Willie Yip Department of Computing

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Presentation transcript:

Willie Yip Department of Computing Student Workload Willie Yip Department of Computing seminar/seminar06072002/willie.ppt

Background Information PBL strategy was applied to the Higher Diploma in Information Systems programme in 1999 4 subjects were integrated for Information System Development Students worked in teams of 5-6 Students gained some PBL experience in year-1 Use real-life application problems offered by the SAO to integrate three subjects in year-2 Moving from PBL to Action Project Learning seminar/seminar06072002/willie.ppt

Planned study time for students 6 subjects per semester Class contact hours: 19 per week Students are expected to work another 24 hours (i.e. 4 hours per subject) Total of 43 hours per week seminar/seminar06072002/willie.ppt

Problem-based learning processes (Hybrid approach) supported by IT Teaching & learning resources are available on the Web Students work on problem case in teams, use the Web in: Problem analysis Identification of areas of learning Project planning Each student undertakes independent and small-group learning The progress of the students can be monitored and feedback is given via the Web Each group presents its finding through report and presentation The good work is displayed on the Web for Reflection seminar/seminar06072002/willie.ppt

Students’ feedback: Time spent on the PBL processes per problem case Hour Mins Understanding the issues in the problem case 2 19 Formulating a project plan with your team 31 Information search through the WWW 6 29 Information search through the library 3 5 Working individually (reading, thinking, writing, etc.) 7 14 Teamwork (discussion, report writing, etc.) Total 28 52 seminar/seminar06072002/willie.ppt

seminar/seminar06072002/willie.ppt

Learning Outcomes seminar/seminar06072002/willie.ppt

Comparison with the Faculty of Engineering Comparison with the Faculty of Engineering Construct COMP (N=49) Faculty (N=301) p-value Effect size (Col 2 –Col 3)/S Career Relevance 3.97 (0.61) 3.46 (0.86) 0.000 0.62 Learning Outcomes 3.92 (0.49) 3.55 (0.73) 0.53 Critical Thinking 3.78 (0.37) 3.45 (0.72) 0.48 Creative Thinking 3.73 (0.45) 3.39 (0.64) 0.55 Lifelong Learning 3.77 (0.40) 3.73 (0.57) 0.532 0.01 Communication Skills 3.97 (0.54) 3.55 (0.78) 0.57 Interpersonal Skills 3.89 (0.36) 3.70 (0.60) 0.004 0.34 Problem-Solving 3.82 (0.31) 3.67 (0.61) 0.016 0.24 Adaptability 3.86 (0.46) 3.81 (0.60) 0.568 0.07 Workload (reversed) 2.53 (0.79) 2.92 (0.87) 0.45 The statistical results indicate a positive learning outcome when compared with past engineering graduates. The results show better outcomes, including learning outcomes, critical thinking, creative thinking, communication skills, interpersonal skills, and problem-solving. seminar/seminar06072002/willie.ppt

Comparison with the PolyU Comparison with the PolyU Construct COMP (N=49) Faculty (N=1532) p-value Effect size (Col 2 –Col 3)/S Career Relevance 3.97 (0.61) 3.60 (0.85) 0.000 0.54 Learning Outcomes 3.92 (0.49) 3.60 (0.69) 0.47 Critical Thinking 3.78 (0.37) 3.49 (0.66) 0.44 Creative Thinking 3.73 (0.45) 3.35 (0.65) 0.61 Lifelong Learning 3.77 (0.40) 3.68 (0.59) 0.116 0.16 Communication Skills 3.97 (0.54) 3.66 (0.76) 0.41 Interpersonal Skills 3.89 (0.36) 3.71 (0.63) 0.001 0.30 Problem-Solving 3.82 (0.31) 3.65 (0.58) Adaptability 3.86 (0.46) 3.79 (0.63) 0.298 0.11 Workload (reversed) 2.53 (0.79) 2.92 (0.95) 0.002 0.39 seminar/seminar06072002/willie.ppt

Students’ views on PBL & APL seminar/seminar06072002/willie.ppt

seminar/seminar06072002/willie.ppt

seminar/seminar06072002/willie.ppt

Workload impact on Learning PBL requires a number of skills – problem analysis, project management, self-study (information search), teamwork (collaborative learning) & communication (report writing & presentation) Workload is dependent on prior study skills Learning outcomes are directly proportional to efforts seminar/seminar06072002/willie.ppt

1st PBL experience Only subject in the programme (1st semester year-2 ) to introduce PBL Students worked in teams of 5 to 6 7 problem cases 2 weeks per problem case Heavy complaints about workload Students commented “PBL is bad” due to lacking of skills seminar/seminar06072002/willie.ppt

2nd PBL & APL experience 4 subjects are integrated (One subject in semester 2 year-1, 3 subjects in year-2 allowing gradual skills development) Students worked in teams of 5 to 6 3 problem cases followed by real-life project 2 & half weeks per problem case Less complaints about workload Students commented “PBL & APL are innovative and effective” seminar/seminar06072002/willie.ppt

Ways for motivating students to work hard Exemplifying their good work on the Web (reports & presentation clips) Use real-life projects after PBL Good teamwork (peer learning) Interesting & challenging problem cases/life projects seminar/seminar06072002/willie.ppt

Reflection PBL should be introduced in semester 1 year-1 (development of study skills and workload will be lighter) Selected subjects for integration through problem cases Students favor “hand-on” experience with meaningful project work Assessments need not be very tight Openly award students seminar/seminar06072002/willie.ppt

Conclusion Students benefit from PBL with IT support through the integration of several subjects Both problem cases and real-life projects provided better learning outcomes Students have been motivated to learn better by posting their good work (reports & presentations) Students enjoyed real-life projects Workload for both teachers and students is high seminar/seminar06072002/willie.ppt