Problem-Based Learning
Definition
The main objective of Problem-Based Learning (PBL) is to strengthen the graduate attributes of our graduates, in particular critical thinking and analytical skills, communication, and digital literacy, to better equip them for their professional careers. Unlike the traditional curriculum, which is mainly based on lectures, written reports, and presentations, PBL centres on students working in groups to solve a problem.
PBL can be assessed using AI‑ready assessment by evaluating not only the final solution but also the quality of human thinking when AI is used as a tool. Educators should design authentic and context‑rich problems, require transparent documentation of AI use, and assess students on problem framing, reasoning, collaboration, and reflection rather than output alone. Effective AI‑ready PBL assessment combines multiple evidence sources, such as process logs, annotated AI outputs, oral defences, and reflective written reports. This approach uses rubrics that value judgment, ethical awareness, and contextual decision‑making.
Learning Outcomes
The assessment of learning outcomes aligns with the relevant level of Hong Kong Qualifications Framework (HKQF), such as:
Level 5 Domain 4 – Participate constructively in group discussions and make formal and information presentations to a range of audiences on standard/mainstream topics in a subject/discipline/sector;
Level 5 Domain 1 – critically analyse, evaluate and/or synthesise concepts, information and issues drawn from a wide range of sources to generate ideas. (Reference: www.hkqf.gov.hk)
For Problem-Based Learning
References:
Association for Experiential Education (AEE). (n.d.). What is Experiential Education?
Retrieved from https://www.aee.org/what-is-ee
Beard, C., & Wilson, J. P. (2013). Experiential learning a handbook for education, training and coaching (Third edition.). Kogan Page Limited.