Approximately 40 participants gathered in the pleasant surroundings of
Liverpool Hope to attend the sessions on 'Enhancing Bioscience Student
Learning using Problem Based Methods'. After a welcome by Prof. Ed Wood
the following sessions took place through the day.
Problem-Based Learning - What's in a name?
Rev Prof David Taylor, The Medical School, University of Liverpool
David gave an entertaining and thought-provoking talk on Problem Based
Learning (PBL). After introducing and defining the different types of
learning based around problems and the philosophy behind them he went
on to consider the practicalities of PBL. The fundamentals of teaching
using PBL were discussed and the importance of providing adequate scaffolding
for the student emphasized. The pitfalls to avoid in a PBL approach were
highlighted, as were the realistic time and energy commitments if one
is thinking of adopting such as approach. The talk was very well received.
View
David's slides
Problem-based Learning. The search for a better
learning and teaching experience in biology
Dr Jaleel Miyan, UMIST, Manchester
Jaleel presented an informative case study on the PBL which he introduced
to a cell biology module at UMIST. He described the benefits of introducing
PBL to the course (improved exam marks, deepened subject knowledge and
improved confidence). A comparison of two sets of students, one with an
interactive facilitator and the other with a passive one, showed that
to achieve greater depth of knowledge the students need to be steered.
This steering could either be an interactive facilitator or tighter (more
directed) problems and became less important as the students progress.
The benefits of PBL in developing student employability skills was also
mentioned.
View
Jaleel's slides
A rationale for problem-based learning in ecology,
theory and practice
Dr Malcolm McElhone, Department of Humanities and Sciences, University
of Wales College, Newport
The second case of the day was given by Malcolm McElhone. Basing his
talk on an ecology module Malcolm discussed how PBL could be used to not
only improve students' knowledge of ecology, but also initiate original
thinking and develop critical analysis of thesis and hypothesis. Along
with the previous speakers Malcolm's talk highlighted the greater focus
on communication and interpersonal skills in the PBL environment and that
the teaching role shifts from one of instruction to the fostering of autonomous
learning.
View
Malcom's slides
Will you be using TLRP ????
Prof Ian Hughes, LTSN Bioscience, University of Leeds
Ian gave an imformative talk on the benefits of TLRPs (Teaching and Learning
Resource Packs). After highlighting the problems with course software
- most students do not use it unless it is integrated with the rest of
their module and the substantial time commitment and expertise required
to produce such material. Ian then went on to highlight how TLRPs can
help overcome these difficulties. They contain everything a potential
user may need and according to comments from first-time user they facilitate
the introduction of CAL and new teaching methods as well as reducing the
time required to prepare materials
View
Ian's slides
Hybridising Problem-based Learning
Jennifer Blumhof, Department of Environmental Sciences, University
of Hertfordshire
Using her experience if implementing Hybrid PBL at the University of
Hertfordshire, Jenny presided over the discussion. Those participants
who had been involved in using PBL in their teaching shared their experiences,
while others voiced their questions and concerns about introducing PBL
into their own teaching. Overall the session raised some productive points
and was of benefit to all those who attended.
View
Jenny's slides
Problem-based learning:Experience from medical
schools
Dr Keith Burdett, School of Biological Sciences, University of Manchester
Keith shared his experiences of PBL in an interactive and informative
workshop. The attendees were asked to assume the role of medical students
and split into two group. Each group then tackled a problem based around
the effect of alcohol on airline passengers with Keith taking the role
of facilitor. Via the working through of a PBL example and the subsequent
discussion attendees gained a valuable insight into the benefits and practicalities
of PBL as a teaching method.
