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Survey of good practices, experiences of PBL

application in studying and initiatives in Spain

Confederacion Espaola de Centros de Enseanza

CECE-Spain

EUCLIDES Enhancing the Use ofCooperative Learning to Increase Development ofScience studies134246-LLP-1-2007-IT-1-COMENIUS-CMP

Grant Agreement 2007-3434/001-001This project has been funded with support from the European Commission.

This publication reflects the views only of the author, and the Commission cannot be held responsible forany use which may be made of the information contained therein.

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Table of contents

What is PBL....................................................................................................3

PBL in Spain.................................................................................................. .4

Interviews with experts..................................................................................9

Good practices and experiences in Spain.....................................................16

Conclusions - SWOT ....................................................................................17

References....................................................................................................19

ICT use in Education Report (Informe Tecnologa CECE) www.cece.es ................19

Informe eEspaa 2007, de la Fundacin Orange

http://www.fundacionorange.es/areas/25_publicaciones/publi_251_7.asp ................19

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What is PBL

Definitions

A learning method based on the principle of using problems as a starting

point for the acquisition and integration of new knowledge. H.S.

Barrows 1982

Problem-solving - arriving at decisions based on prior Knowledge and reasoning

Problem-based learning - the process of acquiring new knowledge based on

recognition of a need to learn

What are the characteristics of PBL?

Problems drive the curriculum; vehicles to develop skills

Problems are ill-structured; many possible solutions

Learners are responsible for their own education; increasingly independent

of the teacher for their education.

Teacher provides materials and guidance that facilitate learning; coach,

mentor, tutor role.

Learners work collaboratively in small groups to address the problem.

Problem Based Learning (PBL) emphasizes learning activities which are student-

centred, interdisciplinary, authentic, collaborative and foster higher order thinking.

Students construct knowledge and develop skills in problem solving,

communication, cooperation, negotiation, and decision making.

Teachers should change his mind from expert to Facilitator

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PBL in Spain

The Bologna Process aims to develop a European Higher Education Area (EHEA),

involving a change in the University Studies syllabus, which have to be adapted to

innovative teaching and learning processes based on

achieving specificknowledge according to the degree, and

developing abilities and skills to adapt that knowledge to the professional

field of work.

Therefore, the methodology has to be focused in the learning process (the studentand his learning capability) and not in the teaching process (the teacher).

The Bologna Process aims to create a European Higher Education Area by 2010, in

which students can choose from a wide and transparent range of high quality

courses and benefit from smooth recognition procedures.

The Bologna Declaration , 19th June 1999, has put in motion a series of reforms

needed to make European Higher Education more compatible and comparable,

more competitive and more attractive for Europeans and for students and scholars

from other continents.

Reform was needed then and reform is still needed today if Europe is to match the

performance of the best performing systems in the world, notably the United States

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http://www.bologna-bergen2005.no/Docs/00-Main_doc/990719BOLOGNA_DECLARATION.PDFhttp://www.bologna-bergen2005.no/Docs/00-Main_doc/990719BOLOGNA_DECLARATION.PDF

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and Asia.

The three priorities of the Bologna process are: Introduction of the three cycle

system (bachelor/master/doctorate), quality assurance and recognition of

qualifications and periods of study.

9 years and no proper reforms and training has been done in Spain to

prepare teachers for the imminent and radical changes that will be needed in the

teaching methodology.

The lack of preparation of our teachers to face such changes and the

introduction of new syllabus will be a problem

Teachers will be obliged to play roles for those who have not been adequately

prepared

Several pilot experiences of introduction of new syllabus based on the ECTS in

Spain have demonstrated what happens when it skips abrupt and hastily to new

system without adequate preparation of teachers and students:

Teachers maintains the traditional teaching, adding to it the

demand of multiple tasks for students in order to implement

ECTS plans without considering a scientific and experimental

methodology to measure the real burden of work that these tasks arefor their students.

Teachers are not aware of what these new tasks mean for a student if

they have not done preparatory studies for conducting the calculation

of the real burden. Rather often, they estimate the time of

students work on the basis that the teacher believes that he

would require to complete the activity.

