ProblemBased Learning: Integrating RealWorld Cases with Online Resources

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Problem-Based LearningIntegrating Real-World
Cases with Online Resources
Workshop at North Dakota State University March
3, 2000 George Watson, ghw_at_udel.edu Dept of
Physics and Astronomy, University of Delaware
Slides borrowed liberally from Barb Duch,
bduch_at_udel.edu, UD Math/Sciences Education
Resource Center
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The Way It Was... 1973 2000
E-mail, Voice-mail, FAX, pagers
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The Way It Was... 1973 2000
Online Information Web Catalogs Networked
Databases Britannica Online Online Newspapers
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The Way It Was... 1973 2000
8-track tapes and LPs
DVDs and MP3
Dorm keys
PDI access
Cash and money orders
ATM and Flex
Chalkboards
Multimedia
Hand copying
Photocopying
Registration lines
SIS
Textbooks
dot-com
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The Way It Was... 1973 2000
Since our first years on campus, university
students and their campus experiences have
changed in many ways. Will their classroom and
learning experiences be any different from
ours? Or will we simply teach them as we were
taught?
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Seven Principles for Good Practicein
Undergraduate Education(AAHE, 1987)
Good Practice 1. Encourages student-faculty
contact. 2. Encourages cooperation among
students. 3. Encourages active learning. 4.
Gives prompt feedback. 5. Emphasizes time on
task. 6. Communicates high expectations. 7.
Respects diverse talents and ways of learning.
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Your Own Observations?
From your own experience as teachers or
students What strategies for invoking best
practice are realized regularly in your own
classes? or What best-practice strategies are you
considering for regular use in your classes?
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Characteristics Needed in College Graduates

• High level of communication skills
• Ability to define problems, gather and evaluate
  information, develop solutions
• Team skills -- ability to work with others
• Ability to use all of the above to address
  problems in a complex real-world setting
• Quality Assurance in Undergraduate Education
  (1994) Wingspread Conference, ECS, Boulder, CO.

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Cooperative LearningWhat the research shows

• Academic Success
• higher achievement, including knowledge
  acquisition, accuracy, creativity in
  problem-solving, and higher reasoning level.
• Attitude Effects
• persistence towards goals, intrinsic
  motivation, applying learning in other
  situations, greater time on task
• Johnson, Johnson, and Smith (1998 )

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Methods of Active/Group Learning
Student Involvement
temporary groups
permanent groups
think/pair/share
PBL
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What is Problem-Based Learning?

• Problem-based learning (PBL) is an instructional
  method that challenges students to "learn to
  learn," working cooperatively in groups to seek
  solutions to real world problems.
• PBL prepares students to think critically and
  analytically, and to find and use appropriate
  learning resources.

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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.

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PBL The Process

• Students presented with problem. They organize
  ideas and previous knowledge.
• Students pose questions, defining what they know
  and do not know.
• Assign responsibility for questions, discuss
  resources.
• Reconvene, explore newly learned information,
  refine questions.

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Traditional end-of-chapter problem

• How much does it cost to operate a 1200 W
  hairdryer for 1 hour?
• (Assume the cost of electricity is 8 cents per
  kWhr.)

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Crossed Circuits

• What are the learning issues?
• How will you find the answers?Use of online
  resources?
• What did you find?
• What did you learn?

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The Problem-Based Learning Cycle
Overview
Problem, Project, or Assignment
Mini-lecture
Group Discussion
Whole Class Discussion
Research
Preparation of Group Product
Group Discussion
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Silicon, Circuits, and theDigital Revolution
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Promoting Success for PBLin your Course

• Construct a syllabus that explains your
  objectives and the process.
• Address student concerns at the beginning and set
  up safety nets and support.
• Use your website to facilitate effective and
  efficient research.