An Instructional-Learning Model Applying Problem-Based Learning Enabled By ICTs

Chapter 1
An Instructional-Learning Model
Applying Problem-Based Learning
Enabled by ICTs
Vassilios Makrakis and Nelly Kostoulas-Makrakis
Introduction
We are increasingly confronted with complex, interconnected, social, economic and
environmental problems locally and globally. Humanity is living a crisis of sus-
tainability that includes not only environmental issues such as climate change,
ozone depletion, biodiversity loss, but also economic and social issues, such as
poverty, social inequalities, violation of human rights, gender inequalities, loss of
indigenous knowledge, etc. (Makrakis and Kostoulas-Makrakis 2013). The sus-
tainability crisis is not just our biggest environmental, economic and social chal-
lenge; it is also a cultural challenge, a personal and moral one due to its
anthropogenic cause. There is, thus, need for a shift of consciousness that alters: our
way of being in the world (learning to be), our way for discovering others by
discovering ourselves (learning to live together), our way of learning how to learn
as well as appreciating all sorts of knowing (learning to know) and our way of
putting knowledge into action (learning to do). It is above all, learning to “transform
problematic frames of references–sets of ﬁxed assumptions and expectations (habits
of mind, meaning perspectives, mindsets)–to make them more inclusive, open
reflective and emotionally able to change” (Mezirow 2003: 58).
Such a transformation can be signiﬁcantly promoted through instructional and
learning methods that focus on reflection and action to generate problem solutions, such
as problem-based learning (PBL). Problem-Based Learning is not solely regarded as an
V. Makrakis (&) N. Kostoulas-Makrakis
Department of Primary Education, University of Crete, 74100 Rethymnon, Greece
e-mail: makrakis@edc.uoc.gr
N. Kostoulas-Makrakis
e-mail: nkostoula@edc.uoc.gr
© Springer International Publishing Switzerland 2017
P. Anastasiades and N. Zaranis (eds.), Research on e-Learning
and ICT in Education, DOI 10.1007/978-3-319-34127-9_1
3

instructional technique, but as an educational philosophy or approach for designing
curricula that “empowers learners to conduct research, integrate theory and practice,
and apply knowledge and skills to develop a viable solution to a deﬁned problem”
(Savery 2006 p. 12). Focusing on sustainability problems, PBL provides learners with
opportunities to move beyond surface learning and content consumption and com-
partmentalised knowledge to critically and reflectively examine problems to generate
change. PBL is confronting learners with problems of everyday life. The ‘real-life’
sustainability problems are often tackled or solvable within disciplinary frontiers and
not through interdisciplinary and more holistic perceptions of knowledge and problems.
Thus, the epistemology of PBL is based on critical constructivism, a postmodern view
of knowledge and learning, which has influenced teaching, learning and curriculum
signiﬁcantly in the past two decades. It is also based on transformative pedagogical
processes that help to develop critical consciousness and knowledge construction that
in turn can lead to individual and societal transformation. Such PBL processes are
inextricably connected with certain critical skills that can be enabled by ICTs (Buus
2015; Ravitz and Blazevski 2014; Liu et al. 2012).
From the 4Cs to the 10Cs Enabled by ICTs
In the second half of the 20th century, much of the discussion on skills needed was
centred on the 3Rs—reading, writing and arithmetic. In the last decade, there is a
shift to what has been termed as the 4Cs for workforce readiness in the 21st century
—critical thinking problem solving, communication, collaboration and team
building, creativity and innovation (AT21CS 2012; Partnership for 21st C. Skills
2011; American Management Association 2010).
However, in a world of rapid change highly driven by ICTs and expansion of
human knowledge, along with the current sustainability crisis that threatens the very
existence of humankind, education must go beyond the focus on the 4Cs to what we
term 10Cs enabled by ICTs (Fig. 1.1).
Although there is some overlap among the 10Cs, each one has its own role in
teaching and learning for problem solving. For example, critical thinking and problem
solving refers to the ability to make decisions, solve problems and take appropriate
action, using learning processes such as conceptualizing, applying, analysing, synthe-
sizing and/or evaluating information gathered by multiple means. Communication refers
to the ability to synthesize and transmit ideas in both written, oral and virtual formats.
Collaboration refers to the ability to work effectively with others using multiple com-
munication means. Creativity and innovation refers to the ability to apply new ideas in
developing innovative applications and solutions. Wikis, such as Wikispaces,
WikiQuESD (Makrakis 2010, 2012), and the latest versions of Pixie, Frames and Share
include collaboration options that allow synchronous collaborative learning. Blogging is
another means for virtual communication (e.g. Edublogs, Blogger and WordPress).
4 V. Makrakis and N. Kostoulas-Makrakis

