1. University of Delaware Asia-Pacific Conference on Education National Institute of Education, Nanyang Technogical University Singapore, June 3, 2003 www.udel.edu/pbl/nie-2003 Shifting Sand: Integrating Problem-Based Learning and Technology in Education Institute for Transforming Undergraduate Education George Watson ghw@udel.edu ghw@udel.edu with contributions from Deborah Allen, Barbara Duch Susan Groh, Valerie Hans, and Hal White

2. Delaware… Dela where?

4. The Way It Was... 1973 2003 Computation graphing calculators, laptops, gigabytes and gigahertz, ubiquitous computing

5. The Way It Was... 1973 2003 Communication e-mail, voice-mail, chatrooms, FAX, pagers, cell phones, text messaging, instant messaging, wireless connectivity

6. The Way It Was... 1973 2003 Collections Online Information: web catalogs, networked databases, Britannica Online, online newspapers, course websites, CMS

7. Education and the Cs of Technology: Computation and Calculation Communication and Collaboration Collections and Connections

8. Given the amazing advances in technology and the dramatic change in the first- year experience, Can we afford to continue teaching the way we were taught? An important question:

9. …the individuals learning the most in the teacher-centered classrooms are the teachers there. They have reserved for themselves the very conditions that promote learning: What I know best I have taught… Page 35, Huba and Freed, Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning, 2000 actively seeking new information, integrating it with what is known, organizing it in a meaningful way, and explaining it to others.

10. Characteristics Needed in College Graduates High level of communication skills Ability to define problems, gather and evaluate information, develop solutions Team skills -- ability to work with others Ability to use all of the above to address problems in a complex real-world setting Quality Assurance in Undergraduate Education (1994) Wingspread Conference, ECS, Boulder, CO.

11. Recommendations from the Carnegie Foundation Make research-based learning the standard. Build inquiry-based learning throughout the four years. Link communication skills and course work. Use information technology effectively. Cultivate a sense of community. Boyer Commission Report

12. John Dewey… “True learning is based on discovery guided by mentoring rather than the transmission of knowledge.”

13. What is Problem-Based Learning? PBL prepares students to think critically and analytically, and to find and use appropriate learning resources. PBL is an learning approach that challenges students to “learn to learn,” working cooperatively in groups to seek solutions to real world problems.

14. “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.” Boud (1985)

15. What are the Common Features of PBL? Learning is initiated by a problem. Problems are based on complex, real-world situations. All information needed to solve problem is not initially given. Students identify, find, and use appropriate resources. Students work in permanent groups.

16. 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. Assign responsibility for questions, discuss resources. Reconvene, explore newly learned information, refine questions.

17. Overview Problem, Project, or Assignment Group Discussion Research Group Discussion Preparation of Group “Product” Whole Class Discussion Mini-lecture (as needed) Assessment (when desired) The Problem-Based Learning Cycle

18. The principal idea behind PBL is? A.PBL challenges students to learn to learn. B.Learning is initiated by a problem. C.Student-centered work in permanent groups.

19. “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.” Boud (1985)

20. The principal idea behind PBL is? A. PBL challenges students to learn to learn. B. Learning is initiated by a problem. C. Student-centered work in permanent groups. Think/ pair/ share

21. Integrating Information Technology and PBL

22. 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.

23. 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.

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

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

30. Organizing the Course Utilizing Online Resources Organizing the Course

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

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

35. Introduction to PBL

36. Group facilitation and support

37. Forms for assessment

38. 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

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

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

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

43. 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

44. Organizing the Course Utilizing Online Resources Utilizing Online Resources

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

46. Ingredients for writing problems

47. Inspiration for designing problems

48. Information for solving problems

49. 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

50. 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

51. 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!

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

53. Using Online Resources to Support a PBL Course

54. 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.

55. Trends and Directions in PBL at UD

56. Facilities for PBL

57. Collaborative workspace Flexible furniture in PBL classroom

59. www.udel.edu/pbl/wireless/

61. Wireless Laptop Carts

63. National and International Partnerships

64. 27 engineering educators and deans from northern France

66. Project funded by ALO/USAID PBL in Peruvian Higher Education: Quality Science and Math Education for Future Public School Teachers Collaboration with Pontificia Universidad Católica del Perú in Lima

68. PBL2004 International Conference Pleasure By Learning June 13-19, 2004 Cancun, Mexico Website: www.cem.itesm.mx/pbl2004 E-mail: pbl2004.cem@servicios.itesm.mx Hosted by: Instituto Tecnólogico y de Estudios Superiores de Monterrey (ITESM) Campus Estado de México

69. Miscellaneous Science Semester for Elementary Education Majors Delaware Math/Science Partnership: Systemic Reform of Math and Science Education in the First State Preparation of Training Materials for Course in Tutor Facilitation Moving toward PBL and Distance Education - WebCT

70. …like a wise man who built his house on a rock. The rain fell, the floods came, and the winds blew and beat against that house, but it did not collapse because its foundation was on the rock. …like a foolish man who built his house on sand. The rain fell, the floods came, and the winds blew and battered that house, and it collapsed, and its collapse was devastating. Parable of the Two Builders Shifting Sand: Integrating Problem-Based Learning and Technology in Education

71. UD PBL online PBL at UD www.udel.edu/pbl PBL Clearinghouse www.udel.edu/pblc Watson homepage www.physics.udel.edu/~watson This presentation www.udel.edu/pbl/nie-2003