University of Delaware PBL2004, Cancun Integrating Problem-Based Learning and Technology in...

University of Delaware

PBL2004, Cancun

www.udel.edu/pbl/PBL2004

Integrating Problem-Based Learning and Technology in Education

Institute for TransformingUndergraduate Education

George [email protected]

with contributions from Deborah Allen, Barbara DuchSusan Groh, and Hal White

mailto:[email protected]

The Way It Was... 1973 2004

Computation

scientific calculators,graphing calculators,

laptops,handheld PCs,

PDAstablet PCs,

gigabytes and gigahertz,ubiquitous computing


Communication

e-mail,voice-mail,chatrooms,

FAX,pagers,

cell phones,text messaging,

instant messaging,blogging,

wireless connectivity


Collections

Online Information:web catalogs,

networked databases,Britannica Online, online newspapers,

course websites,CMS,LMS

Education and the Cs of Technology:

Computation and Calculation

Communication and Collaboration

Collections and Connections

Marisa Martín:Collaborative, Constructivist, and Contextual

Given the amazing advances in technology

and the dramatic change in the environment of our students,

Can we afford to continue teaching the way we were taught?

An important question:

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

www.physics.udel.edu/~watson

Organizingthe Course

UtilizingOnline Resources


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

Web Sites andWeb Pages

Ingredients forwriting problems

Utilizing Online Resources

Inspiration fordesigning problems

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

Inspiration fordesigning problems



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!

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.

http://www.legacyinteractive.com/

http://www.trauma.org/

http://www.vh.org/

http://dig.anthro.niu.edu/

http://www.objection.com/

As initially presented to the students

Features of the Circuit Simulator

The current version providesa prototyping workspacedrag-and-drop selection of resistors and batteriesmultimeters that can be configured to display

current and/or voltage for each circuit elementwire cutters and wire to complete and

reconfigure circuits to carry out simulated experiments.

a written and audio introduction to its use.

Running a circuit simulation…

Concept Mapping Software

www.inspiration.com

Trends and Directionsin PBL and Technology

Facilities for PBL

Collaborative workspace

Flexible furniture in PBL classroom

www.udel.edu/pbl/wireless/

http://www.udel.edu/pbl/wireless/

Dissemination of PBL Materials

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.

PBL Clearinghouse

www.udel.edu/pblc/

http://www.udel.edu/pblc/

PBL Clearinghouse

Currently there are ~7000 registered users and 70 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

Using Technology toTeach PBL

Using PBL toTeach Technology

Problem-Based Learning: From Ideas to Solutions through Communication

January 19-21, 2005

For registration, please visit www.udel.edu/inst/jan2005

This three-day workshop will demonstrate and model ways that PBL can be used effectively in all disciplines, in upper and lower division courses, and in all size classes. One focus of this program will be writing effective problem-based materials; participants will leave the session with new or revised problems for use in their courses. Another focus will be engaging students in research and communication as part of the process of PBL.

Learning Management Systems adapted to PBL

LEO at Republic Polytechnic(Learning Environment Online)

A list of modules, synopsis, staff involved and requirements.

Calendar showing dates, times and places for meetings.

Announcements from module facilitators.

Discussion forums to interact with others in module groups.

Problem statements and resources.

Shared folders for team work.

Feedback from facilitator.

Daily online quizzes.

Glen O’Grady on LEO,editor of “Reflections on PBL”:

How can technology emphasize the reflective nature of PBL that focuses on both the act (process) and consequence (outcome) of learning?

Students

can reflect on how technology is being used in PBL to access and share information.

can explore the value or shortcomings of the technology associated with PBL.

can express how technology encouraged them to think or communicate in certain ways.

Glen O’Grady on LEO,editor of “Reflections on PBL”:

How can technology be used to support the outcome of independent and flexible learners?

Technology can be used to map the change in the learning processes.

We can better understand how the learner learns by capturing forms of communication, ways of knowing, and means used to legitimize knowledge.

Conclusions

Technology-induced change is nothing new.

The real question is not,

“What is the role of technology?”

Rather, the real question is

“How do good-to-great organizations think differently about technology?”

Paraphrasing Jim Collins, author of Good to Great

“How can students learn better with technology?”

When used right, technology becomes an accelerator of momentum, not a creator of it.

Paraphrasing Jim Collins, author of Good to Great

Technology does not create learning,but can be used to accelerate learning

given an effective pedagogical framework.

…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.

…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.

Parable of the Two Builders

The Shifting Sand of Integrating

Technology and PBL

University of Delaware PBL2004, Cancun Integrating Problem-Based Learning and Technology in...

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