Welcome to the Temasek Polytechnic Site for Problem-based Learning
This website provides information on Temasek Polytechnic's Problem-based Learning (PBL) practices, and also offers a glimpse of development in PBL at Temasek Polytechnic (TP). TP is the pioneer of Problem-based Learning in institutes of higher learning in Singapore having implemented it in 1998.
Purposes of TP PBL Site
This is intended as an educational site providing information on PBL resources and happenings that may be useful for the professional development for TP staff as well as the wider PBL community.
TP PBL Framework
Different educational institutions have adopted PBL using a variety of implementation approaches. At TP, we have adopted a 7-stage PBL process where students work through a PBL problem in these stages using a thinking template known as FILA (an acronym for the categories of Facts, Ideas, Learning Issues and Action Plan). A snapshot of this is provided below, while details on FILA can be found here.
What Our Students Say About PBL at TP:
2nd year PBL learners from ASC:
"With PBL, we get to learn to research by ourselves to find the information we need. The process of doing it ourselves helps us to understand better."
"PBL allows one to brush up on team skills, yet shows us the importance of working independently."
"I like PBL because it relates to what our situation will be like in future when we work in industry. It also requires problem-solving skills, enhances our thinking skills; it’s more challenging, but also more effective!"
"In PBL, I enjoy the chance to be creative and come out with our own ideas without depending only on lecture notes."
"I really like being given room to explore on our own and at our own pace, it helped me to plan and manage my time better."
What Our Alumni Say About PBL at TP:
ASC graduate (currently working as a medical technologist at a hospital):
"Knowing the PBL Process has really helped me a lot at work. Through PBL, we learnt that one problem may have more than one root cause. It is important that we identify the correct root cause in order to solve the problem and stop it from recurring. In my workplace, when there are problems with the analysers, patient complaints, or stock inventory problems, we are able to identify what starts the chain of error and possibly stop the problem from re-occurring.”
BUS graduate (currently working as a financial manager, global marketing operations):
"PBL has helped me improve my current skills for my job; it taught me how to frame a problem so that I understand it better –to find out what’s really the issues and what are possible solutions that will help to resolve the issues.
PBL also taught me a systematic framework called FILA – Facts, Ideas, Learning Issues, Action Plan – the framework helps me to structure my problem in a logical way and find appropriate solutions to issues. It’s also taught me how to research in a very structured way and analyse data find solutions.”
What Our Facilitators Say About PBL at TP:
BUS lecturer teaching Professional Communication Skills:
"I I feel my subject really lends itself to PBL, because the content is constantly evolving, and using PBL, the student can uncover information from many different sources. Using PBL frees us up, we don’t have to be limited to just one textbook. I always find that textbooks get obsolete after some time as things change so fast. I think I would feel as if I short-changed my students if I was bound to one textbook."
"For PBL, the students need to give their opinion on their final answer, and need to trust themselves, and to take ownership of their own answer, instead of looking to the tutor to give her approval."
Highlights
Latest News
Problem-Based Learning for ITE College East (December 2015)
Temasek Polytechnic conducted the 3-day PBL Foundation Programme in December 2015 for the Nursing Department at ITE College East. It was the second run for ITE East, following the first run for their colleagues in 2014. This programme was intended to enhance the lecturers’ skills in facilitating the processes of problem-solving, decision-making and clinical reasoning. The participants appreciated that the programme was customised for their needs especially with nursing related problems crafted for discussions throughout the programme. They found the FILA thinking tool particularly useful for helping students to work through the problem- solving process.
Introduction to PBL for Kazakhstan Educators from the Nazarbayev Intellectual Schools (Nov 2013)
Once again Temasek Polytechnic extended a warm welcome to a group of Kazakhstan educators for the Introduction to PBL Programme from 26 to 28 November 2013. This was the fourth group of Kazakhstan teachers to visit TP, following the first two groups in 2010, and the third in 2011, and we were very pleased to share TP’s approach to PBL with them.
Introduction to PBL for Kazakhstan Educators (Nov 2011)
Temasek Polytechnic welcomed a group of Kazakhstan educators to Temasek Polytechnic for the Introduction to PBL Programme from 2-4 November 2011. We were very pleased to share about TP’s approach to PBL with them. As the group comprised Science teachers, sample problem statements were developed to illustrate how concepts in subjects such as Chemistry and Physics may be taught using PBL.
