Integrating Problem-Based Learning and Technology in Education

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Integrating Problem-Based Learning and Technology
in Education
George Watsonghw_at_udel.edu with contributions
from Deborah Allen, Barbara DuchSusan Groh, and
Hal White
Institute for TransformingUndergraduate Education
University of Delaware
PBL2004, Cancunwww.udel.edu/pbl/PBL2004
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The Way It Was... 1973
2004
scientific calculators, graphing
calculators, laptops, handheld PCs, PDAs tablet
PCs, gigabytes and gigahertz, ubiquitous computing
Computation
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The Way It Was... 1973
2004
e-mail, voice-mail, chatrooms, FAX, pagers, cell
phones,text messaging, instant
messaging, blogging, wireless connectivity
Communication
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The Way It Was... 1973
2004
Online Information web catalogs, networked
databases, Britannica Online, online
newspapers, course websites, CMS, LMS
Collections
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Education and the Cs of Technology
Computation and Calculation Communication and
Collaboration Collections and Connections
Marisa Martín Collaborative, Constructivist, and
Contextual
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An important question
Given the amazing advances in technology and the
dramatic change in the environment of our
students, Can we afford to continue teaching the
way we were taught?
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IntegratingInformation Technologyand PBL
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Active Learning Objectives

• Courses should
• Be student-centered and encourage students to
  learn to learn.
• Provide opportunities to think critically and to
  analyze and solve problems.
• Assist students in developing skills in gathering
  and evaluating information.
• Provide experience working cooperatively in teams
  and small groups.
• Help students acquire versatile and effective
  communication skills.
• Offer a variety of learning experiences.
• Apply technology effectively where it will
  enhance learning.

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Information Technology Objectives

• Students should
• engage in electronic collaboration.
• use and create structured electronic documents.
• do technology-enhanced presentations.
• use appropriate electronic tools for research and
  evaluation.
• use spreadsheets and databases to manage
  information.
• use electronic tools for analyzing quantitative
  and qualitative data.
• identify major legal, ethical, and security
  issues in information technology.
• have a working knowledge of IT platforms.

Adapted from Technology Across the Curriculum,
George Mason U.
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Overlap of Active-Learning Objectives and
Instructional Technology Objectives
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Overlap of Active-Learning Objectives and
Instructional Technology Objectives
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Overlap of Active-Learning Objectives and
Instructional Technology Objectives
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www.physics.udel.edu/watson
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Organizingthe Course
Organizingthe Course
Utilizing Online Resources
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Organizing the Course
Web Sites and Web Pages
Syllabus
Syllabus
Groups
Student Reports and Projects
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Organizing the Syllabus
Syllabus
Introduction to PBL
Group facilitation and support
Forms for assessment
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Introduction to PBL
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Group facilitation and support
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Forms for assessment
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Examples of supporting information that can be
linked from an online syllabus

1. Instructors instructional philosophy
2. Detailed course objectives (both content and
   process)
3. General education curriculum goals
4. Motivation and description of PBL
5. Problem solving process and strategies
6. Roles and responsibilities of students, peer
   tutors, and instructor
7. List of frequently asked questions about PBL and
   working in groups
8. Forms for assessment of individual performance in
   groups
9. Some thoughts on grading
10. Anonymous suggestion box and responses to
    suggestions
11. Academic Services Center
12. Policies on academic dishonesty and responsible
    computing

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Organizing the Course
Web Sites and Web Pages
Syllabus
Groups
Groups
Student Reports and Projects
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Organizing Groups
Groups
Identity Rosters, photos, addresses
Vehicles for communication
Vehicles for collaboration
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Organizing Groups
Groups
Student to student
Student to professor
Professor to group
Vehicles for communication
Student to group
Professor to student
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Organizing Groups
Groups
bulletin boards, newsgroups
Group to group
Egroups.com chatrooms, filesharing, scheduling
meetings
Vehicles for collaboration
CMS WebCT controlled discussion
forums, collaborative space, whiteboarding
Group to professor
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Organizingthe Course
Utilizing Online Resources
Utilizing Online Resources
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Utilizing Online Resources
Web Sites and Web Pages
Ingredients for writing problems
Inspiration for designing problems
Information for solving problems
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Ingredients for writing problems
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Utilizing Online Resources
Web Sites and Web Pages
Ingredients for writing problems
Creating images with scanners, digital cameras
Borrowing images from other sites
Background facts from networked databases
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Utilizing Online Resources
Web Sites and Web Pages
Online regional newspapers for local perspective
International newspapers for global view
Inspiration for designing problems
Quack websites for raw material
Film and TV sites for scripts and characters
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Utilizing Online Resources
Web Sites and Web Pages
Old thinking The web is full of misinformation
and biased representation Stay away!
New thinking Engage and
develop critical thinking skills. The Internet
Challenge!
Evaluating online resources critically
Executing web searches effectively
Information for solving problems
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Computer Simulations
A wide variety of educational games exist that
represent a PBL approach to learning
ltwww.legacyinteractive.comgt emergency
room www.trauma.org virtual hospital www.vh.org
archaeological dig dig.anthro.niu.edu halls of
justice www.objection.com Interactive Java
applets and Flash animations are also an
excellent way to bring the power of technology to
the PBL classroom.
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As initially presented to the students
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Features of the Circuit Simulator

