PBL Initiatives, Projects and Events in TP
The RePBL Project at Temasek Polytechnic
With more than a decade of PBL implementation at Temasek Polytechnic since its inception with Temasek School of Engineering in 1998, it has proven timely to take stock of TP’s PBL practice. The RePBL project was initiated to review a range of PBL subjects in TP across the Schools, with a view to enhance student learning. Co-ordinated by the Learning Academy department and supported by an inter-School task force, the project also hopes to build staff capabilities in process of strengthening TP’s PBL.
Areas of review include: problem design, facilitation, curriculum alignment, student support and induction, staff professional development and support. Good practices noted in the course of the project will be highlighted to the TP PBL community through knowledge sharings and customised workshops. The information gleaned from the project will inform all levels of TP colleagues (including the PBL facilitator, the curriculum designer, course managers, as well as senior management) for an integrated approach to maximise TP's PBL potential and to bring TP's PBL into its second decade.
School of Applied Science
In March 2012, two groups of lecturers from TP’s School of Applied Science presented the findings of their projects on PBL. The project titles were: How to better manage students’ workload and time in PBL subjects and Ideas/Tools for PBL Facilitators to better manage students’ learning in the PBL process. The first group focused on two PBL subjects in each of the 2 courses in their School and made use of student surveys as well as focus group interviews. In general, students found it easier to cope with their 2nd PBL subject, and said that more guidance from tutors would be helpful. PBL induction for students was also raised; this is being done by each subject tutor at the start of their PBL subject. However, it was also discussed whether extra sessions to develop important supporting skills should be offered to students as well. The second group shared general tips and ideas on storing and recalling information which might be helpful for the PBL learner. These included association techniques and concept maps.
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School of Business
As part of the PBL professional development programme, a group of lecturers from the School of Business deliberated on the topic “Identifying the Skills Needed for Facilitating PBL Effectively in Consumer Banking” in July 2011. Drawing on their reading of Dolmans et al (2005), the group agreed that learning in PBL should entail a constructivist, self-directed, collaborative and contextual process. They discussed how these four characteristics, or four key practices, were demanding on both learners and educators. The group concluded that PBL facilitators should give careful consideration in designing the PBL for their subject and in managing student dynamics, in order to adhere to these four characteristics.
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School of Design
School of Design is currently implementing TP-PBL framework in Major Projects offered to final year students pursuing Diploma in Interior Architecture & Design and Environment Design. The learners are required to craft their own problems based on design issues pertaining to environmental, social and cultural needs of clients and user. In the process of crafting the problem, the learners cross the borders of their own disciplines in search for knowledge to establish the problem within frameworks of current understanding. This process encourages the learner to think critically and subsequently construct their own base of knowledge such as problem validation, site rationale, facts & figures and possible solutions. Some challenges faced by PBL tutors include the crafting of problem statements and the constant switching of roles from facilitators in the studio to clients, experts or neutral referees during critique sessions.
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School of Engineering
The induction process is important as students may exhibit resistance to the new pedagogy when they first encounter PBL. However, as they continue on to do more PBL subjects, it is observed that they become more comfortable and start appreciating the benefits of PBL. To help ease students into PBL, School of Engineering has developed a video with reflections and testimonials on PBL from students, graduates and TP staff members. When finalised, the video will be used for Week 1 Induction for students in the subject Microcontroller Technology, which is taken by students from as many as ten different diplomas.
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School of Humanities & Social Sciences
Five lecturers from TP’s Early Childhood Studies came together in late 2011 to discuss on topic “PBL in Teacher Training”. The group’s discussion centred on the following sub-topics namely: 6 approaches to PBL; PBL Methodology and Rationale; PBL Benefits; and Implications for TP Early Childhood Training. The group looked at the benefits and difficulties in implementing PBL online, and explored important considerations for such a program. Some of the issues raised were on the quality and availability of technical & faculty support; technology-related barriers; learner characteristics; the role of stakeholders; learner interactivity and the need for face-to-face interaction. The group felt it was important to (a) expose teachers to appropriate and relevant technology-integrated PBL in specific subjects, (b) ensure consistent facilitation and (c) connect pre-service teachers to their beliefs, knowledge of PBL and actions in a holistic manner. They concluded that PBL should be firmly embedded as a strategy for TP’s Early Childhood Studies teacher-training as it represents best practices from many teaching-learning approaches, such as John Dewey’s inquiry-based learning.
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School of Informatics & IT
As part of their PBL professional development programme, a group of lecturers from School of Informatics & IT met to consider the types of facilitation skills needed in PBL. In particular, they discussed the possible ways that facilitators can perceive their roles, the importance of questioning skills, the need to align learning objectives and the curriculum in using PBL, and the difference between expert and non-expert PBL facilitators.
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