PROBLEM-BASED LEARNING

FACULTY : Faculty of Civil and Environmental Engineering

DEPARTMENT : Department of Civil Engineering Technology

COURSE (NAME AND CODE) : Construction Engineering (BFC 21002)

SECTION : 1-4

TITLE OF PROBLEM : Real Project Example

DURATION OF PROBLEM : 4 Weeks

POSSIBLE INTEGRATION WITH OTHER COURSES: All Civil engineering courses from year one to year
two.

TOPICS LEARNING OUTCOMES:

1. OUTCOMES
Knowledge & Skills Process
1. Substructure 1. Work in teams
2. Super structure 2. Research and survey
3. Formwork 3. Learn independently
4. Concrete 4. Conduct oral presentation
5. Utilities 5. Submit report
6. Work with ethical manner
7. Communicate Effectively

2. PROFILE OF STUDENTS
Program of Study : Bachelor of Civil Engineering with Honors
Year of Study : 2nd Year
Numbers of Students :
Comments on Learning Abilities :

3. PRIOR KNOWLEDGE & SKILLS

1. Knowledge and skill in Construction Engineering
2. Writing skills
3. Presentation skills
4. Teamwork skills

4. NEW INTEGRATED LEARNING ISSUES

5. PROBLEM STATEMENT

The Scenario:

6. FILA TABLE
Facts Ideas Learning Issues Resources Needed /
Action Plan

7. ASSESMENT PLAN
Tool Individual/ Formative/Summative Weightage Assessed by
Group
Progress Group Formative 20% Lecturer
discussion(Proposal)
Group Written (Report) Group Formative and Summative 50% Lecturer
Presentation Group Summative 10% Lecturer
Peer Assessment Group Summative 10% Lecturer
Ethics (Behavior) Group Formative and Summative 10% Lecturer

8. FOLLOW-UP AFTER PROBLEM REVIEW

Action Taken : Reviewed by Dr. Noor Yasmin Zainun
Followed Up by : Team Members
Date of Follow-up : 1 week after session

9. PROBLEM-CRAFTING PERSONEL
Name : Dr. Noor Yasmin Zainun
Designation : Lecturer
Email : nryasmin@uthm.edu.my
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Framework of Teaching Module for
PBL

Introduction

The Formation of the

Group

PBL Exploration

Assessment

PBL Exploration

Assessment

Conclusion and Final

Assessment to Identify
Knowledge Skills Gained
by the Students

End

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 Diagram of the Self Directed Learning for PBL

Introduction to the project outline

Discussion on the learning procedures

Week 1
Self / Group Learning

Formation of the groups

Group presentation / discussion on the content of the Week 2

project Self / Group Learning
Reflection
/ Peer Assessment

Getting into the trigger, developing FILA table

Group discussion and identification of problem solving

Week 3
Self / Group Learning
Reflection/ Peer
Group consultation and conclusion Assessment

Week 4
(Final Week)
Presentation
Self / Group Learning
Reflection
/ Overall Assessment

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 UNIVERSITI TUN HUSSEIN ONN MALAYSIA

PBL WORKBOOK

COURSE : CONSTRUCTION ENGINEERING

CODE : BFC 21002

NAME :

MATRIC NO. :

LECTURER :

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 Weekly Reflection on Personal and Group Learning Experience

Week: _______
(Provide more copies according to the number of weeks)

Date: from ________________ to _________________

1. Reflect on your weekly learning experience.

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

2. Reflect on your group weekly activities / performance.

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

3. Overall Reflection on Learning Experience

(To be filled at the end of semester)

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________
(Attach your own sheet if you need more space)

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 Working with FILA

Understanding four essential parts of problem solving approach called FILA is one of the critical
moments for the students learning process. FILA comprises of Fact, Idea, Learning issue and
Action plan. The lecturer would present the trigger to the students so that they could start to
identify the fact, idea, learning issue and the action plan from the given problem in the trigger.
The trigger could be in many forms. It could be in form of a picture, a movie, a quotation, a model,
an article and etc. It is up to the lecturer to present the most appropriate trigger related closely to
the learning outcomes of the course.

Facts

GIVEN INFORMATION
List as many facts from the trigger.

Ideas

HYPOTHESIS / OPINIONS
What comes out of your mind based on the Facts
List as many ideas as you can in order to manage the problem.

Learning Issues

WHAT ELSE YOU NEED TO KNOW IN ORDER TO SOLVE THE PROBLEM

List the topics that you need to learn more in order to manage / solve the problem (Preferably in
question form).

Action Plan

WHAT SHOULD BE DONE FURTHER

List a plan or plans to show how, what and where you intend to seek the needed information (as
listed in Learning Issues in order to solve the problem.

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 Group Formation
Group Leader:

Group Secretary:

Groups Name:

Groups Logo

Groups Motto

Groups War Cry

Groups Ground Rules

1.

2.

3.

4.

5.

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 ASSESSMENT & MARKING SCHEME CRITERIA

Component Assessment Sub Criteria 1 2 3 4 Marks

Describing Idea Fails to describe the Describes the ideas but Describes the ideas Clearly describes the
ideas fully. mumbles. ideas
Conclusion No conclusions Conclusions are stated but The conclusion are The conclusions are
COGNITIVE SKILLS supporting information is drawn and described. drawn and described.
Report
(CLO 1, PLO 1) not strong as 4 and 3.
(10%)
C3
Delivering Fails to deliver The delivery and sentence The delivery and The delivery is engaging
Sentence correctly structure are generally sentence structure are and sentence structure is
correct. generally correct. consistently correct.
Eye Contact Ignore of the eye Eye contact to audience Concern of eye Eye contact is made and
contact with audiences can be improved. contact with the sustained throughout the
audiences presentation.
Presentation Chalk and talk only. Only using slide of over Just presented with Present with multimedia
Tools head projector (OHP). Microsoft PowerPoint software that enhanced
only present with presentation
limited use of
COMMUNICATION multimedia
SKILLS Presentation
(CLO 2, PLO 3) (10%) Confidence No confidence Lack of confidence The confidence level Presentation is full with
P3, A2 sometime gone confidence
wobbly/unstable/shaky

Body language bad uses of body Suitable uses of body Good uses of body Excellent uses of body
postures and postures and movements, postures and postures and
movements, inert and shaky all the time movements, movements, smooth and
boring discontinue a little bit convincing

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 Component Assessment Sub Criteria 1 2 3 4 Marks
Group Cooperation Members work in Some members of All members of group High level of cooperation
isolation group cooperate cooperate between all members of
group
TEAMWORK SKILLS Peer
(CLO 3, PLO 5) (2%) Decision Responsibility for Responsibility for Responsibility for task All members shared
Responsibility group decisions is group decisions is not is shared by group responsibility for group
shirked (to avoid) always shared by decision
group
Professional Practice unable to state it able to state the able to give simple able to elaborate the
impacts of being explanation on the impacts of being
unethically to impacts of being unethically to
professional practice unethically to professional practice
MORAL & professional practice
PROFESIONAL
ETHIC Behavior Ethical Behavior unable to state it able to state an able to give simple able to give specific
(3%) unethical behavior in explanation to the explanation to the
(CLO 3, PLO 8)
the organization unethical behavior in unethical behavior in the
P3, A2 the organization organization
Decision Making Has difficulty making Able to make minor Is able to make major Is able to make major
decisions decisions decisions decisions with rationale

Total

Prepared by:

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