The group comprised Physics, Biology, Chemistry, Mathematics and ICT teachers from the Nazarbayev Intellectual Schools. The three-day programme introduced the teachers to TP’s approach to PBL including crafting and reviewing PBL problems as well as designing PBL kits for the facilitators and learners. The Kazakhstan educators commented that the programme was interesting and beneficial. They found the PBL approach suitable for use in their curriculum.
Problem-based Learning for Institute of Maritime Systems & Operations (March 2011)
Temasek Polytechnic continued their collaboration with the Institute of Maritime Systems & Operations (IMOS) by conducting the 3-day PBL Foundation Programme on 30-31 March and 1 April 2011. This professional development programme was attended by IMOS’ instructional designers as well as instructors. IMOS has been using PBL in varying degrees for several years and, in these sessions, they were looking for new insights on how they might enhance their current practices.
The participants particularly enjoyed the session on Problem Crafting, where they were able to develop their own PBL problems about the maintenance and operations of maritime systems as well as critique those designed by their peers.There were also several animated discussions on issues such as: how to engage and motivate IMOS trainees, how PBL might be different from lectures, and the importance of the PBL facilitator in successful PBL implementation.
About Us
Problem-Based Learning at Temasek Polytechnic
PBL has been implemented in Temasek Polytechnic since 1998. It continues to be one of our key pedagogies today.
Who We Are
Professional development and research in PBL at TP are handled by the Learning Academy, a team of academic staff developers with a diverse range of work experience in fields such as accountancy, business, design, education, law and linguistics. This combination of expertise and knowledge enables us to provide professional development to polytechnic lecturers and help them translate their own industry knowledge into quality learning-teaching.
The Learning Academy conducts research and projects to further the knowledge and practice of PBL, and also provides professional development in PBL. This is in line with Temasek Polytechnic’s aim to be a centre of excellence in the practice, development and research of Problem-Based Learning. To find out more about the Learning Academy, please click here.
Our Achievements
Organised TP’s 2015 International Conference on Learning and Teaching, 29 September – 1 October 2015, in conjunction with Temasek Polytechnic’s 25th anniversary. Theme: Re-thinking Teaching, Re-designing Learning Keynote speakers: Emeritus Professor Dylan Wiliam (University of London, United Kingdom), Professor Cindy Hmelo-Silver (Indiana University Bloomington, United States of America), Professor Dai Hounsell (University of Edinburgh, Scotland, United Kingdom), Professor Tan Oon Seng (National Institute of Education, Singapore), Professor Norman Vaughan (Mount Royal University, Canada) and Professor David Boud (University of Technology, Sydney, Australia)
Organised TP's International Conference on Learning and Teaching, 9-11 June 2010 in conjunction with Temasek Polytechnic's 20th anniversary Theme: Creative Pedagogies · Changing Perspectives · Crossing Boundaries Keynote speakers: Professor David Boud (University of Technology, Sydney), Professor Stephen Brookfield (University of St.Thomas, Minneapolis), Professor Diana Laurillard (Institute of Education, London) and Associate Professor Gary Poole (University of British Columbia, Vancouver)
Published "Problem-based learning: New directions and approaches" in 2005, in conjunction with the Problem-based Learning Conference on 15-16 March 2005.
Organised the PBL Conference, 15-16 March 2005. Theme: Adaptive Strategies for PBL in a Supercomplex World Keynote speakers: Dr Maggi Savin-Baden (Coventry University, United Kingdom) and Dr Tan Oon Seng (National Institute of Education, Singapore)
Awarded the Enterprise Challenge Shield, Prime Minister's Office, in November 2003 for the project on PBL which has created the highest new value to the public service.
Organised the Second Asia-Pacific Conference on PBL, 4-7 December 2000. Theme: PBL: Educational Innovation Across Disciplines Keynote speakers: Dr Michele Marincovich (Assistant Vice Provost and Director, Center for Teaching and Learning, Stanford University, USA), Professor Donald R Woods (Department of Chemical Engineering, McMaster University, Canada) and Professor Anthony Dixon (Head, Family Medicine Unit, University of Hong Kong, HK)
Published "Problem-based Learning: Educational innovation across disciplines" in 2000. A publication in conjunction with the Second Asia-Pacific Conference on PBL, 4-7 December 2000.
Awarded the Enterprise Challenge (Innovation Award), Prime Minister's Office, in November 2000 for being the first educational institution to develop a Problem-based Learning Education Model for Singapore
Our Services
We provide customised PBL professional development for TP staff as well as selected external parties. Click here to view details of our PBL Foundation programme. Professional development programmes are provided to teaching and curriculum planning groups in teams to facilitate future implementation.
