Questions related to PBL
Planetary Boundary Layer Height and its diurnal change
Project Based Learning is a pedagogic framework to learn and teach a subject through a project. ... Recently, a few ELT practitioners have come up with a framework to make PBL applicable to ELT while expanding on the principles and practice of task-based learning.Project-Based
Firstly, this is not so much a discussion as a question for potential networking.
In my Ph.D. project, I research engineering students' development of generic skills/competence in PBL and wondered if other Ph.Ds or senior researchers would like to network and meet - we've all grown accustomed to Zooming, Teaming etc. to discuss topics related to competence-development education not necessarily limited to PBL or engineering education.
If interested, please write.
Several works have investigated which problems affect the work of a PBL group. Both students and tutors report that, among others, lack of commitment or motivation is one of the most frequent problem. Unfortunately, I could not find any peer-reviewed work which would investigate how tutors deal with this problem and which strategies are considered the most effective. Any suggestions?
I am trying to do a correlation between SO2 data obtained from satellite AURA OMI and SO2 data obtained from Ground Monitoring Stations.
Since both values show the level of concentration of SO2 in the atmosphere, though in different units, and one should increase if other is increasing but then why do they show a weak and negative correlation?
The study area is the Ahmedabad District. The correlation has been done for annual mean values for the years 2014-18.
Here is the screenshot of scatter plots generated from the regression analysis.
In recent years, papers by Sun (https://scholar.google.com/scholar?hl=en&as_sdt=0%2C21&q=The+Role+of+Large-Coherent-Eddy+Transport+in+the+Atmospheric+Surface+Layer+Based+on+CASES-99+Observations&btnG=), as well as those by Mahrt (2013; 2015 within the above reference) and van de Wiel BJH (2012 within the above reference) have examined how wind speed thresholds, particularly in the neutral to stable limit, results in changes in TKE production and therefore the evolutionary characteristics of the PBL.
In the study by Sun, they derive a height dependent wind speed threshold using the CASES-99 data (Fig. 4e). They find a strong dependence of a velocity threshold on ustar, thetastar, and the theta gradient across the lower PBL; this can be understood by studying Fig. 3, 4, and 6. They emphasize a transition from a TKE/TPE framework when V < Vs (winds are less than the velocity threshold) to a TKE dominated framework. They attribute this as an eroding of the thermodynamic structure into one that is vertically uniform and a decrease in thetastar. This is also reflected in their figures.
These results are very interesting and tie in nicely to works by Zilitinkevich. There is still much work that needs to be done in the very stable limit, but from an operational perspective, these results appear potentially useful at parameterizing the PBL, especially during dynamic transitions such as the onset of LLJs, diurnal cycle, etc. With that said, this analysis was conducted over a short grass region and therefore is not generalized to characterize the impacts of different roughness types. The other references attempt to look into this, and this is somewhat examined in Fig. 4 of van de Wiel (2012); however, I have yet to see a comprehensive analysis of this as relates to surface type dependencies.
Does anyone know of a follow-up study or a group that is currently working on examining these details from an observational point of view?
Dear colleagues, Focusing on PBL promotion for some time now, we grew to start questioning its effectiveness. Are you familiar with any studies looking into it? What methods and tools have been used? What are the results? Thank you!
Dear Robyn, Mark and Ben,
I hope you are all well? I'm contacting you following a very preliminary discussion with Robyn about developing a shared simulation project between OXB and University of Brighton. I'm particuarly interested in the effectiveness of simulation in cardiorespiratory teaching for our pre-registration MSc physiotherapy students who follow a PBL programme.
I wondered if you would be willing to share some basic information about your current study and if you would be interested in engaging in a joint project? I understand that you use EBL which would bring a good level of similarity to our PBL approach.
With very best wishes,
Hi, I am getting high dry bias for non local pbl schemes in WRF but temperature output is very good statistically compared to local schemes. What are the options for reducing this bias without changing the pbl scheme (maybe in dynamics options?). I would very much like your input as I have little experience with WRF yet.
I have practiced and attended so many workshops related to PBL construction and conducting and analysing the sessions . rite now working on making some guide lines for constructing the case scenario for case discussions as in our curriculum there are so many case discussions.
Have you used Azer's paper (enclosed) in facilitating the discussion of mechanisms in PBL? What was your experience and what was the experience of your students? I lookforward to learn from you of ideas you used or techniques that helped your students.
Problem-Based Learning (PBL) has been used in medical and health-related education for over 40 years. Team-based Learning (TBL) has been tried in some schools over the last 10-15 years, one would wonder about any study that has shown specific advantages of TBL over PBL or any other methods used in teaching/learning in higher education
Learning through different means will lead learners to gain knowledge at different levels and shape their attitude and practice especially beneficial in nursing education and clinical practice. Is there any difference or similarity between Problem-based Learning (PBL) and Challenge-based Learning (CBL) in nursing or health education?