In this way, teachers underestimate the burden of work thatthe new activities pose to the students.

The result is a simultaneous overload in the different subjects

very difficult to assume for students.

The result of such overload work for students enrolled in the new pilot schemes

ECTS has provoked the significant raise of the failure and dropouts rates and

also the percentage of students who switch to other university studies.

It is clear that the cause of this dysfunctional adaptation to the ECTS systemis the fruit of the scant preparation of teachers that has not had the

opportunity to experience the new methodologies nor experiment with their

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students the real burden of work which involve the tasks entrusted to it.

These experiences failed even if they are necessary to diagnose the problems. The

question arose is: Do we want this to happen so widespread after 2010?

To avoid a catastrophe of such dimensions and to promote the successful

implementation of these changes in our university education system, a strong

investment in the training of our teachers to adapt to their new role in the

new EHEA is needed

We only have 2 years to our teachers in the methodologies of active learning

focused on the student that constitute the methodology proposed by the EHEA and

which are unknown to most of the university Spaniards educators.

Therefore, accelerated training schemes in active learning methodologies

are absolutely needed.

A successful EHEA implementation requires

1. Facilities (small classrooms and joint-work spaces).

2. The reorganization of the teaching structure: design and registration of new

syllabus, new subjects and coordination between administration and

educators.

3. A radical change in the mentality and attitude of the majority of teachers

and students.

4. More information and training for teachers (skills).

5. More and better teachers performance with less overcrowded situation

should be encouraged.

6. More encouragement and recognition to the good teaching, the end of the

tolerance with poor and mediocre teaching

ICTs in School

New web 2.0 allows technological changes in PBL, and new resources that can be

used in a didactical point of view.

Blogs: It can be very useful for the students assessment and monitoring

Wikis: it is an excellent tool for collaboration and team work.

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Social networks: It can be used as a new learning tool and relations help for

PBL activities Youtube: Potential in Creative and artist expression.

Docs share sites as: Goodocs, Zoho, slideshare. They can encourage new

skills in the students

Online Community and collaboration tools: Ex Groove Workspace

Virtual Documentation and Research Centres will enhance the

experimentation field and the possibilities to do teamwork with other

colleagues all around the world

RSS and Podcasts allow to follow up the students Work

ICTs in Spain

Access to computers at school in Spain is lower than the average OCDE

Students and teachers still have only limited opportunity to use computers

at school.

Only some innovative teachers use ICT in education and new learning

methods as PBL in the classroom.

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REALITY: Main Facts

Few or no introduction at all of the PBL methodology in the educational

world, currently a 5%

9 years since the Bologna Process (1999) without proper reforms

implementation

Lack of information and preparation of teachers for their adaptation to the

new framework EHEA in 2010.

Only a minority of teachers is ready to implement the new methodology as

part of the didactic innovation methodology. Most of them will do just

because they are compelled by the new system.

The Spanish university system encourages research instead of good teaching

Teachers and institutions have to rise the occasion of these changes that will

require an extraordinary effort (and still not recognized).

The implementation is not well approached, because they are just thinking

on facilities and not in the human resources.

The education authorities do not recognize that teachers will have to work

more.

Teachers have not been properly trained and students have not been

informed about the changes.

Next Future 2010

In the next 12 years, until 2020. Spain will get holistic implementation but

with a significant effort in training of trainers.

Generational change: The teachers age influences the implementation

timing

The new private universities what implanted since the beginning without

problems of universities publishes, changing the old to new system

Introduction of ICTs in every classrooms.

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Interviews with experts

Alfredo Prieto Martn - Professor in Immunology at Alcal University

Francisco Pareja - Escuelas Ave Maria

Pilar Antoln & M Dolores Gonzlez - CNICE - Spanish National Centre for

Educational Information and Communication

Jos Ignacio Mir Montes - Erain School - Erain Ikastetxea

Interview with Alfredo Prieto

1. We (me and my teamwork) started to use PBL activities in 1997 due to the

lack of Applied Research Laboratories, so it was the result of a deficiency.