Our Clients
ITE College East (December 2015)
ITE College East, Nursing Department (December 2014)
Institute of Maritime Systems & Operations (March 2011)
Kazakhstan educators (Nov and Dec 2010)
Ministry of Education, Singapore Home Economics teachers (Nov 2010, Oct 2009, May 2009, Nov 2008, May 2008, Nov 2007, May 2007, Jun 2006)
Institute of Maritime Operations & Systems, Singapore (Nov 2009)
Hua Yi Secondary School, Singapore (Jun 2010, Jul 2009)
Bowen Secondary School, Singapore (Jun 2008)
Ministry of Education, North 6 School Cluster (May 2008)
Institute of Technical Education (Simei campus), Singapore (Apr 2007)
University Pendidikan Sultan Idris (UPSI), Faculty of Languages, Perak, Malaysia (Nov 2006)
University Pendidikan Sultan Idris (UPSI), Faculty of Science & Technology, Perak, Malaysia (Sep 2006)
Institute of Technical Education (College West Clementi campus), Singapore (May 2006)
Temasek Junior College, Singapore (May 2006)
Nan Chiau Primary School, Singapore (Mar 2006)
National Colleges of Technology of Kyushu/Okinawa, Japan (Aug 2006, Mar 2006)
Some feedback on the PBL Foundation Programme from educators from ITE East (2014/2015 runs):
“What I liked best was the use of the thinking tool FILA, and several chances to practice using it in the workshops. FILA helps learners acquire problem solving skills, and this is important for their further education and future jobs.”
"I like the problem scenarios shared. Good facilitators! They made the effort to understand our nursing subjects.”
Professional Development Programmes
TP PBL Professional Development Programmes
We provide two programmes to build our staff's capability in developing PBL learning opportunities for our students. The PBL Foundation Programme is a 3-day customised programme for staff who are ready to develop their curriculum into PBL learning units. The PBL in THEC Programme is a 2-day introductory programme for new Temasek Polytechnic staff to understand and experience PBL.
PBL is a learner-centred educational approach with the potential to develop learners with integrated knowledge, collaborative teamwork skills and change readiness. This approach also helps learners acquire critical as well as creative thinking skills and life-long learning attributes, all of which are necessary for today’s global and fast-changing workplace. The three-day foundation programme equips lecturers who are using PBL in their lessons to be facilitators, curriculum, problem and assessment designers in a PBL context.
Understanding and Experiencing PBL
Curriculum Design for PBL
Problem Design for PBL
Assessment in PBL
PBL Facilitation
Understanding and Experiencing PBL
This workshop explores the whats, whys and hows of PBL by drawing upon conceptions of learning and making connections with the theoretical underpinnings of PBL. The TP PBL Framework will also be introduced so that participants will understand TP PBL essentials and process. Participants will also experience PBL as learners in a simulated PBL facilitated session. This hands-on session will serve as a catalyst to generate discussion on issues arising from the use of the PBL approach from the learner’s perspective.
Curriculum Design for PBL
An understanding of curriculum design for PBL is a crucial part of the planning for implementation of PBL in a programme of study. The curriculum designer needs to be cognisant of the key principles and issues surrounding the implementation of PBL in a curriculum in order to be able to make informed decisions. For this workshop the various stages involved in designing a curriculum for PBL and the essential elements in the PBL process will also be identified. Participants will begin the process of curriculum design for PBL in a subject or diploma by formulating an initial plan.
Problem Design for PBL
One of the key drivers in a PBL curriculum is the ‘real-world problem’ scenario. A poorly designed problem will not encourage the inquiry process and will inhibit the achievement of the learning outcomes. How then should PBL problems be structured so that student learning, in the process of solving the problem, will be optimised? What support resources for the problem are required to guide facilitators during the process? Participants will have the opportunity to design their problem scenario and widen their perspectives of problem design through a sharing segment. They will also identify the support resources required and begin to work on generating them.
Assessment in PBL
Assessment practices in PBL need to be congruent with the principles and practices of PBL. This workshop examines how this can be achieved through examining common assessment methods in the context of PBL teaching and learning environments. Although the use of PBL aims to enhance student ability to utilise different process skills, ensuring that they are assessed effectively is vital to achieving the aims of PBL. Important considerations include summative assessment, formative assessment, and how students learn from feedback. This workshop will focus on some of the features of good assessment practices in PBL. Through hands-on activities, participants will have the opportunity to visualise how these principles and practices might work in relation to their own PBL teaching and learning context.
