Transcript Document

UD Faculty Showcase:
Technology and Active Learning
George Watson
Introduction to PBL at UD and
Web-based Simulations for Active Learning
Josh Duke
Problems in Environmental Conflict
Charlene Hamilton and Ann Rucinski
Using Case Studies for Authentic Learning in Dietetics Internship
Learning Technology Consortium
April 18, 2002
What do the showcase projects
have in common?
Projects supported by Technology Assistance program
staff support sponsored by
PRESENT/User Services
Projects reflect strategies of active learning
workshops sponsored by
Institute for Transforming Undergraduate Education
Projects incorporate technology for active learning
‘sponsored’ by the University of Delaware
What is Problem-Based Learning?
PBL is an instructional method that
challenges students to “learn to learn,”
working cooperatively in groups
to seek solutions to real world problems.
PBL prepares students
to think critically and analytically, and
to find and use appropriate learning resources.
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.”
(Bould, 1985:13)
What are the Common
Features of PBL?
Learning is initiated by a problem.
Problems are based on complex, realworld 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 don’t know.
Assign responsibility for questions, discuss
resources.
Reconvene, explore newly learned information,
refine questions.
The Problem-Based Learning Cycle
Overview
Problem, Project,
or Assignment
Mini-lecture
Group
Discussion
Whole Class
Discussion
Preparation of
Group “Product”
Research
Group Discussion
Web-Based Simulations
for Active Learning
George Watson
[email protected]
Becky Kinney
UD Faculty Showcase
Learning Technology Consortium
April 18, 2002
Silicon, Circuits, and the Digital Revolution
SCEN103 at the University of Delaware
http://www.physics.udel.edu/~watson/scen103/
The course:
SCEN103 in Spring 2000 was an Honors
colloquium designed to introduce first-year
students to some of the science behind high
technology.
Designed to promote scientific and computer
literacy and awareness, SCEN103 gives students
an opportunity to leverage their interests in
everyday devices and high-tech objects into a
study of fundamental science concepts.
Live demonstrations, in-class group explorations
of technology applications, and daily work with
the Internet are essential elements of SCEN103.
link
Broad Course Objectives:
Analyze simple electrical circuits to assess their function and
effectiveness.
State and describe fundamental scientific principles
underlying modern electronic devices.
Explain the basic operation of electrical
circuits, simple semiconductor devices, and
integrated circuits.
Identify the contributions of science
and technology to everyday life.
link
A Problem-Based Learning Approach
to Simple Electrical Circuits
Incorporating PBL problems,
Other collaborative exercises, and
Hands-on laboratory exercises.
PBL #1
Crossed Circuits
Two roommates argue about perceived use of electrical energy.
Who should pay more towards the utility bill?
Energy = power x time
PBL #2
A San Francisco Treat
Electrical wiring plans are formulated for a building conversion
in San Francisco using floorplans from “This Old House”.
Parallel circuits
Household wiring
Power ratings of appliances
Lab #3
Batteries and
Bulbs
Students work from the simplest possible circuit to the
challenging circuit on the left and its companion on the right.
Series and parallel combinations
Motivation for This Project
Faster, cheaper ‘what if?’ changes.
Anywhere, anytime accessibility to ‘lab’.
Wireless technology for collaborative learning.
When hands-on experiences in a physical laboratory are
not available, computer simulations are often the next
best option.
For some topics, computer simulations can provide an
environment for active learning that is just as
rewarding as the traditional laboratory.
Implementation of This Project
JavaScript and Java applets are often employed
to implement computer simulations for
learning that can be accessed over the web.
Often overlooked are other software solutions
that run from suitably configured web
browsers -- Macromedia Flash is one such
approach.
We have created a simple circuit simulator
written in Flash that provides an interactive
experience for introductory students of
electricity.
Features of the Circuit Simulator
The current version provides
a prototyping workspace
drag-and-drop selection of resistors and batteries
multimeters that can be configured to display
current and/or voltage for each circuit element
wire cutters and wire to complete and
reconfigure circuits to carry out simulated
experiments.
a written and audio introduction to its use.
As initially presented to the students
Running a circuit simulation…
Demonstration
http://www.udel.edu/present/showcase/watson/