Blended Problem-Based Learning: Finding the Best Blend

Problem-based learning has proved to be highly effective for careers and industries in which a great deal of hands-on learning / skills-based practice is required and also in team environments.

Examples include petroleum exploration and development, pipeline construction, manufacturing / processing, construction, medicine, pharmaceutical sales, allied health industries, and hospitality / tourism.

Outcomes are often measured in the ability to effectively and accurately perform tasks.

Keys to Successful Learning Program Design

The keys to successful design of a problem-based blended or 100% elearning program include the following:

    *  Definition of the outcome - the level of competency required by the skill or task
    *  Identification of a representative problem or task
    *  Determination of how to develop materials that provide information, conceptual underpinnings, and support
    *  Determination of the best ways to effectively collaborate, either digitally or face-to-face
    *  Identifying the limitations of the communications technologies and the learning management system
    *  Alignment of abilities of the team members, both in terms of the subject of the training and their technology skills / abilities.

Collaboration Materials and Methods

In a blended problem-based learning program that includes face-to-face with online learning, it is very important to determine the best blend of online and face-to-face. Generally, collaborative activities are done both face-to-face as well as online, but in some cases the collaborations take place completely online.

Collaborations can take the form of the following
   
    *  Collaborative forum
    *  Wiki
    *  Collaborative project
    *  Portfolio
    *  Gallery

It is important to find the best combination of synchronous and asynchronous communication so that joint work on the collaborative project is done in a way that is confidence-building for all the members of the team.

Good collaboration project design provides an excellent opportunity for assuring optimal conditions for learning as well as for building self-efficacy. Creating flexible roles and a wide range of topics also helps foster a sense of self-determination, which can be very motivating.

Building Block Process for Problem-Based Learning Design

Modifying the widely-used Maastricht University design (Schmidt, 1983) for blended solutions can be highly useful in order to avoid missing elements of content or process.

Seven-step process for developing materials / design

1.    Case:  Find the one that is most effective for the learning outcomes
2.    Define problem:  Within each case, find the core issue or problem
3.    Brainstorm:  Take a moment to start to uncover ways to solve the problem; this is an invention stage.
4.    Form possible solutions: After doing the  test them
5.    Define deeper learning objectives (metacognition)
6.    Self-study -- conduct research, work with group, use a "pull" model for information
7.    Collaboration / Synthesis: final outcome and/or assessment

Conclusions

Evaluating the learning situation in order to optimize the methods, tools, and materials in problem-based learning is very important. However, more important is the method in which collaboration takes place so that constructivist learning can be optimized. This paper lists a few methods and methologies.


REFERENCES

Moeller, Stefan; Spitzer, Klaus; Spreckelsen, How to configure blended problem-based learning -- Results of a randomized trial. Cord. Medical Teacher. Aug2010, Vol. 32 Issue 8, pe328-e346.

Schmidt, HG. (1983) Problem-based learning: An instructional model and its constructivist framework. CRLT Technical Report No. 16-01.

Hybrid / Blended Courses: Constantly Evolving for Optimal Effectiveness and Access

Blended learning can help overcome the limitations of face-to-face delivery. Blended learning can take many forms, and is easily adapted to specific needs and technical requirements. Incorporating elearning and mlearning (including synchronous and asynchronous), blended (often referred to as “hybrid”) courses can include face to face elements as well as a blend of different technologies and delivery modalities.

Types of Hybrid / Blended courses

Hybrid can incorporate a combination of F2F, elearning and mobile device-structured social media. 

Because needs are constantly evolving, and technology / access can be a moving target, the configurations of hybrid / blended delivery can be quite diverse. The can include:

•    Primarily F2F, with web enhancement

•    Primarily e-learning, with traditional LMS, with F2F facilitated discussion groups

•    Synchronous e-learning (webinars, etc.), with archived recordings, plus repositories with content, with learning “clusters” (small student groups that come together informally)

•    Conference with digital follow-up

•    Discussion-focused online, with readings / topic-structured forum, plus synchronous microblogging (tweets / chat)

•    Collaborative  project-focused online course with portfolio, plus synchronous microblogging (tweets / chat)

Blended learning encourages dynamic collaboration.

Best Approaches

The philosophy of learning in blended courses is learner-centered, with an emphasis on making sure that there is a great deal of learner engagement and collaboration. Most blended courses are most effective if they are problem or project based, with very clear outcomes that require the application of knowledge and skills.

•    Pull not push content
•    Problem or project-based focus
•    Emphasize tangible, measurable outcomes that require collaboration
•    Optimize engagement via collaboration

Materials for Maximum Effectiveness in Hybrid / Blended Courses

It is very easy to overwhelm learners with too many instructional materials, that can range from digital texts to videos / audios / graphics / presentations. It is a good idea to look at materials from the point of view of how they would be used in conjunction with the collaborations and outcomes.

Further, it’s a very good idea to keep in mind that the core philosophy of blended courses has to do with constructivism, which involves optimizing collaboration and cooperation. Further, with a problem-based approach, the materials can be arranged in order to facilitate the outcome.

•    Digital readings that encourage active reading via collaboration / comments
•    Building blocks
o    Skills
o    Concepts
•    Collaborative activities that result in a tangible product / outcome
•    Shared experience / stories
•    Scaffolding points consisting of ways to identify relevant and useful prior learning

Conclusion and Example

Here’s an example that help us bring the approach into focus.

Let’s say that we want to develop a plan for analyzing the lithium content in different salt lakes, ranging from Utah (Lake Bonneville) to Bolivia (Salar de Uyuni). We will develop teams and each will be tasked with finding the best possible possible processing approach.

We’ll divide into groups and there will be a clear outcome, which will be fairly easy to complete because it’s a template.

However, analyzing and organizing the information is not so easy. That’s where the teams come in. It’s also where the design needs to help the teams attack information overload and get the information that they need, and then to discuss / work / play with the information.

So, clearly it’s necessary to find out where the students are, what their backgrounds are, and what kinds of technologies are available to them.  Then, knowing something about their background will also help.

The hybrid approach will need to be flexible in order to build on the strengths of the group. Then, when the outcomes are drafted, it would be good for the other teams / team members to be able to see and review each others’ work.


REFERENCES

Gerbic, Philippa. (2011) Teaching using a blended approach - what does the literature tell us? Educational Media International. Sep2011, Vol. 48 Issue 3, p221-234.

Ghislandi, Patrizia M. M.; Raffaghelli, Juliana E. Forward-oriented designing for learning as a means to achieve educational quality. British Journal of Educational Technology. (Mar2015)  Vol. 46 Issue 2, p280-299.

Moeller, Stefan; Spitzer, Klaus; Spreckelsen, How to configure blended problem-based learning -- Results of a randomized trial. Cord. Medical Teacher. Aug2010, Vol. 32 Issue 8, pe328-e346.

McNaught, Carmel, Paul Lam, and Kin Cheng. (2012)"Investigating Relationships Between Features Of Learning Designs And Student Learning Outcomes." Educational Technology Research & Development 60.2: 271-286. Professional Development Collection. Web. 11 June 2015.