I explained in a forum that PBL is a self-directed learning. However, some of the academicians did not agree by saying that tutors intervene in the PBL delivery process. I still belive PBL as one of the students-led learning process.
What do you think?
Also I have these questions:
2.What king of level spacing should we employ above the PBL for such studies?
3.Also what should be the model top height for such studies? Is it really necessary to go above the tropopause.
I have seen a variety of methods that people use to rest after thawing PBMCs to inject them into mice including:
(1) Thaw, wash in HBSS, and inject right away (no resting)
(2) Thaw, and then culture in RPMI (5% human serum, 1% pen/strep, 1% LGlutamine, 1% NEAA, 1% sodium pyruvate, and 0.1% E-mercaptoethanol) at 37 overnight.
(3) Thaw, and rest overnight at 4C in RPMI with 20% FBS and 10 mM EDTA in Falcon tubes
(4) Thaw, rest in RPMI (1% pen/strep, 10% FBS) for 18h at 37
Has anyone humanized NSG mice using cyropreserved PBMCs. What methodology did you use for thawing/resting, and did you successfully humanize your mice?
Thanks in advance!!!
Problem-based learning (PBL) is the most significant innovation in education for the profession for many years . Some argue that it is the most important development since the move of professional training into educational institutions
This is an invitation to my training workshop. I am conducting a workshop on becoming a PBL facilitator. I would like to hear from you about the facilitation skills of a PBL tutor. What are these skills?
How can be acquired? How can these skills be mastered? What are the other roles of a PBL tutor? If you have any question in this area, please share so that we can provide a scholarly discussion. I enclose more detail about the two-day training workshop.
This is an invitation to my training workshop. I want to open a discussion about writing PBL cases. Did you share in writing case scenarios in your program/course? What was your experience? What are the areas do you feel you need further training? This is an opportunity to share your experience and ask questions and also share your responses to issues raised. A pleasure to hear from you.
can you help me in preparing a notes and finding the outcome of this method. i want to implement this method in computer course for the graduate students.
i need a sample copy for
1. how to prepare notes to implement Problem based Learning?
2. questioner to find out come of the course using PBL.
There are many Medical School Curriculum, either classic, or Team-Based Learning (TBL) or Problem Based Learning (PBL) ...and each school try to do it best for own students...according to your opinion which one you think is more interesting for the students with good feedback outcome?? Thanks
Knowledge of LCL height can help in the accurate determination of PBL height. What's the relationship between the two? Does it have to do with the height of the formation of cumulus clouds? I am looking for an in-depth explanation.
Thank you in advance.
I have to do an experiment with IFNbeta and I want to use it at a concentration of 1 pg/ml. The activity of IFNbeta is 10 units/ml while the specific activity is 10 units/mg. The stock that I have has a concentration of 10^4 units/ml. How do I calculate the volume of stock to obtain a final concentration of 1 pg/ml?
I also found this on PBL assay:
The formula to use to convert S.A. to pg/ml is as follow: [(1 x 10E+09)/(Lot specific activity in units/mg)] x [Lot-specific concentration in units/ml]
Thank you for your help.
Thank you for all your contributions and I invite you to help us expand our current research that brings PBL as a knowledge building tool. Problem-based learning guides that the number of academics for a core discussion is 8 to 15 and because it is a methodology appropriate to the growth of scientific thinking our suggestion is that in the classrooms there are between 24 to 45 students. It seems like an excessive number, however I remember that the PBL will make the academic learn to make decision, where the construction of the thought is modulated by real, everyday experiences.
Hello everyone, I need to perform a culture of lymphocytes isolated from healthy volunteers' blood samples using Ficoll Paque and that in order to study the DNA damage induced by several chemotherapy agents as well as DNA repair capacity. Therefore, I need to know if there is any optimal protocol that allows good PBL survival ? Also, for how long can we keep the lymphocytes in culture before doing the drugs tests ? Thank you
Project Based Learning (PBL) seems to be transforming many traditional classrooms. I'm using the Buck Institute definition of PBL, where students develop the questions, processes and projects to achieve the desired learning outcomes.
In the second tutorial in PBL students discuss their learning issues as a group so that they comprehend the different aspects related to the case. However, in some schools students distribute these learning issues among them and present them as powerpoint-answers. What do students in your school do? Do they discuss these learning issues through a scribe and construct these answers together as a group, or they present the responses created by individual students using powerpoint?
Which approach do you encourage as a tutor?
What is the educational basis for the approach used in your PBL groups?
How do you evaluate the problem-based learning (PBL) tutors? Do you, in your school, ask students to assess their PBL tutors using a standardised form? Or your school prefer not to use this type of evaluation? If you not, what other assessment do you have in your school to evaluate the performance of PBL tutors?
Many tutors feel that it is ok to read the tutor's guide and it is not important to attend the briefing/debriefing sessions. Why do we need these sessions? Are there any benefits behind them in problem-based learning programs?
