Support from the school.
The problems that you will solve in your course will relate to what you are learning. They are problems that you might encounter when working that field, adapted to your level of study .
IS PBL FOR ME?
We know that a successful course is more than a collection of information within a discipline. It must also enhance students’ broad appreciation of the discipline and develop their capacity to apply their knowledge and skills to whatever real life problems they may face.
Good learning is about the journey (the process of proceeding through a course) as well as the destination (final assessment and successful completion of the course).
PBL may take students on unfamiliar paths or unexpected paths. As experienced educators and professionals, we have designed courses to take students through experiences that will enhance their learning. Some students will only recognise the value of those experiences after they have gone through part of the course, or completed it, so PBL may initially require a degree of faith in the expertise of the School and its Tutors.
Alterative modes of Study
When making the decision of where and how to study, a little investigation shows that different institutions take different approaches to teaching and learning. These include:
IS THIS COURSE FOR YOU?
Just mentally put a mark by the styles you think you might like to access – be honest because it will be important in your success
Information-based learning (focuses on the delivery of information by the teacher through lectures, notes, etc. and its recall by the student). Information-based and strategic learning can develop students’ understanding of theory and ideas, and their ability to learn in different contexts. However, research suggests that education that is solely based on these forms of learning does not necessarily prepare students to deal with problems and change in the real world.
Competency based learning(heavily focused on assessment of skills). Competency-based learning, on the other hand, focus on the development of practical skills. In most cases, it allows students to repeat an assessment until they can demonstrate competence in the required skills. This does not necessarily develop students’ capacity to manage their continual development, to deal with change, or to think critically or creatively. Competency-based learning comes under a lot of criticism by employers and educators because graduates from competency-based courses often lack the flexibility, knowledge or creativity to deal with real life demands.
Action-based learning (students learn by ‘doing’ and testing out ideas as they work on a project). Increasingly, educators are turning to experiential learning approaches, such as Problem-based learning and Action-based learning. Students are presented with structured or unstructured learning experiences, and develop skills and knowledge from their experiences with problem-solving, decision-making or trial and error. Problem-based learning and Action-based learning have been shown to develop students’ creativity, critical thinking and problem solving abilities, and their feelings of competence and confidence.
Strategic learning(emphasis is on the techniques of learning – learning how to learn).
Clearly, courses that combine information-based learning with problem-based learning will provide students with the greatest range of useful learning experiences.
STILL NOT SURE?
Let us show you an example of a problem you may be asked to solve, bear in mind all the problems will have a real life base and be conducted in a real life way
Project Aim
Create and present a plan with specific strategies for improving the employee’s motivation in the workplace, based on a clear understanding of the person’s needs, values and situation.
Learning Outcomes
1. Explain the significance of knowledge and understanding to motivation.
2. Identify tangible rewards and negative motivators appropriate to a specified motivation problem.
3. Integrate factual information with theoretical information to derive a sensible solution to a motivational problem within a limited time frame.
4. Plan the initiation of motivational action in response to a specified motivation problem.
5. Plan actions for sustaining motivation in a specified workplace situation.
Problem Definition
You are a supervisor in a workplace, in charge of 10 employees.
Over the last few weeks, you have noticed a change in behaviour in one employee. This person is usually efficient, cheerful, cooperative, accurate, energetic and productive. Two months ago, the person’s spouse unexpectedly left, clearing out the bank account. Since then, he/she has become increasingly withdrawn, gloomy, slow to complete tasks, and forgetful. The standard of his/her work has fallen, and co-workers are beginning to complain. This person is also a friend with whom you sometimes go jogging. You have also noticed that he/she has lost interest in social or physical activities, and in maintaining a healthy diet.
Your task: Plan a strategy to motivate this employee that also considers workplace requirements and conditions. |
Team Structure and Mode of Interaction
Being a relatively short project, the quantity of interaction with others needs to be limited.
Your team will consist of yourself and your tutor. You are in the hypothetical role of a supervisor in the workplace. Your tutor is in the hypothetical role of an industrial relations consultant. You should approach your tutor in the same way that you would approach an industrial relations consultant.
