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Shifting Sand: Integrating Problem-Based Learning and Technology in Education. George Watson [email protected] with contributions from Deborah Allen, Barbara Duch Susan Groh, Valerie Hans, and Hal White. Institute for Transforming Undergraduate Education. University of Delaware. - PowerPoint PPT Presentation
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University of Delaware
Asia-Pacific Conference on EducationNational Institute of Education, Nanyang Technogical University
Singapore, June 3, 2003
www.udel.edu/pbl/nie-2003
Shifting Sand: Integrating Problem-Based Learning and
Technology in Education
Institute for TransformingUndergraduate Education
George [email protected]
with contributions from Deborah Allen, Barbara DuchSusan Groh, Valerie Hans, and Hal White
Delaware…
Dela where?
The Way It Was... 1973 2003
Computation
graphing calculators,laptops,
gigabytes and gigahertz,ubiquitous computing
The Way It Was... 1973 2003
Communication
e-mail,voice-mail,chatrooms,
FAX,pagers,
cell phones,text messaging,
instant messaging,wireless connectivity
The Way It Was... 1973 2003
Collections
Online Information:web catalogs,
networked databases,Britannica Online, online newspapers,
course websites,CMS
Education and the Cs of Technology:
Computation and Calculation
Communication and Collaboration
Collections and Connections
Given the amazing advances in technology
and the dramatic change in the first-year experience,
Can we afford to continue teaching the way we were taught?
An important question:
…the individuals learning the most in the teacher-centered classrooms are the teachers there. They have reserved for themselves the very conditions that promote learning:
What I know best I have taught…
Page 35, Huba and Freed, Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning, 2000
actively seeking new information,integrating it with what is known,organizing it in a meaningful way, andexplaining it to others.
Characteristics Neededin College Graduates
High level of communication skills
Ability to define problems, gather and evaluate information, develop solutions
Team skills -- ability to work with others
Ability to use all of the above to address problems in a complex real-world setting
Quality Assurance in Undergraduate Education (1994) Wingspread Conference,ECS, Boulder, CO.
Recommendations from theCarnegie Foundation
Make research-based learning the standard.
Build inquiry-based learning throughout the four years.
Link communication skills and course work.
Use information technology effectively.
Cultivate a sense of community.
Boyer Commission Report
John Dewey…
“True learning is based on discovery guided by mentoring rather than the transmission of
knowledge.”
What is Problem-Based Learning?
PBL prepares students to think critically and analytically, and to find and use appropriate learning resources.
PBL is an learning approach that challenges students to “learn to learn,” working cooperatively in groups to seek solutions to real world problems.
“The principal idea behind PBL is that the starting point for learning should be a problem, a query, or a puzzle that the learner wishes to solve.”Boud (1985)
What are the CommonFeatures of PBL?
Learning is initiated by a problem.
Problems are based on complex, real-world situations.
All information needed to solve problem is not initially given.
Students identify, find, and use appropriate resources.
Students work in permanent groups.
PBL: The Process
Students are presented with a problem. They organize ideas and previous knowledge.
Students pose questions, defining what they know and do not know.
Assign responsibility for questions, discuss resources.
Reconvene, explore newly learned information, refine questions.
Overview
Problem, Project, or Assignment
Group Discussion
Research
Group Discussion
Preparation of Group “Product”
Whole Class Discussion
Mini-lecture(as needed)
Assessment(when desired)
The Problem-Based Learning Cycle
The principal idea behind PBL is?
A. PBL challenges students to learn to learn.B. Learning is initiated by a problem.C. Student-centered work in permanent
groups.
“The principal idea behind PBL is that the starting point for learning should be a problem, a query, or a puzzle that the learner wishes to solve.”Boud (1985)
The principal idea behind PBL is?
A. PBL challenges students to learn to learn.
B. Learning is initiated by a problem.
C. Student-centered work in permanent groups.
Think/ pair/ share
IntegratingInformation Technology
and PBL
Active Learning Objectives
Courses should:1. Be student-centered and encourage students to “learn to
learn.”2. Provide opportunities to think critically and to analyze and
solve problems.3. Assist students in developing skills in gathering and
evaluating information.4. Provide experience working cooperatively in teams and
small groups.5. Help students acquire versatile and effective communication
skills.6. Offer a variety of learning experiences.7. Apply technology effectively where it will enhance learning.
Information Technology Objectives
Students should:
1. engage in electronic collaboration.
2. use and create structured electronic documents.
3. do technology-enhanced presentations.
4. use appropriate electronic tools for research and evaluation.
5. use spreadsheets and databases to manage information.
6. use electronic tools for analyzing quantitative and qualitative data.
