1 / 36

Problem-Based Learning for Information Problem Solving

Learn problem-solving strategies and develop information literacy skills through problem-based learning. Internet technologies provide tools for information gathering and simulating real-world situations.

bettyhopkins
Download Presentation

Problem-Based Learning for Information Problem Solving

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Eastern Mediterranean University ITEC106 Lecture VI

  2. Using the Internet for Information Problem Solving

  3. PROBLEM-BASED LEARNING FOR INFORMATION PROBLEM SOLVING • Problem-based learning is focused on solving a realistic problem in order to promote a deep understanding of a topic or a subject. • Such a problem is often unstructured and/or ambiguous and reflects real-world situations. • Students take an active role in solving the problem and thus develop problem-solving strategies while constructing knowledge about the problem. • Problem-based learning always begins with the curriculum; the real-world problem must be related to a curriculum topic. Dr. E. Iscioglu CITE350 - Internet Assisted Instruction

  4. PROBLEM-BASED LEARNING FOR INFORMATION PROBLEM SOLVING... • Information problem-solving models describe the processes people use to solve problems; models can provide scaffolds to support students in locating and using information. • That structure permits learners to regulate their own learning processes. For example, the Big6™ information problem-solving model. • Internet technologies provide excellent tools for developing information literacy skills. • For example, the Web can provide learning environments that simulate real-world situations and provide the context for a problem. Dr. E. Iscioglu CITE350 - Internet Assisted Instruction

  5. PROBLEM-BASED LEARNING FOR INFORMATION PROBLEM SOLVING... • With problem-based learning, the teacher guides students through a problem-solving process. • Students can first apply the knowledge they already have, which helps them understand what information they need to acquire. • As students begin to research and acquire that information and contemplate possible solutions, they are developing the information literacy skills they need to become self-directed learners. • Problem-based learning can be considered a type of project-based learning focused on a challenging problem or task that requires higher order thinking skills. Dr. E. Iscioglu CITE350 - Internet Assisted Instruction

  6. PROBLEM-BASED LEARNING FOR INFORMATION PROBLEM SOLVING... • Usually a student working independently does not possess the knowledge, skills, or time to perform complex tasks or solve ambiguous problems. • Consequently, problem-based learning can help students learn to work together collaboratively and cooperatively. • Transfer of learning occurs when a learner applies knowledge or skills associated with one task to the completion of another task. • Basically, this is the goal of learning—to transfer knowledge and skills from one context to another. • Problem-based learning promotes transfer, and Web-enhanced learning can establish contexts that create opportunities for transfer to occur. Dr. E. Iscioglu CITE350 - Internet Assisted Instruction

  7. INFORMATION PROBLEM-SOLVING MODELS • Problem solving is the process of designing and executing a series of steps to reach a goal. • There are a number of problem-solving strategies, some of which are domain specific and some of which use general approaches. Dr. E. Iscioglu CITE350 - Internet Assisted Instruction

  8. InfoSavvy • One general problem-solving strategy is InfoSavvy by Ian Jukes (Jukes, Dosaj, & Macdonald, 2000), which considers a problem to be an information need and identifies five basic steps to solve that need: • 1. Asking • 2. Accessing • 3. Analyzing • 4. Applying • 5. Assessing • When these steps are applied to problem solving on the Internet, Jukes et al. call it NetSavvy. • The NetSavvy model helps students develop information- processing skills while completing relevant student projects and using Internet technologies. Dr. E. Iscioglu CITE350 - Internet Assisted Instruction

  9. The Research Cycle • The Research Cycle by Jamie McKenzie (2000) differs from some other problem-solving models because its focus is on essential and subsidiary questions early in the problem-solving process. • The Research Cycle rejects the use of topical research because it puts students in the role of information consumers and demands little thought, imagination, or skill. Dr. E. Iscioglu CITE350 - Internet Assisted Instruction

  10. The Research Cycle... • In contrast, the Research Cycle puts students in the role of information producers and requires them to make up their own minds, create their own answers, and show independence and judgment. • Because students are actively revising and rethinking their research questions and plans throughout the process, they are forced to cycle back repeatedly through the steps or stages of the cycle. • Thus, the more skill they develop, the less linear the process. Dr. E. Iscioglu CITE350 - Internet Assisted Instruction

  11. The Research Cycle... • The Research Cycle is a recursive process: Students move repeatedly through each of the steps- questioning, planning, gathering, sorting and sifting, synthesizing, and evaluating. • Reporting occurs after several repetitions of the cycle create sufficient insight on the part of students (McKenzie, 2000). Dr. E. Iscioglu CITE350 - Internet Assisted Instruction

  12. The Big6 • The Big6 model by Michael B. Eisenberg and Robert E. Berkowitz (1990) is a widely used, general problem-solving model that includes these steps: • task definition, • information-seeking strategies, • location and access, • use of information, • synthesis, and • evaluation. Dr. E. Iscioglu CITE350 - Internet Assisted Instruction

