1. Engaging students using problem-based learning in an online learning environment School of Education Postgraduate topic in Gifted Education EDUC9794 lesley.henderson@flinders.edu.au

2. Learner view of external mode o Advantages o Greater choice o Flexibility – time, space o Less travel o Increased accessibility o Self-paced, self- directed – autonomy o Multimedia o Disadvantages o Intimidating technology o Costs of technology o Isolating and lonely o More self-discipline required o Prior experience & learning preferences Not all students like online experience – want hard copy materials, independent study & flexible timetable Not all students have good internet access, or technical skills Many postgraduate students study on weekends – no FLO support

3. Designing an on-line topic o Topic is about affective development o Importance of social & emotional supports & problem of isolation in distance study – establishing a community of learners via FLO o Topic requires an understanding of diverse gifted students o How do you care about theoretical issues unless they have a ‘human face’ – real students o Knowledge is important, but application of knowledge is more valuable o Authentic problem for the teacher is simulated in the PBL case study – motivation to study

4. Problem-Based Learning o Introduces a ‘real-world’ problem o No clear/single answer – ‘fuzzy’ problem o Students use existing knowledge, share knowledge, set individual learning tasks to elaborate on knowledge o Collaboration & communication o Applies & develops higher order thinking o Professional application o Students find PBL strongly motivating

5. PBL design process o Set very clear learning objectives o Select a problem – develop a case o Seek advice – authentic & relevant o Develop/identify resources for independent research (scaffolding learning) o Determine evaluation/assessment

6. PBL Objectives o Understand issues relating to the social and emotional development of diverse gifted children and the behaviours that may be associated with these issues. o Understand the importance of developing classroom environments that are responsive to a diverse range of affective needs. o Consider what teachers can do in collaboration to address the social and emotional needs of gifted students in the regular classroom. o Experience the application of PBL as a strategy to engage students in collaborative problem-solving that reflects real-life learning.

7. How can technology support PBL? Donnelly (2005:158) o Providing exciting curricula based on real-world projects & problems o Providing scaffolds, tools & resources to enhance learning o Giving both students & teachers more opportunities for feedback & reflection o Expanding opportunities for student learning through collaboration & discussion

8. How do I use FLO to try to create a sense of community? o Clear communication re nature of topic & aims – structure o Personalise FLO space with photos – pleasant environment o Encourage participation in FLO discussion – ‘Meet & Greet’ activity o Allocate marks for participation in discussion o Provide guidelines for interaction – Code of the Community of Inquiry (Jewell et al 2011) o Be present on FLO!

9. My belief… o A problem-based learning case study provides an authentic online learning environment that helps postgraduate students self-direct and deepen their learning, and collaborate with others. o “The incorporation of PBL strategy into an online learning environment provides the engaging, collaborative and learner-centred activities that are required to encourage a student to fully participate in the learning program” (Gooding, 2002:2)

10. The Future? o Virtual reality o text-based ‘triggers’ replaced by or supplemented with video? o Video-conferenced presentations o Live chats o Synchronise discussions? o Blogs o Others?

11. Resources o Video of PBL at Flinders Uni at http://mtu.flinders.edu.au/events/pbl_adsl.cfm http://mtu.flinders.edu.au/events/pbl_adsl.cfm o Adelaide University guide to using PBL at http://digital.library.adelaide.edu.au/dspace/bitstream/ 2440/71220/1/hdl_71220.pdf http://digital.library.adelaide.edu.au/dspace/bitstream/ 2440/71220/1/hdl_71220.pdf o Handbook of Enquiry & PBL at http://www.aishe.org/readings/2005-2/ http://www.aishe.org/readings/2005-2/ o Online chapter about using technology in PBL at o http://www.aishe.org/readings/2005-2/chapter16.pdf http://www.aishe.org/readings/2005-2/chapter16.pdf

12. References o Brodie,L.(2005). Problem based learning in the online environment – successfully using student diversity and e- education. o Cheaney,J. & Ingebritsen, T. (2005). Problem based learning in an online course: A case study. The International Review of Research in Open and Distance Learning, Vol 6, No 3. o Donnelly, R. (2005). Using technology to support project and problem-based learning. In T. Barrett; I. MacLabhrainn, & H. Fallon (Eds). Galway: CELT. http://www.nuigalway.ie/celt/pblbook/ http://www.nuigalway.ie/celt/pblbook/ o Gooding, K. (2002). Problem based learning online. In S. McNamara & E. Stacey (Eds.), Untangling the Web: Establishing Learning Links. Proceedings ASET Conference 2002. Melbourne, 7-10 July. http://www.aset.org.au/confs/2002/gooding.htmlhttp://www.aset.org.au/confs/2002/gooding.html o Jewell, P., Henderson, L., Webster, P., Dodd, J., Paterson, S., & McLaughlin, J. (2011). Teaching ethics: Care think and choose. Melbourne, Vic: Hawker Brownlow Education.