1. University of Delaware Integrating Problem-Based Learning and Instructional Media Institute for Transforming Undergraduate Education George Watson ghw@udel.edu Barbara Duch bduch@udel.edu Department of Physics and Astronomy Supported in part by NSF DUE and The Pew Charitable Trusts.

2. The Way It Was... 1973 2000 Computation graphing calculators, laptops, gigabytes and gigahertz

3. The Way It Was... 1973 2000 Communication e-mail, voice-mail, chatrooms, FAX, pagers, cell phones instant messaging, wireless connectivity

4. The Way It Was... 1973 2000 Collections Online Information: web catalogs, networked databases, Britannica Online, online newspapers, course websites, CMS

5. Teaching and learning physics in the stormy “seas”: Computation and Calculation Communication and Collaboration Collections and Connections The Perfect Storm?

6. Given the amazing advances in technology, the dramatic change in the first- year experience, and knowing what we know about our students, How can we best proceed in our classrooms? The question before us:

7. 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. (Bould, 1985:13) One possible answer: Problem-Based Learning

8. What are the common features of PBL? Learning is initiated by a problem. Problems are based on complex, real-world situations. Information needed to solve problem is not initially given. Students identify, find, and use appropriate resources. Students work in permanent groups. Learning is active, integrated, cumulative, and connected.

9. 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. Students assign responsibility for questions, discuss resources. Students reconvene and explore newly learned information, refine questions.

10. The Problem-Based Learning Cycle Overview Problem, Project, or Assignment Group Discussion Research Group Discussion Preparation of Group “Product” Whole Class Discussion Mini-lecture

11. Compelling features of PBL Models itself on how students learn. With information overload, prepares students to be life-long learners. More realistic curriculum prepares students for world outside the classroom. Ensures more up-to-date materials, content. Generates enthusiasm among faculty. Boud and Feletti, 1998

12. PBL and active learning The web and instructional technology “Marriage” of PBL and technology How can technology aid student learning in a PBL course? How can PBL aid students in using technology to learn?

13. www.physics.udel.edu/~watson/scen103/

14. www.physics.udel.edu/~watson/phys208/

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

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

19. Introduction to PBL

20. Group facilitation and support

21. Forms for assessment

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

23. Ingredients for writing problems

24. Inspiration for designing problems

25. Information for solving problems

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

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

28. 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!

29. Characteristics of a Good PBL Problem Relates to real-world, motivate students Requires decision-making or judgments Multi-page, multi-stage Designed for group-solving Initial questions open-ended, encourages discussion Incorporates course content objectives Challenges to higher-order thinking

30. But…where are the problems? Typical end-of-chapter problems can be solved by rote memorization, pattern-match, and plug-and-chug techniques Good problems should require students to make assumptions and estimates, develop models, and work through the model. A source of problems outside the commercial texts needs to be developed.

31. An online database of PBL articles and problems. All material is peer-reviewed by PBL practitioners for content and pedagogy. All problems are supported by learning objectives and resources, teaching and assessment notes. Holdings are searchable by author, discipline, keywords, or full text. Fully electronic submission, review, and publication cycle. Controlled access by free user subscription, students excluded. PBL Clearinghouse

32. A Brief Tour of the Clearinghouse Logging in to the Clearinghouse Applying to be a user Searching and Browsing the holdings Examining problem detail and supporting materials for a sample problem

33. www.udel.edu/pblc/

39. So what are the learning issues?

48. SCEN103 at the University of Delaware www.physics.udel.edu/~watson/scen103/ Silicon, Circuits, and the Digital Revolution

49. Designed to promote scientific and computer literacy and awareness, SCEN103 gives students an opportunity to leverage their interests in everyday devices and high-tech objects into a study of fundamental science concepts. Live demonstrations, in-class group explorations of technology applications, and daily work with the Internet are essential elements of SCEN103. The course: SCEN103 in Spring 2000 was an Honors colloquium designed to introduce first-year students to some of the science behind high technology. link

50. Working in small groups, students also created websites devoted to science and technology topics. This year’s colloquium was designed as a pilot Pathways Course during the discussion of General Education Reform at UD. Much of the learning in Spring 2000 SCEN103 was done with problem-based learning. A key feature of the writing-intensive work for this colloquium was the student’s setup and development of a personal website. link

