Transcript Presentation - University of Delaware

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
Asia-Pacific Conference on Education
National Institute of Education, Nanyang Technogical University
Singapore, June 3, 2003
www.udel.edu/pbl/nie-2003
Delaware…
Dela where?
The Way It Was...
2003
1973
graphing calculators,
laptops,
gigabytes and gigahertz,
ubiquitous computing
Computation
The Way It Was...
2003
1973
e-mail,
voice-mail,
chatrooms,
FAX,
pagers,
cell phones,
text messaging,
instant messaging,
wireless connectivity
Communication
The Way It Was...
2003
1973
Online Information:
web catalogs,
networked databases,
Britannica Online,
online newspapers,
course websites,
CMS
Collections
Education and the Cs of Technology:
Computation and Calculation
Communication and Collaboration
Collections and Connections
An important question:
Given the amazing advances in
technology
and the dramatic change in the firstyear experience,
Can we afford to continue teaching
the way we were taught?
What I know best I have taught…
…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:
actively seeking new information,
integrating it with what is known,
organizing it in a meaningful way, and
explaining it to others.
Page 35, Huba and Freed, Learner-Centered Assessment on College
Campuses: Shifting the Focus from Teaching to Learning, 2000
Characteristics Needed
in 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 the
Carnegie 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 is an learning approach 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.”
Boud (1985)
What are the Common
Features 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.
The Problem-Based Learning Cycle
Overview
Assessment
(when desired)
Problem, Project,
or Assignment
Mini-lecture
(as needed)
Group
Discussion
Whole Class
Discussion
Preparation of
Group “Product”
Research
Group Discussion
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
Integrating
Information 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.
IT6
analyzing
data
AL2
critical thinking
problem solving
IT5
managing
information
IT4
research &
evaluation
AL1
gathering &
evaluating info
student-centered
learning to learn
AL3
IT1 collaboration
AL5
cooperative
groups
communication
skills
AL4
IT2
structured
documents
IT3
enhanced
presentations
varied learning
experiences
AL6
Overlap of Active-Learning Objectives and Instructional Technology Objectives
IT6
analyzing
data
AL2
critical thinking
problem solving
IT5
managing
information
IT4
research &
evaluation
AL1
gathering &
evaluating info
student-centered
learning to learn
AL3
IT1 collaboration
AL5
cooperative
groups
communication
skills
AL4
IT2
structured
documents
IT3
enhanced
presentations
varied learning
experiences
AL6
Overlap of Active-Learning Objectives and Instructional Technology Objectives
IT6
analyzing
data
AL2
critical thinking
problem solving
IT5
managing
information
IT4
research &
evaluation
AL1
gathering &
evaluating info
student-centered
learning to learn
AL3
IT1 collaboration
AL5
cooperative
groups
communication
skills
AL4
IT2
structured
documents
IT3
enhanced
presentations
varied learning
experiences
AL6
Overlap of Active-Learning Objectives and Instructional Technology Objectives
www.physics.udel.edu/~watson
Organizing
the Course
Utilizing
Online Resources
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
Examples of supporting information that can be
linked from an online syllabus:
Instructor’s instructional philosophy
Detailed course objectives (both content and process)
General education curriculum goals
Motivation and description of PBL
Problem solving process and strategies
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 suggestions
11. Academic Services Center
12. Policies on academic dishonesty and responsible computing
1.
2.
3.
4.
5.
6.
Organizing the Course
Web Sites and
Web Pages
Syllabus
Groups
Groups
Student Reports
and Projects
Organizing Groups
Groups
Vehicles for
collaboration
Identity:
Rosters, photos,
addresses
Vehicles for
communication
Organizing Groups
Groups
Student to
student
Professor to
group
Vehicles for
communication
Professor to
student
Student to
professor
Student to
group
Organizing Groups
bulletin boards,
newsgroups
Groups
Group to
group
Vehicles for
collaboration
Group to
professor
Egroups.com
chatrooms,
filesharing,
scheduling meetings
CMS: WebCT
controlled discussion forums,
collaborative space,
whiteboarding
Organizing
the Course
Utilizing
Online Resources
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
writing problems
Creating images
with scanners,
digital cameras
Background facts
from networked
databases
Borrowing images
from other sites
Utilizing Online Resources
Web Sites and
Web Pages
International
newspapers for
global view
Inspiration for
designing problems
Film and TV
sites for scripts
and characters
Online regional
newspapers for
local perspective
Quack websites
for “raw”
material
Utilizing Online Resources
Web Sites and
Web Pages
Information for
solving problems
Old thinking:
The web is full of
misinformation and
online
biasedEvaluating
representation
critically
Stay resources
away!
New thinking:
Engage and develop
critical Executing
thinking skills.
web
The Internet
searchesChallenge!
effectively
Web Sites and
Web Pages
Student Reports
and Projects
Organizing
the Syllabus
Introduction
to PBL
Group
facilitation and
support
Organizing
Groups
Forms for
assessment
Identity:
Rosters, photos,
addresses
Vehicles for
communication
student to
group
professor to
group
Vehicles for
collaboration
group to
professor
student to
student
professor to
student
student to
professor
group to
group
Using a Course Web Site to Organize a PBL Course
Ingredients for
Web Sites and writing problems
Borrowing images
from other sites
Web Pages
Information for
solving problems
Inspiration for
problem design
Evaluating online
resources critically
International
newspapers for
global view
Executing web
searches effectively
Online regional
newspapers for
local perspective
Quack websites
for “raw”
material
Creating images
with scanners,
digital cameras
Background facts
from networked
databases
Film and TV
sites for scripts
and characters
Using Online Resources to Support a PBL Course
Computer Simulations
A wide variety of educational games exist that represent a PBL
approach to learning <www.legacyinteractive.com> :
emergency room
virtual hospital
archaeological dig
halls of justice
www.trauma.org
www.vh.org
dig.anthro.niu.edu
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 Directions
in PBL at UD
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 Conference
Pleasure By Learning
June 13-19, 2004
Cancun, Mexico
Website: www.cem.itesm.mx/pbl2004
E-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
Shifting Sand: Integrating Problem-Based
Learning and Technology in Education
…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
UD PBL online
PBL at UD
www.udel.edu/pbl
PBL Clearinghouse
www.udel.edu/pblc
Watson homepage
www.physics.udel.edu/~watson
This presentation
www.udel.edu/pbl/nie-2003