erik t. nelson – assistant dean for distributed learning; director of arcadia online
TRANSCRIPT
Erik T. Nelson – Assistant Dean for Distributed Learning; Director of Arcadia Online
Copyright Statement
Copyright Erik T. Nelson, 2007. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.
Where in the World is Arcadia University?
About Arcadia University
• Founded in 1853
• Private, coeducational comprehensive university in suburban Philadelphia
• Undergraduate and graduate programs deliverd to more than 3,600 students annually.
About Arcadia University
• The Arcadia University Center for Education Abroad
• Recognized by U.S. News and World Report for its outstanding programs
• Serves an additional 2,000 students each year from nearly 300 American colleges and universities
About Arcadia University
• U.S. News also ranks Arcadia University among the top colleges and universities in the northeast
• Barron’s has named Arcadia a “best buy” for the past 12 years
About Arcadia University
• Arcadia has become part of pop culture history after being included as a question in the 20th anniversary edition of Trivial Pursuit.
…and the question is
About Arcadia University
• What Pennsylvania institution changed its name to Arcadia University in 2001, after web filters began blocking its old moniker?
• Arcadia University
• FormerlyBeaver College
Moving Along…
• Perceptions of Online Problem-Based Learning for Technology Integration
– Introduce the study
– Quick review of PBL
– The online PBL process
– Interface design: conducting online PBL
– Student Perceptions – pro, con, challenges
– Suggestions for future attempts
The Study
• Perceptions of Online Problem-Based Learning for Technology Integration
– Study was conducted online in ED568Computers & Technology in Education
– Population was pre-service and in-service teachers
– Focus…to effectively learn how to integrate technology into their teaching
The Study
• Reasons for conducting the study…
– A great deal of technology education for teachers has revolved around application knowledge
– A personal belief that concepts should not be taught as islands unto themselves
– Connection to the real-world classroom
The Study
– Due to busy schedules…teachers have been requesting online opportunities
– Learning online…students are immersed in technology
– Through a constructivist focus…students are made responsible for their learning
Reasons for conducting the study…
What is Problem-Based Learning?
• A look at PBLs origins…
– Began in medical schools due to student’s inability to bridge theory into practice.
– Case Western Reserve, McMaster University, University of Limburg at Maastricht, University of New Castle, University of New Mexico
What is Problem-Based Learning?
• An educational approach that…
– is characterized by the use of complex, ill-structured, real-world problems
– focuses on critical thinking and problem solving skills
– Student-centered & Group-centered
– Teacher becomes a facilitator
What is Problem-Based Learning?
• Howard Barrows…
“In PBL learners are progressively given more and more responsibility for their own education and become increasingly independent of the teacher for their education. PBL produces independent learners who can continue to learn on their own in life and in their chosen careers. The responsibility of the teacher in PBL is to provide the educational materials and guidance that facilitate learning.”
Online PBL Process - Groups
• Groups vary in size – 4 or 5 is nice• Conducted a Participant Attribute
Survey• Identified attributes for groupings• Pre-Service or In-Service• Pedagogical Experience• Technology Expertise (Self-Report)• Teaching Level – Elementary, Middle
School, or High School
Online PBL Process – The Problem
THE PROBLEM SCENARIO
It’s Monday morning. You arrive at school and go straight to your mailbox before following your usual daily routine. When you get to your mailbox, you see a note addressed to you…on your principals stationery. You open the note and begin to read. The note requests that you visit her on your free period and the meeting should last around one hour. However, the note fails to address the topic of the meeting.
Online PBL Process – The Problem
THE PROBLEM SCENARIO
At 10:45 a.m. you wind your way down the hallway to the principal’s office. What could she possibly want to see me about? As she greets you at her door, you can tell that she is positive, but it appears that she wants you to do something for her. “Beth, first of all, I would like to commend you for your integration of technology into your curricular lessons and the focus that you place on integrative learning. The district feels that this is the direction that we need to move and the students will benefit from this type of instruction.”
Online PBL Process – The Problem
THE PROBLEM SCENARIO
You thank her, but wait cautiously for what is still to come. “Considering this, we would like you to develop a model integrative unit for our social studies curriculum. The topic should revolve around our Ancient Civilizations focus. You can choose the area of your interest, but we need you to focus on integrating multiple curricular disciplines and how you can utilize technology to effectively plan, develop, and create samples of what students might produce.”
