bebo meeting – milano 26 th september – 29 th september 2013
TRANSCRIPT
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BeBo Meeting – Milano 26th September – 29th September 2013
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PBL in brief
Before starting with the example of PBL application in our context, it need to remind together some basic concepts about this method/methodology of learning. ( looking the slides “Introduction to PBL“ proposed in Tubingen). I recall in four slides
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PBL definition“The basic principle supporting the concept of PBL
is that at the beginning of a learning process is posed a problem, a query, or a puzzle that the learner wants/is required to solve” .(D. Boud, 1985)or, in other definition:
PBL is “The learning that results from the process of working towards the understanding of a resolution of a problem. The problem is encountered first in the learning process” (Barrows 1980)
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So in PBL : A problem or a practical exercise is the start up
point ;
the teaching/learning process is the pathway to solve the problem itself;
The learning process is based on the analysis, understanding and finding out of possible “problem situation” solutions, which are pertinent to the professional or educational context.
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So What happen in a PBL lesson concretelystudents work collaboratively in a group
(tutorial), together with one or more faculty facilitators (tutors), to identify and define problems, develop hypotheses to explain the problem(s), and explore preexisting knowledge relevant to the issues;
students take part in a inductive learning process; in a discovery learning process; in a opened inquiry process
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The seven step for a PBL session Step 1 – Problem detailed description(Tutor): oral, written or
videoStep 2 – Students BrainstormingStep 3 – Identification of problematic areas ( T/S). The tutor
explains the unknown words and afterwards helps the students to assemble words in key-concepts/problematic areas
Step 4 – Connection between learning objectives and selected key-concepts/problematic areas
Step 5 – Learning Objectives: The students group organize the study activity. Each student works on all selected key-concepts/problematic areas. Students study using books, notes, etc.(individually or by group); the activity of study and research can be realized also not necessarily in classes moments
Step6– Concept Re- elaboration: after a period of autonomy study, students work again in groups in order to organize acquired data and information and to define the final solutions of the problems
Step7 : Individual/Group Learning evaluation
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PBL in BeBo Projectis possible to apply PBL in BeBo with a logical
adjustment at our context and condition.
Considering the the start up point of a PBL session can be a : Dialogues, Cartoons, Poems, Audio-tape recordings, Posters, Video, P hotographs, Physical Objects etc:
we can proceed with 2 examples, naturally using a Video ( ready/finished or to realize)
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EXAMPLE N. 1) A NO PROFESSIONAL VIDEO TO LEARNING TO LEARN
N. PBL STEPS TUTOR ROLE ( Martin, Paul)
Students( we-all)
1
Problem detailed description: Video
(It need a Video with some technical-
shooting mistakes: for example one of
the video realized in Vienna, or another video you have )
Tutor introduced a Video: few words to explain the video context and to warn that in the video there
are some technical- shooting mistakes ; but, without indication
about the mistakes. Tutor also remember to the students the
basic/essential rules for shooting/realize video ( explained
in previous Meeting)
At least: explain the aim of this PBL session: iidentify the mistakes, propose the solution( a correct
technical approches) and explain the solution
Students ( we all) are presented with a
problem
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EXAMPLE N. 1) A NO PROFESSIONAL VIDEO TO LEARNING TO LEARNN. PBL STEPS TUTOR ROLE
( Martin, PaulStudents( we-all)
2 Students discuss the problem in a small group PBL tutorial.
Observes groups at work and clarify the setting and the terms of the problem; without help groups in the identification of mistakes, and about solution
In small group: Brainstorming to: -define what the problem is/ the possible mistakes- each member of the group takes notes about his opinion possible mistakes- a secretary of the Group summarizes the ideas.