PBL Facilitation
The role of the facilitator in a PBL context is a dynamic one. In this workshop, participants take on the role of PBL facilitators, and experience facilitating various stages of the PBL process while working through a problem. Throughout the session, participants will have various opportunities to reflect on their understanding of the dynamics of the facilitation process. Participants will also appreciate the PBL facilitator’s role, facilitation strategies and models of facilitation that can enhance the PBL experience.
PBL in Teaching in Higher Education Certificate (THEC) Programme
Synopsis
What is PBL and why is it an important learning pedagogy in TP? This session introduces the characteristics and rationale for PBL, the roles of both students and tutors in the process, and the PBL process framework. Participants will also experience the PBL process for themselves and learn pedagogical knowledge through resolving real-life problems that they are likely to encounter in class.
General Learning Outcomes
After attending the sessions, participants will understand the workings of PBL, its strengths and concerns, and be able to empathise with their students in PBL learning situations.
Specific Learning Outcomes
Recognise and apply the appropriate pedagogical principles learnt working through the problem
Understand the workings of PBL, its strengths and concerns, and be able to empathise with their students in PBL learning situations.
Demonstrate the TP problem-based learning process
Evaluate the PBL approach to learning within the context of their experience at these PBL sessions
The Teaching in Higher Education Certificate programme is a 90-hour programme for new academic staff in TP.
Resources
Get Started with PBL
This section presents some PBL resources for you to get started with PBL.
Videos
To find out more about the PBL process, view the PBL Process in Action videos which show a group of students working with a tutor-facilitator through a PBL unit.
Group generates possible ideas, explanations or hypotheses to understand or solve the problem. Group determines what needs to be learnt in order to solve or explain the problem. The group then seeks, selects and summarises relevant information.
Group conducts self and group reflection on problem solving skills, self-directed learning skills, solution, learning of new knowledge and tutor facilitation skills.
Templates
The FILA template is the thinking tool suggested for use in PBL in TP. The template helps students to think through and identify what they would need to establish before they start to search for a solution to the problem.
General FILA Chart Descriptors
Sample 1 - Mouldy Bread Problem
Andy bought a loaf of bread from his neighbourhood bakery, Yummy Bakes, but upon reaching home, discovered small dark green specks of mould on it. He goes back to Yummy Bakes to get a refund, but Yummy Bakes refuses, insisting the bread was freshly made. Andy is now wondering what has caused the mould to grow, and what he can do about the situation.
Note: The problem scenario and completed FILA chart shown here are for illustration only and have been developed for purposes of professional development.
Problem Scenarios
These are sample problem scenarios which are linked to the general learning outcomes of a particular PBL subject.
Sample 1 - Mouldy Bread Problem Andy bought a loaf of bread from his neighbourhood bakery, Yummy Bakes, but upon reaching home, discovered small dark green specks of mould on it. He goes back to Yummy Bakes to get a refund, but Yummy Bakes refuses, insisting the bread was freshly made. Andy is now wondering what has caused the mould to grow, and what he can do about the situation.
Completed FILA chart of the problem:
Sample 2 - Engineering Problem Your friend is a teacher at a college. He complains that his students tend to sleep during lectures, and asks you to make a device to check if they are sleeping. The lectures have 200 students, all of whom are required to wear name tags. Do a prototype of your suggested device for your friend.
Sample 3 - Law Problem Your auntie Bee's neighbour keeps a pet rooster. Lately it has been making so much noise early in the morning that she cannot sleep. This is affecting her health, and her work too. She has complained, but her neighbour is not helpful at all. She asks you, as a paralegal student, whether she can legally do anything to force her neighbour to get rid of her rooster. She says, "It is a real nuisance!"
Note: The problem scenarios and completed FILA chart shown here are for illustration only and have been developed or modified for purposes of professional development. Sample 3 has been adapted from a problem scenario used by TP’s Diploma in Law & Management.
References
Explore Further on PBL
This section presents some references for further exploration on PBL.
Recommended Texts
The first two of the texts below are published by the Learning Academy, Temasek Polytechnic. If your institutional library would like a copy, kindly contact us.
Problem-based Learning: New directions and approaches
Tan, K. et al. (eds.)(2005). Singapore: Learning Academy, Temasek Polytechnic. Click here to see the articles in this text..
Problem-based Learning: Educational innovation across disciplines
Tan, O.S. et al. (eds.)(2000). Singapore: Learning Academy, Temasek Polytechnic. Click here to see the articles in this text.
The Challenge of Problem-based Learning
Boud, D. & Feletti, G. (2008). London: Routledge.
