1. Problem-Based Learning and Wireless Technology in the Science Classroom George Watson ghw@udel.edu www.physics.udel.edu/~watson Department of Physics and Astronomy College of Arts & Science University of Delaware 125 th National AAPT Meeting Boise, Idaho Monday, August 5, 2002

2. Part 1. Advances in Technology Part 2. Advances in Pedagogy Part 3. Need for Wireless Solution Part 4. Applications of Wireless Problem-Based Learning and Wireless Technology in the Science Classroom

3. The Way It Was... 1973 2002 Computation graphing calculators, laptops, gigabytes and gigahertz

4. The Way It Was... 1973 2002 Communication e-mail, voice-mail, chatrooms, FAX, pagers, cell phones, PDAs instant messaging, wireless connectivity

5. The Way It Was... 1973 2002 Collections Online Information: web catalogs, networked databases, Britannica Online, online newspapers, course websites, CMS

6. Shifting Sand: Impacts of Technology in Higher Education Computation and Calculation Communication and Collaboration Collections and Connections

7. Anytime, Anyplace Access to Info Active Learning and Simulations In-class Interactivity (anonymous) CMS’s and Online Collaborations Shifting Sand: Impacts of Wireless Technology in Higher Education

8. Part 1. Advances in Technology Part 2. Advances in Pedagogy Part 3. Need for Wireless Solution Part 4. Applications of Wireless Problem-Based Learning and Wireless Technology in the Science Classroom

9. Given the amazing advances in technology, the dramatic change in the first-year experience, and knowing what we know about our students, How can we best proceed in our classrooms? The question before us:

10. 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. (Bould, 1985:13) One possible answer: Problem-Based Learning

11. What is Problem-Based Learning? PBL is an instructional method 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.

12. What are the common features of PBL? Learning is initiated by a problem. Problems are based on complex, real-world situations. Information needed to solve problem is not initially given. Students identify, find, and use appropriate resources. Students work in permanent groups. Learning is active, integrated, cumulative, and connected.

13. 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 (learning issues). Students assign responsibility for questions, discuss resources. Students research learning issues. Students reconvene and explore newly learned information, refine questions.

14. The Problem-Based Learning Cycle Overview Problem, Project, or Assignment Group Discussion Research Group Discussion Preparation of Group “Product” Whole Class Discussion Mini-lecture

15. Part 1. Advances in Technology Part 2. Advances in Pedagogy Part 3. Need for Wireless Solution Part 4. Applications of Wireless Problem-Based Learning and Wireless Technology in the Science Classroom

16. www.educue.com Interactive Student Response Systems

17. The principal idea behind PBL is? A. PBL challenges students to learn to learn. B. Learning is initiated by a problem. C. Students work in permanent groups. Think/ pair/ share www.udel.edu/pbl/

18. Collaborative, reconfigurable workspace Flexible furniture Flexible equipment

20. www.udel.edu/pbl/wireless/

22. Wireless Laptop Carts

24. Part 1. Advances in Technology Part 2. Advances in Pedagogy Part 3. Need for Wireless Solution Part 4. Applications of Wireless Problem-Based Learning and Wireless Technology in the Science Classroom

25. SCEN103 at the University of Delaware Silicon, Circuits, and the Digital Revolution www.physics.udel.edu/~watson/scen103/

26. Broad Course Objectives: Explain the basic operation of electrical circuits, simple semiconductor devices, and integrated circuits. Analyze simple electrical circuits to assess their function and effectiveness. State and describe fundamental scientific principles underlying modern electronic devices. Identify the contributions of science and technology to everyday life.

27. A Problem-Based Learning Approach to Simple Electrical Circuits Incorporating PBL problems Other collaborative exercises Hands-on laboratory exercises

28. Crossed Circuits PBL #1 Energy = power x time Two roommates argue about perceived use of electrical energy; one uses the hairdryer too much and the other showers too long. Who should pay more towards the utility bill?

29. A San Francisco Treat PBL #2 Parallel circuits Household wiring Power ratings of appliances Electrical wiring plans are formulated for a building conversion in San Francisco using floorplans from “This Old House”.

30. Problem-Based Learning and Physics: Developing problem solving skills in all students The problem-based learning (PBL) program initiated at the University for reforming undergraduate science teaching is being expanded beyond the University by the development of instructional models and materials made accessible to faculty worldwide through an online clearinghouse. 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. In addition to collecting existing problems and material, the project is implementing problem-writing workshops as an important element in developing the collection of PBL materials needed to cover the different curricula of physics at the college level. Selected clearinghouse problems will also be adapted to the high school setting. NSF DUE 00-89408 CCLI-EMD www.udel.edu/pblc/

31. Batteries and Bulbs Lab #3 Series and parallel combinations Students work from the simplest possible circuit to the challenging circuit on the left and its companion on the right.

32. Flash Circuit Simulator

33. Motivation for This Project Anywhere, anytime accessibility to ‘lab’. Faster, cheaper ‘what if?’ changes. When hands-on experiences in a physical laboratory are not available, computer simulations are often the next best option. For some topics, computer simulations can provide an environment for active learning that is just as rewarding as the traditional laboratory.

34. Implementation of This Project JavaScript and Java applets are often employed to implement computer simulations for learning that can be accessed over the web. Often overlooked are other software solutions that run from suitably configured web browsers -- Macromedia Flash is one such approach. We have created a simple circuit simulator written in Flash that provides an interactive experience for introductory students of electricity.

35. Features of the Circuit Simulator The current version provides a prototyping workspace drag-and-drop selection of resistors and batteries multimeters that can be configured to display current and/or voltage for each circuit element wire cutters and wire to complete and reconfigure circuits to carry out simulated experiments. a written and audio introduction to its use.

36. Running a circuit simulation…

37. Demonstration (if time permits) http://www.udel.edu/present/showcase/watson/

38. Problems We Encountered with the Wireless Classroom Worries about loss of network security; Worries about loss of laptop computers; Worries about distracted students; Worries about status of batteries; Grin and bear it – a real issue with IT folks. Cabinet bolted to wall and diligent users. Laptop displays can be readily closed. Real – bought a bank of spare batteries.

39. Problem-Based Learning and Wireless Technology in the Science Classroom George Watson ghw@udel.edu www.physics.udel.edu/~watson Department of Physics and Astronomy College of Arts & Science University of Delaware 125 th National AAPT Meeting Boise, Idaho Monday, August 5, 2002