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Nikos Mattheos Tandvårdshögskolan Malmö

PBL for Internet based teaching. Nikos Mattheos Tandvårdshögskolan Malmö. Problem Based Learning. Distance Learning. Aims:. Develop and evaluate a functional model of PBL for Internet-based teaching.

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Nikos Mattheos Tandvårdshögskolan Malmö

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  1. PBLfor Internetbased teaching Nikos MattheosTandvårdshögskolanMalmö

  2. Problem Based Learning Distance Learning

  3. Aims: • Develop and evaluate a functional model of PBL for Internet-based teaching. • Identify factors of importance when attempting to use PBL in distance education with this media.

  4. Literature Review: • 85 publications (1985 –1999) • 30 selected for further classification- year - media employed - target group - type of evaluation - methodology - reported results • Analysis of the factors of importance

  5. Literature Review: • Factors of importance: • - accreditation or ”filtering” • - personal contact • - team work • Lack of theoretical framework • Lack of original research data (5/85) • 3 generations of interaction

  6. Distance Learning in Health Education 1st Generation:Correspondence or home study 2nd Generation: Interactive courses 3rd Generation.Virtual Classrooms

  7. questionnaire 1st Generation: home study • Printed material • Mail correspondence • Tapes • Slides • TV broadcast • VHS videos • CD-ROM • World Wide Web

  8. 2nd Generation: interactive DL Audio telephone conference: since 50’s Audiovisual teleconference: early 60’s

  9. 2nd Generation: interactive DL Interaction in a typical teleconference session:

  10. 3rd Generation: Virtual Classroom: The network environment that can facilitate similar kinds of interaction as in a physical classroom.

  11. Learning resources students tutor 3rd Generation: Interaction Student – tutor Student – student Student – learning resources

  12. A Virtual Classroom allows the individual student or professional to access the whole learning process from the comfort of his/her home, with only a standard PC and a reasonably fast Internet connection.

  13. E-mail Web boards Search engines Multimedia Chat Audioconference On-line library THE SOUP MODEL !

  14. 1st Pilot study: • 28 Undergraduate students - 12 different countries • 4 PBL groups– 4 tutors • No specific level of competence with computers • No specific experience with PBL • High quality multimedia material • Simple and affordable technology

  15. 1st meeting 1 week 2nd meeting Problem Based Learning : The Malmö model 1. Define the problem 2. Generate hypothesis 3. Formulate learning goals 4. Collect information outside the group 5. Synthesise newly aquired knowledge 6. Test Hypothesis

  16. Internet • Synchronous • Asynchronous Problem Based Learning : The Network model 1. Define the problem 2. Generate hypothesis 3. Formulate learning goals 4. Collect information outside the group 5. Synthesise newly aquired knowledge 6. Test Hypothesis

  17. Preparatory Workshop : Barcelona October 1998!Duration : January – May 1999! • Description of the course • Description of the technology • Introduction to PBL • Formulation of groups • Sangria tasting..!

  18. Karin Case 1 ! Presented on  18th January 1999 Karin Karin is female 23 years old . She complains about bleeding in the area of the upper incisor  when she brushes her teeth.

  19. From: GabrielaDate: 19 Jan 1999Time: 16:34:21 “THE PROBLEM HERE IS BLEEDING WHILE BRUSHING. THE MOST IMPORTANT WORD IS OF COURSE, BLEEDING. AS I SEE IT FROM THE VIIDEO, THERE IS NO PERIODONTAL POCKET. THE BLEEDING MUST BE DUE TO INFLAMMATION OF THE GINGIVA. AND THE CAUSE OF INFLAMMATION IS THE PATHOGEN. I look forward for the next step”

  20. From: HelenaDate: 19 Jan 1999Time: 20:02:13 “[…] It seems she has an early stage of gingivitis. The margins of the gums are inflamated because of the body response to bacteria. The bacteria probably are from the dental plaque or tartar, so a first step would be a better higyene of the mouth. I would recommend a plaque removal by a dental specialist. As it is an early stage, it is reversible. I wouldn’t try an antibiotic treatment cause it will cause mutations to the oral bacteriae. Only if the disease gets to an acute stage one should think of antibiotics. I would also recommend washing regularly with an antibacterial mouth rinse. But as it gets only to the coronar part of the teeth, I think I’ve heard of litle pumps that put the antibacterial rinse into the sulcular space. Of course, she should brush twice a day, and floss from time to time... And about the toothpaste I’d suggest to change the toothpaste everytime the tube goes empty, because there is a small amount of antibiotics in it and bacteriae get resistent. The gingivitis must be treted properly otherwise it gets to ulcerate, or even to periodontal disease. Please comment my reply because i’m very interested in this field... See you!”…

  21. From: RimadaDate: 21 Jan 1999Time: 10:32:11 Hello people, What are we supposed to do? Has case 1 already ended? Greetings, Rimada

  22. Lesson nr. 1: You can’t teach them to swim, without getting them wet..!

  23. 2,78 How good are you with computers?

  24. Lesson nr. 2: Students tend to overestimate their competence with computers!

  25. Group Flexibility: • Decide when… • Decide which media…

  26. Lesson nr. 3: too much flexibility might jeopardise groupwork on the Net..!

  27. What was the most important you learned during the Virtual Classroom?

  28. Lesson nr. 4: The media might overshadow the aims..!

  29. 2nd Pilot study: Oral care for the elderly • 8 participants (2 groups) • Hybrid structure • 5 PBL cases • Distance from 5 to 600 km • Mean age 39 yrs • No previous experience with PBL or Distance Learning

  30. In Classroom InternetAsynchronous InternetSynchronous Problem Based Learning : The Hybrid model 1. Define the problem 2. Generate hypothesis 3. Formulate learning goals 4. Collect information outside the group 5. Synthesise newly aquired knowledge 6. Test Hypothesis

  31. Oral care for the elderly What did we evaluate? • Speed of interaction • Tutor involvement • Participation of individual student • Content related features • Student attitudes • Overall functionality, effectiveness

  32. Oral care for the elderly Class Sync Async Interaction speed 15 inputs/min 2,1 inputs/min -

  33. Oral care for the elderly Class Sync Async Interaction speed 15 inputs/min 2,1 inputs/min - Tutor involvement (max) 9 % 48 % 10 –35 %

  34. Oral care for the elderly Class Sync Async Interaction speed 15 inputs/min 2,1 inputs/min - Tutor involvement 9 % 48 % 10 –35 % Uneven distribution + + +

  35. Oral care for the elderly Class Sync Async Interaction speed 15 inputs/min 2,1 inputs/min - Tutor involvement 9 % 48 % 10 –35 % Uneven distribution + + + Student attitude + + + ++ • on-line discussions more ”superficial” and sometimes ”frustrating” • Slightly more positive towards DL after course

  36. Oral care for the elderly Inputs in the web board (asynchronous)

  37. The messaging thresholdincomputer mediated communication.(Reid 1996) Reid, J. M. F., V. Malinek, J. T. Stott, and J. B. T. Evans. 1996. Ergonomics 39: 1017–37. ”We only communicate through a medium,when our need to communicate exceeds the ”cost”of using this medium.”

  38. Internet text- based In-classroom

  39. threshold • Text based interaction through Internet is: • ”filtered” • ”superficial” ? • Less spontaneous • More tiring • …different..!

  40. Virtual PBL..? • Virtual PBL possible if properly organised • Might constitute a compromise over the in-classroom PBL, with currently available media. Further research is needed to identify factors of importance.

  41. Thank you !

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