Professor David Boud is Emeritus Professor, Communication & Learning Group, University Graduate School, University of Technology, Sydney Australia. Professor Boud is also currently a consultant for Temasek Polytechnic.
Foundations of Problem-based Learning
Savin-Baden, M. & Major, C.H. (2004). Maidenhead, Berks: Society for Research into Higher Education: Open University Press.
Professor Maggi Savin-Baden is Professor of Higher Education Research, Director of the Learning Innovation Research Group, Coventry University, Coventry UK.
Problem-based Learning and creativity
Tan, O.S. (ed.) (2009) Problem-based Learning and creativity. Singapore: Cengage Learning, c2009.
Dr Tan Oon Seng is Dean, Foundation Programmes, Psychological Studies Academic Group, National Institute of Education, Singapore.
Journal Articles
Here are some articles published in conjunction with Temasek Polytechnic's pedagogy and PBL conferences.
The articles in this section are found in: Tan, K. et al. (eds.)(2005). Problem-based Learning: New directions and approaches. Singapore: Learning Academy, Temasek Polytechnic.
The articles in this section are found in: Tan, O.S. et al. (eds.)(2000). Problem-based Learning: Educational innovation across disciplines. Singapore: Learning Academy, Temasek Polytechnic.
International Conference on Learning and Teaching, Temasek Polytechnic, Singapore from 29 Sept - 1 Oct 2015 (One of the speakers Professor Cindy Hmelo-Silver, Indiana University Bloomington,shared about scaffolding and facilitation strategies)
The Keeping-in-Touch(KIT) and RePBL Projects at Temasek Polytechnic
The Keeping-in-Touch (KIT) project (2013 onwards) involves the review of selected 100% PBL subjects each semester. Its objective is to strengthen TP’s PBL practice with a view to enhance student learning as well as build staff capabilities by focusing on PBL implementation at the subject level. This follows on from the Reviewing & Enhancing PBL (RePBL) project (2009 – 2012) which had similar aims of strengthening TP’s PBL.
In the RePBL project, the team examined 18 PBL subjects. Some observations arising from the project were that the practice of PBL at TP was sound, with many good practices in the following areas: authenticity of problem statements; high levels of student participation and engagement; the requirement for higher-order thinking, collaborative learning and/or other process skills; and (in some cases) good staff and student induction. However, areas that could be strengthened included: stronger emphasis on the development of process skills and more clarity on the aim of PBL for specific subjects (including clarity on how PBL is different compared to projects).
In the ongoing KIT project, about 50 subjects have been reviewed to date. Problem statements continue to be authentic and based on real-life, industry-relevant situations. It has also been observed that a good variety of appropriate scaffolds have been used to help students cope with the demands of being a PBL learner, and these may vary depending on whether it was the students’ first, second or third PBL experience. The project has also reminded us that integration of the PBL subject(s) with the rest of the curriculum is crucial for students to gain maximum benefit from PBL. This is because TP’s curriculum implementation requires that each TP student should have at least one experience of PBL; the other subjects they take may use pedagogies such as project- based learning, inquiry-based learning and experiential learning.
The PBL Efficacy Project/Research into PBL at Temasek Polytechnic
In 2016, TP will conduct sample studies of students to determine whether the skills gained through PBL (the desired outcomes of PBL) are applied to other subjects.
The PBL Efficacy Project comprises 2 studies:
a) Students’ Self-Directed Learning Readiness (SDLR) Study.
This study aims to measure students’ self-directed learning readiness, using a survey with 42 items divided into the categories of self-management, desire for learning, and self-control (as developed by Fischer et al., 2001).
b) Transfer of Self-Directed Learning Skills Study
This longitudinal study will examine questions such as: In what ways did the students’ development of SDL skills in the previous semester contribute to their PBL experience in the current semester? To what extent are SDL skills demonstrated by students in their current project work after their PBL experience in a previous semester?
Ongoing PBL Initatives at Temasek Polytechnic
Ongoing PBL initiatives include the following:
Additional peer support of PBL facilitators is being explored. A PBL Mentors’ Scheme has been set up, and adjustments are being made on how best to support and develop this important group of people.
PBL professional development beyond the foundation level by way of new workshops have been offered to PBL subject teams. Titles include:
Maximising thinking tools in PBL and beyond
Reviewing and evaluating problems in PBL
From knowledge to solutions: synthesising research in PBL
Enhancing self-directed learning - improving research and peer teaching in PBL and projects
Using technology to support PBL.
