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Designing and facilitating an online PBL course through weaving content, storytelling, digital technologies and feedback.
Ann-Louise Davidson PhD [email protected]
Nadia Naffi [email protected]
http://theconversation.com/radical-rethink-how-to-design-university-courses-in-the-online-age-9737
Model 1 PBL for
Epistemological Competence
Model IIPBL for Professional
Action
Model IIIPBL for
Interdisciplinary Understanding
Model IVPBL for
Transdisciplinary Learning
Model VPBL for Critical Contestability
Knowledge Propositional Practical and performative Propositional, performative and practical
The examining and testing out of given knowledge
and frameworks
Contingent, contextual and constructed
Learning
The use and management of a propositional body of
knowledge to solve or manage a problem
The outcome-focused acquisition of knowledge and skills for the work
place
The synthesis of knowledge with skills
across discipline boundaries
Critical though and decentring oneself from disciplines in order to
understand them
A flexible entity that involves interrogation of
frameworks
Problem scenario
Limited solutions already known and are designed
to promote cognitive understanding
Focused on a real-life situation that requires an
effective practical resolution
Acquiring knowledge to be able to do, therefore
centred around knowledge with action
Characterized by resolving and managing dillemnas
Multidimentional, offering students options for alternative ways of knowing and being
Students
Receivers of knowledge who acquire and
understand propositional knowledge through
problem-solving
Pragmatists inducted to professional cultures who can undertake practical
action
Integrators across boundaries
Independent thinkers who take up a critical stance
towards learning
Explorers of underlying structures and belief
systems
Facilitator
A guide to obtaining the solution and to
understanding the correct propositional knowledge
A demonstrator of skills and a guide to “best
practice”
A coordinator of knowledge and skill acquisition across
boundaries or both
An orchestrator of opportunities for learning
(in its widest sense)
A commentator, a challenger, a decoder of cultures, disciplines and
traditions
Assessment
The testing of a body of knowledge to ensure
students have developed epistemological
competence
The testing of skills and competencies for the
work place supported by a body of knowledge
The examination of skills and knowledge in a
context that may have been learned out of
context
The opportunity to demonstrate an integrated understanding of skills and personal and propositional
knowledge across disciplines
Open-ended and flexible
Savin-Baden, 2000, p.126
PBL Models
Online Problem-Based Learning Experience
Pre-discussion of a complex, ill-structured problem (i.e., brainstorm) in the tutorial group meeting.
Formulation of learning issues in the tutorial group meeting
Individual self-directed learning (SDL) activities
Sharing and critically evaluating the literature findings in the subsequent tutorial group meeting
Loyens, Kirschner, & Paas, 2012, p.404 with modifications
1
Students are presented with an ill-structured problem through web-based material including text, videos, and simulations (Savin-Baden, 2006).
Group synchronous and asynchronous discussions are fostered in a wide variety of Web 2.0 environments such as chat rooms, discussion boards, forums, wikis and blog. These Web 2.0 environments are either built within learning management systems, such as Blackboard, or in exterior Internet platforms, such as Wikispaces or Blogger (Duncan et al., 2013; Loyens et al., 2012).
Synchronous tutorials are held in web-conferencing environments, such as Adobe Connect.
Synchronous tutorials are held in web-conferencing environments, such as Adobe Connect.
PBL
Cla
ssic
al M
odel
Onl
ine
PBL
2 3 4
Discussion about Project
Team Building
Project Part 1
Peer Feedback
Instructor Formative Feedback
Project Part 1 Revision
Project Part 2
Peer Feedback
Instructor Formative Feedback
Project Part 2 Revision
Project Part 3
Peer Feedback
Instructor Formative Feedback
Project Part 3 Revision
Instructor Summative Feedback
Project Done with All Parts
Team Evaluation
Team Evaluation
PBL Project & Feedback Loops
Discussion about Project
Team Building
Project Part 1
Needs assessment:identification of trouble areas and competencies to be developed
Project Part 1 Revision
Project Part 2
Project Part 2 Revision
Project Part 3
Project Part 3 Revision
Instructor Summative Feedback
Project Done with All Parts
Team Evaluation
Team Evaluation
PBL Project Phases
Evaluation: creation of formative and summative instrumetns
Learning material:production of learning program material
Online Interactions: 4 Possibilities
11:16 AM 08:26 PM
Same Place
Different Place
Synchronous Asynchronous
Course structure
12 modules1.Problem-based learning
videos posted on YouTube
2.One hour of compulsory synchronous group tutorial activities in Adobe Connect (for any time zone)
3.One hour devoted to asynchronous online activities such as forum discussions, self-directed learning activities, etc.
Technologies usedGoogle DocsPreziFacebookLinkedInTwitterInstagramRedditYouTubeAdobe ConnectBlackBoardWikispacesSkypeEmailDropbox
Designed for the mobile learning culture anywhere, anytime, through any device
Jen
Pierre
Vicky Harry
Ricardo
Jack
Mary
Joe
Week 1: IntroductionWeek 2: Breaking traditional communication modelsWeek 3: Environments, netiquette and PBL scenariosWeek 4: Online presence and online identity managementWeek 5: Networking yourselfWeek 6: CommerceWeek 7: Liberal professionsWeek 8: EducationWeek 9: Aggregate, filter, connectWeek 10: Working in collaboration (group work and CoPs)Week 11: SocietyWeek 12: Synthesis of the course and presentation of the model
Harry! That’s me! I’m Harry. I need to get my business online and I don’t know how. If I can do it for Harry, I can do it for myself. Or vice versa.
I realized I was Ricardo and I really wanted to solve his problem.
I associated a lot with Mary. Not that I had a language school or anything like that. But I am going through a transition. At my school, I have to use technologies and I really don’t know where to start. It was nice to see someone else had the same problem. I liked having the help of my classmates to solve her problem.
Pedagogical space
Pedagogical competencies
Pedagogical competencies
Desjardins, 2001, 2005
Novice Expert