Transcript Lesley Henderson presentation (PPSX 194KB)

Engaging students using
problem-based learning
in an online learning
environment
School of Education
Postgraduate topic in Gifted Education
EDUC9794
[email protected]
Learner view of external mode
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Advantages
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Greater choice
Flexibility – time, space
Less travel
Increased accessibility
Self-paced, selfdirected – autonomy
Multimedia
Disadvantages
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Intimidating technology
Costs of technology
Isolating and lonely
More self-discipline
required
Prior experience &
learning preferences
Not all students like online experience – want hard copy materials,
independent study & flexible timetable
Not all students have good internet access, or technical skills
Many postgraduate students study on weekends – no FLO support
Designing an on-line topic
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Topic is about affective development
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Topic requires an understanding of
diverse gifted students
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Importance of social & emotional supports &
problem of isolation in distance study – establishing
a community of learners via FLO
How do you care about theoretical issues unless
they have a ‘human face’ – real students
Knowledge is important, but application
of knowledge is more valuable
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Authentic problem for the teacher is simulated in
the PBL case study – motivation to study
Problem-Based Learning
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Introduces a ‘real-world’ problem
No clear/single answer – ‘fuzzy’ problem
Students use existing knowledge, share
knowledge, set individual learning tasks
to elaborate on knowledge
Collaboration & communication
Applies & develops higher order thinking
Professional application
Students find PBL strongly motivating
PBL design process
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Set very clear learning objectives
Select a problem – develop a case
Seek advice – authentic & relevant
Develop/identify resources for
independent research (scaffolding
learning)
Determine evaluation/assessment
PBL Objectives
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Understand issues relating to the social and emotional
development of diverse gifted children and the behaviours that
may be associated with these issues.
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Understand the importance of developing classroom
environments that are responsive to a diverse range of affective
needs.
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Consider what teachers can do in collaboration to address the
social and emotional needs of gifted students in the regular
classroom.
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Experience the application of PBL as a strategy to engage
students in collaborative problem-solving that reflects real-life
learning.
How can technology support PBL?
Donnelly (2005:158)
o Providing exciting curricula based on
real-world projects & problems
o Providing scaffolds, tools & resources to
enhance learning
o Giving both students & teachers more
opportunities for feedback & reflection
o Expanding opportunities for student
learning through collaboration &
discussion
How do I use FLO to try to create
a sense of community?
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Clear communication re nature of topic &
aims – structure
Personalise FLO space with photos –
pleasant environment
Encourage participation in FLO discussion –
‘Meet & Greet’ activity
Allocate marks for participation in discussion
Provide guidelines for interaction – Code of
the Community of Inquiry (Jewell et al 2011)
Be present on FLO!
My belief…
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A problem-based learning case study
provides an authentic online learning
environment that helps postgraduate
students self-direct and deepen their
learning, and collaborate with others.
“The incorporation of PBL strategy into an online
learning environment provides the engaging,
collaborative and learner-centred activities that are
required to encourage a student to fully participate in
the learning program” (Gooding, 2002:2)
The Future?
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Virtual reality
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Video-conferenced presentations
Live chats
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text-based ‘triggers’ replaced by or
supplemented with video?
Synchronise discussions?
Blogs
Others?
Resources
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Video of PBL at Flinders Uni at
http://mtu.flinders.edu.au/events/pbl_adsl.cfm
Adelaide University guide to using PBL at
http://digital.library.adelaide.edu.au/dspace/bitstream/
2440/71220/1/hdl_71220.pdf
Handbook of Enquiry & PBL at
http://www.aishe.org/readings/2005-2/
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Online chapter about using technology in PBL at
http://www.aishe.org/readings/2005-2/chapter16.pdf
References
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Brodie,L.(2005). Problem based learning in the online
environment – successfully using student diversity and eeducation.
Cheaney,J. & Ingebritsen, T. (2005). Problem based learning in
an online course: A case study. The International Review of
Research in Open and Distance Learning, Vol 6, No 3.
Donnelly, R. (2005). Using technology to support project and
problem-based learning. In T. Barrett; I. MacLabhrainn, & H.
Fallon (Eds). Galway: CELT.
http://www.nuigalway.ie/celt/pblbook/
Gooding, K. (2002). Problem based learning online. In S.
McNamara & E. Stacey (Eds.), Untangling the Web: Establishing
Learning Links. Proceedings ASET Conference 2002. Melbourne,
7-10 July. http://www.aset.org.au/confs/2002/gooding.html
Jewell, P., Henderson, L., Webster, P., Dodd, J., Paterson, S., &
McLaughlin, J. (2011). Teaching ethics: Care think and choose.
Melbourne, Vic: Hawker Brownlow Education.