Future competition is about inter-disciplinary core competencies instead of knowledge.

VBS News Net: Why doing PBL (project-based learning)? What’s the point of doing PBL? How is PBL designed? How to nurture future-oriented students? Invited by Honorary Chairperson of Guangdong Education International Professional Committee Mr Liu Xiaoming, PBL expert Doctor Lin visited VBS for the 3-day themed PBL course design and implementation workshop for teachers from both VBS and Qianhai School. Principal Yang and head of Development Centre Ms Zheng and all teachers took part in this workshop. 

Mr Liu introduced the key concepts and values on PBL before interpreting academic significance, development and the origin of PBL. He pointed out that PBL was different from comprehensive practice, project design was the key. Research projects ought to be challenging, with innovation, inclusiveness of the subjects and hence developing the innovative spirits. The research content was not limited to school-related subjects but more connected to the society and allow participation of students and parents. Teachers were expected to master the gist of PBL and become the guider, moderator and evaluator. 

Dr Lin believed that studies in future would not be bounded to classrooms but conducting cloud-based teaching would be the key to ignite students’ unlimited potential. 21st Century competencies included communication, cooperation, complexity problem-solving, critical thinking and creativity, also known as 5C key competencies. PBL course design had to reflect development of 5C and relevant subject curriculum objectives. 

During the 3-day workshop, Dr Lin demonstrated various excellent PBL course on global common studies website to illustrate how to design and implement quality PBL curriculum in details, particularly theme design, context design, study task design, study structure construction and standard design of evaluation. Dr Lin also guided teachers to design PBL courses in groups and to share ideas with one another before offering advice and feedback to every piece of assignment. This had enabled teachers to have a better understanding on the overall design of PBL courses. Dr Lin emphasised sense of rituals upon implementation and applied modular and open structure to allow students to utilize their creativity and multi-perspective thinking such that they could be motivated to study and innovate. 

Principal Yang acknowledged the guidance given by Dr Lin. She pointed out that PBL had been a new way of learning which developed students’ academic excellence. She would like teachers to apply the skills and achieve life-long learning so that they could strive to develop students with creative thinking and the courage to create a better future. 

Teachers’ reflection 

Ms Gao said,

Dr Lin has given us many examples, and I have learned to confirm a PBL project in seven steps - theme setting, curriculum objective setting, context design, study task design, collaborated study design, provision of study structure and evaluation of standard design. After the studies, I feel energised again and new way of thinking to develop students with creative thinking. 

Ms Liu said, 

PBL will gradually replace class teaching. Inter-disciplinary PBL is the stepping stone to revolutionise study patterns in school. With these sentences again, PBL and inter-disciplinary projects are in my mind. The journey of a thousand miles begins with the single step. I will do my best in the future PBL design. 

About Dr Lin

professor at department of digital studies in technology, national university of Tainan, doctorate of University of Indiana, chairperson of Chinese Research studies association, main academic research field on digital studies in primary and secondary schools, especially in the application of integrated studies in primary and secondary school. He is currently promoting innovative studies pattern ‘Internet+PBL’. 

About PBL Teaching 

PBL is a complete way of designing  study environment, is originated as early as 1950s in medical education. It has five major characteristics. 

1. study starts from a problem that needs to be solved, which is called the driving question. 

2. students have to research on the driving question in the real context, similar to the process which academic experts try to solve problems. Students learn and apply the subject ideas. 

3. students , teachers and the community participate in the activity to find the solutions. 

4. studying technology enables students to improve their skills during the process. 

5. students have to come up with a set of feasible products which solve problems, also called as artifacts. They are the results of learning and can be shared publicly. 

Author/Photographer: Linda

Translated by DC Lai