51. Broad Course Objectives: Explain the basic operation of electrical circuits, simple semiconductor devices, and integrated circuits. Analyze simple electrical circuits to assess their function and effectiveness. State and describe fundamental scientific principles underlying modern electronic devices. Identify the contributions of science and technology to everyday life. link

52. Communicate technical ideas orally and in writing. Evaluate the information content of Internet resources. Use graphical and other multimedia elements effectively in a webpage. Create an informative and organized website devoted to presenting a topic of technical interest from various perspectives. Interpret graphical data and construct graphs to communicate ideas. Construct technical information into a logical framework for decision making. Establish a frame of mind where quantitative reasoning is embraced. Work effectively in a group to solve complex problems. Access timely, relevant, and authoritative information for problem solving. link

53. Why PBL in SCEN103? The rate of generation of new information in the scientific and technical sectors is truly staggering. Information becomes outdated rapidly and is updated constantly; much of what will be needed to know in the workplace following graduation has not been generated yet! Thus identifying when new information is needed, where to find it, how to analyze it, and how to communicate it effectively are essential skills to learn in college. An important result of PBL is that while problems are used to identify what to learn, the process of learning "how to learn" is also developed. This method of instruction has been chosen to help develop skills important for success both in the students’ undergraduate education and in their professional life following graduation. link

54. A Problem-Based Learning Approach to Simple Electrical Circuits Incorporating PBL problems, Other collaborative exercises, and Hands-on laboratory exercises. Link to list of activities and assignments for SCEN103 Spring 2000 Link to schedule of classes for SCEN103 Spring 2000

55. Crossed Circuits PBL #1 Energy = power x time Two roommates argue about perceived use of electrical energy. Who should pay more towards the utility bill? link

56. Hairdryers: How much power? Lab #1 Power = current x voltage Students bring in their hairdryers and test all settings. A relationship is discovered among the three circuit quantities while checking the manufacturers’ claims. link

57. A San Francisco Treat PBL #2 Parallel circuits Household wiring Power ratings of appliances Electrical wiring plans are formulated for a building conversion using floorplans from a “This Old House” project. link

58. Electrical Energy Use in the World? Exercise #1 Globalization for Pathways Course objective Student groups use the CIA’s online World Fact Book to accumulate regional electrical energy use and investigate sources of discrepancies. link

59. PBL #3 Resistance and Ohm’s law Mark and Tim Allen rewire a toaster for more power by using hairdryer parts. More Power! link

60. Resistivity and Play-Doh Lab #2 Resistance of a cylinder (wire) Students roll out cylinders of various diameters and find a relationship among resistance and geometric factors. link

61. Spring Break Adventure PBL #4 Synthesis of cylinder resistance, Ohm’s law, and Electrical power Students investigate the circuit concepts behind the operation of two familiar battery testers. link

62. Batteries and Bulbs Lab #3 Series and parallel combinations Students work from the simplest possible circuit to the challenging circuit on the left and its companion on the right. link Coming soon… Interactive Flash Circuit Simulator

63. Penetration rates of major consumer products in U.S. households Exercise #3 Historical aspects of electrical use link

64. Lights Out! PBL #5 Batteries and internal resistance Energy capacity Circuit Design Students attempt to design a flashlight from a 6V lantern bulb and two AAA cells that will last for five hours. link

65. Problem-Based Learning and Physics: Developing problem solving skills in all students The problem-based learning (PBL) program initiated at the University for reforming undergraduate science teaching is being expanded beyond the University by the development of instructional models and materials made accessible to faculty worldwide through an online clearinghouse. The project is developing a database of problems, instructional models, evaluation tools, and web-based resources that effectively incorporate PBL across the content framework of introductory undergraduate physics courses. Materials are being collected and reviewed for a wide variety of introductory physics courses, for both science majors and non-science majors, across all levels of instruction and class enrollment. In addition to collecting existing problems and material, the project is implementing problem-writing workshops as an important element in developing the collection of PBL materials needed to cover the different curricula of physics at the college level. Selected clearinghouse problems will also be adapted to the high school setting. NSF DUE 00-89408 CCLI-EMD

66. PBL2002 Conference www.udel.edu/pbl2002/