Case study of a TeaM Challenge game ePBL revisited

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Case studyof a TeaM Challenge game e-PBL
revisited

• Marta Turcsanyi-Szabo
• Andrea Bedo
• Zsuzsa Pluhar
• TeaM lab, ELTE University
• HUNGARY

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CONTENTS

• PISA OECD problem solving
• Teaching lt-gt Learning
• PBL TeaM Challenge games
• Results

• Designer
• Teacher trainer
• Facilitator
• Student
• Staff

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PISA 2003 OECD
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Problem competencies

• an individuals capacity to use cognitive
  processes to confront and resolve real,
  cross-disciplinary situations where the solution
  path is not immediately obvious and where the
  content areas or curricular areas that might be
  applicable are not within a single subject area
  of mathematics, science or reading. (OECD, 2003)

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Results showed

• Just under one in five 15-year-olds in OECD
  countries were reflective, communicative problem
  solvers able to tackle difficult tasks.
• Just under one in five students have
  problem-solving skills that cannot even be
  classified as basic problem solvers.

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Teaching Learning
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Teaching
Instructional paradigm
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Learning
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PBL

• Ill-structured, complex problems
• Learning is student-centered
• Faculty act as coach or facilitator
• Students work is small groups
• Self, peer, group assesment

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TeaM Challenge games
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Get to know Hungary 2002
I part Solving complex riddles with
interdisciplinary content
II part Analysis of data to organise trip
III part Presentation attracting peers to join
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Get to know the EU 2003
I part Solving complex riddles with
interdisciplinary content
II part Data collection, analysis, comparison
and evaluation
III part Creating hypermedia mindmap
synthesising knowledge and feelings about
assigned country
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Example (I part)
Imagine that a worm from San Remo and his cousin
from Oulu decidedsto say Happy New Year before
sunset on 1st of January. But phones are on top
of a wall that needs to be climbed. However worms
are able to climb only during sunlight and
immediately fall asleep after sunset. We know
that the vertical speed of worms on steep walls
is 1 feet/hour and that the walls are 36 feet at
both places. When is the last date that the worms
have to start climbing in order to reach the
phone in time? Do you really think it might be
possible for them to greet each other?
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Example (II part)
Hungary submitted a request to join the EU and on
April the 12th all citizens are supposed to cast
a vote on that. The EU produced a 5000 page
contract upon agreement, which was summarised by
the Foreign Ministry into 150 pages. Prepare a 2
page version for yourselves and your mates that
summarise your own responsabilities and
possibilities as students that would really
effect your own and your family lives in the next
few years upon joining the EU.Compose the
material in a simple and understandable form to
all so that it could help your peers and their
families make good decisions upon voting the next
day.
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Example (III part)
Create a hypermedia mindmap of the given country
and background knowledge that you find most
important to display.
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Designer
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Problems to

• Be complex enough to be solved by a teacher
• Satisfy the learning paradigm
• Require team work
• Require teacher provides only orientation
• Require call for other staff members
• Need consultation with experts in cases
• Pause true real life challenge
• Need to record exact source of information
• Presume the use of higher order thinking skills

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Whos self portrtaits do these pictures present
and to which country do they belong to?
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Teacher Training
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MS IT TT
BLOCK SCHOOL IMPLEMENTATION Evaluation of
educational programs ICT in basic education
Authoring systems Imagine Designing
educational microworlds BLOCK DISTANCE
EDUCATION Telementoring I, II Distance
education I, II BLOCK MULTIMEDIA DESIGN
Desktop Publishing Designing multimedia
materials Web programming Web graphics
BLOCK MULTIMEDIA PROGRAMMING HTML for
beginners FLASH programming Web graphics Web
data-bases SPECIAL COURSES LEGO-LOGO, etc PhD
COURSES Research methodology Innovative digital
pedagogy Inquiries on distance education Foundatio
ns of educational IT
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School implementation block
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Telementoring
Jul.
Aug.
Sep.
Okt.
Nov.
Dec.
Jan.
Feb.
Mar.
Apr.
May
Jun.
Brainstorming
Developments
mentoring
Innovative project in public education
Publication
Reasearch
Evaluation
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Facilitator
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Problem Based Learning Cycle
http//staff.kings.edu/jkmoore/PBL/pbl(1).jpg
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Student
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Life long learning competencies

• ICT
• General kowledge
• Individual and cross-curricular subject knowledge
• and their interpretation through connections
• Communicative and collaborative competencies
• Each individual finding their role

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Staff
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Challenges

• Establishing connection with other disciplines
• Converting their role to that of facilitator
• Establishing a community of problem solvers
• Enforcing emergent rules for effecive results
• Learning new methods to enhance meta-cognitive
  skills
• Facilitate indirect assessment
• Develop computer competencies themselves

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Conclusion of staff
The most important notion that our staff has
learned is that it is OK not to know something as
long as we try to look for ways to find a
solution.
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How to solve problems of our world?
Instructional paradigm
Learning paradigm