1. 1 Distance Teacher Education with Problem Based Learning Distance Course for Training Trainers in the Use of Flexible Learning and PBL Rolf Carlsson Roza Dumbraveanu Ulla Högberg Göran Karlsson Bengt Olsen

2. 2 Distance Teacher Education with Problem Based Learning Conten t 1.Course aims 2.Pedagogical models Mechanics course Mechanics course 3.Course objectives Mechanics distance course Mechanics distance course 4.Course structure 5.Course operation 6.Participant activities 7.Metaphors to use 8.Crucials 9.Pros and cons 10.International project cooperation

3. 3 Distance Teacher Education with Problem Based Learning Rolf Carlsson Rolf Carlsson Datakonsult AB, Sweden e-mail: Rolf.Carlsson@centrinity.se Roza Dumbraveanu State University of Moldova, CHISINAU, Moldova e-mail: roza@usm.md Ulla Högberg University of Karlstad e-mail: ulla.hogberg@kau.se Göran Karlsson Department of Mechanics, KTH e-mail: karlsson@mech.kth.se http://www.mech.kth.se/~karlsson Bengt Olsen Centrinity AB, Kristallen, SE-752 38 UPPSALA, Sweden e-mail: Bengt.Olsen@centrinity.se http://www.centrinity.se

4. 4 Distance Teacher Education with Problem Based Learning Constructivism Knowledge must be constructed by the learner; it cannot be supplied by the teacher Instructivism – Constructivism

5. 5 Distance Teacher Education with Problem Based Learning Main course objective 1(5) Have such knowledge of the use of ICT and flexible education that they independently can plan and carry out education using ICT

6. 6 Distance Teacher Education with Problem Based Learning Main course objective 2(5) Have got such experiences that they can foresee and forestall problems that usually occurs in education implemented with ICT

7. 7 Distance Teacher Education with Problem Based Learning Main course objective 3(5) In a pedagogically creative way use the possibilities that ICT offers

8. 8 Distance Teacher Education with Problem Based Learning Main course objective 4(5) Comprehend that the important components in a successful flexible education are –Technology –Organisation –Pedagogy –Economy

9. 9 Distance Teacher Education with Problem Based Learning Main course objective 5(5) Comprehend which the critical factors for success are and the new role of the teacher

10. 10 Distance Teacher Education with Problem Based Learning Course structure 1(6) 20-40 partipants per course On-line preparatory course –Solving start-up technical problems –Learning FirstClass –Planning the homework assignment

11. 11 Distance Teacher Education with Problem Based Learning Course structure 2(6) One day introductory conference –“Get together” –Course presentation –Lectures on Distance learning, Group communication and special features –Small group planning –Questions about FirstClass –Evaluation

12. 12 Distance Teacher Education with Problem Based Learning Course structure 3(6) Distance education (4 weeks) –Conferences –Seminars –Homework assignments –Problem of the week

13. 13 Distance Teacher Education with Problem Based Learning Course structure 4(6) Mid-course meeting –Video-conferencing about PBL –Course problems discussed –Systems/platforms information –Group work

14. 14 Distance Teacher Education with Problem Based Learning Course structure 5(6) Distance education continued (4 weeks)

15. 15 Distance Teacher Education with Problem Based Learning Course structure 6(6) Breaking-up day –Experiences –How to avoid the problems we have had? –Deeper studies in special areas –Moderator’s role and activities –Evaluation and “how can we make this course better” –Collegial network?

16. 16 Distance Teacher Education with Problem Based Learning Conference structure Café Staff-room Bulletin board Student room Directory Seminars Assignments (7) Group rooms Library System questions Pedagogical room Evaluation Competition

17. 17 Distance Teacher Education with Problem Based Learning Assignments Grouping on basis of interest Seven assignments for all groups 1. Arguments pro and con 2. Planning your own project 3. Pedagogics and learning styles 4. Problem based learning 5. Your own assignments 6. Your own Conference structure 7. Your own Study guide Dead-lines with one - two weeks intervals

18. 18 Distance Teacher Education with Problem Based Learning Seminars Other groups Every group is three weeks responsible for – Formulating seminar problems – Monitoring that the other groups participate – Summarize the discussions Applying ideas from PBL Society and organisations Reproduction-Construction Technology

19. 19 Distance Teacher Education with Problem Based Learning Seminar content

20. 20 Distance Teacher Education with Problem Based Learning Participant activity 1(5) Relative activity per weekday

