Engaging students using problem-based learning in an online learning environment

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Engaging students using problem-based learning in an online learning environment. School of Education Postgraduate topic in Gifted Education EDUC9794 lesley.henderson@flinders.edu.au. Advantages Greater choice Flexibility time, space Less travel Increased accessibility - PowerPoint PPT Presentation

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<p>PowerPoint Presentation</p> <p>Engaging students using problem-based learning in an online learning environmentSchool of EducationPostgraduate topic in Gifted EducationEDUC9794</p> <p>lesley.henderson@flinders.edu.auLearner view of external modeAdvantagesGreater choiceFlexibility time, spaceLess travelIncreased accessibilitySelf-paced, self-directed autonomy Multimedia</p> <p>DisadvantagesIntimidating technologyCosts of technologyIsolating and lonelyMore self-discipline requiredPrior experience &amp; learning preferencesNot all students like online experience want hard copy materials, independent study &amp; flexible timetableNot all students have good internet access, or technical skillsMany postgraduate students study on weekends no FLO support</p> <p>2Previously, this topic was only offered face-to-face as a holiday intensive.Decided to offer all 4 GEd topics each year, but alternate delivery mode 2 in internal intensive mode &amp; 2 in distance modeTask then became how to translate each topic from face-to-face into distance delivery.</p> <p>Designing an on-line topicTopic is about affective developmentImportance of social &amp; emotional supports &amp; problem of isolation in distance study establishing a community of learners via FLO Topic requires an understanding of diverse gifted studentsHow do you care about theoretical issues unless they have a human face real studentsKnowledge is important, but application of knowledge is more valuableAuthentic problem for the teacher is simulated in the PBL case study motivation to study</p> <p>3Problem-Based LearningIntroduces a real-world problemNo clear/single answer fuzzy problemStudents use existing knowledge, share knowledge, set individual learning tasks to elaborate on knowledgeCollaboration &amp; communicationApplies &amp; develops higher order thinkingProfessional applicationStudents find PBL strongly motivatingPBL design processSet very clear learning objectivesSelect a problem develop a caseSeek advice authentic &amp; relevantDevelop/identify resources for independent research (scaffolding learning)Determine evaluation/assessment</p> <p>Looks linear but in actual fact is far more organic!Shifts the focus from preparing topic materials that are strongly focused on CONTENT of the discipline &amp; assessing content knowledge to preparing a learning experience for students. They are the ones who are going to identify &amp; develop their own learning tasks and select their own learning materials. Far more open-ended. Constructivist, inquiry-based approach.5PBL ObjectivesUnderstand issues relating to the social and emotional development of diverse gifted children and the behaviours that may be associated with these issues.</p> <p>Understand the importance of developing classroom environments that are responsive to a diverse range of affective needs.</p> <p>Consider what teachers can do in collaboration to address the social and emotional needs of gifted students in the regular classroom.</p> <p>Experience the application of PBL as a strategy to engage students in collaborative problem-solving that reflects real-life learning. Start with very clear objectives6How can technology support PBL?Donnelly (2005:158)Providing exciting curricula based on real-world projects &amp; problemsProviding scaffolds, tools &amp; resources to enhance learningGiving both students &amp; teachers more opportunities for feedback &amp; reflectionExpanding opportunities for student learning through collaboration &amp; discussionHow do I use FLO to try to create a sense of community?Clear communication re nature of topic &amp; aims structure Personalise FLO space with photos pleasant environmentEncourage participation in FLO discussion Meet &amp; Greet activityAllocate marks for participation in discussionProvide guidelines for interaction Code of the Community of Inquiry (Jewell et al 2011)Be present on FLO! </p> <p>8As I am getting more familiar with the opportunities the FLO environment presents, I am refining the structure and presentation of the PBL experience.My beliefA problem-based learning case study provides an authentic online learning environment that helps postgraduate students self-direct and deepen their learning, and collaborate with others. </p> <p>The incorporation of PBL strategy into an online learning environment provides the engaging, collaborative and learner-centred activities that are required to encourage a student to fully participate in the learning program (Gooding, 2002:2)Donnelly makes the point that using computer technologies does not guarantee effective learning, but what I have found is that the PBL has enhanced the online learning experience &amp; increased motivation. Students have found it more engaging and therefore I believe it has led to more effective learning.9The Future?Virtual reality text-based triggers replaced by or supplemented with video?Video-conferenced presentationsLive chatsSynchronise discussions?BlogsOthers?</p> <p>10ResourcesVideo of PBL at Flinders Uni at http://mtu.flinders.edu.au/events/pbl_adsl.cfmAdelaide University guide to using PBL at http://digital.library.adelaide.edu.au/dspace/bitstream/2440/71220/1/hdl_71220.pdfHandbook of Enquiry &amp; PBL at http://www.aishe.org/readings/2005-2/ Online chapter about using technology in PBL athttp://www.aishe.org/readings/2005-2/chapter16.pdf </p> <p>ReferencesBrodie,L.(2005). Problem based learning in the online environment successfully using student diversity and e-education.Cheaney,J. &amp; Ingebritsen, T. (2005). Problem based learning in an online course: A case study. The International Review of Research in Open and Distance Learning, Vol 6, No 3.Donnelly, R. (2005). Using technology to support project and problem-based learning. In T. Barrett; I. MacLabhrainn, &amp; H. Fallon (Eds). Galway: CELT. http://www.nuigalway.ie/celt/pblbook/ Gooding, K. (2002). Problem based learning online. In S. McNamara &amp; E. Stacey (Eds.), Untangling the Web: Establishing Learning Links. Proceedings ASET Conference 2002. Melbourne, 7-10 July. http://www.aset.org.au/confs/2002/gooding.htmlJewell, P., Henderson, L., Webster, P., Dodd, J., Paterson, S., &amp; McLaughlin, J. (2011). Teaching ethics: Care think and choose. Melbourne, Vic: Hawker Brownlow Education. </p>

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