7. identify major legal, ethical, and security issues in information technology.
8. have a working knowledge of IT platforms.
Adapted from Technology Across the Curriculum, George Mason U.
collaboration
structureddocuments
enhancedpresentations
research &evaluation
managinginformation
analyzingdata
cooperativegroups
critical thinkingproblem solving
gathering &evaluating info
student-centeredlearning to learn
varied learningexperiences
communicationskills
IT6
IT5 IT4
IT3IT2
IT1
AL1
AL2
AL3
AL4
AL5
AL6
Overlap of Active-Learning Objectives and Instructional Technology Objectives
collaboration
structureddocuments
enhancedpresentations
research &evaluation
managinginformation
analyzingdata
cooperativegroups
critical thinkingproblem solving
gathering &evaluating info
student-centeredlearning to learn
varied learningexperiences
communicationskills
IT6
IT5 IT4
IT3IT2
IT1
AL1
AL2
AL3
AL4
AL5
AL6
Overlap of Active-Learning Objectives and Instructional Technology Objectives
collaboration
structureddocuments
enhancedpresentations
research &evaluation
managinginformation
analyzingdata
cooperativegroups
critical thinkingproblem solving
gathering &evaluating info
student-centeredlearning to learn
varied learningexperiences
communicationskills
IT6
IT5 IT4
IT3IT2
IT1
AL1
AL2
AL3
AL4
AL5
AL6
Overlap of Active-Learning Objectives and Instructional Technology Objectives
www.physics.udel.edu/~watson
Organizingthe Course
UtilizingOnline Resources
Organizingthe Course
Web Sites andWeb Pages Syllabus
Organizing the Course
GroupsStudent Reports
and Projects
Syllabus
Syllabus Introductionto PBL
Organizing the Syllabus
Groupfacilitation and
supportForms forassessment
Introductionto PBL
Groupfacilitation and
support
Forms forassessment
Examples of supporting information that can be linked from an online syllabus:
1. Instructor’s instructional philosophy 2. Detailed course objectives (both content and process) 3. General education curriculum goals 4. Motivation and description of PBL 5. Problem solving process and strategies 6. Roles and responsibilities of students, peer tutors, and
instructor 7. List of frequently asked questions about PBL and working
in groups 8. Forms for assessment of individual performance in groups 9. Some thoughts on grading 10. Anonymous suggestion box and responses to suggestions11. Academic Services Center 12. Policies on academic dishonesty and responsible computing
Web Sites andWeb Pages Syllabus
Organizing the Course
GroupsStudent Reports
and Projects
Groups
GroupsIdentity:
Rosters, photos,addresses
Organizing Groups
Vehicles forcommunication
Vehicles forcollaboration
Student toprofessor
Professor tostudent
Organizing Groups
Groups
Student togroup
Professor togroup
Student tostudent
Vehicles forcommunication
Group toprofessor
Group togroup
Groups bulletin boards,newsgroups
Egroups.comchatrooms,filesharing,
scheduling meetings
CMS: WebCTcontrolled discussion forums,
collaborative space,whiteboarding
Vehicles forcollaboration
Organizing Groups
Organizingthe Course
UtilizingOnline Resources
UtilizingOnline Resources
Web Sites andWeb Pages
Ingredients forwriting problems
Utilizing Online Resources
Inspiration fordesigning problems
Information forsolving problems
Ingredients forwriting problems
Inspiration fordesigning problems
Information forsolving problems
Web Sites andWeb Pages
Utilizing Online Resources
Borrowing imagesfrom other sites
Creating imageswith scanners,digital cameras
Ingredients forwriting problems
Background factsfrom networked
databases
Web Sites andWeb Pages
Utilizing Online Resources
Online regionalnewspapers for
local perspective
Internationalnewspapers for
global view
Quack websitesfor “raw”material
Film and TVsites for scriptsand characters
Inspiration fordesigning problems
Web Sites andWeb Pages
Utilizing Online Resources
Executing websearches effectively
Information forsolving problems
Evaluating onlineresources critically
Old thinking:The web is full ofmisinformation andbiased representationStay away!
New thinking:Engage and developcritical thinking skills.The Internet Challenge!
