structure that helped to mentally organize new knowledge and skills.
Had the opportunity in the course to explore how to personally use what was learned (70%)

Were able to see how to apply what was learned in the course to real life situations. (70%)

Were able to reflect, discuss with others, and defend what was learned (85%)

Were able to publicly demonstrate to others what was learned in the course (76%)
Course participants were able to say what they think (100%)

When there is a problem, course participants talk about it (92%)

When participants understand a topic, they share their understanding with other participants in the course (100%)

Participants were free to be assertive about what they think and feel (92%)

When other participants in the course understood the topic, they share their understanding with me (94%)

Participants used words that were considerate of others’ feelings (92%)
Group Learning
In this group, they share all relevant information and ideas I have. (100%)

If something was unclear, we would ask each other questions. (100%)

Group members elaborate on each others information and ideas. (92%)

Group members draw conclusions from the ideas that were discussed in the group. (92%)

My group utilized the videocall system to help us collaborate (92%)
Authentic Tasks
I solved authentic problems or completed authentic tasks in this course (93%)

In this course, I solved a variety of authentic problems that were organized from simple to complex (85%)

Assignments, tasks or problems I did in this course are clearly relevant to my work. (46%)
"I had the confidence that whatever direction our thinking and group work took us was going to be 'right' because of the research, teamwork and rationale that we had to support it".
"One point I must make is that
researching a real life problem is profoundly more satisfying
than the general “make work” I feel the majority of graduate classes entail. Having a true problem to work on, with people that are interested and open to suggestions was both daunting and inspiring.
Knowing that someone depended on me to analyze a problem from an outside perspective pushed me to be the best researcher I could be rather than one adequate enough to get through yet another assignment.

I found myself talking to others and soliciting opinions, getting into deep and satisfying conversations on the nature of education and organizations. I explored materials at which I would not ordinarily look twice.
My own understanding of a variety of subjects was deepened and expanded as a result of this PBL experiment."
"This was the most complicated, frustrating, interesting and meaningful class I've ever had. This class totally went against the educational grain that I had been used to, and had participated in, all my years in education.

But, with that being said, maybe it’s just what I needed to stimulate my thought process and help me understand the failure of traditional education. Since the students have to take responsibility to organize and direct the learning process,
it enhances the knowledge base while promoting communication, problem solving, collaboration, and learning skills
"One of the things that I personally have gained from the PBL experience is
the acceptance of working in the 'gray area'
or not having to focus on a right or wrong way of doing the research. Within our individual groups we have gone many directions and from group to group our research was varied. I think our group approached the problem from a completely different angle than the other group, but would imagine in the end we will have two really good ways of solving the same problem.
"I will admit I have loathed team or group work in the past. Sometimes it works perfectly and sometimes it does not. This week, it worked perfectly for us.
It seemed during the conference call we were completing each other’s sentences, ideas were coming together and each time we would get a little stuck someone would make a suggestion that would move us forward.
"I find that

I am still having difficulty with the open aspect of PBL, in terms of creating our own context, self-study, and generally setting our own parameters.

I have been going to school since I was five, and this is the only class in all those years that both espoused and followed through with the theory of true inquiry. And it feels awkward to me, as I am used to “hitting all the wickets” formal education is just that, formal. There are learning objectives, expectations, and assessments. When I set out to learn something informally, I have no issues with context, goal setting, or determining whether or not I was successful. But to be in a formal education setting (albeit in a distance/virtual environment) that functions in the manner of genuine inquiry, well, old habits die hard.
In PBL, I think the greatest resistance might be the students themselves. It will take awhile to “jailbreak” our brains and indulge in true inquiry
"I’m impressed with the effort and input by everyone on the team. I think we have come together well, and although it is challenging, I am enjoying the video conference aspect of the course.
I feel like it restores some of the interaction that is missing from asynchronous online learning.
"I am very happy with how our team is working together. Tammie is having some challenges right now and Kelli was sick last week but we all seem to be pulling together and are more interested in helping one another than taking score on who is contributing less or more than the other. There are no “slackers” but there are real life situations that impact our team performance. This is just as it is in everyday life and I wish my co-workers were as team oriented as my learning team in ED563"

Participants perceived that PBL promoted activation of prior knowledge and expertise development.

Synchronous videocall system helped to promote deeper connections and team exchange, and PBL promoted a positive team experience.

A positive Communication Climate leads to a greater level of perceived collaborative knowledge sharing and group learning.

