1 Positive Learning Outcomes Through Problem-Based Learning Willie Yip Department of Computing.

Slides:



Advertisements
Similar presentations
The Benefits of Utilising Problem Based Learning (PBL) in a Nurse Practitioner Curriculum Annaliese Willis Helen Ward London South Bank University, UK.
Advertisements

MACCRAY Special Education Work-Based Learning Program Helping Students Climb the Ladder of Career Success By: Elyse Hagen, LD/DCD Special Education Teacher.
Demanding Questions and Difficult Answers Alan Maddocks Carol Newbold Loughborough University.
LBSS Faculty of Law Business and Social Sciences Law Accountancy Business and Management Central and East European Studies Economics Economic and Social.
Towards 2010 – Common Themes and Approaches across Higher Education and Vocational Education and Training in Europe - New and emerging models in vocational.
They’re Computer Savvy, Right? Well, Maybe…
Teaching is designed with the aim to equip the learner with essential assets for success in tomorrow's world (presidential address) Integrating our society.
Research teaching Center for Engineering Learning and Teaching University of Washington August 2006 ACI Committee.
Dr Jim Briggs Masterliness Not got an MSc myself; BA DPhil; been teaching masters students for 18 years.
The “Highly Effective” Early Childhood Classroom Environment
My Community My Place My Pride Hlengiwe Mfeka Mconjwana High School
Helping Students Learn to Learn Cultivating Lifelong Learners by:
Helping Students Learn to Learn: Easy Methods for Teaching & Assessment Angela Ho, EDC Wincy Lee, Learning to Learn Project Kenneth Tam, Learning to Learn.
Education to Careers. Education-to-Careers in Illinois Also known as school to work Commitment to improve quality and relevance of education for every.
Willie Yip Department of Computing
Prepared By: Dr. Abdelhafid Bouhraoua Steering to ABET EC 2K: Lab Organization and Instruction By: Dr. Abdelhafid Bouhraoua By: Dr. Abdelhafid Bouhraoua.
Positive Outcomes of PBL Dr. Jenny Chung Department of Rehabilitation Sciences.
Developing Students to Meet the Changing Challenge of the Profession via Project Work C W Chuen 21 May 2002.
Technologie dell’informazione e Profili e Curricula le biblioteche Parma Ottobre 2005 IT Competences and Curricula Issues: A University Perspective.
Building Student-Centered Curricula: Problem-Based Learning and Cooperative Learning.
Represent your way to your career UPSU Course Rep Conference Wednesday 29 October 2014 Guy Townsin.
Developing a Personal Development Plan
Enterprise & Entrepreneurship Education the new curriculum guidelines in Ireland and the UK ISBE 2012, Dublin 6 November Professor David Rae
Philosophers are Employable! – employability attributes and academic disciplines Val Butcher, Higher Education Academy and Claire Rees, University of York.
Using of various monitoring forms to improve the learning motivation amid students of the medical university State Funded Educational Institution for Higher.
TRAINING AND COUNTINUOUS DEVELOPMENT
Problem-Based Learning (PBL) Tutorial
Minimum Core Skills and embedding. A study by the National Research and Development Centre (NRDC) 2006 discovered that…. Learners on embedded courses.
International Perspective: Laotians and Canadians Learning Together to Understand the Sustainability of Tourism in Laos.
Home, school & community partnerships Leadership & co-ordination Strategies & targets Monitoring & assessment Classroom teaching strategies Professional.
EAST AFRICAN COMMUNITY REGIONAL HIGHER EDUCATION QUALIFCATIONS FRAMEWORK.
Keeping the End in Mind: The Rigor of College and Career Readiness in Virginia Dr. Linda Wallinger Assistant Superintendent for Instruction Virginia Department.
Southern Regional Education Board Welcome What Does Academic Integration Really Mean in the Career-Technical Classroom? Nancy Headrick, Director State.
Innovations in Engineering Education Why ? When ? How ? Ivan ŠIMAN, MSc. PhD.
Chemical Engineering curriculum renewal for the twenty first century: a work in progress Peter Holt, Jose Romagnoli and Ali Abbas.
Competence Analysis in the Two-subject Study Program Computer Science Jože Rugelj, Irena Nančovska Šerbec Faculty of Education Univesity of Ljubljana 1Beaver.
Instructional leadership: The role of promoting teaching and learning EMASA Conference 2011 Presentation Mathakga Botha Wits school of Education.
BLENDED LEARNING IN HIGHER EDUCATION: UTILITY OR FUTILITY?
Outcome-based Education – From Curriculum to Classroom practices
Enhancing Learners’ Lifelong Learning Through Implementing Problem-Based Learning Presenter: Dr Danh Duc Nguyen Department of Psychology and Education,
International Conference on Enhancement and Innovation in Higher Education Crowne Plaza Hotel, Glasgow 9-11 June 2015 Welcome.
Electronic Portfolios Preparing Our Students for the 21 st Century The Future.
Jonghwi PARK ICT in Education, APEID UNESCO Bangkok How to Design Project Based Learning : Lesson Plan.
Problem based learning (PBL) Amal Al Otaibi CP, MME.
Sustainability Training Series 2015 From Piloting to Sustaining Practices September 29, :00pm - 3:00pm Developing and Sustaining ELO Programs.
Group work – why do it? Rachel Horn – Civil & Structural Engineering.
Problem-Based Learning (PBL)
College of Science and Engineering Learning and Teaching Strategy Planning Meeting Initial Reflections Nick Hulton.
Learning from Western- Australian secondary and VET system.
 My philosophy is perseverance cannot be divorced from progress to success.  My goal is to use these tools that I have learnt and insight I have gained.
Understanding Problem-Based Learning. How can I get my students to think? Asked by Barbara Duch This is a question asked by many faculty, regardless of.
A Focus on Health and Wellbeing Wendy Halliday Learning and Teaching Scotland.
Teacher competencies. Professional competence with ICT Draw on appropriate ICT applications to enhance personal and professional effectiveness  Using.
Preparing Future Teachers for 21 st Century Learning Partnerships that enhance the capacity of pre-service education 2008 Deakin University Faculty of.
Ulster.ac.uk Learning at Ulster Student Learning Experience Principles.
What should we expect from 2 nd year students? A realistic approach. Tuesday 25 th February 2014 Tutor CPD Seminar.
Session Objectives Analyze the key components and process of PBL Evaluate the potential benefits and limitations of using PBL Prepare a draft plan for.
Problem-based Learning in an Online IT Professional Practice Course Goold, A. (2004). Problem-based learning in an online IT professional practice course.
AN INTEGRATED APPROACH TO ENGINEERING AND DESIGN School of Mechanical and Aeronautical Engineering (SMAE) Dr Linda Lee, Peter Lo and Lim Siew Kuan June.
Introduction to STEM Integrating Science, Technology, Engineering, and Math.
+ Interdisciplinary partnerships at the Royal Danish Military Academy Lynda W. Hansen, Head of Language Department.
Staying Relevant A examination of an effective online course. Staying Relevant Learning Team A E-Learning/AET 541 September 29, 2014 Dr. Mary Poe (Elizabeth.
3-18 Skills for Careers Characters EmployabilityCommunicationProblem Solving Working with others Self Awareness.
Thomas Foster Kansas Department of Education June 22, 2013.
Aims, Intentions, Goals, Objectives, Outcomes, and Competencies 1.
National Qualifications Framework Silesian University of Technology Faculty of Transport Ph.D. Rafał Burdzik.
New Technologies in Life Long Learning Programs for Educators Jenny Pange Professor, University of Ioannina, Greece.
Teaching with Instructional Software
Quality assurance and curriculum development
Cape Peninsula University of Technology
Presentation transcript:

