University of Delaware Integrating Problem-Based Learning and Technology in Education Institute for Transforming Undergraduate Education George Watson

The Way It Was Computation and Calculation scientific calculators, graphing calculators, laptops, PDAs tablet PCs, gigabytes and gigahertz, ubiquitous computing

The Way It Was Communication and Collaboration , voic , chatrooms, FAX, cell phones, text messaging, instant messaging, blogging, wireless connectivity

The Way It Was Collections and Connections Online Information: web catalogs, networked databases, Britannica Online, online newspapers, course websites, CMS and LMS, podcasting, wikis, YouTube

Given the amazing advances in technology and the dramatic change in the environment of our students, Can we afford to continue teaching the way we were taught? An important question:

Integrating Information Technology and PBL

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.

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.

Overlap of Active-Learning Objectives and Instructional Technology Objectives

Organizing the Course Utilizing Online Resources Organizing the Course

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

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

Introduction to PBL

Group facilitation and support

Forms for assessment

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

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

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

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

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

Organizing the Course Utilizing Online Resources Utilizing Online Resources

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

Ingredients for writing problems

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

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

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!

Computer Simulations A wide variety of educational games exist that represent a PBL approach to learning : 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.

As initially presented to the students

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.

Running a circuit simulation…

Concept Mapping Software

Trends and Directions in PBL and Technology

Facilities for PBL

Collaborative workspace Flexible furniture in PBL classroom

In your working group, please share your ideas on how you will use technology to support student learning in your PBL exercise.