2015 International Conference on Learning and Teaching
The 2015 International Conference on Learning and Teachingtook place in Singapore from 29 September - 1 October 2015 with six internationally renowned speakers and over 550 delegates. One of the speakers, Professor Cindy Hmelo-Silver, from Indiana University Bloomington, shared about scaffolding and facilitation strategies in problem-based, project-based and inquiry based learning.
Learning Academy
A staff developer considered common problems in PBL and analysed how the process can be better managed, based on the different stages. 2 different perspectives were used, that of tutor and students. Some of the themes included: the use of hard and soft scaffolds, using structured consultations for students, preparing templates and planning sheets for students, and establishing clear guidelines for peer tutor and tutee behaviour.
School of Applied Science
A group of ASC lecturers shared on the topic “How to help students better manage PBL deliverables with other subject assignments?” Based on students’ feedback from eight different PBL subjects, the lecturers identified key issues for students to manage their PBL workload. These issues included: time management, difficulty in analysing the problem statements and in connecting them to the research to be conducted, searching for suitable resources, and personal motivation. The team also discussed ways to manage these issues, such as: providing better scaffolding/guidance for students, conducting proper PBL induction sessions, providing formative feedback at an early stage, using a summary lecture to align and consolidate students’ learning and encouraging peer sharing of resources.
School of Business
A group comprising lecturers from School of Business, School of Engineering and the Centre for TransCultural Studies shared on the topic of “Facilitation skills required by PBL Tutors”.
One aspect that arose was how cross-cultural aspects should be a major consideration when handling international students in the PBL environment. For example, a good PBL facilitator should help break down mental barriers for new PBL learners, and be aware that Asian students may find giving and receiving criticism openly to be difficult due to their cultural backgrounds.
The group also reflected on the importance of self-reflection, in students as well as in educators. Educators need to recognise that growth can be a risky and frightening journey into the unknown, and that students’ personal development should not be neglected.
Although dialogue is key in the PBL process, sometimes local students would limit their verbal participation. They should be encouraged to open up and articulate more during sharing sessions.
Finally, PBL tutors should practise social congruence and be able to relate to and empathise with students’ life experiences. This would positively impact students’ learning, particularly in a PBL environment.
School of Design
School of Design is currently implementing TP-PBL framework in Major Projects offered to final year students pursuing Diplomas 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 learners 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.
School of Engineering
As part of professional development and curriculum improvement, a lecturer refined the problem design in a subject about Sustainable Design. After the refinement, students were asked to improve on a proposal for a community event facility in line with sustainability initiatives (Problem 1) and to prepare the final design proposal for the same (Problem 2). The refined problems are less directive compared to the previous one; there is now less information explicitly provided and the problem is presented in the more authentic form of e-mails.
School of Humanities & Social Sciences
Five lecturers from TP’s Early Childhood Studies came together to discuss the 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.
School of Informatics & IT
A group of lecturers comprising 4 lecturers from the School and one lecturer from the School of Engineering met to discuss PBL as part of their professional development. Their topic was “Effectiveness of different PBL facilitation strategies”. Two members of the group who had facilitated PBL during the past semester shared their experiences. The others raised main points from their PBL readings, which led to a good discussion around themes such as:
the usefulness of PBL for technical subjects such as programming
the importance of the facilitator in PBL
the possibility and challenges of using PBL in a subject where industry standards need to be met
possible facilitation strategies for PBL such as revoicing and summarising.
Problem Solving Skills Acquired at Temasek Polytechnic
Two TP alumni, Terence Tan and Lionel Wong, are improving local produce with the skills they learnt from using PBL when they were students. The co-founders of Upgrown Farming Company studied Biotechnology at Temasek Polytechnic, and credit their success to problem-solving capabilities developed from their days as PBL learners. Their company consults on, designs and builds farms with technology that allows crops not naturally found here to thrive and be harvested. Through mimicking natural conditions, such as sunlight via modified lights with adjusted wavelengths, Terence and Lionel have seen non-native varieties of leafy greens and herbs introduced to local farming through their projects. Their story was reported in January 2018 in the newspapers.
In the video below, two other TP alumni speak about how using PBL has benefited them in their work and in their career.
Contact Us
Sharing Our Expertise
We hope to share our expertise with you. For further information on professional development, consultancy or any matter related to PBL, contact us.
Problem-based Learning for Institute of Maritime Systems & Operations (March 2011)
The Challenge of Problem-based Learning
Foundations of Problem-based Learning
Problem-based Learning and creativity