1. No Problem: The Case for Supporting Active Learning through Technology
Small scale pilot case study – using technology to facilitate active learning in a blended programme
Julie Usher, University of York
September 2010

2. Background Why PBL? Why blended? Student centred Authentic
Skills for lifelong learning
“This approach requires students to take ‘ownership’ of their own learning based upon a principle of active engagement…”
Student Guide to PBL
“Law school does not teach you the law, it teaches you to think like a lawyer…”
Student Guide to PBL
Why blended?
Flexibility
Transparency
Student centred – responsibility, engagement, valuing existing knowledge, constructive not transmissive model
Authentic – engagement, relevance, complexity
Skills – self-management (focused and achievable outcomes) and SDL/research skills, communication (written and f2f) and collaboration, synthesis and evaluation of alternative views

3. Structure of programme
The LLM approach
Structure of programme
Problems (2 week cycle)
Reflective log
Plenaries
Exam
Cohort
7 students
Mixed technical and academic experience
High percentage of international students

4. The seven step model Adapted from Schmidt, 1983 Face to face
Gather key information and clarify unclear terms and concepts
Define the problem
Analyse the problem
Arrange ideas systematically and consider them in-depth
Identify the learning outcomes
Blog
In self-directed study use a range of resources to meet the learning outcomes
Wiki
Share the results of your self-directed study, and see how far this assists with an understanding of the problem as a whole, and what further knowledge is required.
Adapted from Schmidt, 1983

5. Online activity Contributions: Average 2 posts per student per week
Engagement – consistent levels of hits and posts (except week 8 – technical, and week 10 – end of term)
Flexibility – times and days
Contributions: Average 2 posts per student per week

6. Online activity

7. Online activity
Hour (24h)

8. Online activity Self-directed learning
SDL – lots of presenting resources, examples and evidencing positions
Collaboration – some questions, agreeing and expanding, little critique

9. Online activity
SDL – lots of presenting resources, examples and evidencing positions
Collaboration – some questions, agreeing and expanding, little critique

10. Student feedback Active learning Thinking ‘like a lawyer’
“if you do something in PBL you will remember that forever, whereas [on my previous course] I had like hundreds of pages to learn by heart and then after two weeks I wouldn’t remember half of it” Student 1
Thinking ‘like a lawyer’
You’re applying what you’ve learned into a practical context and that really does help … by working through a problem you actually see how you get to it” Student 4

11. Student feedback Collaborative learning
“if somebody posted something on one problem and you didn’t agree, we would always comment on it as well and post another view” Student 2
“it’s quite helpful because you are actually seeing someone’s argument written out, so you can actually follow it…” Student 4
“if you’re stuck on something, rather than texting someone who might not know the answer, at least on the blog you’ve got more chance of someone reading your question and knowing it” Student 3

12. Lessons learned and next steps?
LLM
Set-up and technical support
Summative assessment and individual feedback
Wider context
Scalability – undergraduate (LLB)
Staff development
PBL CoP – sharing practice across disciplines

13. Questions?

14. References
Donnelly, Roisin Harmonizing technology with interaction in blended problem-based learning. Computers & Education 54:
Fox, S. and K. MacKeogh Can eLearning Promote Higher-order Learning Without Tutor Overload? Open Learning: The Journal of Open and Distance Learning 22, no. 2:
Savin-Baden, Maggi, and Claire Howell Major Foundations of Problem-Based Learning. Maidenhead: Open University Press.
Savin-Baden, Maggi, and Kay Wilkie Problem-Based Learning Online. Maidenhead: Open University Press.
Schmidt, Henk G Problem-based learning: rationale and description. Medical Education 17: 11-16

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