Problem-Based Learning was an extremely important course for me because I had already determined that PBL could b e an effective approach to use in library instruction. So many items from this course can illustrate my process of development - not only in terms of the PBL steps, but also in the greater CCT sense of reflection and development. I begin with the "Problem Statement" I submitted which was subsequently not used, but I think is still a fine example of a "murky" situation!
The item below is actually what we went with for our PBL project. My initial reaction to this choice of topic was lukewarm, but as the semester progressed I became more engaged with it. From this distance I can see that it certainly provided more "negotiable" perspectives and individual understandings than the biosafety topic would have. In other words - a perfect murky problem.
Working on our problem, we found that - like life - the messiness of the PBL approach was both confounding and realistic. Often there was no discrete "end" to a particular step or "beginning" of the next step. Sometimes we backtracked, and at other times we seemed to be working several steps simultaneously.
The final item is the cover of our program handout and a link to the actual PowerPoint presentation - which turned out very well, we thought. The public performance began with a 7 minute slide show of many haunting images of death and dying, collected and arranged by Lisa with a musical track of Adagio in G Minor for Strings and Organ, by Tomaso Albioni.
Presentation Calendar
Seminar in Problem-Based Learning
Problem-Based Learning was an extremely important course for me because I had already determined that PBL could b e an effective approach to use in library instruction. So many items from this course can illustrate my process of development - not only in terms of the PBL steps, but also in the greater CCT sense of reflection and development. I begin with the "Problem Statement" I submitted which was subsequently not used, but I think is still a fine example of a "murky" situation!
The item below is actually what we went with for our PBL project. My initial reaction to this choice of topic was lukewarm, but as the semester progressed I became more engaged with it. From this distance I can see that it certainly provided more "negotiable" perspectives and individual understandings than the biosafety topic would have. In other words - a perfect murky problem.
We progressed through the Who/What/When/Where/How steps in the following manner:
Working on our problem, we found that - like life - the messiness of the PBL approach was both confounding and realistic. Often there was no discrete "end" to a particular step or "beginning" of the next step. Sometimes we backtracked, and at other times we seemed to be working several steps simultaneously.
The final item is the cover of our program handout and a link to the actual PowerPoint presentation - which turned out very well, we thought. The public performance began with a 7 minute slide show of many haunting images of death and dying, collected and arranged by Lisa with a musical track of Adagio in G Minor for Strings and Organ, by Tomaso Albioni.
Presentation Calendar