Integrating Problem-Based Learning
and Technology in Education
George Watson
ghw@udel.edu
with contributions from Deborah Allen, Barbara Duch
Susan Groh, and Hal White
Institute for Transforming
Undergraduate Education
University of Delaware
PBL2004, Cancun
www.udel.edu/pbl/PBL2004
The Way It Was...
2004
1973
scientific calculators,
graphing calculators,
laptops,
handheld PCs,
PDAs
tablet PCs,
gigabytes and gigahertz,
ubiquitous computing
Computation
The Way It Was...
2004
1973
e-mail,
voice-mail,
chatrooms,
FAX,
pagers,
cell phones,
text messaging,
instant messaging,
blogging,
wireless connectivity
Communication
The Way It Was...
2004
1973
Online Information:
web catalogs,
networked databases,
Britannica Online,
online newspapers,
course websites,
CMS,
LMS
Collections
Education and the Cs of Technology:
Computation and Calculation
Communication and Collaboration
Collections and Connections
Marisa Martín:
Collaborative, Constructivist, and Contextual
An important question:
Given the amazing advances in
technology
and the dramatic change in the
environment of our students,
Can we afford to continue teaching
the way we were taught?
Integrating
Information Technology
and PBL
Active Learning Objectives
Courses should:
1. Be student-centered and encourage students to “learn to
learn.”
2. Provide opportunities to think critically and to analyze and
solve problems.
3. Assist students in developing skills in gathering and
evaluating information.
4. Provide experience working cooperatively in teams and
small groups.
5. Help students acquire versatile and effective communication
skills.
6. Offer a variety of learning experiences.
7. Apply technology effectively where it will enhance learning.
Information Technology Objectives
Students should:
1. engage in electronic collaboration.
2. use and create structured electronic documents.
3. do technology-enhanced presentations.
4. use appropriate electronic tools for research and evaluation.
5. use spreadsheets and databases to manage information.
6. use electronic tools for analyzing quantitative and
qualitative data.
7. identify major legal, ethical, and security issues in
information technology.
8. have a working knowledge of IT platforms.
Adapted from Technology Across the Curriculum, George Mason U.
IT6
analyzing
data
AL2
critical thinking
problem solving
IT5
managing
information
IT4
research &
evaluation
AL1
gathering &
evaluating info
student-centered
learning to learn
AL3
IT1 collaboration
AL5
cooperative
groups
communication
skills
AL4
IT2
structured
documents
IT3
enhanced
presentations
varied learning
experiences
AL6
Overlap of Active-Learning Objectives and Instructional Technology Objectives
IT6
analyzing
data
AL2
critical thinking
problem solving
IT5
managing
information
IT4
research &
evaluation
AL1
gathering &
evaluating info
student-centered
learning to learn
AL3
IT1 collaboration
AL5
cooperative
groups
communication
skills
AL4
IT2
structured
documents
IT3
enhanced
presentations
varied learning
experiences
AL6
Overlap of Active-Learning Objectives and Instructional Technology Objectives
IT6
analyzing
data
AL2
critical thinking
problem solving
IT5
managing
information
IT4
research &
evaluation
AL1
gathering &
evaluating info
student-centered
learning to learn
AL3
IT1 collaboration
AL5
cooperative
groups
communication
skills
AL4
IT2
structured
documents
IT3
enhanced
presentations
varied learning
experiences
AL6
Overlap of Active-Learning Objectives and Instructional Technology Objectives
www.physics.udel.edu/~watson
Organizing
the Course
Utilizing
Online Resources
Organizing the Course
Web Sites and
Web Pages
Syllabus
Syllabus
Groups
Student Reports
and Projects
Organizing the Syllabus
Syllabus
Forms for
assessment
Introduction
to PBL
Group
facilitation and
support
Introduction
to PBL
Group
facilitation and
support
Forms for
assessment
Examples of supporting information that can be
linked from an online syllabus:
Instructor’s instructional philosophy
Detailed course objectives (both content and process)
General education curriculum goals
Motivation and description of PBL
Problem solving process and strategies
Roles and responsibilities of students, peer tutors, and
instructor
7. List of frequently asked questions about PBL and working
in groups
8. Forms for assessment of individual performance in groups
9. Some thoughts on grading
10. Anonymous suggestion box and responses to suggestions
11. Academic Services Center
12. Policies on academic dishonesty and responsible computing
1.
2.
3.
4.
5.
6.