The Faculty responsible asked us to do practice activities but as we did not

have any premises, our imagination conducted us to the PBL methodology.

2. 10 years performing PBL methodology, first with groups of 30-40 students

and afterwards, due to a change of the syllabus, we were forced to deal with

groups of 150 students (75 in morning class and 75 in evening class). This

means a huge burden of work, because if you divide into groups of 5

persons, which implies to correct 30 exercises.

3. Therefore we were aware that the standard PBL methodology was prepared

to work with small groups of 30 people and not for 150, and we realised that

we could not carry out it.

4. For this reason, we decided to adapt the PBL methodology to our reality,

translating a lot of the PBL activities out of the classroom, because the

teacher was unable to handle with them. At classroom the teacher can

handle with 6 groups but not with 30 groups.

5. To face this problem we tried with introduce some modifications: A first

approach was to deal with the groups in asynchronic tutorships: the problem

arose that 30 groups x 2 hours per group means at least 60 working hours.

Conclusion, it turned out to be a high load of work for the teachers that

could not accomplish.

6. Later on, we developed a second solution in order to improve the tutorships

and do them more efficient and more time-effective. We therefore

understood that the students needed a previous training in PBL: giving

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norms and specific instructions to become the tutorships part of the final

student assessment.

7. This meant that the group did not come to the tutorships only for the doubts

and questions but to showcase their first project draft, the solved doubts

and problems and those they could not resolve. We used the tutorship to

start to assess the different members of the group and to force the students

to do self-training.

8. This methodology has achieved a great success so far. We call it ABP 4X4

because students work in 4 different scenarios: in the classroom, at home,

in the tutorship and finally searching the documentation. We also call it 4X4

because the work is divided in 4 phases:

9. AIRE Methodology

Analysis. We raise the problem and the student do the initial

analysis in which they try to define and delimitate the problem.

Classroom Scenario

Research. Every individual has to look for his own sources of

information to solve the problem. Search Scenario

Resolution: in which they integrate the information. This phase

concerns home and tutorship scenarios

Evaluation and Presentation of the results: Classroom Scenario

10. These 4 phases are called with the acronym AIRE (for the initials in

Spanish: Anlisis, Investigacin, Resolucin, Evaluacin). Aire means Air in

English.

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Interview with Paco Pareja

1. Hello, my name is Francisco Pareja, and I am the Technology Responsible for

Ave Maria Schools in Malaga, Spain and I am going to explain how my

school has carried out the ICTs implementation e in Managerial and teaching

process.

2. We have been 10 years implementing new ICTs in the School. First step

with the email and Webpages.

3. Thanks to email, we started to contact with other schools in other European

countries which participated as us in European Projects

4. We were pioneers , together with schools from France and Germany, in the

use of Video conference in Education.

5. From then, we introduced the video conferences with other schools to

promote the learning of foreign languages

6. After this experience, we started to promote the learning of the creation of

web pages customized by the students, and participating in several online

competitions. The students started to create web pages as part of the

learning process in all the subjects. In many cases, they prepare their

homework in related webpages explaining the studied issue.

7. As a Computer Technology teacher, I started to introduce the use of the

mobile phone with education purposes. The students had to record their

works through the mobile cameras and then they had to upload such videos

to a specific and customised webpage. This webpage serves to collect all

their annual works in order to monitor their performance and to allow their

parents to follow up their children.

8. 3 years ago, throughout a special software called ViaEducativa, developed

by a Technology company COSPA ,we started a continuous assessment

of the students through the Internet: Attendant control, exams record,

students monitoring etc

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9. All the teachers have a PDA in which they note all the data related to the

students and the data is automatically transmitted to the Central unit to be

processed.

10.This experience has given very positive results and feedbacks because the

parents may know in real time their children progression and results through

our Website access.