  13. USING THE BIG6 FOR WEB-ENHANCED LEARNING • The Big6 is an information problem-solving process to guide students through the steps of solving a problem or making a decision. • The Big6 model is comprised of six stages, each with two sub stages. • The six stages do not necessarily have to be completed in the recommended sequence, and some stages may be completed more than once during the problem-solving process. • The Big6 model provides students with a structure for answering questions, completing assignments, and creating work products. • Many adaptations are available for use with multiple age groups or grade levels. Dr. E. Iscioglu CITE350 - Internet Assisted Instruction

  14. USING THE BIG6 FOR WEB-ENHANCED LEARNING... The Big6 Information Problem-Solving Model Dr. E. Iscioglu CITE350 - Internet Assisted Instruction

  15. Application of Big6 Skills to Curriculum Areas Dr. E. Iscioglu CITE350 - Internet Assisted Instruction

  16. ENGAGING PARENTS WITH THE BIG6 • Parents can play an important role in helping their children learn, but they need an effective approach. Mike Eisenberg and Bob Berkowitz (1996) explain how parents can incorporate the Big6 skills into their support of their children’s homework assignments. • The Big6 skills can be applied to any homework assignment that requires a solution or a result based on information. • Parents can assume the role of a coach, guiding their students through all the necessary steps to complete a school assignment. Dr. E. Iscioglu CITE350 - Internet Assisted Instruction

  17. ENGAGING PARENTS WITH THE BIG6 • Thus, parents can be useful partners in their children’s education by modeling the steps of a problem-solving strategy to guide their children through assignments and to help them become independent learners and users of information. • Teachers should be sure to share problem-solving strategies and models with parents and enlist their help applying these strategies at home as students complete classroom projects and homework assignments. Dr. E. Iscioglu CITE350 - Internet Assisted Instruction

  18. AUTHENTIC ASSESSMENT • Authentic assessment is an evaluation methodology that is intended to correspond toreal-world experiences. • Its purpose is to provide an opportunity for students to produce an authentic performance. • Thus, authentic assessment is sometimes called performance assessment because it has long been used in training and apprenticeship programs in which assessment is based on the successful or appropriate performance of a task. • With performance assessment an instructor observes a student working on a real task, provides feedback, monitors the student’s application of the feedback, and adjusts instruction and evaluation accordingly. Authentic assessment applies the principles of performance assessment to the evaluation of realistic work products in all areas of the curriculum. Dr. E. Iscioglu CITE350 - Internet Assisted Instruction

  19. AUTHENTIC ASSESSMENT... • The Pearson Education Development Group (2003) describes five types of authentic assessments: • 1. Performance assessment • 2. Short investigations • 3. Open-response questions • 4. Portfolios • 5. Self-assessment Dr. E. Iscioglu CITE350 - Internet Assisted Instruction

  20. AUTHENTIC ASSESSMENT... • A Comparison of Authentic and Traditional Methods of Assessment (Wiggins, 1990) Dr. E. Iscioglu CITE350 - Internet Assisted Instruction

  21. USING RUBRICS FOR ASSESSMENT • Rubrics are assessment tools that are useful for assessing criteria that are complex and subjective. • A rubric describes the various performance permutations of a task or activity in which students are engaged. • A rubric for a project would list the components the student should include to receive a certain score or rating. • Rubrics help students figure out how their projects will be evaluated and assist teachers in scoring or grading student performance. Dr. E. Iscioglu CITE350 - Internet Assisted Instruction

  22. USING RUBRICS FOR ASSESSMENT... • Effective assessment rubrics are essential for project-based learning and information problem-solving activities. • Whether general or task specific, a good rubric will provide accurate and appropriate information about students’skills. • The following procedure will help you create an authentic assessment rubric: • 1. Determine the essential learning objectives for the project. • 2. Identify the criteria or standards of performance for each learning objective, and specify the evidence to be produced. • 3. Develop a rubric matrix, and insert the criteria for product and process in the leftmost column. • 4. Determine levels of competence or expertise, and enter labels for those levels in the topmost row. • 5. Describe expected student performance for each of the criteria, and enter that information in the appropriate cell for each level. • 6. Share the rubric with students before they begin the project. Dr. E. Iscioglu CITE350 - Internet Assisted Instruction

  23. Using the Internet for Cooperative Problem Solving

  24. Overview • WebQuests are a widely used teaching and learning tool to create cooperative problem solving activities. • WebQuests are inquiry-oriented activities in which most or all of the information used by learners is acquired from the World Wide Web. • WebQuests focus on using information to create knowledge. • Their educational rationale is to engage learners in real-world learning activities, develop critical-thinking skills, and support teamwork and cooperation. • The WebQuest instructional model is comprised of several components:an introduction, a task, the process for accomplishing the task, the resources (usually Web-based) used to accomplish the task, an evaluation, and a conclusion. Dr. E. Iscioglu CITE350 - Internet Assisted Instruction