Online PBL Process – The Problem
THE PROBLEM SCENARIO
Being the forward thinking professional that you are, you ask for important details such as: time frame, expenses, and reimbursement for your time. Your principal explains that there isn’t much money available, but they will give you $500 for project expenses and the school board is willing to pay you $20 per hour for your time. However, you will need to keep a record of time spent and materials purchased that calculates all expenses.
Online PBL Process – The Problem
THE PROBLEM SCENARIO
You leave her office feeling excited that you have been recognized for all of your efforts. However, you know that this project will take considerable research, planning, and development time.
Good Luck!!!
Online PBL Process
• Students placed into groups
• Presented with “The Problem”
• Work collaboratively to identify learning issues and divide the labor
• Self-regulated learning and research
• Ask the Tutor…or Ask the Expert
• Revisit “The Problem”
• New learning issues?
• Formulation of a solution
• Reflection on the learning process
Online PBL Process - Resources
Online PBL Process - Reflection
Online PBL Process - Evaluation
• Rubrics
– Did the group address the stated problem?
–Did the group effectively plan for technology integration?
–Did the solution include multidisciplinary activities that reflect the real world?
Online PBL – The StructureNavigation
Online PBL – The StructureContact Information
Online PBL – The StructureSyllabus and Course
Information
Online PBL – The StructureThe Unit Design
Online PBL – The StructureThe PBL Structure
Online PBL – The StructureThe Synchronous Structure
Online PBL – The StructureThe Asynchronous Structure
Online PBL – The StructurePosting the Solution
The Perceptions - Pros
“This activity definitely allowed me to incorporate everything I learned in this class and made me reevaluate my use of technology in my classroom.”
“…better to collaborate with group mates as someone else’s viewpoint will always make you reflect upon yours”
“It was interesting, informative and fun”
“It is a bit of a shame that the activity came to a close just as the group became its own "machine". We were definitely starting to understand each other’s working styles, as well as a little something about individual strengths and weaknesses, and, from these, had established something of a unique group style.”
The Perceptions - Pros
“Because of this experience, I can certainly see the benefit of having students work together for longer periods of time on larger projects, as opposed to only short-term small projects.”
“After all the time and effort our group put into assuring that our final project would be clear and cohesive, it was especially rewarding to see that everyone’s individual contributions did form one unified project larger than the sum of its parts.”
“I took what I learned as a teacher in the classroom and something that I have a personal love for, Ancient Egypt, and along with my group, feel we addressed the problem adequately.”
“The problem definitely made me think about how I teach in the classroom.”
The Perceptions - Cons
“…hard to collaborate with team mates that you didn’t pick and don’t know, on a project outside of your comfort zone.”
“…email is usually an after thought. When I finally do check it, I realize that business is still unfinished. Eventually we relied on the phone to work things out and close any communication gaps. A calling B, then A calling C to reiterate info and further clarifying jobs. After that, I suggested everyone communicate through their forums.”
“I really had a hard first week with my group changing and such. Then I was really confused with the project. Then, I had no idea what was left to cover with our topic.”
The Perceptions - Cons
“This project is also a bit more difficult for our group because I am leaving on a trip on Sunday and will not be returning until August 1st.”
“I am a little bit frustrated with this progress. I worked for a very long time on my portions of the project before I left. I also took on more portions of the project because I felt as if my group members would be doing a lot of back and forth work while I was gone that I would not be able to participate in. Unfortunately, when I returned I found that there was very little conversation while I was gone and things that had been set out to be done were not. I feel as if two of my group members contributed a great amount to the project, but I also feel as if there is a member of my group that did less than her fair share.”
The Perceptions - Cons
“The middle stages of our PBL consisted of us working independently. For me, it's not the easiest thing because I don't do well in isolation. Part of it had to do with communication issues.”
“I found working with a group online much more difficult than in person.”
“It’s hard to get a common time everyone can meet, and I only had one other person in my group”
“Once you do get in a chat session you’re going back and forth from one topic to another, and as I’m writing one question, he’s answering another. It can just get very confusing.
Suggestions for Future Attempts
• Improve communications options
• Utilize programs like Skypeor Horizon/Wimba
• At beginning of course, have groups establish a weekly collaboration time to be used if needed.
• Utilize participant attribute survey to help make good group assignments
Suggestions for Future Attempts
• Along with the group rubrics, utilize peer evaluations
• Clear statement about participation and travel considerations
Questions