Mind-mapping and concept mapping tools can become a great collaborative way in
reflecting, conceptualising, constructing and assessing knowledge (e.g. SpidrerScribe,
Wise Mapping, ChartTool, Cmap, Creately). These tools can boost learners’ creativity
and provide them with different ways to interconnect their thoughts as well as to
accomplish metacognitive reflection skills. Similarly, tools for creating infograph-
ics (e.g. Wordle, Tableau and Inkspace) engage students in actively discovering con-
nections and develop creativity. Connectivity addresses the complexity of the
human-society-nature interaction, that can be signiﬁcantly enabled by ICT-driven net-
working means. Critical reflection refers to a complex process that strongly engages
learners to critically reflect upon their reality, personal and social, and to transform it
through action and reflection (Stanlick 2014). Cross/inter-cultural competence addresses
learners’ capacity to communicate, collaborate and work in multicultural and global
Fig. 1.1 ICTS as enabling tools for the 10Cs
1 An Instructional-Learning Model Applying Problem-Based Learning … 5

environments. Co-responsibility refers to a culture of sharing that necessitates shifting to
less ego-centric principles and practices. Critical consciousness or concientization in
Freire’s (2000) terms denotes the process of developing a critical awareness of one’s
social reality through reflection and action. Constructing knowledge represents an
attempt to shift from consuming information to constructing knowledge. All these
critical 21st century skills enabled by ICTs merged with the 21st century learning pillars
are used to advance a new methodological approach to PBL that can lead to personal
and social transformation.
21st Century Learning Pillars and PBL
In its 1996 report to UNESCO, Learning: The Treasure Within, the International
Commission on Education for the 21st Century argued that education should be
based on four fundamental pillars of learning–learning to know, learning to be,
learning to do and learning to live together, which “provide maps of a complex
world in constant turmoil” as well as “the compass that will enable people to ﬁnd
their way in it” (Delors et al. 1996, p. 85). At a later, stage, the 5th pillar of learning
to transform oneself and society was added by UNESCO. We feel the need to add a
6th pillar of ‘learning to give share’ in order to respond to the quest for merging
volunteerism, social activism and learning (Fig. 1.2) as deﬁned in Table 1.1.
Fig. 1.2 21st century learning pillars

A Conceptual Framework of PBL Based on the 10Cs
and the 6LPs
The proposed PBL framework consists of a number of key interacting processes which
facilitate the theoretical and methodological clarification and understanding of the PBL as
an instructional and curricular approach. Each interacting process integrates various skills
drawn from the 10Cs (Fig. 1.3). Furthermore, it takes into consideration the contribution
of the problem-solver and the potential impact that he/she brings to the outcome of
problem solving process. It also gives primacy on a practical and emancipatory
knowledge interest (Habermas 1971). The practical domain identifies human social
interaction or ‘communicative action’ grounded on intersubjectivity (the understanding of
meaning rather than causality) to determine what is appropriate action while the eman-
cipatory domain goes further to identify ‘self-reflection’ leading to a transformed con-
sciousness or ‘perspective transformation’. The importance of the practical and critical
reflective knowing is embedded in constructing knowledge and meaning merged with
personal and social action.
The processes represented into the PBL model are re-conceptualised into a
methodological framework depicted in Fig. 1.4. This framework functions as an
organiser for designing, developing, applying and assessing a PBL approach con-
textualised in the area of education for sustainability. We expect that our approach
provides a means towards building learning-based change that will ultimately
contribute to building a more sustainable society.
Table 1.1 Definition of the 21st century learning pillars
Learning to know This type of learning concerns all the processes and practices
that lead people to construct and transform knowledge to
making sustainability a mode of life and being
Learning to be This type of learning concerns all the processes and practices
that lead to human self-actualisation, self-regulation and
cultivating a sense of being versus a sense of having
Learning to live together This type of learning concerns all the processes and practices
that lead to a peaceful and non-discriminatory society and
human co-existence with the natural world
Learning to do This type of learning concerns all the processes and practices
that lead to merging knowledge with action for building a
sustainable future
Learning to give and share This type of learning concerns all the processes and practices
that promote solidarity, generosity and caring to meet human
needs as learners gain a sense of purpose and meaning for their
learning and civic engagement
Learning to transform
oneself and society
This type of learning concerns all the processes and practices
that lead people to transform their unsustainable values,
behaviours and actions and collectively engage to change
oneself and society towards sustainability