  25. A BRIEF HISTORY OF WEBQUESTS • WebQuests are inquiry-oriented activities in which most or all of the information used by learners is acquired from the World Wide Web (Dodge, 1997). • WebQuests focus on using information to create knowledge, rather than just looking for information; thus, they support the development of higher level thinking skills. • According to Tom March (1998), WebQuests were designed to bring together the most effective instructional practices in one integrated student activity, maximizing student learning in a most efficient way. Dr. E. Iscioglu CITE350 - Internet Assisted Instruction

  26. A BRIEF HISTORY OF WEBQUESTS... • A WebQuest is an interactive learning activity that uses a variety of Internet resources and guides students through a sequence of steps to organize their learning. • The WebQuest model was developed in early 1995 at San Diego State University by Bernie Dodge with Tom March.Dodge, a professor of educational technology,developed the concept of WebQuests while teaching a class for preservice teachers in the spring of 1995. Dr. E. Iscioglu CITE350 - Internet Assisted Instruction

  27. EDUCATIONAL PRINCIPLES OF WEBQUESTS • Tom March (1998) explained the threefold rationale behind the instructional features of a WebQuest: engaging learners in real-world learning activities, developing critical-thinking skills, and supporting teamwork and cooperation. • Real-world learning • Higher-order thinking • Teamwork Dr. E. Iscioglu CITE350 - Internet Assisted Instruction

  28. EDUCATIONAL PRINCIPLES OF WEBQUESTS... • Christie (2002) identified several of the same and several additional features of WebQuests • WebQuests encourage students to use reasoning skills in a problem-solving process that promotes deep understanding and meaningful learning. • WebQuests require students to use critical-thinking skills to interpret, analyze, evaluate, and draw inferences from the information obtained. • WebQuests use a collaborative process of discovery to facilitate learning. • WebQuests promote the development of social skills, such as listening, cooperating, affirming others, giving constructive criticism, and accepting multiple perspectives. • Participation can also promote multiculturalism and appreciation of diversity. • WebQuests facilitate reflection as students analyze and evaluate their own thinking and problem-solving processes. • WebQuests foster interdisciplinary learning by making connections across content areas in the curriculum. Dr. E. Iscioglu CITE350 - Internet Assisted Instruction

  29. COOPERATIVE LEARNING • Cooperative learning is the instructional use of small groups to maximize individual and group learning (Johnson, Johnson, & Holubec, 1990). • It is a set of processes that help people interact to accomplish a specific goal or end product. • Compared to collaborative learning, cooperative learning entails more structure and teacher direction and is more appropriate with well-defined, well-structured problems. • WebQuests are generally conducted with cooperative learning groups. Dr. E. Iscioglu CITE350 - Internet Assisted Instruction

  30. WEBQUEST COMPONENTS... Elements of Cooperative Learning Groups (Johnson & Johnson, 1999) Dr. E. Iscioglu CITE350 - Internet Assisted Instruction

  31. WEBQUEST COMPONENTS • The WebQuest site defines a WebQuest as a “constructivist lesson format used widely around the world”. • Bernie Dodge (1997) called the WebQuest model a lesson with several components, or building blocks, which can be reconfigured in many ways to accomplish a broad range of learning goals. • As was mentioned earlier, the original WebQuest model had six components: an introduction, a task, the process for accomplishing the task, the resources (usually Web-based) to accomplish the task, an evaluation, and a conclusion. Dr. E. Iscioglu CITE350 - Internet Assisted Instruction

  32. WEBQUEST COMPONENTS... • The current WebQuest model combines process and resources into a single component and is usually organized as a Web page with multiple sections or as a set of linked Web pages. • Introduction. • The task. • The process. • Evaluation. • Conclusion. • Credits and references. Dr. E. Iscioglu CITE350 - Internet Assisted Instruction

  33. A PROCESS FOR ADAPTING AND ENHANCING WEBQUESTS • Before trying to create a new WebQuest for a particular lesson, you should search through the thousands of WebQuests already available on the World Wide Web to see whether any existing ones are appropriate for your purposes. • When searching for existing WebQuests for your classroom use, remember that a Web page or a website that calls itself a WebQuest may not have been created with WebQuest design principles. • For that reason, the WebQuest site recommends a process for adapting existing WebQuests to your particular curriculum priorities and learning goals. Dr. E. Iscioglu CITE350 - Internet Assisted Instruction

  34. A Process for Adapting or Enhancing WebQuests • Step 1: Choose a standard or topic • Step 2: Search for existing WebQuests • Step 3: Determine whether a WebQuest can be used as presented • Step 4: Select high-quality WebQuests • Step 5: Identify changes to the WebQuest • Step 6: Get author permission • Step 7: Download the WebQuest • Step 8: Modify and enhance • Step 9: Evaluate and revise as needed • Step 10: Publish and share Dr. E. Iscioglu CITE350 - Internet Assisted Instruction

  35. Lesson Plan Template for WebQuest Projects Dr. E. Iscioglu CITE350 - Internet Assisted Instruction

  36. Lesson Plan Template for WebQuest Projects... Dr. E. Iscioglu CITE350 - Internet Assisted Instruction

More Related