Steps in developing and writing PBL cases
- Identify objectives of the learning for the case/problem (e.g. content / topics and sub topics as well as context / generic issues to be mastered)
- Develop a checklist of these
- At each stage of the written case, teacher's planning notes (or "facilitator's notes") should specify what topics should be covered / identified by students. Identify the triggers (cues/ information) that should lead to this identification
Developing a case
From Jacinta Douglas, Human Communication Science, LTU - a hybrid approach based on Barnet et al 1999; Duch, 1995; McPherson & Murphy, 1997; Waterman & Menin, 1995; Woods, 1996.
Curriculum design:
- Design an (ill-structured, messy) case based on desired curriculum outcomes and objectives (goals of the case) and learner characteristics.
Consider:- Themes
- Unit
- Content area/s
- Fundamental concepts
- The process used in PBL
Question: Does the case involve too many objectives?
- Develop a case template of teaching and learning events in anticipation of students' learning needs.
Consider:- The trigger
- The amount and sequence of the bites of information presented
- Key prompting questions related to each bite of information
Question: Do the trigger, information and prompting questions automatically lead the students to address the main goals of the case?
- Create the learning resources: investigate the range of resources essential to the problem and arrange for their availability.
Consider:- Annotated list of references
- Tests
- Web sites
- Available experts/staff
- Skill classes
- Online teaching packages
- Lectures
- Learning summaries
Question: Have we got sufficient resources that can be readily be accessed by all students?