21. 21 Distance Teacher Education with Problem Based Learning Participant activity 2(5) Total number of messages per week DLU11 Participants’ and intructors’ activities distributed on weeks Number of entries Week

22. 22 Distance Teacher Education with Problem Based Learning Participant activity 3(5) Total number of messages per hour 0 20 40 20 0000-0001 0002-00030003-00040004-00050005-00060006-00070007-00080008-00090009-10001000-11001700-18001800-19001900-20002000-21002100-22002200-23002300-24001200-13001300-14001100-12001600-17001500-1600 1400-150 DLU11 Participants’ activities distributed on hours Hour Number of entries

23. 23 Distance Teacher Education with Problem Based Learning Participant activity 4(5) Different conferences activity

24. 24 Distance Teacher Education with Problem Based Learning Participant activity 5(5) Number of messages per participant (all messages)

25. 25 Distance Teacher Education with Problem Based Learning Course administration Manager Course leader Course assistant Subject expert

26. 26 Distance Teacher Education with Problem Based Learning Agora Huddinge Computer Science Basic and Continuation course Windows, Word, Excel, computers and their effect on individuals, groups and society 60 hours of study during 16 weeks 36 students (21 male and 15 female) Technical requirements –IBM compatible computer with Internet connection –Windows 3.x or Windows 95 –MS Word 6.0 or better –MS Excel 5.0 or better

27. 27 Distance Teacher Education with Problem Based Learning Agora Huddinge - Entrance

28. 28 Distance Teacher Education with Problem Based Learning Agora Huddinge - Ground floor

29. 29 Distance Teacher Education with Problem Based Learning Agora Huddinge - The lift

30. 30 Distance Teacher Education with Problem Based Learning Agora Huddinge - Third floor

31. 31 Distance Teacher Education with Problem Based Learning ICTI Virtual Consultancy Mind maps with MindManager

32. 32 Distance Teacher Education with Problem Based Learning Check that everybody has got functioning access and has been able to log in. Clear admission requirements (in subject, computer experiences and the English language – since many entered links refer to sites using English). Be sure that everybody has understood the course aim, its goal and its objectives. Inform about the necessity to devote daily time to course. Some experience points to remember 1(6)

33. 33 Distance Teacher Education with Problem Based Learning Optional course/s in general computer training, word processing etc. Check (and if necessary train) general computer literacy. Not too many participants (max. 40). Not too large groups (3-5 participants per group). Introduce group members to each other at first course meeting. Some experience points to remember 2(6)

34. 34 Distance Teacher Education with Problem Based Learning Appoint a responsibility leader for each group. Let the group members sign a contract about their responsibilities to the group and peers. Continuously stress participant accountability.a Assist so that client-server connectivity functions. Inform about activity need and consequences (for the inactive and others) if that is not followed. Some experience points to remember 3(6)

35. 35 Distance Teacher Education with Problem Based Learning Do not encourage participants to send you personal e-mails, but rather use group communication with the fellow learners. In this way distance learning does not require more instructor effort than conventional teaching. Support individual searching but collaborative learning. Request absent messages (in e.g. a specific conference). Some experience points to remember 4(6)

36. 36 Distance Teacher Education with Problem Based Learning Give technical support, particularly in the beginning. Check participant presence and contact if necessary. Not too many conferences in the beginning, better to split or start new ones later. Some experience points to remember 5(6)

37. 37 Distance Teacher Education with Problem Based Learning Not too large homework assignments. Assist participants to reduce their too high personal self-demands on form quality. Check quality of work and react if necessary. Some experience points to remember 6(6)

38. 38 Distance Teacher Education with Problem Based Learning Distance studies can be combined with other activities. Lower cost for companies; ordinary job can partly continue. Access to a large pool of available course via the network. Individual curriculum can be designed. Social contacts through meetings, network group work and discussion conferences Participants’ opinions 1(3) Pros

39. 39 Distance Teacher Education with Problem Based Learning Instructors not trained for this form. Still teaching colleges continue to train for traditional teaching. Distance studies require more participant discipline. Increased dropout risk. Companies do not understand what it is. Participants’ opinions 2(3) Cons

40. 40 Distance Teacher Education with Problem Based Learning Companies believe it is very expensive. Companies believe in intensive courses at isolated places. Lack of human social contacts Participants’ opinions 3(3) Cons

41. 41 Distance Teacher Education with Problem Based Learning Participant accountability: contracts, moderator Project oriented learning Peer communication Face-to-face gatherings Activate Instructor in background but reacts Conclusions

42. 42 Distance Teacher Education with Problem Based Learning It is over now