One-Day, One-Problem at Republic Polytechnic

Abstract

This chapter provides an overview of the “One day, one problem” process at Republic Polytechnic (RP) from the viewpoint of an organization implementing PBL across an entire institution. We describe how RP designed its programmes, curriculum, timetabling, staff development, campus and physical infrastructure to support our commitment to nurture learning in an environment that develops problem-solving process skills and a life-long learning attitude. A typical day for students and facilitators is also described, together with examples of problems, student discussion, student learning artefacts, process of facilitation and student assessment to provide the reader with a picture of the practical implementation of “One day, one problem”.

Appendix A: Principles of Effective Teaching and Learning

• 1. Learning environment

  • 1.1 Students should be given sufficient time to meet the desired daily learning outcomes.

  • 1.2 A learning cycle should comprise of time spent with the facilitator, in self study and in collaboration with other students.

  • 1.3 The learning environment needs to mirror aspects of professional life but still be a safe learning environment where students can make mistakes (Honebein et al. 1993).

  • 1.4 Smaller class sizes lead to better learning outcomes (Glass 1982).

• 2. Prior knowledge and knowledge and skill acquisition

  • 2.1 The learning of knowledge and skills are better achieved when anchored to a larger activity or problem (Honebein et al. 1993).

  • 2.2 The learner is not a blank slate but brings past experiences and cultural factors to a situation; these should be built upon in the new learning activity.

  • 2.3 Activation of prior knowledge is an important part of learning something new (Boud and Feletti 1998).

  • 2.4 Students need to make meaning of information and experience in order to acquire knowledge and skills.

  • 2.5 Knowledge should be justified and not merely accepted as true.

  • 2.6 Knowledge and skills need to be practiced and applied in order to be mastered.

• 3. Facilitation and scaffolding

  • 3.1 The educator’s role is that of a facilitator.

  • 3.2 Students need time and space to learn; they do not necessarily learn just because they are told something.

  • 3.3 Understanding is better achieved in a structured manner with learning aids provided at appropriate time (Schmidt and Moust 2000).

• 4. Collaborative learning

  • 4.1 Small team acts as an important support mechanism for students (Dillenbourg 1999).

  • 4.2 Knowledge evolves through social negotiation, through making mistakes and being able to resolve these mistakes (von Glasersfeld 1989).

  • 4.3 Conflicting views stimulate discussions and facilitate learning, therefore diversity should be encouraged.

• 5. Self-directed learning

  • 5.1 Independent study time has a positive impact on students’ achievement.

  • 5.2 Students need self-directed study time to determine knowledge gaps, to gather information, to process information and to reorganise information (MacKie 2001).

• 6. Reflection

  • 6.1 Reflection is necessary for learning to be deep and transformative (Mezirow 2009).

  • 6.2 Some form of reflection orientated questions or triggers should be used to help provoke students’ reflection (Butler 1987).

  • 6.3 How students acquire knowledge is as important as the knowledge itself (Butler and Nisan 1986).

  • 6.4 Reflection questions should trigger students to make greater sense of the content knowledge and skills acquired.

• 7. Assessment

  • 7.1 Assessment needs to be meaningful to students and students should be regularly assessed in a holistic manner.

  • 7.2 The criteria for assessment should be made clear to students and should reinforce the focus on learning with a clear emphasis upon explaining, critiquing and defending.

  • 7.3 Students’ learning abilities should be developed and emphasised through assessment.

  • 7.4 Feedback from the facilitator should be formative, continuous, timely and individualised to help students improve (Krampen 1987).

  • 7.5 Daily continuous assessment should present an opportunity for students to practise and demonstrate technical skills as well as content knowledge.