Problem-Based Learning Problem-Based Learning Meets Web 2.0Meets Web 2.0

Frances A. MayFrances A. MayUniversity of North TexasUniversity of North Texas2009 LOEX Conference2009 LOEX Conference

May 1, 2009 – Albuquerque, NMMay 1, 2009 – Albuquerque, NM

Characteristics of MillennialsCharacteristics of Millennials

Learning styles primarily visual and Learning styles primarily visual and kinesthetickinesthetic

Like working in groupsLike working in groups

Get news from news media on TV or the Get news from news media on TV or the WebWeb

Personal contactPersonal contact

Problem-Based LearningProblem-Based Learning

PBL is a way for students to learn how to PBL is a way for students to learn how to conduct researchconduct research

Based on an ill-defined problemBased on an ill-defined problem– Scenarios with several aspects, some of Scenarios with several aspects, some of

which are irrelevant, some causal; critical which are irrelevant, some causal; critical thinking is developed as students determine thinking is developed as students determine the differencethe difference

PBL – 2PBL – 2

PBL usually takes place over span of PBL usually takes place over span of weeks or months weeks or months

Process simplified to fit the time allotted Process simplified to fit the time allotted

Greenwald: Problems have three Greenwald: Problems have three characteristics:characteristics:– Initial StateInitial State– Goal StateGoal State– Set of actions designed to attain Goal StateSet of actions designed to attain Goal State

PBL - 3PBL - 3

To find a solution, students must:To find a solution, students must:– Define facts as laid out in scenario or known Define facts as laid out in scenario or known

from experiencefrom experience– Create a problem statementCreate a problem statement– Determine what other information is needed Determine what other information is needed

Basic QuestionsBasic Questions

What do we know?What do we know?

How can we define the problem?How can we define the problem?

What further information do we need to What further information do we need to find a solution or solutions to the problem?find a solution or solutions to the problem?

BackgroundBackground

COMM 1010, the Communication Studies COMM 1010, the Communication Studies basic coursebasic course– Large enrollment (800 students)Large enrollment (800 students)– Blended class: online textbook, with 32 Blended class: online textbook, with 32

sections taught by TAssections taught by TAs– Professor of Record, designer of course and Professor of Record, designer of course and

author of textbook: Dr. Karen Andersonauthor of textbook: Dr. Karen Anderson– Different topic each semester: Spring, 2009: Different topic each semester: Spring, 2009:

Poverty as an international problemPoverty as an international problem

Background - 2Background - 2

Pilot done as a workshop in Fall, 2008Pilot done as a workshop in Fall, 2008

Groups of 4-20 studentsGroups of 4-20 students

In following semester, 32 sections, ~25 In following semester, 32 sections, ~25 students each, came through for students each, came through for instruction session over 3 week period instruction session over 3 week period

Instruction session mandatory; classes Instruction session mandatory; classes brought to library for instructionbrought to library for instruction

FormatFormat

Show a short (3 minutes) video illustrating Show a short (3 minutes) video illustrating the problem the problem

Work with students on the exercise:Work with students on the exercise:– List factsList facts– Develop problem statementDevelop problem statement– Determine information neededDetermine information needed– Construct searchConstruct search– Run search in catalog and database Run search in catalog and database

(Academic Search Complete)(Academic Search Complete)

Videos usedVideos used

Fall, 2008 – BBC News – China’s Grime Fall, 2008 – BBC News – China’s Grime Belt Air Pollution Extreme - Belt Air Pollution Extreme - http://www.youtube.com/watch?v=-1DNjJd2YfA

Spring, 2009 – The End of Poverty: The Spring, 2009 – The End of Poverty: The ‘Homework’ for Our Generation - ‘Homework’ for Our Generation - http://www.youtube.com/watch?v=tnOJHVdZbJ0

Choosing the Video

Used source on YouTube because that is where the students are

Short; 3 minutes about right; students can easily absorb the information

Choose video from a reputable source, such as BBC

May decide to choose video which is non-professionally made; consider content

Student Comments Pilot

“The video was helpful in being an example of not knowing much about a topic and then deriving a problem statement. From the problem statement, students are able to search relevant topics that support their research. I feel the current method of teaching this library research worked well for me.”

“The video I think helped grab and hold everyone's attention.”

Student CommentsPilot

“Knowing how to find books was really good. Also librarian who taught students was very kind. I wanted to find books in the library, but I didn't do that because I didn't know how to find it. I think having workshop is the best way to help students.”

“I thought this format worked just fine. Got to the point and helped me realize how to really research. Don't change a thing. If students would just come to workshops, that would help tons. I learned a lot.”

Questions?

Thanks for Attending!

Frances A. May – Frances.May@unt.edu