There are still problems with problem-based learning

RECENT INNOVATIONS AND NEW DIRECTIONS

21 October 2015

A Research on Learning and Education Innovation seminar with Alisha Portolese.

Problem-based learning (PBL) is widely used in universities, high schools, and even primary classrooms globally. It is considered by many to be the leading learning design for medical education, and has branched out to a wide variety of disciplines in health sciences and beyond. Although widespread, PBL has components that are not adequately grounded in learning theory. In this presentation, PhD candidate Alisha Portolese (pictured) will argue that PBL needs some specific tweaks to better provide the best that we can offer in terms of an efficient, effective, productive learning experience. It will discuss how we can apply strong learning science research about how people learn to improve the design of PBL, highlight strengths and pitfalls, discuss recent improvements and innovations, and suggest future directions. The presentation will speak to PBL learning design at both a research and teaching level.

This seminar will not be available online or recorded.

Event details

• When: 11am–12.30pm
  
  
• Where: Room 612, Education Building A35
  
  
• Cost: Free
  
  
• RSVP: Not necessary
  
  
• Contact: Sadhbh Warren
  T: +61 9351 2612
  E: STL.Info@sydney.edu.au
  
  
• More info: Arrive at 10.45am for refreshments. No need to RSVP; Just arrive on the day.
  
  
• Speaker: Alisha Portolese is a PhD candidate at the Centre for Research on Computer Supported Learning and Cognition (CoCo). Her PhD project is about integrating elements from productive failure and analogical encoding theory into problem-based learning in medical education. She recently completed CoCo’s Master of Learning Science and Technology and also holds an Honours Bachelor of Arts in psychology, neuroscience, and behaviour from McMaster University in Canada. Alisha has diverse experience teaching and supporting the learning of adults and children in a variety of contexts.

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