1 Positive Learning Outcomes Through Problem-Based Learning Willie Yip Department of Computing

2 Agenda  The challenges to IT education and their solutions  The adopted PBL strategy  Learning outcomes  Views of Students  Reflection on the project  Conclusion

3 The challenges to IT education Challenge 1 Rapid technological development in the IT- difficult to cover all relevant knowledge. New technology comes and goes – obsolete easily. Curricula are over-full - high workloads for both teacher(s) and students. Solutions *Adopt the PBL approach with good problem cases (reflect common and contemporary issues). * Enables students to develop self-learning attitude, research capability and have breadth and depth of professional knowledge.

4 The challenges to IT education Challenge 2 Learning state-of-art knowledge may not be sufficient. Students need analytical, creative thinking and life- learning skills; Skills for ill-defined problems. Students need to be equipped to be lifelong learners and able to adapt to technological change. Solutions *Well-structured problems - develop knowledge acquisition and train specific skills. *Ill-structured problems - develop critical thinking, creativity and problem-solving skills. *Practise collaborative learning. Provide timely feedback & good work is displayed.

5 The challenges to IT education Challenge 3 The competencies and knowledge are required to be identified in the profession. Strategies need to be devised to teach these competencies. Solutions *The basic generic skills are analytical, problem- solving, creative thinking, teamwork, technical, leadership, and communication skills. *A learning and teaching environment needs to be established. Assessments need to be designed for these skills and students be aware of contemporary issues in the profession.

6 The challenges to IT education Challenge 4 There is a need for lifelong learning and continuing professional development as the IT profession demands. Solutions *Students should be taught to become active learners - learn how to acquire information. *They develop collaborative learning experience, acquire the habit of raising questions for discussion. *Encouraged students to develop research skills and self-learning ability, and to learn beyond the classroom.

7 The challenges to IT education Challenge 5 Information technology is the cause of these challenges, as it is the major factor in driving the pace of technological development and the knowledge explosion. Solutions Students need to use the potential of the Internet for information resources. They have the ability to employ efficient strategies to find relevant information and be able to understand and use the collected information. Students use IT for system project development.

