Shifting Sand: Integrating Problem-Based Learning and Technology in Education George Watson ghw@udel.edu with contributions from Deborah Allen, Barbara Duch Susan Groh, Valerie Hans, and Hal White Institute for Transforming Undergraduate Education University of Delaware Asia-Pacific Conference on Education National Institute of Education, Nanyang Technogical University Singapore, June 3, 2003 www.udel.edu/pbl/nie-2003

Dela where? Delaware…

gigabytes and gigahertz, The Way It Was... 1973 2003 graphing calculators, laptops, gigabytes and gigahertz, ubiquitous computing Computation

2003 Communication The Way It Was... 1973 e-mail, voice-mail, chatrooms, FAX, pagers, cell phones, text messaging, instant messaging, wireless connectivity Communication

2003 Collections The Way It Was... 1973 Online Information: web catalogs, networked databases, Britannica Online, online newspapers, course websites, CMS Collections

Education and the Cs of Technology: Computation and Calculation Communication and Collaboration Collections and Connections

An important question: Given the amazing advances in technology and the dramatic change in the first-year experience, Can we afford to continue teaching the way we were taught?

What I know best I have taught… …the individuals learning the most in the teacher-centered classrooms are the teachers there. They have reserved for themselves the very conditions that promote learning: actively seeking new information, integrating it with what is known, organizing it in a meaningful way, and explaining it to others. Page 35, Huba and Freed, Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning, 2000

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.

Recommendations from the Carnegie Foundation Make research-based learning the standard. Build inquiry-based learning throughout the four years. Link communication skills and course work. Use information technology effectively. Cultivate a sense of community. Boyer Commission Report

John Dewey… “True learning is based on discovery guided by mentoring rather than the transmission of knowledge.”

What is Problem-Based Learning? PBL is an learning approach 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.

“The principal idea behind PBL is that the starting point for learning should be a problem, a query, or a puzzle that the learner wishes to solve.” Boud (1985)

What are the Common Features of PBL? Learning is initiated by a problem. Problems are based on complex, real-world situations. All information needed to solve problem is not initially given. Students identify, find, and use appropriate resources. Students work in permanent groups.

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. Assign responsibility for questions, discuss resources. Reconvene, explore newly learned information, refine questions.

The Problem-Based Learning Cycle Assessment (when desired) Overview Problem, Project, or Assignment Mini-lecture (as needed) Group Discussion Whole Class Discussion Preparation of Group “Product” Research Group Discussion

The principal idea behind PBL is? PBL challenges students to learn to learn. Learning is initiated by a problem. Student-centered work in permanent groups.

“The principal idea behind PBL is that the starting point for learning should be a problem, a query, or a puzzle that the learner wishes to solve.” Boud (1985) Testing, let’s way I want to use speaker notes.

The principal idea behind PBL is? A. PBL challenges students to learn to learn. B. Learning is initiated by a problem. C. Student-centered work in permanent groups. Think/ pair/ share

Integrating Information Technology and PBL

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.

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.

Overlap of Active-Learning Objectives and Instructional Technology Objectives

Overlap of Active-Learning Objectives and Instructional Technology Objectives

Overlap of Active-Learning Objectives and Instructional Technology Objectives

www.physics.udel.edu/~watson

Organizing the Course Organizing the Course Utilizing Online Resources

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

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

Introduction to PBL

Group facilitation and support

Forms for assessment

Examples of supporting information that can be linked from an online syllabus: Instructor’s instructional philosophy Detailed course objectives (both content and process) General education curriculum goals Motivation and description of PBL Problem solving process and strategies Roles and responsibilities of students, peer tutors, and instructor List of frequently asked questions about PBL and working in groups Forms for assessment of individual performance in groups Some thoughts on grading Anonymous suggestion box and responses to suggestions Academic Services Center Policies on academic dishonesty and responsible computing

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

Organizing Groups Groups Identity: Rosters, photos, addresses Vehicles for communication Vehicles for collaboration

Organizing Groups Groups Vehicles for communication Student to student professor Professor to group Vehicles for communication Student to group Professor to student

controlled discussion forums, 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

Organizing the Course Utilizing Online Resources Utilizing Online Resources

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

Ingredients for writing problems

Inspiration for designing problems

Information for solving problems

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

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

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

Using a Course Web Site to Organize a PBL Course

Using Online Resources to Support a PBL Course

Computer Simulations A wide variety of educational games exist that represent a PBL approach to learning <www.legacyinteractive.com> : 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. One of my own is a Flash Circuit Simulator that emulates a laboratory for studying the properties of electric circuits.

Trends and Directions in PBL at UD

Electronic Dissemination of PBL Materials

Characteristics of Good PBL Problems Relate to real-world, motivate students. Require decision-making or judgments. Multi-page, multi-stage. Designed for group-solving. Initial questions are open-ended to encourage discussion. Incorporate course content objectives. Provide challenges for higher-order thinking.

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.

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.

www.udel.edu/pblc/

PBL Clearinghouse www.udel.edu/pblc Currently there are more than 4500 registered users and 60 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

Problem-Based Learning and Physics: Developing problem solving skills in all students The project is developing a database of problems, instructional models, evaluation tools, and web-based resources that effectively incorporate PBL across the content framework of introductory undergraduate physics courses. Materials are being collected and reviewed for a wide variety of introductory physics courses, for both science majors and non-science majors, across all levels of instruction and class enrollment.

Facilities for PBL

Collaborative workspace Flexible furniture in PBL classroom

www.udel.edu/pbl/wireless/

Wireless Laptop Carts

National and International Partnerships

27 engineering educators and deans from northern France

Project funded by ALO/USAID PBL in Peruvian Higher Education: Quality Science and Math Education for Future Public School Teachers Collaboration with Pontificia Universidad Católica del Perú in Lima

Website: www.cem.itesm.mx/pbl2004 PBL2004 International Conference Pleasure By Learning June 13-19, 2004 Cancun, Mexico Website: www.cem.itesm.mx/pbl2004 E-mail: pbl2004.cem@servicios.itesm.mx Hosted by: Instituto Tecnólogico y de Estudios Superiores de Monterrey (ITESM) Campus Estado de México

Miscellaneous Science Semester for Elementary Education Majors Delaware Math/Science Partnership: Systemic Reform of Math and Science Education in the First State Preparation of Training Materials for Course in Tutor Facilitation Moving toward PBL and Distance Education - WebCT

Research on PBL at UD

PBL Outcomes at UD Exposure to PBL improves number and quality of student-faculty interactions. Structured focus groups re: PBL: increased comfort and inclusion in class. increased ability to consider, evaluate, and respect different points of view. improved communication and interpersonal skills. made course content more interesting.

PBL Outcomes at UD Gains in critical thinking skills? Inconclusive Barriers to research on PBL at UD? Many different models of PBL used (hybrids). Absence of a PBL curriculum track.

Shifting Sand: Integrating Problem-Based Learning and Technology in Education …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. …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. Parable of the Two Builders

UD PBL online PBL at UD www.udel.edu/pbl PBL Clearinghouse www.udel.edu/pblc Watson homepage www.physics.udel.edu/~watson This presentation www.udel.edu/pbl/nie-2003