Integrating Technology in the Problem Based Learning Classroom

1
Integrating Technology in the Problem Based
Learning Classroom

• Samford University
• Birmingham, Alabama, USA
• Clara Gerhardt, MBA, PhD. School of Education
  and Professional Studies
• Mary Sue Baldwin, D.Ed. Director of Assessment
  and the Center for Teaching, Learning
  Scholarship
• Lisa McNeal, B.A., Director of the Learning
  Applications Group

2
Background

• Samford University is a private, liberal arts
  university in Birmingham, Alabama, USA. We have
  250 full-time faculty (150 part-time).
• Total student enrollment about 4,500.
• This discussion is based on the experiences of
  eight years teaching in a problem-based format
  in a variety of disciplines across campus.
• Samford faculty have used web based course
  management systems since 1999.
• Use has grown steadily, mainly to supplement
  classroom-based courses.

3
From Leadership to Partnership

• The classroom has traditionally provided a
  platform for the instructor to provide
  authoritative leadership.

4
Students Become Problem Solvers

• With problem-based learning (PBL), this
  leadership is transformed into a partnership
  between students and facilitators (instructors).
• The knowledge power base is shared - empowering
  the students.
• This demands greater responsibility from students
  who have to become active problem solvers in the
  teaching/learning process.

5
What is problem based learning?

• PBL is defined as an instructional method that
  enhances active learning and which can be
  utilized as a modular, course, program or
  curricular framework (1998).
• The concept behind PBL comes chiefly from the
  constructivist theory of learning
• (Savery Duffy, 1995 Schmidt, 1993 Hendry
  Murphy, 1995).
• PBL approaches learning with the understanding
  that learning is contextual.
• Real-world, complex problems stimulate learning
  via cognitive dissonance and collaboration.

6
Linking PBL and Technology

• Considering the somewhat unstructured nature of
  problem based learning, technological support is
  crucial to provide continuity, order, and
  information accessibility in student and
  classroom management.
• The right technological and pedagogical tools
  should enhance and supplement the learning, not
  be an end outcome in itself.

7
Methods Planning and Preparation

• Planning is crucial.
• What may seem to be a spontaneous student
  activity is in reality a carefully planned
  component of a structured learning plan, with a
  definite pedagogic goal in mind.

8
Planning Using Models

• Use an instructional design model, such as the
  Dick Carey model, to set and measure learning
  goals.
• The choice of model is not as important as the
  decision to carefully plan the activity.

9
Use Technology to Outline Expectations

• After designing and developing the activity, it
  is recommended to post the objectives and
  outcomes on the course management system so that
  students know what is expected of them.
• This need is heightened in the online
  environment, where non-verbal communication is
  not possible.
• (Levin Ben-Jacob, 1998).

10
Interaction is Essential

• The focus on group interaction in the problem
  based-learning model means that students must
  communicate with group members outside the
  classroom.
• Instructors can incorporate activities using a
  discussion board or chat tools found in most
  course management systems.
• This gives students opportunities to negotiate
  and collaborate.

11
Student Responsibility

• Students are more likely to succeed in the online
  environment of a course management system if they
  are willing and ready to take ownership of their
  own learning.

12
Instructor Responsibility

• The instructor should track the student activity
  in a variety of ways.
• A rubric or guide can be developed to decide how
  participation points will be assigned and this
  information is shared with the students.
• The instructor can use the ARCS Model of
  Motivational Design to incorporate motivational
  concepts into course design.

13
Summary

• Integration of technology and problem-based
  learning (PBL) has the potential of freeing up
  the instructor (facilitator) to focus on student
  learning outcomes.
• Using a web based course management system (such
  as Blackboard which incorporated WebCT),
  provides a continuous thread of information which
  is accessible to both students and facilitators.

14
Summary (continued)

• Structure allows for adequate coverage of
  curriculum.
• Provides a platform and guidelines for student
  communication outside the classroom.
• Continuity of learning / teaching goals.
• Provides transparency to the course.
• Students can access Web site in their own time,
  and track progress.
• This creates a sense of ownership and
  responsibility.

15
It Takes Time

• Be prepared to spend more time.
• Activities designed from a constructionist point
  of view may be harder to design and grade.

16
It Takes Time (continued)

• Most faculty find that such activities are well
  worth their time because of the rewards, but be
  aware that more time may be involved.

17
Conclusion

• Technology should facilitate and strengthen the
  pedagogic processes and should provide the frame
  or skeleton for the classroom process.

18
Conclusion (continued)

• This structured component of the course imparts a
  sense of security, allows for good time
  management and economic use of limited classroom
  resources.

19
References

• Albanese, M. A., Mitchell, S. (1993).
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  literature on its
• outcomes and implementation issues. Academic
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• Ausubel, D. P. (1963). The Psychology of
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• Stratton.
• Ausubel, D. P. (1968). Educational Psychology A
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• and Winston.
• Ausubel, D. P., J. D. Novak, and H. Hanesian.
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• View, 2nd ed. New York Holt, Rinehart and
  Winston. Reprinted, New York Warbel Peck, 1986
• Blackboard Homepage. Retrieved January 5, 2007
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• Dick and Carey Model. Retrieved January 5, 2007
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• Driscoll, M. (2000). Psychology of Learning for
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• Gustafson, K.L., Branch, R.M. (2002). Survey of
  Instructional Development Models (4th Edition).
  New York Syracuse University.

20
References

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• Levin, D.S, Ben-Jacob M. G. (1998). Using
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• Select references also retrieved from
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