Through exploring required emergent technologies in the course (i.e. country navigator, articulate, captivate, Collaborate), the skillsets gained improved their digital literacy for application in their professional work.
Does it work?
UM is a World Leader in PBL
Park University (Est.1875)
- private, liberal arts university
- traditional, accelerated (43 campus centers) in 21 states
- extensive online
- pioneers in eLearning
Highest Performing companies seek
a workforce which is prepared to:
- Deal with uncertainty and complexity
- Embrace connectedness
- Design their daily tasks, routines, work methods and goals
(IBM, 2012; Florida, 2012)

Expectation management:
- Most expectations were met
- Expected more interaction with participants
- Expected the learning environment to be more
complicated than experienced

Course design (environment): supported learning
Task design: allowed the integration of theory & experience
- Good teacher support
- Good Communication climate
- Outcome Variable: Very satisfied & Learned a lot
- Outcome measures for hybrid & F2F
PBL groups did not differ
PBL Pilot: Blended Psychology
Course Innovations Using PBL
Web Lectures
PBL via Elluminate Videocalls
Twitter (current news/knowledge creation)
Mindmapping software (mindmeister)
Blog for online collaboration
Pilot Learning Goals: Create an exploratory online PBL course to test tutor and student needs & the functionality of the technical environment.

Target Group: Full-time & part-time Bachelor students

Modality: 85% activities online
Pilot Learning Goals: Introduce PBL to stimulate deeper learning and engagement toward collaborative
knowledge building in the context of real world challenges in the field.

Target group: Graduate students
(working professionals)

Modality: Fully online 100%
hybrid & online learning
work for PBL?
1. Spend the first one or two online sessions to
help students understand how to use the online environment
and to manage expectations, e.g. that silence of other participants does not mean inactivity, the
importance of giving feedback using visual icons or signaling that one would like to contribute to the discussion

2. Students

appreciated the flexibility
the course offered and got used to the new forms of communication quickly.

3. Some shy students experienced additional thresholds to contributing online; however, shyness was less
visible/intrusive in virtual groups than in face-to-face groups; the tutor needs to be alert.

4. Some students missed non-verbal feedback and
appreciated the occasional face-to-face meeting
to give and ask for

5. Using
e.g. images on the online whiteboard, or the mindmap helps to structure discussions and guide
learner focus, provides a good ice-breaker to start talking about a certain subject.

6. Disruptive effects of "virtualness" weaken as a group learns to cope with the tools; consider long-term teams.

7. Group focus is on information sharing; building trust needs attention in absence of feedback.

Tutors can be active without being verbal
: using feedback buttons, through chat, posting something on the whiteboard, without interrupting students
Competencies Developed:
Digital Literacy
Self-directed learning
Critical thinking
Collaborative knowledge building
Self-management skills
Graduates face:
Managing multiple
of the future
of information
of tasks
(Molloy & Noe, 2009; Friedman, 2007; IBM, 2010; Florida, 2012.)
Ambiguity, Volatility, Complexity
Looking for ways
to innovate PBL
Learning &
Digital Literacy
Self-directed learning
Requires a shift:
-content based courses

predefined content
relying on texts/scholarship
work within the class
predefined learning outcome
- competency based courses
- empowerment

conditions of uncertainty (PBL model)
using a diverse set of technological tools simultaneously
working collaboratively w/multiple stakeholders
organizing one's own learning path
Online/Hybrid Problem-Based Learning
Participant Quotes: Digital Literacy

I learned that the usage of technical stuff enables members to use many other tools to explain and discuss issues. (..) thus the whole procedure can be optimized and become more efficient.

The tutorial group sometimes interacted using three or four channels (chat, whiteboard, voice, mindmeister)

I think online meetings were beneficial because many people contribute not only by explaining verbally by using the whiteboard and posts simultaneously.
Participant Quotes: Collaboration

Now I know, that it is easier to work together with others face to face. (..) It is definitely an interesting experience and maybe it becomes easier when you get used to it.

(What was difficult?) How to motivate other members to participate. Asking for feedback.

(What was difficult?) There was no social control. You could not look at people, which made silent intervals last longer.
Participant Quotes: Challenges

There was a kind of threshold for pressing the button to talk. That's different from just talking. Furthermore, it was not possible to use nonverbal feedback from group members to evaluate if they understood what I tried to explain or if I talked too much about unimportant stuff.

(What was difficult?) You do not get any feedback when you talk and you do not know what the others are doing while you talk or while there is silence.

(What was difficult?) A confirmation that online peer anxiety is bigger than real life peer anxiety
Qualitative Data
- Focus groups
- Reflective journal analysis
- Student interviews
Quantitative Data
- Student Survey instruments
- Instructor evaluations
- Various questionnaires
- Exam results
Data Collection
Participant Quotes: Digital Literacy
Participant Quotes: Collaboration
Participant Quotes:
Self-directed Learning
Full transcript