3 Identification of problematic areas ( mistakes) -
Observes groups at work The group selects the mistakes to solve: discussion, choice, decisions( in a real PBL session: each student works on all selected mistakes to propose solution)
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EXAMPLE N. 1) A NO PROFESSIONAL VIDEO TO LEARNING TO LEARNN. PBL STEPS TUTOR ROLE
( Martin, PaulStudents( we-all)
4 Connection between learning objectives and selected key-
concepts/problematic areas( mistakes in this case)
Observes groups at work and Clarify the setting and the terms of the problem; without help groups in the identification of mistakes,
and about solution
-identify what they need to learn to work on the problem, what they do not know-specify an action plan for working on the problem ( for examples how to share the mistakes’s solution inside the groups
5- 6 – Learning Objectives Observes groups at work and can help to organize technical
elements
The group work at the solution of the mistakes :
in our context now Is possible only to write the
technical solutions.
7 Step 7 – Concept Re- elaboration and exposition
Tutor help groups to summarizes their conclusion
Each gruop presents hi solution in plenary session
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EXEMPLE N. 2 – HOW TO LEARN TECHNICAL AND CULTURAL CONTENTS REALIZING A VIDEO
In This second examples the tutorial groups are invited to realize a Video on the base of these particular indications:1) A document with the Itinerary’s description ( with single phrases in green underline; look at the example under the table)2) Some indication concerning specifics modality to realize shooting ( n. of shooting; n. of zoom; n. of shooting of monuments or streets etc).
Objectives of this PBL application
To learn artistic/hystorical/cultural contents related to the video; To realize a video with artistic/hystorical/cultural contents and
present this contents in the video ( images/voice) To realize a video on the basis of specials contents and specific
shooting indication
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EXEMPLE N. 2 – HOW TO LEARN TECHNICAL AND CULTURAL CONTENTS REALIZING A VIDEO
N. PBL STEPS TUTOR ROLE ( Martin, Paul
Students( we-all)
1Now the problem is a task to do (written indication):
“Realize a video with a sequence that respects the particular contents of the Itinerary and the specifics technical indication related
to the modality to use videocamera”
The Tutor introduces a PBL session, explaining to each
“ tutorial group” the itinerary proposed, In the text of the itinerary are
some words or phrases to use for realize the schedule
of the video
Students ( we all) are presented with a
problem- In this case “ the Itinerary
description” and the technical information
2 Students discuss the problem in a small group PBL tutorial.
Observes groups at work and clarify the setting and the terms of the problem; without help groups in the identification of mistakes, and about solution
1)In small group: Brainstorming to: Analyze the Itinerary description;Pinpoint problematics words/phrases -a secretary of the Group summarizes the understanding problems -2) brainstorming about the indication the two or three simple technical of shooting to respect during the composition of the video”
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EXEMPLE N. 2 – HOW TO LEARN TECHNICAL AND CULTURAL CONTENTS REALIZING A VIDEO
N. PBL STEPS TUTOR ROLE ( Martin, Paul
Students( we-all)
3 - 4
Identification of problematic areas ( mistakes) - Connection between learning objectives and selected key-concepts/problematic
Observes groups at work and clarify the setting and the terms of the problem; without help groups in the study of the contents( fro ex. offering solution)
Each group selects:a)In the Itinerary description: the contents to study before to go aheadb)Concerning technical elements: the technics to study before to start with shooting
5 Learning Objectives
Observes groups at work and can help to organize technical
elements. In this phases the tutor analyses the final products of the
groups and can help to correct/adjust the sequence and/or
the modality of shooting
The group work at the solution of the problem:For the Itinerary, the product to realize is: the sequence of the video (respecting the starting indications)For Technical shooting elements: to combine each sequence to a specifics modality of shooting
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EXEMPLE N. 2 – HOW TO LEARN TECHNICAL AND CULTURAL CONTENTS REALIZING A VIDEO
N. PBL STEPS TUTOR ROLE ( Martin, Paul
Students( we-all)
6 Learning Objectives The tutor supervises the groups
Each group realize the video
7 Step 7 – Concept Re- elaboration and exposition
Tutor help groups to summarizes their conclusion
Each group presents the video and explain the his
technical features
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Examples of Itinerary description
Please, use the paper text in your binder!
Thanks
Alberto
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