Beginning the PBL Design Process

Mary Margaret Capraro Robert M. Capraro Texas A & M University

Topics to be Covered

• Introduction to PBL • Discussion of Problem and Project-based Learning • Hands-on PBL activity • PBL refresher quiz • Assessment (formative and summative) including introduction to rubrics

Introduction to PBL

Importance of Design Process • What is the Design Process?

– Systematic approach followed when developing a solution for a problem with a well-defined outcome.

– Many variations in practice today, but most include same basic steps.

• Why do we need to follow a Design Process?

– Provides the structure needed to formulate the best solution possible – Builds problem solving skills and logic

Importance of Design Process Cont.

Engineering applies concepts from mathematics, the sciences, and technology to solve complex problems in a systematic manner.

Steps of Design Process

1) Problem Identification 2) Research 3) Ideation 4) Analysis of Ideas 5) Testing and Refinement 6) Metacognition and Communication

Design Process

The process is, by nature, iterative in that engineers almost never work linearly through the steps, but instead, alternate between the various steps until the final design solution is identified.

1. Problem Identification

• Constraints – Limitations or restrictions to a design process or product – Often focused on: • Limited resources and inputs to the project • Process used when designing a solution • Business requirements or procedures • Criteria – Requirements that focus on the desirable or necessary characteristics of the final design – Evaluated on a scale

2. Research

• Provides information necessary to formulate and critically analyze design ideas – Internet – Books – Magazines – Newspapers – Interviews – Field Trips – Experiments – Observations

• Creativity

3. Ideation

(Think “outside the box.”) • Open Mind (Place value on team members’ input.) • Perseverance (Generate multiple solution ideas.) • Teamwork (Build on each other’s ideas using established processes and norms.) • Flexibility

3. Ideation (Cont)

Proper Brainstorming • Focus on generation of many different solution ideas (QUANTITY) without concern for perfecting proposed solutions (QUALITY) at this point in the process.

• Avoid judgment in decision analysis.

– Members should be able to take risks without being criticized.

• Encourage all team members to contribute.

• Make a genuine effort to listen and understand all contributions from team members.

3. Ideation

Proper Brainstorming Cont.

• Speak up! Even if you are unsure if your idea will work, discuss it. It may spark a solution idea from another team member.

• Record ALL ideas, even ones that seem unrealistic or flawed.

– The final design solution is often a conglomeration of all thoughts, and sometimes the “silliest” idea ends up being the best one after refinement.

• Attack specific (rather than general) problems.

3. Ideation

Brainstorming Environment • Provide a relaxing environment.

– Enhances creativity and contribution • Practice creativity exercises, relaxation exercises or other fun activities before the session to enhance imagination.

• Avoid interruptions and distractions.

3. Ideation

Brainstorming Environment Cont.

• Use flexible thinking tools (e.g. sticky notes to create timelines and/or flowcharts, flip charts, dry erase boards) but keep a high level list of all ideas on a permanent record.

• Use “Think-Pair-Share” activities to encourage both independent thinking and spiraling of ideas.

• Sit in a configuration that does not display dominance of one team member over another (e.g. circle).

4. Analysis of Ideas

Development of Multiple Ideas • Development of preliminary ideas • Concepts applied – Mathematics – Science – Technology • Sketches drafted • Specific research and analysis of ideas to determine feasibility • Specific research to determine consumer preference

Multiple Solutions

Project design does not address a single correct answer; rather it aims to identify the

best

solution from amongst several possibilities.

• Typically many feasible solutions • Two teams with identical problem criteria but different weights on each – Affects selection of final design • Weights given to criteria not necessarily constant – Criteria may be highly rated only up to a certain level.

5. Testing and Refinement

Building of Prototype • Full-scale – Different from “scale model” • Working model • Constructed of materials specified in design • Built with safety factor specified in design • May be a process, a software application, or a physical product

Testing of Prototype

• All components evaluated and tested under all possible conditions – Conditions related to use/function – Conditions related to environment • Conditions sometimes not known at this point and/or exact simulation of actual environment may not be possible – Identify and document deviations and/or factors that may vary from one test to another

Refinement – What It is Not

• Not a step back in the process • Not a failure on the designer’s part • Not a straight path through basic steps • Not an opportunity to change scope (scope creep)

6. Communication and Metacogniton

Metacognition • Done incessantly throughout all phases of the project • Well documented • Conducted individually and within a team setting • Through reflection conducted at end of project

Effective Communication Requirements

• During the different steps of the design process, engineers must communicate: – Within a team – As a team – On an individual basis • Project team must discover best means of transmitting information.

