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Problem Based Learning (Maastricht's "Seven Jump" Process of…

- - - - Large numbers of learners undergoing P.B.L sessions require increased physical and educational resources.
      - Need a large number of facilitators trained in the format.
    - - Teachers enjoy passing on their knowledge and may find facilitation difficult and frustrating.
    - - Learners maybe unsure how much self directed study to do.
      - Learners maybe unsure about what information is relevant & useful.
      - Learning is not uniform across the groups.
    - - Does not utilise irreplaceable faculty expertise.
      - Does not cover much material in total curriculum.
    - - No improvement in standardised test scores.
      - Subjective outcome assessment.
    - - R: Resources
      - D: Difficult
      - A: Assessment
      - I 2:
        
        Inefficient Learning.
        
        Information Overload
  - - - Learners activate prior knowledge & build on existing conceptual knowledge frameworks.
    - - Relates concepts to everyday activities.
      - Learners thoroughly interact with learning resources.
    - - Stimulates curiosity & encourages teamwork to solve a common problem
    - - Forces application of knowledge.
      - P.B.L facilitates an integrated core curriculum.
    - - Teamwork & Leadership skills.
      - Communication Skills.
      - Critical Thinking.
    - - Develops life long learning skills.
      - Improves understanding & retention.
      - Fosters Active learning.
    - - C: Constructivism
      - D: Deep Learning
      - M: Motivation
      - G: General Competencies
      - S: Student Centered
      - I: Integrated
- - - - Stimulates open inquiry.
      - Passive.
      - Does NOT guide.
    - - Learners curious for more knowledge.
  - - - Uses guided inquiry.
      - Active.
      - Leads learners towards learning objectives.
    - - No learning curiosity.