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Integrating Problem-Based Learning and Instructional Media

Integrating Problem-Based Learning and Instructional Media. George Watson ghw@udel.edu. Barbara Duch bduch@udel.edu. Department of Physics and Astronomy. Institute for Transforming Undergraduate Education. University of Delaware. Supported in part by NSF DUE and The Pew Charitable Trusts.

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Integrating Problem-Based Learning and Instructional Media

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  1. Integrating Problem-Based Learning and Instructional Media George Watsonghw@udel.edu Barbara Duchbduch@udel.edu Department of Physics and Astronomy Institute for TransformingUndergraduate Education University of Delaware Supported in part by NSF DUE and The Pew Charitable Trusts.

  2. 2000 graphing calculators, laptops, gigabytes and gigahertz The Way It Was... 1973 Computation

  3. 2000 e-mail, voice-mail, chatrooms, FAX, pagers, cell phones instant messaging, wireless connectivity The Way It Was... 1973 Communication

  4. 2000 Online Information: web catalogs, networked databases, Britannica Online, online newspapers, course websites, CMS The Way It Was... 1973 Collections

  5. Computation and Calculation • Communication and Collaboration • Collections and Connections Teaching and learning physics in the stormy “seas”: The Perfect Storm?

  6. The question before us: Given the amazing advances in technology, the dramatic change in the first-year experience, and knowing what we know about our students, How can we best proceed in our classrooms?

  7. One possible answer: The principal idea behind PBL is… Problem-Based Learning that the starting point for learning should be a problem, a query, or a puzzle that the learner wishes to solve. (Bould, 1985:13)

  8. What are the common features of PBL? Learning is initiated by a problem. Problems are based on complex, real-world situations. Information needed to solve problem is not initially given. Students identify, find, and use appropriate resources. Students work in permanent groups. Learning is active, integrated, cumulative, and connected.

  9. 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. Students assign responsibility for questions, discuss resources. Students reconvene and explore newly learned information, refine questions.

  10. The Problem-Based Learning Cycle Overview Problem, Project, or Assignment Mini-lecture Group Discussion Whole Class Discussion Preparation of Group “Product” Research Group Discussion

  11. Compelling features of PBL Models itself on how students learn. With information overload, prepares students to be life-long learners. More realistic curriculum prepares students for world outside the classroom. Ensures more up-to-date materials, content. Generates enthusiasm among faculty. Boud and Feletti, 1998

  12. PBL and active learning The web and instructional technology “Marriage” of PBL and technology How can technology aid student learning in a PBL course? How can PBL aid students in using technology to learn?

  13. www.physics.udel.edu/~watson/scen103/

  14. www.physics.udel.edu/~watson/phys208/

  15. Web Sites and Web Pages Syllabus Syllabus Organizing the Course Groups Student Reports and Projects

  16. Syllabus Introduction to PBL Organizing the Syllabus Group facilitation and support Forms for assessment

  17. Introduction to PBL

  18. Group facilitation and support

  19. Forms for assessment

  20. Web Sites and Web Pages Ingredients for writing problems Utilizing Online Resources Inspiration for designing problems Information for solving problems

  21. Ingredients for writing problems

  22. Inspiration for designing problems

  23. Information for solving problems

  24. Web Sites and Web Pages Ingredients for writing problems Ingredients for writing problems Utilizing Online Resources Borrowing images from other sites Creating images with scanners, digital cameras Background facts from networked databases

  25. Film and TV sites for scripts and characters Web Sites and Web Pages Quack websites for “raw” material International newspapers for global view Online regional newspapers for local perspective Utilizing Online Resources Inspiration for designing problems

  26. Old thinking: The web is full of misinformation and biased representation Stay away! New thinking: Engage and develop critical thinking skills. The Internet Challenge! Web Sites and Web Pages Utilizing Online Resources Evaluating online resources critically Information for solving problems Executing web searches effectively

  27. Characteristics of a Good PBL Problem Relates to real-world, motivate students Requires decision-making or judgments Multi-page, multi-stage Designed for group-solving Initial questions open-ended,encourages discussion Incorporates course content objectives Challenges to higher-order thinking

  28. 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.

  29. 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.

  30. A Brief Tour of the Clearinghouse Logging in to the Clearinghouse Applying to be a user Searching and Browsing the holdings Examining problem detail and supporting materials for a sample problem

  31. www.udel.edu/pblc/

  32. So what are the learning issues?

  33. Silicon, Circuits, and the Digital Revolution SCEN103 at the University of Delaware www.physics.udel.edu/~watson/scen103/

  34. The course: SCEN103 in Spring 2000 was an Honors colloquium designed to introduce first-year students to some of the science behind high technology. Designed to promote scientific and computer literacy and awareness, SCEN103 gives students an opportunity to leverage their interests in everyday devices and high-tech objects into a study of fundamental science concepts. Live demonstrations, in-class group explorations of technology applications, and daily work with the Internet are essential elements of SCEN103. link

  35. A key feature of the writing-intensive work for this colloquium was the student’s setup and development of a personal website. Working in small groups, students also created websites devoted to science and technology topics. This year’s colloquium was designed as a pilot Pathways Course during the discussion of General Education Reform at UD. Much of the learning in Spring 2000 SCEN103 was done with problem-based learning. link

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