Fig. 1.3 The key skills integrated into the PBL processes

Raising a Problem
The focus of the PBL process is a real-life or authentic problem. Being able to craft
good PBL questions becomes a critical skill for both learners and educators. The
problem must be formulated in a way that motivates and challenges learners to think
and reflect, to search and discover, to build on prior knowledge and promote transfer of
what they have learned to other contexts. Problems raised through meaningful ques-
tions should motivate and challenge learners. To fully understand complex social
problems, learners must also be able to account for and understand competing and
multiple perspectives regarding a problem. For example, there has been an ongoing
Fig. 1.4 The PBL organising framework

debate for years about whether or not to ban smoking in public places. Smoking is a
social problem as it affects peoples’ health. Introducing issues that convey controversial
meaning such as smoking ban is expected to raise learners’ interest in studying the
issue and develop various skills and competencies related to PBL, besides raising
awareness about the consequences of smoking to human health. This is an authentic
ill-structured or controversial question since ban of smoking in public spaces could be
interpreted from various perspectives. Ill-structured or controversial problems are
presented as open or unresolved. Any problem-based issue raised requires a collabo-
rative and communicative learning space that encourages learners to exchange ideas,
search for evidence and apply multiple ways of thinking.
Brainstorming About the Problem Issue
Brainstorming is a creative thinking process that can help learners generate ideas, access
prior knowledge, construct and reconstruct knowledge. Taking up the issue of smoking
ban, the teacher, for example, can draw or show a picture of a no smoking sign on the
board and ask students to contribute any related vocabulary to this picture. In other words,
learners are motivated to brainstorm this key problem-based question using a concept
mapping technique. To elicit learners’ known vocabulary associated with the concept
conveyed by the picture, the teacher could pose some question prompts, such as: “Is
smoking healthy?”, “Does everybody agree with banning smoking from public places?”.
Words that may come out could be: tobacco, smoke, ash, odor, inhale, breathe, cough,
lung cancer, give up/quit, lighter, cigar, butt, etc. Concept mapping is a good technique to
be used in eliciting prior knowledge in the issue, especially if an ICT-enabled concept
mapping tool is used. Through the brainstorming process, learners also start deﬁning
learning objectives by means of identifying what they actually know about the problem
and what they presumably need to know to formulate claims, link claims with evidence
and develop effective argumentation on proposing solutions. Learning to know about the
controversial issue of smoking ban is very critical at this process.
Developing Claims/Propositions
During this process, problem solvers elaborate the initial state of the problem and
identify debatable claims. A claim or thesis/proposition is an expected opinion that
conveys the problem solver’s interpretations of or beliefs related to the problem. Claims
are not facts but rather conclusions or assumptions that the problem solver draws from
facts. In other words, a claim is characterized by its controversiality and challenge. If a
claim conveys something that is generally agreed upon or accepted as fact, then there is
no reason to try to persuade people. A disputable claim allows confrontation, which can
be expressed as a counterclaim. In general, claims typically fall into one of four

