Shift in learning

You might have already heard about the emerging learning theories making a fundamental shift – from a focus on teachers’ knowledge transfer to a focus on learner-driven learning experiences. As the CEF Collaborative Learning team, we realized that this is something we already practice in much of our work, even though we haven’t given it a title yet. We support reform processes in the region through supporting finance officials’ collaborative learning on shared challenges.

A recent online course (MOOC) initiated by Maastricht University gave us the opportunity to more systematically discuss a collaborative learning approach – Problem-Based Learning (PBL) – which allowed us to (i) fully realize the meaning of this method and underlying ideology; and (ii) get ready to better support colleagues in applying elements of such approaches. The MOOC introduced us to the concept of PBL through applying it first-hand. In this post, I’d like to share what I took away from this exciting learning experience, and suggest ways how it might fit our (your) learning environment.

Problem-Based Learning Cycle

Key features of PBL

• Engages the individual learner in the learning process
• Focuses on enhancing learners’ motivation to learn
• Enables active, contextual, collaborative learning
• Enables learners to not only learn, but plan, design, produce, evaluate, and refine the matter
• Links learning to real-world concerns (challenges)
• Fosters strong collaboration among learners
• Develops various skills crucial for problem-solving and obtaining sustainable results
• Establishes open climate – safe environment – freedom of speech
• Supports learning through a guiding tutor (in our case, a facilitator)
• Empowers learners in influencing their learning journey
• Strengthens diagnostic reasoning, problem-solving, and self-paced learning skills
• Provides opportunities to activate and refresh prior knowledge

Throughout the MOOC, I have backed up my understanding with solid research that PBL is used across various disciplines, especially in practice-oriented, multi-disciplinary learning, bringing significant results in training competent and skilled practitioners, and promoting long-term knowledge retention.

Source: www.maguzz.com

What aspects need particular attention when introducing PBL elements?

• Encouraging learners to break out of their past habits (= change the way they think)
• Managing cultural differences
• Enhancing one’s own skills as learning facilitators
• Constant monitoring of learning process
• Identifying challenges that are priority to our target audience
• Facilitating that challenges are voiced in the right format and level of detail
• Assuring challenges have appropriate level of complexity to arouse interest and engage learners
• Defining challenges that best match prior knowledge and experience
• Keeping challenges regularly tested and up-to-date
• Ensuring that the learning process keeps momentum

Main strengths of successfully incorporating elements of PBL in our work:

• Easy access to learning resources through other learners
• Continuous improvement and idea-generation
• Enabling smooth cross-country collaboration and knowledge exchange
• Wider networking and increased visibility
• Timely actions taken by finance officials
• Strengthening the CEF’s role as a knowledge hub in the region

Now we are at an initiation stage of our new learning methods and environment. Along the way, I have no doubts that more challenges will surface and we have to be ready to deal with them; however, each of your contributions and feedback counts! Can you identify…

• How or where can elements of PBL fit in our activities?
• What challenges do you face in your work