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Designing for Enquiry Based Learning Online [email protected]

Designing Problem Based Learning Online

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This short presentation provides an overview of key considerations when initiating an online design - it leverages the process of problem based learning to ensure an 'active' role for the participating learners

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Page 1: Designing Problem Based Learning Online

Designing for Enquiry Based Learning Online

[email protected]

Page 2: Designing Problem Based Learning Online

Overview

• Introduction to online E/PBL

• Review and evaluating online examples

• Planning an online scenario

• Developing Triggers, RLRs and E/PBL Templates for dissemination online

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Objectives

• Discuss the concept of Enquiry and Problem-Based Learning

• Explore the opportunities of online E/PBL

• Evaluate online resources and methodologies

• Designing online scenarios

• Producing plans and artifacts (RLRs)

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Outcomes

By the end of this workshop participants will be able to:

• Describe the methodology of online E/PBL

• Analyse and evaluate an array of online E/PBL methods

• Plan, design and create an online scenario

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The Role of Active Engagement

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What is Enquiry Based Learning?

• Any approach to learning that embraces the concept of enquiry

…it promotes personal research...the student becomes more familiar with the multifarious resources at their disposal, such as e-journals and databases. There it the opportunity to support one another in research and explore different avenues of information. The whole experience becomes one of interchange where students share opinions, research and experience in order to achieve an end result.

Khan & O’Rourke, Chapter 1, pp1 Handbook of Enquiry & Problem Based Learning. Barrett, T., Mac Labhrainn, I., Fallon, H. (Eds). Galway: CELT, 2005.

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What is Problem Based Learning?

• Learning that results from the process of working towards a resolution or understanding of a problem

They [medical students] were bored and disenchanted when medical education should have been exciting. The committee noted that medical education didn’t become exciting for students until residency training, when they were working with patients trying to solve their problems. They decided that from the beginning of school, learning would occur around a series of biomedical problems presented in small groups with the faculty functioning as “tutors or guides of education

Barrows, H (2000) Foreword (vii), in D. Evenson and C. Hmelo (eds.) Problem-based Learning: A Research Perspective on Learning Interaction. New Jersey: Lawrence Erlbaum Associates.

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How may we achieve this online?

Online supports may enable

• Web resources to be used to solve, aid, develop, assess and evaluate solutions to defined problems

• Chat, discussion, collaboration, analysis, interaction, presentation in the process of resolving defined problems

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How may we achieve this online?

Online supports may enable

• Web resources to be used to solve, aid, develop, assess and evaluate solutions to defined problems

E-journals, databases, case studies, Institutional collections, research portals, repositories etc

• Chat, discussion, collaboration, analysis, interaction, presentation in the process of resolving defined problems

wikis, VLEs, blogs, chat-rooms, SMS, email, GoogleDocs, ZoHo, Social Networks, IVC etc

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Moving to an online scenario

• Why choose this methodology?

• Determined by learners needs - not technology at hand

• What approach to use?

• Independent, Blended, Composite

• How to integrate the solution?

• Medium, Mode, Scale, Moderation, Location

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Types of Online E/PBL

• Home made

• Requires graphic & instructional design, programming

• VLE embedded

• Sequenced tasks, activities, multiple tools

• Treasure Hunt / Resource Based Learning

• Knowledge acquisition / construction utlising multiple sources of information on the web

• Online Case Studies

• Related data, simulations, interactive tasks

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Types of Online E/PBL .2

• WebQuest

"...an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the internet, optionally supplemented with videoconferencing" (Dodge, 1995a; Dodge, 1995b).

http://webquest.org/index.php

http://questgarden.com/

http://www.bestwebquests.com/

http://zunal.com/

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E/PBL Guidelines

1. Clarify terms

2. Define the problem

3. Analyse the problem

4. Systematic clarification

5. Formulating learning outcomes

6. Self and Group study

7. Reporting via a joint presentation/discussion

Based on the work of Tseëlon E 2002. http://www.ucd.ie/sociolog/PBL/index.html

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1.Clarify terms (collected resources and a glossary may be provided

online as a mutual starting point) Participants invited to ask for or be given explanations as required.

2.Define the problem (presentation of the problem and its context were

provided online) Participants are required to define the major issues captured by the problem.

3.Analyse the problem (facilitated by the online group tutorial)

Participants expected to brainstorm associative connections to the problem, activating any previous knowledge within the group.

Participants then invited to list any relevant aspects, questions/queries etc.

4.Systematic clarification (facilitated during online group discussion and

asynchronous discussion threads.) Participants begin by classifying themes that emerged at the brainstorming session into higher order

groupings. Further refinement may present itself in discussion threads.

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5.Formulating learning outcomes (facilitated by online group discussion.

On the basis of knowledge that is lacking, participants formulate learning goals in unambiguous, well-defined and concrete terms.

6.Self and Group study (facilitated by discussion threads, shared resources

and group presentation/paper). Participants having established keywords and terms, seek out appropriate resources, systematically checking

sources and working towards synthesizing all relevant material to achieve the identified learning outcomes.

7.Reporting via a joint presentation/discussion (facilitated by second

online group tutorial) Participants share collectively with other group members the results of one's inquiries, and decide on an appropriate

action plan to resolve the initial problem.

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Blackboard Schema

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Task - Mapping out an E/PBL Scenario

• http://www.bubbl.us/

• http://vue.tufts.edu/index.cfm

• http://cmap.ihmc.us/conceptmap.html

• http://cmap.ihmc.us/conceptmap.html

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Task Planning...

• Using the worksheets;

• Review a current Module, scope out potential to design a E/PBL scenario (and/or a trigger RLR)

• Identify / create instructional design plan

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Task Planning...2

Provide:

Overview (context, activity description etc)

Learning Outcomes

Scenario Building (provides a ‘hook’ to activity)

Task Analysis (focuses learners on actual problem solving)

Roles and Goals (assign / identify variety of roles and expected goals of each individual)

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Creating WebQuests

• Go to: http://www.kn.pacbell.com/wired/fil/lognew.html

• Fill in the form and select ‘Spin this Thing’

• Provide links to sources / resources you have identified - under the “Add Links”

• Select WebQuest then

• Provide the ‘Roles’ (identified in the worksheet) - under the “Create Category Names”

• Check the appropriate radio button for each category

• Follow up by using the “Customize” link to complete the WebQuest as per the Worksheets

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Task - Virtual Field Trip

• Selection of Problem Scenarios http://www.udel.edu/pbl/problems/

• Alternative modes http://secondlifegrid.net/slfe/education-use-virtual-world

• A little closer to home http://slurl.com/secondlife/Dublin/89/77/24/?title=Dublin_in_SL

• RLR / Trigger development http://www.articulate.com/products/engage-demos.php

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Task alternative development

• Go to http://questgarden.com/

• Use the tool to create an online ‘Quest’

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Homework...

• Go forth and create...

• Questions

Contact me at [email protected]

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‘education is not a pail to be filled but a fire to be lit…’

W.B. Yeats

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