Web Sites andWeb Pages
Organizingthe Syllabus
OrganizingGroups
Student Reportsand Projects
Introductionto PBL
Groupfacilitation and
support
Forms forassessmentIdentity:
Rosters, photos,addresses
Vehicles forcommunication
Vehicles forcollaboration
student toprofessorstudent to
student
student togroup professor to
studentprofessor togroup
group toprofessor
group togroup
Using a Course Web Site to Organize a PBL Course
Web Sites andWeb Pages
Ingredients forwriting problems
Inspiration forproblem design
Information forsolving problems
Borrowing imagesfrom other sites
Creating imageswith scanners,digital cameras
Background factsfrom networked
databases
Online regionalnewspapers for
local perspective
Internationalnewspapers for
global view
Quack websitesfor “raw”material
Film and TVsites for scriptsand characters
Executing websearches effectively
Evaluating onlineresources critically
Using Online Resources to Support a PBL Course
Computer SimulationsA wide variety of educational games exist that represent a PBL approach to learning <www.legacyinteractive.com> :
emergency room www.trauma.orgvirtual hospital www.vh.orgarchaeological dig dig.anthro.niu.eduhalls of justice www.objection.com
Interactive Java applets and Flash animations are also an excellent way to bring the power of technology to the PBL classroom.
One of my own is a Flash Circuit Simulator that emulates a laboratory for studying the properties of electric circuits.
Trends and Directionsin PBL at UD
Electronic Dissemination of PBL
Materials
Characteristics ofGood PBL Problems
Relate to real-world, motivate students.Require decision-making or judgments.Multi-page, multi-stage.Designed for group-solving.Initial questions are open-ended to
encourage discussion.Incorporate course content objectives.Provide challenges for higher-order
thinking.
But…where are the problems?
Typical end-of-chapter problems can be solved by rote memorization, pattern-match, and plug-and-chug techniques
Good problems should require students to make assumptions and estimates, develop models, and work through the model.
A source of problems outside the commercial texts needs to be developed.
PBL Clearinghouse
An online database of PBL articles and problems.All material is peer-reviewed by PBL
practitioners for content and pedagogy.All problems are supported by learning objectives
and resources, teaching and assessment notes.Holdings are searchable by author, discipline,
keywords, or full text.Fully electronic submission, review, and
publication cycle.Controlled access by free user subscription,
students excluded.
www.udel.edu/pblc/
PBL Clearinghouse
Currently there are more than 4500 registered users and 60 PBL problems.
Of the problems available, more than half are in physics, chemistry, and biology, but the number in other disciplines is growing steadily.
We are very interested in publishing adaptations of problems to other cultural/geographical contexts.
www.udel.edu/pblc
Problem-Based Learning and Physics:Developing problem solving skills in all students
The project is developing a database of problems, instructional models, evaluation tools, and web-based resources that effectively incorporate PBL across the content framework of introductory undergraduate physics courses. Materials are being collected and reviewed for a wide variety of introductory physics courses, for both science majors and non-science majors, across all levels of instruction and class enrollment.
Facilities for PBL
Collaborative workspace
Flexible furniture in PBL classroom
www.udel.edu/pbl/wireless/
Wireless Laptop Carts
National and International Partnerships
27 engineering educators and deans from northern France
Project funded by ALO/USAID
PBL in Peruvian Higher Education: Quality Science and Math Education for Future Public School Teachers
Collaboration with Pontificia Universidad Católica del Perú in Lima
PBL2004 International ConferencePleasure By Learning
June 13-19, 2004Cancun, Mexico
Website: www.cem.itesm.mx/pbl2004E-mail: [email protected]
Hosted by:Instituto Tecnólogico y de Estudios Superiores de Monterrey (ITESM)Campus Estado de México
Miscellaneous
Science Semester for Elementary Education Majors
Delaware Math/Science Partnership:Systemic Reform of Math and Science Education in the First State
Preparation of Training Materials for Course in Tutor Facilitation
Moving toward PBL and Distance Education - WebCT
Research on PBLat UD
PBL Outcomes at UD
Exposure to PBL improves number and quality of student-faculty interactions.
Structured focus groups re: PBL:increased comfort and inclusion in class.
increased ability to consider, evaluate, and respect different points of view.
improved communication and interpersonal skills.
made course content more interesting.
PBL Outcomes at UD
Gains in critical thinking skills?Inconclusive
Barriers to research on PBL at UD?Many different models of PBL used (hybrids).
Absence of a PBL curriculum track.
…like a wise man who built his house on a rock. The rain fell, the floods came, and the winds blew and beat against that house, but it did not collapse because its foundation was on the rock.
…like a foolish man who built his house on sand. The rain fell, the floods came, and the winds blew and battered that house, and it collapsed, and its collapse was devastating.
Parable of the Two Builders
Shifting Sand: Integrating Problem-Based
Learning and Technology in Education
UD PBL online
PBL at UDwww.udel.edu/pbl
PBL Clearinghousewww.udel.edu/pblc
Watson homepagewww.physics.udel.edu/~watson
This presentationwww.udel.edu/pbl/nie-2003