Library and PBL
Problem-Based Learning (PBL) is an education system that is centred around the student's independence: the emphasis is on 'learning to learn', on collecting and processing scientific information independently, and on co-operating with fellow students (group tuition).
Problem-based learning is organised around tutorial groups of approximately ten students, who work together to solve a concrete problem or a concrete issue. Education is controlled by a problem or a topic, rather than by fields of interest or disciplines. The tutorial groups generally meet twice a week to evaluate and brainstorm for two hours, after which they split up having formulated learning objectives. In between the meetings they search for information (books and articles but also other resources like DVD’s or information on the internet, but possibly also field experts) to elaborate on the objectives and the problem. Exchange of findings and perspectives happens during the next meeting, but to a growing extent also beforehand via online channels in the electronic learning environment.
At the Maastricht University (UM), PBL is the prevailing education system, even though variants have emerged and the term used these days is 'student-oriented education'.
Characteristics of PBL
The educational background of problem-based learning can be summarized in a few keywords:
- 'Learning to learn'
One doesn't need to know everything, as long as one knows where to find it. This has the following effect on the provision of learning materials: students need to learn how to use catalogues, works of reference, bibliographies, new media formats et cetera. From this perspective the authenticity of the problems tasks and the information offer is crucial. - 'Independence'
A more important and more effective form of collecting knowledge than the traditional lecture-based type of education, which forces students into a passive role. - 'Active collection of knowledge'
Instead of the transfer of knowledge with the student as a passive receiver of information, the student searches for the information that is relevant for him or her at that point in time, relying not on direct transfer, but on the ability of the student to find relevant information independently, also by activating previous knowledge: students know well what they do and what they do not know about a particular topic. - 'Finding information'
At a time when such information is actually needed, for example to solve a problem that is dealt with in the study block that week. - 'Problem analysis and problem solving'
At first by making use of the seven-step approach: a good method to learn to analyze and solve problems and issues. Further on integrated within authentic learning situations (projects, research based education or writing theses).
Attention in PBL for different learning tools
Within the PBL system at the UM, there has always been a great deal of attention for differences between students and the most effective study methods for each of them. The focus was not only on the written word, but also on AV media, anatomy models, etc.; in short, multimedia education before the term became fashionable. The idea was that where one student prefers to absorb information through the written word, another may benefit from watching a video registration of a real life situation. In addition, certain types of information are more suitable for a visual presentation than for printed texts, a concept that has gained new relevance in the present multimedia society and is therefore used more and more.
Working in groups as a preparation for working in teams
Learning in teams is regarded as a forerunner, a mirror image of a person's later career, in which working together and teamwork have become widespread phenomena.
Learning and resource centres, facilities for PBL
For the library, the fact that PBL was chosen as the university's education system adds a dimension to the setup of library facilities for students. The aim of these facilities - called learning and resource centres - is to offer students a wide selection of learning materials, complemented by (in part computerised) study units for use by individuals or tutorial groups. To provide students with the skills to make efficient use of the library and all the (ICT) facilities, the library also invests in instruction tools and programs.
Visit the 'Problem-Based learning' web page for more information.
