Transcript The Power of PBL: Transforming how faculty teach

Integrating Problem-Based Learning and
Instructional Media
George Watson
[email protected]
Barbara Duch
[email protected]
Department of Physics and Astronomy
Institute for Transforming
Undergraduate Education
University of Delaware
Supported in part by NSF DUE and The Pew Charitable Trusts.
The Way It Was...
1973
graphing calculators,
laptops,
gigabytes and gigahertz
Computation
2000
The Way It Was...
1973
e-mail,
voice-mail,
chatrooms,
FAX,
pagers,
cell phones
instant messaging,
wireless connectivity
Communication
2000
The Way It Was...
1973
Online Information:
web catalogs,
networked databases,
Britannica Online,
online newspapers,
course websites,
CMS
Collections
2000
Teaching and learning physics
in the stormy “seas”:
Computation and Calculation
Communication and
Collaboration
Collections and Connections
The Perfect Storm?
The question before us:
Given the amazing advances in technology,
the dramatic change in the first-year experience,
and knowing what we know about our students,
How can we best proceed in our classrooms?
One possible answer:
Problem-Based Learning
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, real-world
situations.
Information needed to solve problem is not
initially given. Students identify, find, and
use appropriate resources.
Students work in permanent groups.
Learning is active, integrated, cumulative, and
connected.
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.
Students assign responsibility for
questions, discuss resources.
Students reconvene and 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
Compelling features of PBL
Models itself on how students learn.
With information overload, prepares
students to be life-long learners.
More realistic curriculum prepares
students for world outside the
classroom.
Ensures more up-to-date materials,
content.
Generates enthusiasm among faculty.
Boud and Feletti, 1998
“Marriage” of PBL and technology
PBL and
active learning
The web and
instructional
technology
How can technology aid student learning
in a PBL course?
How can PBL aid students in using
technology to learn?
www.physics.udel.edu/~watson/scen103/
www.physics.udel.edu/~watson/phys208/
Organizing the Course
Web Sites and
Web Pages
Syllabus
Syllabus
Groups
Student Reports
and Projects
Organizing the Syllabus
Syllabus
Forms for
assessment
Introduction
to PBL
Group
facilitation and
support
Introduction
to PBL
Group
facilitation and
support
Forms for
assessment
Utilizing Online Resources
Web Sites and
Web Pages
Information for
solving problems
Ingredients for
writing problems
Inspiration for
designing problems
Ingredients for
writing problems
Inspiration for
designing problems
Information for
solving problems
Utilizing Online Resources
Web Sites and
Web Pages
Ingredients
for
Ingredients for
writing problems
problems
writing
Borrowing
images
Creating
images
Background
facts
fromscanners,
other
sites
with
from networked
digital cameras
databases
Utilizing Online Resources
Web Sites and
Web Pages
Film and TV
Quack websites
sites for scripts
International
forregional
“raw”
Online
and characters
newspapers
for
material
newspapers
for
global view
local perspective
Inspiration for
designing problems
Utilizing Online Resources
Old thinking:
Web
Sites
and
The web is full of
Web Pages
misinformation
and
biased representation
Stay away!
Evaluating online
resources critically
New thinking:
Engage and develop
critical thinking skills.
Information for
The Internet Challenge!
solving problems
Executing web
searches effectively
Characteristics of a Good PBL
Problem
Relates to real-world, motivate students
Requires decision-making or judgments
Multi-page, multi-stage
Designed for group-solving
Initial questions open-ended,
encourages discussion
Incorporates course content objectives
Challenges to 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.
A Brief Tour of the Clearinghouse
Logging in to the Clearinghouse
Applying to be a user
Searching and Browsing the holdings
Examining problem detail and
supporting materials for a sample
problem
www.udel.edu/pblc/
So what are the learning issues?
Silicon, Circuits, and the Digital Revolution
SCEN103 at the University of Delaware
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
A key feature of the writing-intensive work for this colloquium was
the student’s setup and development of a personal website.
Working in small groups, students also created websites devoted
to science and technology topics.
This year’s colloquium was designed as a pilot Pathways Course
during the discussion of General Education Reform at UD.
Much of the learning in Spring 2000 SCEN103 was done with
problem-based learning.
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
Interpret graphical data and construct graphs to communicate ideas.
Communicate technical ideas orally and in writing.
Evaluate the information content of Internet resources.
Use graphical and other multimedia elements effectively in a
webpage.
Create an informative and organized website devoted to presenting a
topic of technical interest from various perspectives.
Access timely, relevant, and authoritative information for problem
solving.
Construct technical information into a logical framework for decision
making.
Establish a frame of mind where quantitative reasoning is embraced.
Work effectively in a group to solve complex problems.
link
Why PBL in SCEN103?
The rate of generation of new information in the scientific and
technical sectors is truly staggering.
Information becomes outdated rapidly and is updated constantly; much
of what will be needed to know in the workplace following graduation
has not been generated yet!
Thus identifying when new information is needed, where to find it,
how to analyze it, and how to communicate it effectively are essential
skills to learn in college.
An important result of PBL is that while problems are used to identify
what to learn, the process of learning "how to learn" is also developed.
This method of instruction has been chosen to help develop skills
important for success both in the students’ undergraduate education and
link
in their professional life following graduation.
A Problem-Based Learning Approach
to Simple Electrical Circuits
Incorporating PBL problems,
Other collaborative exercises, and
Hands-on laboratory exercises.
Link to list of activities and assignments for SCEN103 Spring 2000
Link to schedule of classes for SCEN103 Spring 2000
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
link
Lab #1
Hairdryers: How much power?
Students bring in their hairdryers and test all settings. A relationship
is discovered among the three circuit quantities while checking the
manufacturers’ claims.
Power = current x voltage
link
PBL #2
A San Francisco Treat
Electrical wiring plans are formulated for a building conversion
using floorplans from a “This Old House” project.
Parallel circuits
Household wiring
Power ratings of appliances
link
Exercise #1
Electrical Energy Use in the World?
Student groups use the CIA’s online World Fact Book to accumulate
regional electrical energy use and investigate sources of discrepancies.
link
Globalization for Pathways Course objective
PBL #3
More Power!
Mark and Tim Allen rewire a toaster for more power by using
hairdryer parts.
Resistance and Ohm’s law
link
Lab #2
Resistivity and
Play-Doh
Students roll out cylinders of various diameters and find a
relationship among resistance and geometric factors.
Resistance of a cylinder (wire)
link
PBL #4
Spring Break
Adventure
Students investigate the circuit concepts behind the operation of
two familiar battery testers.
Synthesis of cylinder resistance,
Ohm’s law, and
Electrical power
link
Coming soon…
LabCircuit
#3 Simulator
Interactive Flash
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
link
Exercise #3
Penetration rates of major consumer products in U.S. households
Historical aspects of electrical use
link
PBL #5
Lights Out!
Students attempt to design a flashlight from a 6V lantern bulb
and two AAA cells that will last for five hours.
Batteries and internal resistance
Energy capacity
Circuit Design
link
Problem-Based Learning and
Physics: Developing problem solving skills
in all students
NSF DUE 00-89408 CCLI-EMD
The problem-based learning (PBL) program initiated at the University for
reforming undergraduate science teaching is being expanded beyond the
University by the development of instructional models and materials made
accessible to faculty worldwide through an online clearinghouse. 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. In addition to collecting existing problems and material, the project is
implementing problem-writing workshops as an important element in developing
the collection of PBL materials needed to cover the different curricula of physics
at the college level. Selected clearinghouse problems will also be adapted to the
high school setting.
PBL2002 Conference
www.udel.edu/pbl2002/