Integrating ProblemBased Learning and Instructional Media

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Integrating Problem-Based Learning and
Instructional Media
George Watsonghw_at_udel.edu
Barbara Duchbduch_at_udel.edu
Department of Physics and Astronomy
Institute for TransformingUndergraduate Education
University of Delaware
Supported in part by NSF DUE and The Pew
Charitable Trusts.
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The Way It Was... 1973
2000
graphing calculators, laptops, gigabytes and
gigahertz
Computation
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The Way It Was... 1973
2000
e-mail, voice-mail, chatrooms, FAX, pagers, cell
phones instant messaging, wireless connectivity
Communication
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The Way It Was... 1973
2000
Online Information web catalogs, networked
databases, Britannica Online, online
newspapers, course websites, CMS
Collections
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Teaching and learning physics in the
stormy seas
Computation and Calculation Communication and
Collaboration Collections and Connections
The Perfect Storm?
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The question before us
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?
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The principal idea behind PBL is
One possible answer
Problem-Based Learning

• that the starting point
• for learning should be
• a problem, a query, or a puzzle
• that the learner wishes to solve.
• (Bould, 198513)

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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.

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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.

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

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Marriage of PBL and technology
PBL and active learning
The web and instructional technology
How can technology aid student learning in a PBL
course? How can PBL aid students in using
technology to learn?
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www.physics.udel.edu/watson/scen103/
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www.physics.udel.edu/watson/phys208/
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Organizing the Course
Web Sites and Web Pages
Syllabus
Syllabus
Groups
Student Reports and Projects
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Organizing the Syllabus
Syllabus
Introduction to PBL
Group facilitation and support
Forms for assessment
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Introduction to PBL
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Group facilitation and support
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Forms for assessment
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Utilizing Online Resources
Web Sites and Web Pages
Ingredients for writing problems
Inspiration for designing problems
Information for solving problems
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Ingredients for writing problems
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Inspiration for designing problems
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Information for solving problems
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Utilizing Online Resources
Web Sites and Web Pages
Ingredients for writing problems
Ingredients for writing problems
Borrowing images from other sites
Creating images with scanners, digital cameras
Background facts from networked databases
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Utilizing Online Resources
Film and TV sites for scripts and characters
Web Sites and Web Pages
Quack websites for raw material
International newspapers for global view
Online regional newspapers for local perspective
Inspiration for designing problems
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Utilizing Online Resources
Web Sites and Web Pages
Old thinking The web is full of misinformation
and biased representation Stay away!
New thinking Engage and
develop critical thinking skills. The Internet
Challenge!
Evaluating online resources critically
Executing web searches effectively
Information for solving problems
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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

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Butwhere 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.

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PBL Clearinghouse

• 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.

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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

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www.udel.edu/pblc/
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So what are the learning issues?
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Silicon, Circuits, and the Digital Revolution
SCEN103 at the University of Delaware www.physics.
udel.edu/watson/scen103/
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The course SCEN103 in Spring 2000 was an Honors
colloquium designed to introduce first-year
students to some of the science behind high
technology.
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.
link
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A key feature of the writing-intensive work for
this colloquium was the students setup and
development of a personal website.
Working in small groups, students also created
websites devoted to science and technology
topics. This years 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.
link
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Broad Course Objectives
Analyze simple electrical circuits to assess
their function and effectiveness.
State and describe fundamental scientific
principles underlying modern electronic devices.
Explain the basic operation of electrical
circuits, simple semiconductor devices, and
integrated circuits.
Identify the contributions of science and
technology to everyday life.
link
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Interpret graphical data and construct graphs to
communicate ideas.
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.
Access timely, relevant, and authoritative
information for problem solving.
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.
link
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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
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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
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PBL 1
Crossed Circuits
Two roommates argue about perceived use of
electrical energy. Who should pay more towards
the utility bill?
Energy power x time
link
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Lab 1
Hairdryers How much power?
Students bring in their hairdryers and test all
settings. A relationship is discovered among the
three circuit quantities while checking the
manufacturers claims.
Power current x voltage
link
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PBL 2
A San Francisco Treat
Electrical wiring plans are formulated for a
building conversion using floorplans from a This
Old House project.
Parallel circuits Household wiring Power ratings
of appliances
link
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Exercise 1
Electrical Energy Use in the World?
Student groups use the CIAs online World Fact
Book to accumulate regional electrical energy use
and investigate sources of discrepancies.
link
Globalization for Pathways Course objective
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PBL 3
More Power!
Mark and Tim Allen rewire a toaster for more
power by using hairdryer parts.
Resistance and Ohms law
link
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Lab 2
Resistivity and Play-Doh
Students roll out cylinders of various diameters
and find a relationship among resistance and
geometric factors.
Resistance of a cylinder (wire)
link
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PBL 4
Spring Break Adventure
Students investigate the circuit concepts behind
the operation of two familiar battery testers.
Synthesis of cylinder resistance, Ohms law,
and Electrical power
link
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Coming soon Interactive Flash Circuit Simulator
Lab 3
Batteries and Bulbs
Students work from the simplest possible circuit
to the challenging circuit on the left and its
companion on the right.
Series and parallel combinations
link
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Exercise 3
Penetration rates of major consumer products in
U.S. households
Historical aspects of electrical use
link
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PBL 5
Lights Out!
Students attempt to design a flashlight from a 6V
lantern bulb and two AAA cells that will last for
five hours.
Batteries and internal resistance Energy
capacity Circuit Design
link
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Problem-Based Learning and Physics Developing
problem solving skills in all students
NSF DUE 00-89408 CCLI-EMD
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.
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PBL2002 Conference www.udel.edu/pbl2002/