PBL Characteristics
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Learning Outcomes
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Learning Activities
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Evaluation
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Ownership of learning
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- Students are motivated to search the problem and find solution(s) for it.
- Students have short and long term goals and strategies to reach these goals.
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- Students define the flood/problem.
- Students share stories with their group about damages happened to their belongings as a result of the flood.
- Students collect literature review about the problem from relevant sources: internet, ministries and agencies.
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- Students post new information about the problem in the blog site and receive comments from peers and instructor.
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No formal prior knowledge of the content domains
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- Students develop coherent understanding for the interdisciplinary leaning domains: Environmental Engineering, Hydrology, Hydraulics, Watershed Management, Water Resources Planning and Management, and Surface Water Management in parallel with solving the problem.
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Students search for related data:
- Hydrological: precipitation, duration, surface runoff, intensity, and date of the flood.
- Metrological: humidity, temperature, evaporation, and transpiration.
- Images for the flood damages.
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- Students post “selected” new information about the content domains in the blog site and receive comments from peers and instructor.
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Student/Group-centered learning environment
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- Establish flexible thinking, reasoning and problem-solving skills within the area of civil engineering.
- Enhance self-directed learning and communication skills through working in groups to generate and test hypotheses and negotiate meanings.
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- Students collaborate in small groups to define the problem, collect data, generate and test hypotheses, develop new ideas, negotiate different perspectives, and find optimal solution for the flood.
- Students use wiki to post updated learning process.
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- Students post new information about the problem in the wiki site to keep track and inform instructor about their learning process.
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Self-directed learning
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- Enhance self-directed learning through generating learning goals and objectives and reflecting on learning process.
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- Students set their own learning goals and objectives for solving the problem and work with their group toward these goals.
- Students select learning strategies to achieve their goals and negotiate them with their group.
- Students use the blog site to reflect on their learning.
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- Students reflect on new information about the problem in the blog site and receive comments from peers and instructor.
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Authentic real-world problems
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- Establish flexible thinking, reasoning and problem-solving skills within the area of civil engineering.
- Ability to transfer new knowledge to other real-world situations.
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- Students are asked to solve the problem of Jeddah’s flood that happened in Jan 22nd, 2011.
- Students will dive into ill-structured context of the problem.
- Students will be asked to develop surface runoff system model to solve the problem through:
- Generating and testing hypotheses
- Developing action plans
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- Each group will present their developed surface runoff system models to the instructor and other groups.
- Students will defend their solution with logical reasons.
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Problem-oriented learning
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- Students will be able to transfer learned knowledge to other similar problems.
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- Students will not start their learning with facts and textbooks.
- Rather, they will learn content knowledge in parallel with solving the flood problem.
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- Students evaluations depend on their reasoning of the suggested solution.
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Self-reflection
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- Enhance students self-evaluation through reflecting on their learning process.
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- Students reflect on their learning process (e.g. new ideas, hypotheses, learning strategies, content domains) through using blog site.
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- Instructor and peers comment on students reflections.
- Instructor make sure that learning is occurring in the right track/direction.
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Reasoning and problem solving skills
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- Establish flexible thinking, reasoning and problem-solving skills within the area of civil engineering.
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- Students will be asked to develop surface runoff system model to solve the problem through:
- Generating and testing hypotheses
- Developing action plans
- Students collaborate in small groups to define the problem, collect data, generate and test hypotheses, develop new ideas, negotiate different perspectives, and find optimal solution for the flood.
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- Students evaluation depend on their reasoning of the suggested solution.
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| Applying new knowledge in learning context |
- Students will learn content knowledge in parallel with solving the flood problem.
- Students will develop coherent understanding of the interdisciplinary leaning domains: Environmental Engineering, Hydrology, Hydraulics, Watershed Management, Water Resources Planning and Management, and Surface Water Management.
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Students will search for related data to help create surface runoff system model:
- Hydrological: precipitation, duration, surface runoff, intensity, and date of the flood.
- Metrological: humidity, temperature, evaporation, and transpiration.
- Images for the flood damages.
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- Students reflect on new information about the problem in the blog site and receive comments from peers and instructor.
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Instructor facilitate and coach
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- Enhance students self-directed learning without direct teaching and traditional lecturing.
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