COURSE DESIGN
Problem-based Learning
This course has been formulated around a concept of teaching called Problem-based Learning (PBL). While PBL is increasingly used by many disciplines, it originated in schools of medicine where students needed to learn to quickly and efficiently sort through an ill-constructed problem and identify the core issues. From this point, students were expected to problem-solve a variety of solutions and develop a "best practice" plan. Traditional roles of teacher as the "dispenser of knowledge" and student as "recipient of that knowledge" became inappropriate since students needed to develop not only the capacity to dissect complex human problems but also needed the resources to find answers to multi-layered questions.
PBL is based on the concept that questions without clear-cut answers create a feeling of dissonance in the learner. This dissonance, present in all learning moments, is the force that drives discovery. As students engage in problem solving, they engage both critical and creative thinking; they break down a "problem" into parts and find plausible solutions. Problem-based learning offers students an opportunity to increase their capacity to "learn how to learn". PBL is designed to assist a student in actively grappling with the complexity of a real-life situation. By approaching the problem from within, a student has an opportunity to explore relevant research that might apply to the problem; to utilize his/her current knowledge to the problem; and to actively engage with a team to unravel the problem and find possible answers. A student becomes responsible for his/her own learning as the team approaches each problem from a variety of perspectives.
In this model, instructors for the course will offer comments and questions that are directed to extending the learning moment and that support the individual team’s exploration of the problem. The instructors themselves will not provide either the course content or the answers to the questions. The unfolding of each case’s story will be used to guide learners through their own reflective process and help each team uncover viable solutions.
This is not a course to be completed independently. Students will be placed on a team of learners. Each team will collaborate to reach consensus about the handling of specific information and the conclusions they draw from the information. Each team will have a workroom where they can post their individual research and thoughts. Collaboratively, each team will build consensus and post a single group response to the questions. There are no right answers in this process. Some answers are more thorough, are better grounded in "best practice", or may lead more naturally to the outcomes stated. All answers will contribute to the larger group’s understanding of deaf-blindness and its implications for a child’s development and learning.
Problem-based Learning Goals
For further information on problem-based learning
The following websites may be helpful for those who seek a further understanding of problem-based learning.