Shifting Sand: Integrating Problem-Based Learning and Technology in Education

University of Delaware

Asia-Pacific Conference on EducationNational Institute of Education, Nanyang Technogical University

Singapore, June 3, 2003

www.udel.edu/pbl/nie-2003

Shifting Sand: Integrating Problem-Based Learning and

Technology in Education

Institute for TransformingUndergraduate Education

George [email protected]

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

mailto:[email protected]

Delaware…

Dela where?

The Way It Was... 1973 2003

Computation

graphing calculators,laptops,

gigabytes and gigahertz,ubiquitous computing


Communication

e-mail,voice-mail,chatrooms,

FAX,pagers,

cell phones,text messaging,

instant messaging,wireless connectivity


Collections

Online Information:web catalogs,

networked databases,Britannica Online, online newspapers,

course websites,CMS

Education and the Cs of Technology:

Computation and Calculation

Communication and Collaboration

Collections and Connections

Given the amazing advances in technology

and the dramatic change in the first-year experience,

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

An important question:

…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:

What I know best I have taught…

Page 35, Huba and Freed, Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning, 2000

actively seeking new information,integrating it with what is known,organizing it in a meaningful way, andexplaining it to others.

Characteristics Neededin 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 theCarnegie 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 prepares students to think critically and analytically, and to find and use appropriate learning resources.

PBL is an learning approach that challenges students to “learn to learn,” working cooperatively in groups to seek solutions to real world problems.

“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 CommonFeatures 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.

Overview

Problem, Project, or Assignment

Group Discussion

Research

Group Discussion

Preparation of Group “Product”

Whole Class Discussion

Mini-lecture(as needed)

Assessment(when desired)

The Problem-Based Learning Cycle

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

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

collaboration

structureddocuments



managinginformation

analyzingdata

cooperativegroups





communicationskills

IT6

IT5 IT4

IT3IT2

IT1

AL1

AL2

AL3

AL4

AL5

AL6


collaboration

structureddocuments



managinginformation

analyzingdata

cooperativegroups





communicationskills

IT6

IT5 IT4

IT3IT2

IT1

AL1

AL2

AL3

AL4

AL5

AL6


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


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


Group toprofessor

Group togroup

Groups bulletin boards,newsgroups

Egroups.comchatrooms,filesharing,

scheduling meetings

CMS: WebCTcontrolled discussion forums,

collaborative space,whiteboarding


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




Executing websearches effectively


Evaluating onlineresources critically

Old thinking:The web is full ofmisinformation andbiased representationStay away!

New thinking:Engage and developcritical thinking skills.The Internet Challenge!


Organizingthe Syllabus

OrganizingGroups

Student Reportsand Projects

Introductionto PBL


support

Forms forassessmentIdentity:

Rosters, photos,addresses



student toprofessorstudent to

student

student togroup professor to

studentprofessor togroup

group toprofessor

group togroup

Using a Course Web Site to Organize a PBL Course



Inspiration forproblem design


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

Executing websearches effectively

Evaluating onlineresources critically

Using Online Resources to Support a PBL Course

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.

One of my own is a Flash Circuit Simulator that emulates a laboratory for studying the properties of electric circuits.

http://www.legacyinteractive.com/

http://www.trauma.org/

http://www.vh.org/

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

http://www.objection.com/

Trends and Directionsin PBL at UD

Electronic Dissemination of PBL

Materials

Characteristics ofGood PBL Problems

Relate to real-world, motivate students.Require decision-making or judgments.Multi-page, multi-stage.Designed for group-solving.Initial questions are open-ended to

encourage discussion.Incorporate course content objectives.Provide challenges for 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.

www.udel.edu/pblc/

PBL Clearinghouse

Currently there are more than 4500 registered users and 60 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 and Physics:Developing problem solving skills in all students

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.

Facilities for PBL

Collaborative workspace

Flexible furniture in PBL classroom

www.udel.edu/pbl/wireless/

http://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 ConferencePleasure By Learning

June 13-19, 2004Cancun, Mexico

Website: www.cem.itesm.mx/pbl2004E-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

Research on PBLat UD

PBL Outcomes at UD

Exposure to PBL improves number and quality of student-faculty interactions.

Structured focus groups re: PBL:increased comfort and inclusion in class.

increased ability to consider, evaluate, and respect different points of view.

improved communication and interpersonal skills.

made course content more interesting.

PBL Outcomes at UD

Gains in critical thinking skills?Inconclusive

Barriers to research on PBL at UD?Many different models of PBL used (hybrids).

Absence of a PBL curriculum track.

…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

Shifting Sand: Integrating Problem-Based

Learning and Technology in Education

UD PBL online

PBL at UDwww.udel.edu/pbl

PBL Clearinghousewww.udel.edu/pblc

Watson homepagewww.physics.udel.edu/~watson

This presentationwww.udel.edu/pbl/nie-2003

Documents

Shifting Sand: Integrating Problem-Based Learning and Technology in Education