university of delaware pbl2004, cancun integrating problem-based learning and technology in...
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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
The Way It Was... 1973 2004
Computation
scientific calculators,graphing calculators,
laptops,handheld PCs,
PDAstablet PCs,
gigabytes and gigahertz,ubiquitous computing
The Way It Was... 1973 2004
Communication
e-mail,voice-mail,chatrooms,
FAX,pagers,
cell phones,text messaging,
instant messaging,blogging,
wireless connectivity
The Way It Was... 1973 2004
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:
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
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
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
Syllabus Introductionto PBL
Organizing the Syllabus
Groupfacilitation and
supportForms 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
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
Web Sites andWeb Pages
Utilizing Online Resources
Borrowing imagesfrom other sites
Creating imageswith scanners,digital cameras
Ingredients forwriting problems
Background factsfrom networked
databases
Web Sites andWeb Pages
Utilizing Online Resources
Online regionalnewspapers for
local perspective
Internationalnewspapers for
global view
Quack websitesfor “raw”material
Film and TVsites for scriptsand characters
Inspiration fordesigning problems
Web Sites andWeb Pages
Utilizing Online Resources
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.
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.
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
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
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.
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.
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