– Varies with: • audience, design step, available resources, and project constraints

Effective Communication Requirements Cont.

• Effective communication within the project team will: – Facilitate broad ideation – Ensure workload is shared most efficiently – Ensure individual strengths are maximized – Make the lifecycle of the project more enjoyable – Ensure no duplication of efforts – Provide proactive solutions for risks and issues

Written Communication

• Proves ownership of design (may be needed to obtain patents) • Serves as a report to supervisors and stakeholders • Serves as a way to manage project activities – Example: Graphical Management Charts used to visually organize and keep track of schedules and major project milestones • Serves as input for build phases of the project • Improves metacognition • Stored in journal

Written Communication Examples

• Brainstorming ideas • Research • Sources of information • Interactions • Meeting Minutes • Test predictions and results • Reflective thoughts • Project management • Graphs and charts

Visual Communication

• Helps communicate difficult concepts and undeveloped ideas • Serves as input for the build phases of the project • Stored in Journal • Examples – Illustrations – Draft sketches – Detailed sketches with dimensions – Blueprints – Diagrams – Graphs – Dimensions – Photos – Video

Interpersonal and Oral Communication

• Important to explain design in layman’s terms while being able to back up information with technical concepts and terminology

“Many great designs go undeveloped simply because the designer cannot gain the trust of investors or customers based on their technical explanations.”

• To collect information needed to develop design • To receive validation, approval, and funding for projects

Interpersonal and Oral Communication Cont.

• Examples – Productive brainstorming sessions – Interpersonal communication between team members – Constructive and professional interactions with stakeholders – Presentations – Meetings – Effective interviews – Media releases

Summary

• Transition is a complex process • Challenges are: – A change in philosophy – A change in role – A change in traditional classroom environment

Problem v. Project

• Many similarities between the two • Both based on constructivism • Student takes an active role • Problem-based – roots in behaviorism and emphasizes a single correct solution • (Let’s look at the Table 1 on page 57)

Sample PBL

• Non-Newtonian Fluid Mechanics – Well defined outcome: Student will be able to use the general form of functions to describe the effect of % of water on viscosity of silly putty and apply the general form of the quadratic parent function to explain non-linear flow of a non-Newtonian fluid (silly putty).

PBL Refresher Quiz

• Take about 15 minutes to fill it out.

• For some of them there is no right or wrong answer but be able to defend your choice of answer • We will discuss as a group when everyone has completed

Assessing Student Learning during PBL

• Formative and Summative Assessments including Rubrics • Shift in philosophy – Research has shown – some teachers spend 50% of available time on quizzes, tests, etc . (Plake, 1993).

– 99% of secondary teachers rely on testing for evaluation purposes (Gullickson, 1982).

Formative Assessment

(checklist, observation, quiz…) 1. inform the teacher of what has been taught well and not so well 2. inform students of what they have learned well and not learned so well 3. can be used to extinguish or foster behaviors the teacher wants to

diminish

reinforce

or 4. the score/grade has minimal impact on the final grade (non-threatening results) 5. students should be keenly aware of what they should have done to earn the full pts .

Summative Assessment

– Mirror high-stakes test items – Used to develop proficiency with low-level minimal skills tasks – Provides a snap-shot of student retained learning over a period of time – Does not provide insights into what students need to learn, may be judgmental.

– Easy to assign grades – Provides easily interpretable metric for determining progress on a grading scale.

Rubrics

• Framework that can be designed or adopted by the teacher for a particular group of students for a particular task (Kulm, 1994) • A scale to judge performance on a single task • • Holistic –Simple Rubric– 4 pt. scale Analytic -performance indicators – separate facets of performance are defined, independently valued, and scored.

Holistic Or Analytic?

HOLISTIC —pros and cons

+Takes less time to create. Well… +Effectively determines a “not fully developed” performance as a whole +Efficient for large group scoring; less time to assess -

Not diagnostic

- Student may exhibit traits at two or more levels at the same time .

Steps in Modifying a “Canned” Rubrics

• Find a rubric that most closely matches your performance task.

• Evaluate and adjust to reflect your instruction, language, expectations, content, students – Criteria – Descriptors – Performance levels