8 The challenges to IT education Challenge 6 Relating theory to practice has always been problematic, and integrating the theory and professional practice components is essential. Students need to know how to apply theory to practice in problem solving. Solutions Real-life problem cases and application projects are offered, such that students are motivated to apply theory to practical situations. They learn the problem-solving process through hands-on experience.

9 The adopted PBL strategy / PBL strategy was applied to the Higher Diploma in Information Systems programme / Students work in teams of 5-6 / 4 subjects are integrated for Information System Development / The various stages of PBL are to be supported by technology tools / Students gained some PBL experience in year-1 / Use real-life application problems offered by the SAO to integrate three subjects in year-2 / Moving from PBL to Action Project Learning

10 Problem-based learning processes (Hybrid approach) supported by IT / Teaching & learning resources are available on the Web / Problem case - common systems development problems / Students work in teams and use the Web in: 4Problem analysis 4Identification of areas of learning 4Project planning / Each student undertakes independent and small-group learning / The progress of the students can be monitored and feedback is given via the Web / Each group presents its finding through report and presentation / The good work is displayed on the Web for Reflection

11 Generic skills development Subject nameSchedule Development of skills Commercial Programming Year 1 (semester 2) Problem-solving, analytical Information Systems Analysis Year 2 (semester 1) Analytical, problem analysis, information search, self- learning, collaborative learning Information Systems Design & Implementation Year 2 (semester 2) Creative thinking, collaborative learning, self-learning, technical skills Commercial Programming Project Year 2 (semester 2) Relate theory to practice, project management skills, problem solving through hands- on experience

12 IT support for Problem-Based Learning

13 Learning Outcomes

14 Comparison with the Faculty of Engineering The statistical results indicate a positive learning outcome when compared with past engineering graduates. The results show better outcomes, including learning outcomes, critical thinking, creative thinking, communication skills, interpersonal skills, and problem-solving. ConstructCOMP (N=49) Faculty (N=301) p-valueEffect size (Col 2 –Col 3)/S Career Relevance3.97 (0.61)3.46 (0.86) Learning Outcomes3.92 (0.49)3.55 (0.73) Critical Thinking3.78 (0.37)3.45 (0.72) Creative Thinking3.73 (0.45)3.39 (0.64) Lifelong Learning3.77 (0.40)3.73 (0.57) Communication Skills 3.97 (0.54)3.55 (0.78) Interpersonal Skills3.89 (0.36)3.70 (0.60) Problem-Solving3.82 (0.31)3.67 (0.61) Adaptability3.86 (0.46)3.81 (0.60) Workload (reversed)2.53 (0.79)2.92 (0.87)

15 Comparison with the PolyU ConstructCOMP (N=49) Faculty (N=1532) p-valueEffect size (Col 2 –Col 3)/S Career Relevance3.97 (0.61)3.60 (0.85) Learning Outcomes3.92 (0.49)3.60 (0.69) Critical Thinking3.78 (0.37)3.49 (0.66) Creative Thinking3.73 (0.45)3.35 (0.65) Lifelong Learning3.77 (0.40)3.68 (0.59) Communication Skills 3.97 (0.54)3.66 (0.76) Interpersonal Skills3.89 (0.36)3.71 (0.63) Problem-Solving3.82 (0.31)3.65 (0.58) Adaptability3.86 (0.46)3.79 (0.63) Workload (reversed)2.53 (0.79)2.92 (0.95)

16 Students’ view on PBL & APL

17

18

19

20

21

22 Views of students / Heavy workload – No experience & skills / Value PBL experience & teamwork / The Web has information resources / Easy online work submission / Private area for group discussion / Posting board to motivate their learning / Leadership skills are important / Learn project planning & monitoring

23 Successes Found / Motivating students to perform better / Relating theory to practice / Enhanced critical thinking / Enhanced analytical skills / Enhanced communication skills / Foster teamwork / Better information search skills / Better learning outcomes / Enhanced tutorial participation

24 Things did not work well / Even though teaching materials are on the Web, students do not prepare for lectures / Single subject in the entire programme to introduce PBL / Too many problem cases / Workload cannot be reduced to achieve the desired quality / Current SFQ does not measure teaching quality for PolyU learning and teaching initiatives / Limited resources

25 Reflection / PBL should be introduced in semester 1 year-1 / Subject appropriateness for PBL (development of generic skills) / Subjects integration through problem cases / Resources for Web site maintenance and supporting tools / Need a team of teachers willing to work together

26 Conclusion / Students benefit from PBL with IT support through the integration of several subjects / Both problem cases and real-life projects provided better learning outcome / Students have been motivated to learn better by posting their good work (reports & presentations) / Students’ learning activities have been found to be higher / Hard work for both teachers and students