Organizing the Course
Web Sites and
Web Pages
Syllabus
Groups
Groups
Student Reports
and Projects
Organizing Groups
Groups
Vehicles for
collaboration
Identity:
Rosters, photos,
addresses
Vehicles for
communication
Organizing Groups
Groups
Student to
student
Professor to
group
Vehicles for
communication
Professor to
student
Student to
professor
Student to
group
Organizing Groups
bulletin boards,
newsgroups
Groups
Group to
group
Vehicles for
collaboration
Group to
professor
Egroups.com
chatrooms,
filesharing,
scheduling meetings
CMS: WebCT
controlled discussion forums,
collaborative space,
whiteboarding
Organizing
the Course
Utilizing
Online Resources
Utilizing Online Resources
Web Sites and
Web Pages
Information for
solving problems
Ingredients for
writing problems
Inspiration for
designing problems
Ingredients for
writing problems
Utilizing Online Resources
Web Sites and
Web Pages
Ingredients for
writing problems
Creating images
with scanners,
digital cameras
Background facts
from networked
databases
Borrowing images
from other sites
Utilizing Online Resources
Web Sites and
Web Pages
International
newspapers for
global view
Inspiration for
designing problems
Film and TV
sites for scripts
and characters
Online regional
newspapers for
local perspective
Quack websites
for “raw”
material
Utilizing Online Resources
Web Sites and
Web Pages
Information for
solving problems
Old thinking:
The web is full of
misinformation and
online
biasedEvaluating
representation
critically
Stay resources
away!
New thinking:
Engage and develop
critical Executing
thinking skills.
web
The Internet
searchesChallenge!
effectively
Computer Simulations
A wide variety of educational games exist that represent a PBL
approach to learning <www.legacyinteractive.com> :
emergency room
virtual hospital
archaeological dig
halls of justice
www.trauma.org
www.vh.org
dig.anthro.niu.edu
www.objection.com
Interactive Java applets and Flash animations are also an excellent
way to bring the power of technology to the PBL classroom.
As initially presented to the students
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.
Running a circuit simulation…
Concept Mapping Software
www.inspiration.com
Trends and Directions
in PBL and Technology
Facilities for PBL
Collaborative workspace
Flexible furniture in PBL classroom
www.udel.edu/pbl/wireless/
Dissemination of PBL
Materials
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.
www.udel.edu/pblc/
PBL Clearinghouse
Currently there are ~7000 registered users and
70 PBL problems.
Of the problems available, more than half are
in physics, chemistry, and biology, but the
number in other disciplines is growing
steadily.
We are very interested in publishing
adaptations of problems to other
cultural/geographical contexts.
www.udel.edu/pblc
Using Technology to
Teach PBL
Using PBL to
Teach Technology
Problem-Based Learning: From Ideas to
Solutions through Communication
January 19-21, 2005
For registration, please visit www.udel.edu/inst/jan2005
This three-day workshop will demonstrate and model
ways that PBL can be used effectively in all disciplines,
in upper and lower division courses, and in all size
classes. One focus of this program will be writing
effective problem-based materials; participants will
leave the session with new or revised problems for use
in their courses. Another focus will be engaging
students in research and communication as part of the
process of PBL.
Learning Management
Systems adapted to PBL
LEO at Republic Polytechnic
(Learning Environment Online)
A list of modules, synopsis, staff involved and
requirements.
Calendar showing dates, times and places for meetings.
Announcements from module facilitators.
Discussion forums to interact with others in module
groups.
Problem statements and resources.
Shared folders for team work.
Feedback from facilitator.
Daily online quizzes.
Glen O’Grady on LEO,
editor of “Reflections on PBL”:
How can technology emphasize the reflective nature of
PBL that focuses on both the act (process) and
consequence (outcome) of learning?
Students
can reflect on how technology is being used in PBL to
access and share information.
can explore the value or shortcomings of the
technology associated with PBL.
can express how technology encouraged them to
think or communicate in certain ways.
Glen O’Grady on LEO,
editor of “Reflections on PBL”:
How can technology be used to support the outcome of
independent and flexible learners?
Technology can be used to map the change in the
learning processes.
We can better understand how the learner learns by
capturing forms of communication, ways of
knowing, and means used to legitimize knowledge.
Conclusions
Paraphrasing Jim Collins, author of Good to Great
Technology-induced change is nothing new.
The real question is not,
“What is the role of technology?”
Rather, the real question is
“How do good-to-great organizations think differently
“How
can students learn better with technology?”
about
technology?”
Paraphrasing Jim Collins, author of Good to Great
When used right, technology becomes an accelerator of
momentum, not a creator of it.
Technology does not create learning,
but can be used to accelerate learning
given an effective pedagogical framework.
The Shifting Sand of Integrating
Technology and PBL
…like a foolish man who built his house on sand.
The rain fell, the floods came, and the winds blew
and battered that house, and it collapsed, and its
collapse was devastating.
…like a wise man who built his house on a rock.
The rain fell, the floods came, and the winds blew
and beat against that house, but it did not collapse
because its foundation was on the rock.
Parable of the Two Builders