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Interview with Maria Dolores Gonzalez & Pilar Antoln

1. My name is Maria Dolores Gonzlez and I am working in the CNICE -

Spanish National Centre for Educational Information and Communication

belonging to the Ministry of Education in Spain. In the past, I have been

responsible for E-Twining action and this year I work for the Multimedia

Contents and Experimentation Department related to Science subjects

2. My name is Pilar Antoln and I am also working in the CNICE - Spanish

National Centre for Educational Information and Communication belonging

to the Ministry of Education in Spain. I work for the Multimedia Contents and

Experimentation Department related to Foreign Languages

3. Descartes and Newton. (mathematics and physics) are the main ICT

learning contents developed by the CNICE.

4. These multimedia Contents are increasingly used in the education centres,

and teachers trained for them. They cover all the learning contents of the

whole subjects of mathematics and physics in the different educational

levels

5. Teachers learn to use these resources as part of its teaching methodology,

along with the methodology of working with pupils in small groups.

6. The main problems arose are that students are not accustomed to the use of

computer as part of the didactic way but as entertainment, they notice

technology as part of a game.

7. With regard to the use of ICTs in other areas such as the teaching of

languages, the CNICE used 2 forms:

8. the use of materials and specific software for languages teaching and the

use of internet for interacting with other schools and students from other

countries and thus practise languages (school Twining).

9. In both ways, methodologies based in collaborative work to make lessons

more interactive and hands-on approach

10.MAIN PROBLEM: is almost always the lack of technological resources in the

classroom. In a large part of schools there are no computers in the

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classroom but a single multimedia classroom which makes difficult the

implementation

Interview with Jos Ignacio Mir Montes

1. Hello, my name is Jose Ignacio Mir, and I am the Headmaster of ERAIN

School, in San Sebastian, Spain. I have been developing in the last 4 years

an interesting project concerning the introduction of digital video in

education.

2. There are several ways of utilization of the video in Education: The 2 main

traditional ways to use the digital video in education are:

to teach students it use addressed to the broadcasting and to

develop audiovisuals works

or to promote the digital video as part of the artist expression

learning

3. Our experience aimed to be innovative and did not follow these approaches.

The ERAIN School approach is completely different, since it does not

addressed to foster audiovisual creativity but the widespread use of digital

video as a tool as part of the teaching- learning process.

4. For example in the elaboration of works of pupils of different subjects as a

method of expression the video, exploiting all the advantages that the image

has as a method of expression. Instead of written works they can do

audiovisual works

5. We introduce the use of digital video in all the syllabus subjects, from

science subjects to humanistic ones. In subjects like geography, doing

audiovisual maps. In the case of Literature, for example with poetry, in this

occasion, doing a video meanwhile they recite a poem.

6. This activity excites their enthusiasm for the beauty, because they have to

express such beauty with his intonation reciting, the music and the chosen

images.

7. We consider that this approach that suits better in our way of teaching and

the teaching way that we feel more comfortable

8. FUTURE: They are focusing to share and to ameliorate the use of the digital

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9. video library generated so far. The next step is to transmit such multimedia

database to portable devises and to diffuse

10.We aim at its dissemination by internet through Online events video

streaming,

11. We are building a Broadcasting Studio in order to facilitate it to the students

to produce their works.

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Good practices and experiences in Spain

Project AUTHOR

Newton Physics CNICE

http://newton.cnice.mec.es/

Descartes Maths CNICE

http://descartes.cnice.mec.es/

Educational Video Erain School

http://www.erain.es/

Sciences Webs Ave Maria Schoolshttp://www.escuelasavemaria.com/

PBL 4x4 (AIRE) Alfredo Prieto

http://www2.uah.es/problembasedlearning/

http://problembasedlearningpbl.blogspot.com/

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http://newton.cnice.mec.es/http://descartes.cnice.mec.es/http://www.erain.es/http://www.escuelasavemaria.com/http://www2.uah.es/problembasedlearning/http://problembasedlearningpbl.blogspot.com/http://newton.cnice.mec.es/http://descartes.cnice.mec.es/http://www.erain.es/http://www.escuelasavemaria.com/http://www2.uah.es/problembasedlearning/http://problembasedlearningpbl.blogspot.com/

