1. George H. Watson, University of Delaware ghw@udel.edu Integrating Information Technology and PBL PBL Workshops at Bronx Community College - CUNY October 20, 2006 www.udel.edu/pbl/bcc-cuny/

2. Active Learning Objectives Courses should: 1.Be student-centered and encourage students to “learn to learn.” 2.Provide opportunities to think critically and to analyze and solve problems. 3.Assist students in developing skills in gathering and evaluating information. 4.Provide experience working cooperatively in teams and small groups. 5.Help students acquire versatile and effective communication skills. 6.Offer a variety of learning experiences. 7.Apply technology effectively where it will enhance learning.

3. Information Technology Objectives Students should: 1.engage in electronic collaboration. 2.use and create structured electronic documents. 3.do technology-enhanced presentations. 4.use appropriate electronic tools for research and evaluation. 5.use spreadsheets and databases to manage information. 6.use electronic tools for analyzing quantitative and qualitative data. 7.identify major legal, ethical, and security issues in information technology. 8.have a working knowledge of IT platforms. Adapted from Technology Across the Curriculum, George Mason U.

4. Overlap of Active-Learning Objectives and Instructional Technology Objectives

7. www.physics.udel.edu/~watson

10. Organizing the Course Utilizing Online Resources Organizing the Course

11. Web Sites and Web Pages Syllabus Organizing the Course Groups Student Reports and Projects Syllabus

12. Introduction to PBL Organizing the Syllabus Group facilitation and support Forms for assessment

15. Introduction to PBL

16. Group facilitation and support

17. Forms for assessment

18. Examples of supporting information that can be linked from an online syllabus: 1.Instructor’s instructional philosophy 2.Detailed course objectives (both content and process) 3.General education curriculum goals 4.Motivation and description of PBL 5.Problem solving process and strategies 6.Roles and responsibilities of students, peer tutors, and instructor 7.List of frequently asked questions about PBL and working in groups 8.Forms for assessment of individual performance in groups 9.Some thoughts on grading 10.Anonymous suggestion box and responses to suggestions 11.Academic Services Center 12.Policies on academic dishonesty and responsible computing

19. Web Sites and Web Pages Syllabus Organizing the Course Groups Student Reports and Projects Groups

20. Identity: Rosters, photos, addresses Organizing Groups Vehicles for communication Vehicles for collaboration

22. Student to professor Professor to student Organizing Groups Groups Student to group Professor to group Student to student Vehicles for communication

23. Group to professor Group to group Groups bulletin boards, newsgroups Egroups.com chatrooms, filesharing, scheduling meetings CMS: WebCT controlled discussion forums, collaborative space, whiteboarding Vehicles for collaboration Organizing Groups MS SharePoint

24. Organizing the Course Utilizing Online Resources Utilizing Online Resources

25. Web Sites and Web Pages Ingredients for writing problems Utilizing Online Resources Inspiration for designing problems Information for solving problems

26. Ingredients for writing problems

27. Inspiration for designing problems

28. Information for solving problems

29. Web Sites and Web Pages Utilizing Online Resources Borrowing images from other sites Creating images with scanners, digital cameras Ingredients for writing problems Background facts from networked databases

30. Web Sites and Web Pages Utilizing Online Resources Online regional newspapers for local perspective International newspapers for global view Quack websites for “raw” material Film and TV sites for scripts and characters Inspiration for designing problems

31. Web Sites and Web Pages Utilizing Online Resources Executing web searches effectively Information for solving problems Evaluating online resources critically Old thinking: The web is full of misinformation and biased representation Stay away! New thinking: Engage and develop critical thinking skills. The Internet Challenge!

32. Using a Course Web Site to Organize a PBL Course

33. Using Online Resources to Support a PBL Course

34. Computer Simulations A wide variety of educational games exist that represent a PBL approach to learning :www.legacyinteractive.com emergency roomwww.trauma.orgwww.trauma.org virtual hospitalwww.vh.orgwww.vh.org archaeological digdig.anthro.niu.edudig.anthro.niu.edu halls of justicewww.objection.comwww.objection.com Interactive Java applets and Flash animations are also an excellent way to bring the power of technology to the PBL classroom. One of my own is a Flash Circuit Simulator that emulates a laboratory for studying the properties of electric circuits.