George Watson Introduction to PBL at UD and Web-based Simulations for Active Learning

1
UD Faculty ShowcaseTechnology and Active
Learning
George WatsonIntroduction to PBL at UD
andWeb-based Simulations for Active
Learning Josh DukeProblems in Environmental
Conflict Charlene Hamilton and Ann RucinskiUsing
Case Studies for Authentic Learning in Dietetics
Internship
Learning Technology Consortium April 18, 2002
2
What do the showcase projectshave in common?
Projects supported by Technology Assistance
programstaff support sponsored byPRESENT/User
Services Projects reflect strategies of active
learningworkshops sponsored byInstitute for
Transforming Undergraduate Education Projects
incorporate technology for active
learningsponsored by the University of Delaware
3
What is Problem-Based Learning?

• PBL is an instructional method that
• challenges students to learn to learn,
• working cooperatively in groups
• to seek solutions to real world problems.
• PBL prepares students
• to think critically and analytically, and
• to find and use appropriate learning resources.

4
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, 198513)

5
What are the CommonFeatures 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.

6
PBL The Process

• Students are presented with a problem. They
  organize ideas and previous knowledge.
• Students pose questions, defining what they know
  and dont know.
• Assign responsibility for questions, discuss
  resources.
• Reconvene, explore newly learned information,
  refine questions.

7
The Problem-Based Learning Cycle
Overview
Problem, Project, or Assignment
Mini-lecture
Group Discussion
Whole Class Discussion
Research
Preparation of Group Product
Group Discussion
8
Web-Based Simulationsfor Active Learning
George Watsonghw_at_udel.edu Becky Kinney
UD Faculty Showcase Learning Technology
Consortium April 18, 2002
9
Silicon, Circuits, and the Digital Revolution
SCEN103 at the University of Delaware http//www.p
hysics.udel.edu/watson/scen103/
10
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
11
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
12
A Problem-Based Learning Approach to Simple
Electrical Circuits
Incorporating PBL problems, Other collaborative
exercises, and Hands-on laboratory exercises.
13
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
14
PBL 2
A San Francisco Treat
Electrical wiring plans are formulated for a
building conversion in San Francisco using
floorplans from This Old House.
Parallel circuits Household wiring Power ratings
of appliances
15
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
16
Motivation for This Project

• Faster, cheaper what if? changes.
• Anywhere, anytime accessibility to lab.
• Wireless technology for collaborative learning.
• When hands-on experiences in a physical
  laboratory are not available, computer
  simulations are often the next best option.
• For some topics, computer simulations can provide
  an environment for active learning that is just
  as rewarding as the traditional laboratory.

17
Implementation of This Project

• JavaScript and Java applets are often employed to
  implement computer simulations for learning that
  can be accessed over the web.
• Often overlooked are other software solutions
  that run from suitably configured web browsers --
  Macromedia Flash is one such approach.
• We have created a simple circuit simulator
  written in Flash that provides an interactive
  experience for introductory students of
  electricity.

18
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.

19
As initially presented to the students
20
Running a circuit simulation
21
Demonstration
http//www.udel.edu/present/showcase/watson/