Designing and facilitating an online PBL course through weaving content, storytelling, digital technologies and feedback

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  • Designing and facilitating an online PBL course through weaving content, storytelling, digital technologies and feedback.

    Ann-Louise Davidson PhD ann-louise@education.concordia.ca

    Nadia Naffi nadianaffi@gmail.com

  • http://theconversation.com/radical-rethink-how-to-design-university-courses-in-the-online-age-9737

  • Model 1 PBL for

    Epistemological Competence

    Model IIPBL for Professional

    Action

    Model IIIPBL for

    Interdisciplinary Understanding

    Model IVPBL for

    Transdisciplinary Learning

    Model VPBL for Critical Contestability

    Knowledge Propositional Practical and performative Propositional, performative and practicalThe examining and testing

    out of given knowledge and frameworks

    Contingent, contextual and constructed

    LearningThe use and management of a propositional body of

    knowledge to solve or manage a problem

    The outcome-focused acquisition of knowledge and skills for the work

    place

    The synthesis of knowledge with skills

    across discipline boundaries

    Critical though and decentring oneself from disciplines in order to

    understand them

    A flexible entity that involves interrogation of

    frameworks

    Problem scenario

    Limited solutions already known and are designed

    to promote cognitive understanding

    Focused on a real-life situation that requires an

    effective practical resolution

    Acquiring knowledge to be able to do, therefore

    centred around knowledge with action

    Characterized by resolving and managing dillemnas

    Multidimentional, offering students options for alternative ways of knowing and being

    Students

    Receivers of knowledge who acquire and

    understand propositional knowledge through

    problem-solving

    Pragmatists inducted to professional cultures who can undertake practical

    action

    Integrators across boundaries

    Independent thinkers who take up a critical stance

    towards learning

    Explorers of underlying structures and belief

    systems

    FacilitatorA guide to obtaining the

    solution and to understanding the correct propositional knowledge

    A demonstrator of skills and a guide to best

    practice

    A coordinator of knowledge and skill acquisition across

    boundaries or both

    An orchestrator of opportunities for learning

    (in its widest sense)

    A commentator, a challenger, a decoder of cultures, disciplines and

    traditions

    Assessment

    The testing of a body of knowledge to ensure

    students have developed epistemological

    competence

    The testing of skills and competencies for the

    work place supported by a body of knowledge

    The examination of skills and knowledge in a

    context that may have been learned out of

    context

    The opportunity to demonstrate an integrated understanding of skills and personal and propositional

    knowledge across disciplines

    Open-ended and flexible

    Savin-Baden, 2000, p.126

    PBL Models

  • Online Problem-Based Learning Experience

    Pre-discussion of a complex, ill-structured problem (i.e., brainstorm) in the tutorial group meeting.

    Formulation of learning issues in the tutorial group meeting

    Individual self-directed learning (SDL) activities

    Sharing and critically evaluating the literature findings in the subsequent tutorial group meeting

    Loyens, Kirschner, & Paas, 2012, p.404 with modifications

    1

    Students are presented with an ill-structured problem through web-based material including text, videos, and simulations (Savin-Baden, 2006).

    Group synchronous and asynchronous discussions are fostered in a wide variety of Web 2.0 environments such as chat rooms, discussion boards, forums, wikis and blog. These Web 2.0 environments are either built within learning management systems, such as Blackboard, or in exterior Internet platforms, such as Wikispaces or Blogger (Duncan et al., 2013; Loyens et al., 2012).

    Synchronous tutorials are held in web-conferencing environments, such as Adobe Connect.

    Synchronous tutorials are held in web-conferencing environments, such as Adobe Connect.

    PBL

    Clas

    sical

    Mod

    elOn

    line

    PBL

    2 3 4

  • Discussion about Project

    Team Building

    Project Part 1

    Peer Feedback

    Instructor Formative Feedback

    Project Part 1 Revision

    Project Part 2

    Peer Feedback

    Instructor Formative Feedback

    Project Part 2 Revision

    Project Part 3

    Peer Feedback

    Instructor Formative Feedback

    Project Part 3 Revision

    Instructor Summative Feedback

    Project Done with All Parts

    Team Evaluation

    Team Evaluation

    PBL Project & Feedback Loops

  • Discussion about Project

    Team Building

    Project Part 1

    Needs assessment:identification of trouble areas and competencies to be developed

    Project Part 1 Revision

    Project Part 2

    Project Part 2 Revision

    Project Part 3

    Project Part 3 Revision

    Instructor Summative Feedback

    Project Done with All Parts

    Team Evaluation

    Team Evaluation

    PBL Project Phases

    Evaluation: creation of formative and summative instrumetns

    Learning material:production of learning program material

  • Online Interactions: 4 Possibilities

    11:16 AM 08:26 PM

    Same Place

    Different Place

    Synchronous Asynchronous

  • Course structure

    12 modules1.Problem-based learning

    videos posted on YouTube

    2.One hour of compulsory synchronous group tutorial activities in Adobe Connect (for any time zone)

    3.One hour devoted to asynchronous online activities such as forum discussions, self-directed learning activities, etc.

    Technologies usedGoogle DocsPreziFacebookLinkedInTwitterInstagramRedditYouTubeAdobe ConnectBlackBoardWikispacesSkypeEmailDropbox

    Designed for the mobile learning culture anywhere, anytime, through any device

  • Jen

    Pierre

    Vicky Harry

    Ricardo

    Jack

    Mary

    Joe

  • Week 1: IntroductionWeek 2: Breaking traditional communication modelsWeek 3: Environments, netiquette and PBL scenariosWeek 4: Online presence and online identity managementWeek 5: Networking yourselfWeek 6: CommerceWeek 7: Liberal professionsWeek 8: EducationWeek 9: Aggregate, filter, connectWeek 10: Working in collaboration (group work and CoPs)Week 11: SocietyWeek 12: Synthesis of the course and presentation of the model

  • Harry! Thats me! Im Harry. I need to get my business online and I dont know how. If I can do it for Harry, I can do it for myself. Or vice versa.

    I realized I was Ricardo and I really wanted to solve his problem.

    I associated a lot with Mary. Not that I had a language school or anything like that. But I am going through a transition. At my school, I have to use technologies and I really dont know where to start. It was nice to see someone else had the same problem. I liked having the help of my classmates to solve her problem.

  • Pedagogical space

    Pedagogical competencies

    Pedagogical competencies

    Desjardins, 2001, 2005

    Novice Expert

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