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

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

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

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

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

Online activity

Online activity Hour (24h)

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

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

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

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

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

Questions?

References Donnelly, Roisin. 2010. Harmonizing technology with interaction in blended problem-based learning. Computers & Education 54: 350-359. Fox, S. and K. MacKeogh. 2003. Can eLearning Promote Higher-order Learning Without Tutor Overload? Open Learning: The Journal of Open and Distance Learning 22, no. 2: 121-134. Savin-Baden, Maggi, and Claire Howell Major. 2004. Foundations of Problem-Based Learning. Maidenhead: Open University Press. Savin-Baden, Maggi, and Kay Wilkie. 2006. Problem-Based Learning Online. Maidenhead: Open University Press. Schmidt, Henk G. 1983. Problem-based learning: rationale and description. Medical Education 17: 11-16

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