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Conclusions - SWOT

Features (own) Situation (environment)

Unfavourable

Weaknesses

Requires more time to reduce the syllabus Requires lower educator/student rates

Illiteracy of inductive methodologies

and necessity to be trained

Requires teachers and students eager to work

Requires Education authorities that understand the

current situation

Lack of an incentives and evaluation system

It is necessary a teachers intergenerational change

Threats

Most of the teachers are comfortable with the current status Most of the students are used to perform the minimum

Education Responsible Authorities are not aware of changes

Scant of classrooms and appropriated spaces for teamwork

Teachers knowledge without didactic methodology

Without economic incentives the teacher is not motivated

Universities overcrowds

PBL methodology implies to deepen in the lessons but there is no time

to cover the whole syllabus.

Teachers are adverse to changes

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Favourable

Strengths

Knowledge building

Competences development: transversal and professional

(teamwork, problem solving, communication skills etc)

Autonomous learning which foster LLL The universities that implemented it in the last 40 years

are still using it.

Students learn to learn

It foster autonomous learning and boost LLL

It helps to face problems and to knowledge building

Opportunities

Knowledge Society does not need people to know by heart but people

able to handle problematic situations

The new EHEA will value the competences and will foster the basic and

transversals skills

It should be implemented from school to facilitate it later on

Universities

To foster PBL courses for teachers

PBL implies un Teacher Mentality change, from the only Expert in

Classroom to become a Facilitator

Promotion of international Conference to disseminate the use of PBL

methodologies

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References

ICT use in Education Report (Informe Tecnologa CECE) www.cece.es

Informe eEspaa 2007, de la Fundacin Orange

http://www.fundacionorange.es/areas/25_publicaciones/publi_251_7.asp

World information society report 2007

http://www.itu.int/osg/spu/publications/worldinformationsociety/2007/

WISR07-summary.pdf

SIE_2007 Resumen-ejecutivo Telefonica

http://www.telefonica.es/sociedaddelainformacion/pdf/informes/espana_

2007/SIE_2007_resumen-ejecutivo.pdf

ICTs en Educacion 2005-2006 Red.es

http://w3.cnice.mec.es/informacion/informe_TIC/TIC_abreviado.pdf

The Future of Learning in the Knowledge Society: Disruptive Changes for

Europe by 2020

http://www.meaningprocessing.com/personalPages/tuomi/articles/TheFu

tureOfLearningInTheKnowledgeSociety.pdf

Informe PISA (OCDE)

http://www.oecd.org/document/25/0,3343,en_32252351_32235731_397

33465_1_1_1_1,00.html

EUROBAROMETER -http://ec.europa.eu/information_society/activities/sip/eurobarometer/ind

ex_en.htm

http://ldt.stanford.edu/~jeepark/SLL/outline.htm

http://usuarios.lycos.es/tenshian/index2.htm

http://www.edutopia.org/

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http://specialed.about.com/gi/dynamic/offsite.htm?zi=1/XJ/Ya&sdn=spec

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Savin-Baden, M. and K. Wilkie (2004).

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Baden,+M.+and+K.+Wilkie+(2004).&sig=ACfU3U0wmPkV3_msDqsysENez

w9XoMnfyw#PPA126,M1

CNICE- DESCARTES

XIII CONGRESO INTERNACIONAL EN TECNOLOGAS PARA LA EDUCACIN Y

EL CONOCIMIENTO: LA WEB 2.0

CMO ENSEAR CIENCIAS?

PRINCIPALES TENDENCIAS Y PROPUESTAS (1997)

Tecnologa Digital y Resolucin de Problemas

Un ejemplo en Costa Rica, puede servir la forma de presentar el tema.

MATERIALES DIDCTICOS DIGITALES EN RED

PARA TRABAJAR EL CURRICULUM ESCOLAR

El PBL lleg a Espaa hace aos, crees que ests al da en tus metodologas

docentes?

http://www2.uah.es/problembasedlearning/

http://problembasedlearningpbl.blogspot.com/

http://es.youtube.com/user/CECEinEUROPE

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