Hi Abdurrahman,
Thanks for these additional insights. I'm a little confused though so allow me to ask a few further questions...
By "using a PBL framework to develop the modules", do you mean that you used PBL to do the instructional design? I have never seen PBL used this way, so I would be grateful if you could share more details on how that works.
Our focus in Kiribati has been very much on learning by demonstration, i.e. "this is what PBL/IBL looks like in your context... how can you use this in your own courses?"
The Kiribati team was exposed to "PBL in action' in the e-facilitation workshop they did with me back in November. There is no theory around PBL in that workshop (the focus is on learning how to e-facilitate). It's built on PBL/SCL principles though, so people learn heaps by just watching how it's done. That's a great stepping stone (and a necessary mind-shift) for questions like "what could that look like in one of the courses that you teach"?
This is an example of some of the work completed:
The initial draft of the new course on innovative teaching techniques included a number of tasks that looked at PBL from an academic perspective. I helped the team to turn this around and offer a more practical approach to PBL/IBL, one that the student-teachers can also take to their classrooms. So for example, the course looks at WebQuests as one type of PBL that can be used in secondary schools. Now instead of "talking about" WebQuests (based on literature review etc.) we focus on exploring examples and building their own in the context of climate change in Kiribati.
Hope this clarifies,
Anouk