categories: (1) factual claims; (2) cause and effect claims; (3) value-laden claims and
(4) policy claims (Weida and Stolley 2014). Bringing the controversial issue of
smoking ban from public spaces, a factual claim might be expressed as “Cigarettes
contain many and dangerous substances”. A cause and effect claim might be expressed
as “There is an association between smoking and lung cancer”. A related value-laden
claim might be expressed as “Youth start smoking to show a passage to adulthood”.
Lastly, a policy claim related to smoking ban is issuing regulations about smoking or
imposing special or heavy taxes to smoking products in order to reduce smoking.
Linking Claims to Evidence
Claims have to be linked to supportive evidence, which is consisted mostly of
objectified measured facts. In this process, learners decide about what data and
information is needed to support, modify or even reject their initial claims. The
amount of evidence needed depends on the claim. Usually, there are two types of
evidence based on the source: (1) primary source evidence and (2) secondary source
evidence. The first type may include data collection techniques, such as: interviews,
experiments, surveys, or personal experience, while the second type of data col-
lection may include books, periodicals and websites. Table 1.2 presents an example
of linking claims to evidence based on the four categories identified through a
web-based review.1
Table 1.2 Types of claims and supportive evidence
Type of
claim
Evidence supporting the claim
Factual Cigarettes contain arsenic, formaldehyde, lead, hydrogen cyanide, nitrogen
oxide, carbon monoxide, ammonia and 43 known carcinogens
Cause and
effect
Cigarette smoke contains over 7,000 chemicals, 69 of which are known to
cause cancer. Smoking is directly responsible for approximately 90 % of lung
cancer deaths and approximately 80–90 % of COPD (emphysema and chronic
bronchitis) deaths
Value-laden Most smokers take up the habit in their mid teens, well before the legal age for
purchasing them, and is seen as a right of passage towards adulthood
Policy claim In 1970, President Nixon signed the law that placed warning labels on
cigarettes and banned television advertisements for cigarettes
1
http://www.cancerresearchuk.org/about-cancer/causes-of-cancer/smoking-and-cancer/smoking-
facts-and-evidence. http://listverse.com/2009/01/11/30-fascinating-cigarette-smoking-facts/.

Arguing on Evidence-Based Problem Solutions
It is not enough to link claims with facts, it is also essential to develop sound and
persuasive argumentation on the claims grounded on evidence and supportive facts
or conjectures (Makrakis and Kostoulas-Makrakis 2014; Jonassen 1997). This is, in
fact, the PBL process that synthesizes all the previous ones. In particular, it
encourages learners to further explore and integrate knowledge and artifacts gath-
ered through the previous PBL processes. Evidence-based arguments are discus-
sions that present and provide support for claims with evidence and premises
(Eemeren and Grootendorst 2004). Being able to produce convincing (i.e., logical
and evidence-based) arguments is central to solving ill-structured problems (Cho
and Jonassen 2002).
There are three major elements to persuasive argumentation: claims, evidence
and warrants. Based on Toulmin model for analysing arguments (cited in Hitchcock
and Verheij 2006), warrant is the logical connection between a claim and a sup-
porting fact. Sometimes, the logical connection, the way in which a fact logically
supports a claim, might be obvious. However, more often, there is need to explain
how and why a particular piece of evidence is good support for a specific claim. In
this case, a warrant is needed that will provide an underlying assumption which
clarifies the evidence that supports the claim. For example, based on our web
review we found that about 8.6 million people in the U.S. have at least one serious
illness caused by smoking, which that for every person who dies of a
smoking-related disease, there are 20 more people who suffer from at least one
serious illness associated with smoking. Taking the issue of smoking ban, one can
argue that as smoking is associated with significant health problems, documented
with measured evidence depicted in Table 1.2, it has to be banned from public
spaces. However, another could argue that “although smoking is associated with
health problems, other measures than smoking ban should be applied”. This
counterclaim could be justified by reasons such as a general smoking ban restricts
smokers’ freedom and individual rights. Thus, instead of smoking ban from all
public spaces, alternative policies such as smoking and non-smoking places should
be established in public areas. The harm caused by smoking can be also reduced by
educating smokers about safer options. Punishing smokers “for their own good” is
repulsive to the basic libertarian principles that ought to limit the use of government
force.2
Effective and persuasive argumentation emphasizes logic and reason, which
provide a rational link between the evidence and the claim. However, there is often
a place for emotion as well. Emotional appeals can use subjective or
inter-subjective sources such as interviews and individual stories that could illu-
minate objectified evidence or provide a more legitimate picture of reality. For
example, presenting a video-clip that shows an individual story of a heavy smoker
2
https://www.heartland.org/ideas/smokers-rights.

