AQPC

Authors:  Lise Ouellet and Jacques Brosseau, Cégep de Sainte-Foy

In the last issue of Pédagogie collégiale, an article by Mélanie Pagé “When a problem becomes fantastic:  A report of an experiment in problem-based learning (PBL) during a course in literature” demonstrated the effectiveness of PBL in teaching literature.  The process implemented by Ms.  Pagé was taken from the PBL guide written by Ms. Lise Ouellet, coordinator of the Service du développement pédagogique et institutionnel and Mr.  Jacques Brosseau, educational advisor, both from Cégep de Sainte-Foy.   The guide, which is outlined briefly in this article, was developed thanks to a grant from Regroupement des colleges PERFORMA.

A useful guide for the entire college network

For the past ten years, the revision and implementation of new programs of study using a competency-based approach has generated network wide needs, including the need to develop new teaching practices more focused on the student.  Problem-based learning satisfies this need in addition to promoting the active participation of students.  The guide was developed at Cégep de Sainte-Foy to facilitate the adoption of the approach.  Within it, teachers can find the tools required to master its fundamental principles.  As a supplement to the guide itself, educational advisors will also find tools designed to stimulate interest in problem-based learning and to support relevant learning activities in their environment.  The text below provides a link to a site where the guide can be studied in greater detail.   Interested readers can browse through the sections of the guide on line at http://app.cegep-ste-foy.qc.ca.  The site presents answers to a number of questions that may result after reading the text.  The following tables show the siteplan of two sections.  The content was updated in October 2004.

PBL adoption guide

* Home
    * Adoption guide  
    * Basic information
          • What is PBL?
          • What is a complex problem?  
          • Why use PBL?  
          • What distinguishes PBL from other similar approaches?  
    * Planning
          • What is the teaching context?  
          • What are the objectives?  
          • What type of PBL is most suitable?  
          • What problem should I give to the students?  
          • What resources should be placed at their disposal?  
          • How will the activity unfold?
    * Implementation
          • What role should I play during the activity?            
• How can I use questions to foster reflection among students?  
          • How should teamwork be organized?  
          • How can I make sure that PBL is working effectively?
    * Evaluate
          • How should I evaluate a PBL activity?
          • How should I evaluate students?  
          • How should I record information relating to the implementation of a PBL? activity?
          • How can I share and develop activities within a work group?