• The current version provides
• a prototyping workspace
• drag-and-drop selection of resistors and
  batteries
• multimeters that can be configured to display
  current and/or voltage for each circuit element
• wire cutters and wire to complete and reconfigure
  circuits to carry out simulated experiments.
• a written and audio introduction to its use.

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Running a circuit simulation
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Concept Mapping Software
www.inspiration.com
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Trends and Directionsin PBL and Technology
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Facilities for PBL
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Collaborative workspace

• Flexible furniture in PBL classroom

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www.udel.edu/pbl/wireless/
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Dissemination of PBL Materials
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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.

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www.udel.edu/pblc/
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PBL Clearinghouse

• Currently there are 7000 registered users and 70
  PBL problems.
• Of the problems available, more than half are in
  physics, chemistry, and biology, but the number
  in other disciplines is growing steadily.
• We are very interested in publishing adaptations
  of problems to other cultural/geographical
  contexts.

www.udel.edu/pblc
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Using Technology toTeach PBL
Using PBL toTeach Technology
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Problem-Based Learning From Ideas to Solutions
through Communication

• January 19-21, 2005
• For registration, please visit www.udel.edu/inst/j
  an2005

This three-day workshop will demonstrate and
model ways that PBL can be used effectively in
all disciplines, in upper and lower division
courses, and in all size classes. One focus of
this program will be writing effective
problem-based materials participants will leave
the session with new or revised problems for use
in their courses. Another focus will be engaging
students in research and communication as part of
the process of PBL.
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Learning Management Systems adapted to PBL
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LEO at Republic Polytechnic(Learning Environment
Online)

• A list of modules, synopsis, staff involved and
  requirements.
• Calendar showing dates, times and places for
  meetings.
• Announcements from module facilitators.
• Discussion forums to interact with others in
  module groups.
• Problem statements and resources.
• Shared folders for team work.
• Feedback from facilitator.
• Daily online quizzes.

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Glen OGrady on LEO,editor of Reflections on
PBL

• How can technology emphasize the reflective
  nature of PBL that focuses on both the act
  (process) and consequence (outcome) of learning?
• Students
• can reflect on how technology is being used in
  PBL to access and share information.
• can explore the value or shortcomings of the
  technology associated with PBL.
• can express how technology encouraged them to
  think or communicate in certain ways.

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Glen OGrady on LEO,editor of Reflections on
PBL

• How can technology be used to support the outcome
  of independent and flexible learners?
• Technology can be used to map the change in the
  learning processes.
• We can better understand how the learner learns
  by capturing forms of communication, ways of
  knowing, and means used to legitimize knowledge.

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Conclusions
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Paraphrasing Jim Collins, author of Good to Great

Technology-induced change is nothing new. The
real question is not, What is the role of
technology? Rather, the real question is How do
good-to-great organizations think differently
about technology?
How can students learn better with technology?
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Paraphrasing Jim Collins, author of Good to Great

When used right, technology becomes an
accelerator of momentum, not a creator of it.
Technology does not create learning,but can be
used to accelerate learning given an effective
pedagogical framework.
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The Shifting Sand of IntegratingTechnology and
PBL
like a foolish man who built his house on sand.
The rain fell, the floods came, and the winds
blew and battered that house, and it collapsed,
and its collapse was devastating. like a wise
man who built his house on a rock. The rain
fell, the floods came, and the winds blew and
beat against that house, but it did not collapse
because its foundation was on the rock.
Parable of the Two Builders