Share your strategy in designing the PBL class? what are the challenges for the students and teachers in it? Discuss your
assessment of the whole experience both from students' and teacher's perspective
Bearing in mind issues related to (1) what students might think about PBL and (2) what they do in response to PBL encounters
I have labelled drug (protein) with FITC.
And then performed the drug binding to PBL from experimental mice or control by using FACS, I was observed binding only sensitized mice immune cells in blood: B, Neutrophil, Basophil, MQ and DC but not T cells, RBCs.
Can anyone suggest me for the same.
1. How I will identify exact receptors or binding partner present on these cells
I am currently collecting studies for Brazil (Northeast), Iran, Sudan, Ecuador, and West Africa, in which parameterization physics (cumulus, microphysics, PBL, etc.) experiments have been conducted.
I already have found a few and additional knowledge from personal communications, but I would be happy if I could get a clearer picture. Background: I am going to conduct (convection permitting) simulations for these regions, and try to get a good starting point for additional experiments ....
All the stakeholders effectively attribute towards curriculum designing, integration and problem based learning methodology.
What effectively students can contribute as stakeholders?
I have been using PBL for two decades now. Two things struck me in the goups randomly assigned to work together. I wrote about this extensively in the endnotes section in my book on TE Education since it is something of a hobby horse of mine. The process of using this teaching strategy, even in large groups, is explained fully ther
The group might be dysfunctional for various reasons but usually the two reasons I gave above in the question predominate though I tried to minmise them by randomly assigning group leaders for each group.
I also encountered both problems mentione above during my elearning course, and frankly found the ostracising one much more disturbing personally.
I never liked giving group assignments as an assessment strategy; the PBL presentations were a simple teaching strategy to engage students with learning and further reading as required at HE level.
Once I was constrained by student demands to give them the option of doing an assignment in pairs. If done in pairs both students had to write a small reflection on the whole process. Reading the reflections, everything was as smooth as silk, which made me sceptical of course.
Come a year later I learnt how the assignment was done by one person while the other did the assignment of the other study unit in a couple of instances; so much for the reflective account..
With regards to group assignments allocated by other academics, I had heard too much hoary incidents by students confiding me, to even remotely consider it, hence my duo students effort.
Students' conceptions of Project-based learning (PBL). We wanna apply phenomenography to investigate students conceptions. Therefore we would like to know the difference between 'Phenomenography' vs 'Phenomenology'
Curious about the diurnal temperature variations in winters and summer, how much they depend on PBL height and Longwave radiations. Any suggestions of book, model and articles is appreciated.
Strategies are only part of teaching in STEM academies. Another critical
factor is effect size. Have you used ESs in your research conclusions?
If so, what have you found? Thank you.
I need to isolate total RNA from PBL of bovine blood for reverse transcription. The blood sample was collected by another lab and shipped to my lab, but it was delayed so that I got the blood one week after the animal was bled.
So, is that possible for me to get good PBL and RNA from this sample?I didn't isolate the PBL yet.
Today’s students, more than ever, often find course-based learning to be boring and meaningless.
In PBL, students are active, not passive; a project engages their hearts and minds, and provides real-world relevance for learning.
After completing a project, students remember what they learn and retain it longer than is often the case with traditional instruction.
Because of this, students who gain content knowledge with PBL are better able to apply what they know and can do to new situations.
What do you think about established this type of center in your country?
I want to know the reason behind the thickness of the PBL which leads to the confinement of aerosols over the North India region in the winter season.
The literature debates on tips for successful small group sessions, but among these long list of important tips what is the most important have's and must not have's?
Has anyone applied Mellor–Yamada Nakanishi Niino 2.5 and 3 PBL schemes and sensitivity analysis for precipitation over subtropical area. Kindly let share your experiences if you have did it.
I need to characterize Treg from PBL and the protocol says I have to add PMA/ionomycine+ Golgistop for intracellular cytokines detection by FACS. What is the aim of using PMA/ionomcyine. Is only for brief activation of T cells? Does that affect cell surface markers? or is it mainly to induce cytokines production? Can I look at the intracellular cytokines without activation?
I am currently working on the design of a Learner Support System (LSS) for online adult students and the aspect I am focusing on now is developing knowledge building skills. My premise is that learners' capacity for knowledge building is best developed within a problem-solving, or Problem-based Learning (PBL) context.
What contract clauses and terms do we often see in PBL contracts, but not in traditional contracts, because they deviate from or isn't present in traditional contracts? It would be very appreciated if someone would share their experiences working with PBL or share some of the contractual clauses/terms.
link to policy paper on PBL: http://bbp.dau.mil/docs/ASD-LandMR-PBL-ComprehensiveGuidance-22Nov2013.pdf
Problem Based Learning is considered as an effective method of teaching and learning in Medical Schools with distinct advantages over traditional methods. Does PBL lead to lifelong learning as compared to lectures which are considered as a "passive" learning...