PBL Module 2: GMP Proposal
by Gabriela Quiñones
Introduction
Content:
In this module, the instructor utilizes the Problem-Based Learning method to get teams to write a proposal on how to engage Company X's (a fictional company) new hires during it's GMP (Good Manufacturing Practices) orientation.
Audience:
This module acts as a simulation where instructional design students act as "trainees" in Company X's training department.
Goals:
The primary goal of this module is to expose instructional design students to real world situations where they will need to put their instructional knowledge to the test. At the end of this module, teams will be able to write a proposal that matches the needs of Company X .
Learning Objectives:
1. Students will learn about GMP and it's relevance to the Bio-pharmaceutical industry.
2. Students will learn how to formulate a proposal to match their client's needs.
3. Students will learn which learning strategies work best for new hire orientation.
PBL Theory and Application
Theory Explained
Traditional learning centers around the idea that knowledge is transferred from an expert, in this case a teacher or professor, to the learner, the student. The Problem Based Learning method (PBL) challenges this format however and encourages collaborative learning as an alternative to this teacher-centered approach. The idea is that if students work collaboratively to solve authentic, real world problems, they will not only gain and retain an in-depth knowledge on the content, but they will also be able to transfer said knowledge into their profession. It is because of this notion that have decided to select this method as the basis for my collaborative learning module.
Basic Steps of Problem-Based Learning
*Based on ECI 517-601 PBL Lecture Slides
1. Students divided into groups:
In this module, the class in divided into 4 teams with groups of 4. Each team is assigned an SME or Subject Matter Experts which is not only knowledgeable on instructional design methodologies, but are also familiar with GMP.
2. Real problem is presented and discussed:
In this module, a real world problem is presented to the students. They act as trainees in Company X's where the head of the training department has received feedback that the company’s New Hire Orientation Program is not as engaging as it could be. Specifically, it's GMP for Orientation section. Students will need to come up a proposal that details fun and effective ways to engage new hires during GMP Orientation while also teaching them the material.
3. Students identify what is known, what information is needed, and what strategies or next steps to
take:
In this module, students and their teams are presented with the case scenario and instructed to identify and compare what they know about the case with any information they find relating to it within their research.
4. When gaps are identified in needed information, these "learning issues" are divided among group
members for further research:
In this module, opportunities are afforded students to conduct individualized research which they encouraged to find more information.
5. Group researches different issues, gathers resources. Students return to group and evaluate collected resources cycle repeats until students feel the problem has been framed adequately and all issues have been addressed:
In this module, students are assigned action items that encourage them to gather resources which they can then analyze and communicate with their SME in the forums. Assignments have deadlines (like the real world), where teams must post their findings on the provided Google share drive.
6. After adequate framing, possible actions, recommendations, solutions, or hypotheses are generated
In this module, students are provided not only the platforms (gmail, forums and Google drive) to craft their findings, but the resources (resource library, power point presentations, SMEs) and time to frame them adequately.
7. Tutor groups conduct peer/self-assessments:
In this module, teams are provide with a grading rubric where they may self-assess their peers work. Individually, they are also given a peer evaluation form where they may grade the contribution of their teammates.