Improving Problem-based Learning in Creative Communities Through Effective Group Evaluation

Abstract

In this case study, we researched one cohort from the Center for Animation, a higher education teaching environment that has successfully fostered group creativity and learning outcomes through problem-based learning. Through live and videotaped observations of the interactions of this community over 18 months, in addition to focused interviews with nine key community leaders, we considered the evaluative culture and actions of this community, and how these evaluative practices improved their creative problem solving. We describe their evaluation practices in the context of principles derived from the Joint Committees' Evaluation Standards (Yarbrough, Shulha, Hopson, & Caruthers, 2011), which are well-respected standards used by professional evaluators. Specifically, we found that problem-based learning strategies were successful in part because the community members (1) established a context and culture of high expectations, collaboration, and evaluation; (2) united the students, teachers, and industry leaders as shared stakeholders in the success of the project; (3) identified early the key criteria for evaluating progress; and (4) asked questions to evaluate progress towards meeting the criteria, using many approaches to gathering information. We discuss the implications for applying these principles to other problem-based learning environments, particularly in higher education, as well as future research.

A focus on collaboration: Fostering Australian screen production students’ teamwork skills.

“…Sabal (2009a) agrees and offers a range of approaches to assessment, which aim to better identify individual contributions and relieve student fears of unfair recognition in this area. The area of assessment in screen production has been explored by several other scholars including Sergi (2007), who looks at peer assessment in screen production education, and West et al (2013), who report on the development of effective group-and self-evaluation skills in a cohort from an American Centre for Animation. However, assessment falls outside of the scope of our Curtiin University study, which seeks to test strategies for the development of interpersonal, communication and conflict resolution skills prior to the production process.…”

Students’ Perceptions of and Responses to Teaching Assistant and Peer Feedback

“…Feedback plays an important role in helping students learn and succeed by providing them with guidance on how to make improvements (Smith & Gorard, 2005;West, Williams, & Williams, 2013). Formative feedback is given while work is being completed, as opposed to summative feedback which is given upon completion of an assignment (Shute, 2008).…”

Producing an Online Undergraduate Literary Magazine: A Guide to Using Problem-Based Learning in the Writing and Publishing Classroom

“…In 2013, the English department at Cabrini College embarked on designing a writing program to meet the digital, creative, interdisciplinary, and collaborative needs of the 21 st century workforce (Chettiparamb, 2007;West, Williams, & Williams, 2013). Increasingly, "educators and the public alike emphasize the need to work effectively in groups, to solve problems in a variety of contexts, [and] to think critically and imaginatively" (Riordan, 2005, p. 3) while developing requisite professional and disciplinary skills.…”

“…PBL asks writing instructors to be deliberate in their choice of pedagogy in a way that reflects, philosophically, a spirit of student-centered creative exploration. Studies have illustrated a higher level of creativity for students in PBL over traditional lecture models (West, Williams, & Williams, 2013). Creating a 21 st century literary magazine requires extensive space for imagination and design, and PBL offers this space (Cennamo et al, 2011).…”

“…However, while PBL has been proven to increase creativity (West, Williams, & Williams, 2013), PBL is not about creativity alone. Problem-based learning has the potential to "mirror professional practice" (Hanney, 2013, p. 43) in important ways.…”