Abstract:
This project focused on developing faculty capacity in using problem-based learning as an instructional method for teaching within the framework of Outcomes Based Learning (OBL). To date, instructors may perceive the implementation of OBL as a top-down initiative that will constrain their degrees of freedom and creativity in teaching. In part, this perception comes from the belief that the easiest or proper way to meet the requirements of OBL is through teacher-directed instruction.
This project focused on broadening the possibilities open to instructors for achieving the objectives of OBL through the use of problem-based learning (PBL). PBL offers considerable flexibility and creativity for instructors and has a documented capability for engaging learners and achieving specific, assessable learning outcomes. Indeed, the mode of PBL that the team disseminated in the project required not only the definition of learner-focused objectives as part of the curriculum unit, but also specification of demonstrable performance outcomes and methods of assessment to determine each student’s level of mastery.
The project involved four overlapping phases:
1) faculty development consisting of six hands-on workshops that addressed why, when and how to develop and use PBL,
2) designed new learning units,
3) implemented new learning units,
4) conducted formative evaluation of new learning units.
The training and development activities specified in this project were opened to all faculty members (within capacity limitations) in Faculty of Education Studies. The first workshop session that introduced PBL was open to a larger audience (e.g., up to 60 faculty members). Subsequent sessions were open to faculty members who commit to advance through all four phases of the project.
Code:
3333
Principal Project Supervisors:
Subjects:
Start Date:
01 Jul 2009
End Date:
31 Dec 2010
Status:
Completed
Result:
Give Faculty development workshops were held in cooperation with the Outcome Based Learning (OBL) unit on the campus between September 2009 and March 2010. Five new PBL courses (3 for International Executive Master of Arts in Educational Leadership and Change (IEMA) and 2 for Doctor of Education in Educational Leadership and Management) were developed. The project helped promotion of students’ learning experience and integrated traditional PBL approach with distance education. The project also participated in HKIEd’s pilot implementation of Moodle thereby contributing to its improvement as a learning platform for other programmes.
Impact:
From the end-of-workshop evaluations collected and processed by the OBL unit, the results revealed that participants highly rated the workshops. Almost all the participants agreed or strongly agreed that the workshops were relevant, informative, and beneficial, and that the workshops helped them reflect and advance their own teaching, and helped them better understand PBL and related issues. Participants also highly rated their own engagement in the workshops.
Besides, the project team received very much informal feedback from students about their very positive learning experiences. Another strong indicator for the effectiveness of the PBL courses was that one doctoral student was willing to switch to the area of Educational Leadership and Management because of taking the EdD course Leading School Improvement.
Deliverables:
Hallinger, P., & Lu, J.F. (2012). Overcoming the Walmart syndrome: Adapting problem-based management education in East Asia. Interdisciplinary Journal of Problem-based Learning, 6(1), 16-42.https://repository.eduhk.hk/en/publications/3d46208a-e825-41f2-a4ed-36ee...
Hallinger, P. (2012, April). Learner centered higher education in East Asia: assessing the effects on student engagement in management education. Paper presented at the 2012 AERA Annual Meeting, Vancouver, British Columbia, Canada.
Hallinger, P., & Lu, J. F. (2012, April). Overcoming the Walmart syndrome: adapting problem-based management education in East Asia. Paper presented at the 2012 AERA Annual Meeting, Vancouver, British Columbia, Canada.
A seminar on “Introduction to Using Problem-based Learning in OBL” at The Hong Kong Institute of Education on 30 September 2009 (No. of participants: 60)
A seminar on “Designing Your PBL Curriculum Unit: Introducing a Framework and First Steps” at The Hong Kong Institute of Education on 5 November 2009 (No. of participants: 29)
A seminar on “Using the Framework to Design Your PBL Project” at The Hong Kong Institute of Education on 1 December 2009 (No. of participants: 20)
A seminar on “Developing More Powerful Assessments of Student learning in PBL” at The Hong Kong Institute of Education on 21 January 2010 (No. of participants: 17)
A seminar on “Large Class Teaching that Promotes Active Learning and Thinking” at The Hong Kong Institute of Education on 4 March 2009 (No. of participants: 19)
Financial Year:
2008-09
Type:
TDG