who died from lung cancer because of smoking may lead to a more persuasive
argument than simply showing the percentage of deaths caused by smoking each
year. Such examples could not only enrich persuasive argumentation, but possibly
empower people towards direct action.3
Acting on Proposing Solutions
One of the key attributes of PBL, that has been misunderstood or ignored, is action
competence (cf. Mogensen and Schnack 2010). This brings to the issue of turning
problem solver’s acquired and constructed knowledge, meaning, understandings
and concerns into responsible action. There is, thus, need to merge knowledge with
action and construct ways of thinking and acting that have an emancipatory
knowledge interest. To this end, young learners should be encouraged to develop
the capacity to envision sustainable futures, to think critically and reflectively of
current unsustainable practices, to plan and evaluate alternative courses of actions,
and to transform their attitudes, knowledge and concerns into individual and col-
lective action for building a sustainable society. There is, thus, need to empower
young learners to be seen as a resource in their communities with the potential to act
as catalysts for and agents of change (Wallerstein et al. 2005; Holden et al. 2004).
Finding solutions to reduce smoking is a very important process. However, one can
propose that any smoking restricting regulation has to balance reducing risks with
reducing potential benefits. Learning to transform oneself is a critical process that
needs to be integrated into any learning process if we envision a change as a direct
outcome of our instructional-learning intervention.
Scaffolding
Scaffolding is generally regarded as support for learners while they are engaged in
activities just beyond their own capabilities. As learners become more autonomous,
scaffolding is gradually withdrawing. Scaffolds may take many forms to guide
students through the PBL task. Saye and Brush (2002) identified two types of
scaffolds to illustrate the important role of the teacher in guiding students to solve
ill-structured problems: (a) hard scaffolds and (b) soft scaffolds. Hard scaffolds refer
to “static supports that can be anticipated and planned in advance based on typical
student difficulties with a task” (p. 81). This type of scaffolds could be also referred
to conceptual, metacognitive, or strategic hard scaffolds (Ge and Land 2004;
Hannafin et al. 1999). In recent decades there has been a concurrent growth in the
availability of online technologies for teaching and learning and interest in
3
https://www.youtube.com/watch?v=CO0qwl5k9R4.

advancing project- and problem-based learning (Ravitz and Blazevski 2014). Hard
scaffolds (computer or paper-based cognitive tools) can also serve the same scaf-
folding roles as soft scaffolds (Simons et al. 2004) and are meant to augment, not
replace, soft scaffolding (Saye and Brush 2002). Examples of hard scaffolds include
expert modelling, question prompts, computer-based tools, concept mapping etc. In
contrast, soft scaffolds include human beings, such as teachers, students or adults,
who can provide dynamic and situational support.
Reflecting and Assessing PBL Processes
Reflecting and assessing activities in authentic and ill-structured problem solving
are important constituents of the PBL process. Giving students the opportunity to
reflect on their own learning is a key element in PBL. Student reflections should be
more than just commentary on what the students have done–they should used by
students to highlight what they have learned, explain important decisions they have
made, and articulate plans for incorporating feedback and moving forward.
Traditional assessment techniques such as multiple-choice and true-false exami-
nations do little to assess such processes. The PBL framework advanced here
emphasizes that assessments should be a continuous and integral part of the
learning process and not be viewed as a compartmentalized activity. Whatever
assessment technique is used, it must be viewed by learners as an active part of the
learning process.
Concluding Remarks
As pointed in the introduction, there is need of an instructional design framework
that helps teachers at any education level better understand the theory and
methodology of PBL and enable them to adapt it as needed for their own teaching
and learning environments. There is need to help learners realize that it is critical to
their lives to be self-reflective and critical, be able to question their own and others’
beliefs, the knowledge presented to them as an “objective reality”, as well as
societal structures and conditions. In other words, PBL entails developing young
learners as critical thinkers and active citizens.
The proposed PBL model is aimed to ﬁll this gap. In such kind of learning
environment, learners tackle authentic problems, develop debatable claims and
linked them with supportive evidence, interacting with a wide variety of learning
resources, and develop argument-based solutions to those problems. Further, they
develop action competence as a means for engaging learners in problem solving and
provide with a framework that enables learners to take individual or collective
action to the proposed solutions. Learners in the 21st century live in a technology
and media rich environment where they have access to a plethora of ICTs that can

function as enabling tools across all 10Cs to facilitate the PBL processes (Stanlick
2014; Mayo 2012; Makrakis 2010). However, simply providing learners with new
powerful and interactive ICTs will not develop these skills and enhance their
learning. What it matters is not how to use technology or even teaching with ICT
tools, but more using ICTs as enabling tools to support communication, reflection
and knowledge construction related to real-life problems (Makrakis 2014).
Accordingly, the proposed PBL model driven by critical, reflective and transfor-
mative theories to teaching, learning and curriculum envisions learners as active
participants both in the learning process and in the construction of social reality. In
such a process, reflecting on the six pillars of 21st learning and properly contex-
tualised in the learning process is of critical importance for transformation.
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