*You must contact your tutor two times via phone, fax or email during the project, before attempting to commence the final submission. At each point of contact, you should be mindful that the hypothetical consultant (tutor) is both an expert but also one that charges by the hour; so questions you put should be meaningful, designed to contribute toward achieving the stated project aim, and above all, should not be repetitive. Contact should be concise and time efficient.
*You must also seek support from your tutor and any other interested parties this may include the school community or colleagues, by submitting relevant questions to people, seeking meaningful feedback, on at least two occasions during the project, before attempting to commence the final submission. You must also check for responses and if useful, incorporate the responses into your final report.
You may ask for guidance, assistance or simply report on your progress. You may request more frequent assistance if necessary, within reason. It is not your tutor’s role to solve the problem.
Discussion Questions
Why is an understanding of grief relevant to this situation?
Which key factors affecting this person’s behaviour can you expect to influence and which might you not expect to influence?
What are reasonable goals in motivating a person in this situation?
How can you ensure that co-workers are not adversely affected by this person’s current attitude or by any individual attention that he/she may receive?
How can Maslow’s hierarchy of needs help clarify this person’s changing needs?
What are reasonable parameters or boundaries when friendship and workplace roles overlap?
These are issues or questions that you should address in your solution, whether or not you can find answers.
Resources
Human resources (optional) – You may draw on the skills, knowledge and assistance of others – other students/colleagues, experts whom you consult, friends. All assistance must be formally acknowledged and your final work MUST be your own – see plagiarism policy.
Other resources (compulsory)– You are expected to use some resources, but the choice of which ones are yours) You may gather the information required to solve this problem from course readings, books, journals, news programs, the internet, etc. All sources must be acknowledged.
Internet Resources may include:
http://www.counsellingpsychologistlondon.com/depression.html
http://www.careermotiv8.com/dpr.htm
http://www.accorservices.com/en/aboutus/solutions/bienetre/index.asp
Guidelines
Duration- This project should take between 8-10 hours (including communications with a tutor or others). When 10 hours of work has been completed, submit what you have, no matter what stage it is in. You may be penalised for exceeding this time limit.
Assessment- You will be assessed on your capacity to work through the problem to a logical conclusion. You are not being assessed on the report.
The report will be part of what shows the school that you have worked through the problem in an appropriate way. Your interaction with a tutor, and use of a forum in the student room are also indicators that you have worked through the problem appropriately.
Final Report
You may use any if a variety of means to present your project but should not spend more than a quarter of the total time involved in the project, on preparing the presentation. Most students are likely to submit a written presentation, possibly with one or more illustrations. If you have the equipment at hand, and appropriate skills, it is acceptable for you to submit a presentation any other way (eg. Multi media presentation with Power point or Flash, Video, CD, DVD).
Your presentation must include:
1. an account of the problem-solving process you experienced,
2. your solution,
3. a list of issues that arose during the project, that you either could not deal with or that were not essential to the project
4. a list of resources used, including human resources.
5. an evaluation of your performance, including what you did very well, and what you can improve
6. a precise summary of you learned about problem solving and motivation from this project.
|
Presentation Component |
Minimum Required |
Maximum Allowed |
|
account of the problem-solving process |
One paragraph or 1 minute presentation or equivalent |
One page or 3 minute presentation or equivalent |
|
your solution |
One sentence or 20 second presentation, or equivalent |
Half page or 1 minute presentation or equivalent |
|
list of issues |
A few words for each point bulleted or equivalent |
Half page or equivalent |
|
list of resources |
A few words for each point bulleted or equivalent |
Half page or equivalent |
|
evaluation of your performance 100 words |
1 minute presentation or equivalent 300 words |
3 minute presentation or equivalent |
|
precise summary of all you learned |
100 words or 30 second presentation or equivalent |
Half page or 90 second presentation, or equivalent |
The information given is for general information and should not be regarded as advice in any matter. The educational academy™ disclaims all and any liability in relation to any act or omission which is done in reliance to the information provided in this web site. While every effort is made to ensure that we display correct information on our website, errors can occur. The educational academy™ disclaims liability or responsibility for orders or complaints arising from such errors, including (but not limited to): pricing, fees and course requirements. educational academy™ reserves the right to decline orders arising from such errors.
