George Watson Introduction to PBL at UD and Web-based Simulations for Active Learning Josh Duke...
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Transcript of George Watson Introduction to PBL at UD and Web-based Simulations for Active Learning Josh Duke...
![Page 1: George Watson Introduction to PBL at UD and Web-based Simulations for Active Learning Josh Duke Problems in Environmental Conflict Charlene Hamilton and.](https://reader036.fdocuments.net/reader036/viewer/2022062516/56649d645503460f94a46dcb/html5/thumbnails/1.jpg)
George WatsonIntroduction to PBL at UD and
Web-based Simulations for Active Learning
Josh DukeProblems in Environmental Conflict
Charlene Hamilton and Ann RucinskiUsing Case Studies for Authentic Learning in Dietetics Internship
UD Faculty Showcase:Technology and Active Learning
Learning Technology Consortium
April 18, 2002
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Projects supported by Technology Assistance programstaff support sponsored byPRESENT/User Services
Projects reflect strategies of active learningworkshops sponsored by
Institute for Transforming Undergraduate Education
Projects incorporate technology for active learning‘sponsored’ by the University of Delaware
What do the showcase projectshave in common?
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What is Problem-Based Learning?
PBL is an instructional method that challenges students to “learn to learn,” working cooperatively in groups to seek solutions to real world problems.
PBL prepares students to think critically and analytically, and to find and use appropriate learning resources.
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The principal idea behind PBL is…
that the starting point for learning should be a problem, a query, or a puzzle that the learner wishes to solve.”
(Bould, 1985:13)
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What are the CommonFeatures of PBL?
Learning is initiated by a problem.Problems are based on complex, real-
world situations.All information needed to solve problem
is not initially given.Students identify, find, and use
appropriate resources.Students work in permanent groups.
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PBL: The Process
Students are presented with a problem. They organize ideas and previous knowledge.
Students pose questions, defining what they know and don’t know.
Assign responsibility for questions, discuss resources.
Reconvene, explore newly learned information, refine questions.
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The Problem-Based Learning Cycle
OverviewProblem, Project, or Assignment
Group Discussion
Research
Group Discussion
Preparation of Group “Product”
Whole Class Discussion
Mini-lecture
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George [email protected]
Becky Kinney
Web-Based Simulationsfor Active Learning
UD Faculty Showcase
Learning Technology Consortium
April 18, 2002
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SCEN103 at the University of Delaware
http://www.physics.udel.edu/~watson/scen103/
Silicon, Circuits, and the Digital Revolution
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Designed to promote scientific and computer literacy and awareness, SCEN103 gives students an opportunity to leverage their interests in everyday devices and high-tech objects into a study of fundamental science concepts.
Live demonstrations, in-class group explorations of technology applications, and daily work with the Internet are essential elements of SCEN103.
The course:
SCEN103 in Spring 2000 was an Honors colloquium designed to introduce first-year students to some of the science behind high technology.
link
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Broad Course Objectives:
Explain the basic operation of electrical circuits, simple semiconductor devices, and integrated circuits.
Analyze simple electrical circuits to assess their function and effectiveness.
State and describe fundamental scientific principles underlying modern electronic devices.
Identify the contributions of science and technology to everyday life.
link
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A Problem-Based Learning Approach
to Simple Electrical Circuits
Incorporating PBL problems,
Other collaborative exercises, and
Hands-on laboratory exercises.
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Crossed Circuits
PBL #1
Energy = power x time
Two roommates argue about perceived use of electrical energy. Who should pay more towards the utility bill?
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A San Francisco Treat
PBL #2
Parallel circuits
Household wiring
Power ratings of appliances
Electrical wiring plans are formulated for a building conversion in San Francisco using floorplans from “This Old House”.
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Batteries and Bulbs
Lab #3
Series and parallel combinations
Students work from the simplest possible circuit to the challenging circuit on the left and its companion on the right.
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Motivation for This Project
Faster, cheaper ‘what if?’ changes.Anywhere, anytime accessibility to ‘lab’.Wireless technology for collaborative learning.
When hands-on experiences in a physical laboratory are not available, computer simulations are often the next best option.
For some topics, computer simulations can provide an environment for active learning that is just as rewarding as the traditional laboratory.
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Implementation of This Project
JavaScript and Java applets are often employed to implement computer simulations for learning that can be accessed over the web.
Often overlooked are other software solutions that run from suitably configured web browsers -- Macromedia Flash is one such approach.
We have created a simple circuit simulator written in Flash that provides an interactive experience for introductory students of electricity.
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Features of the Circuit Simulator
The current version providesa prototyping workspacedrag-and-drop selection of resistors and batteriesmultimeters that can be configured to display
current and/or voltage for each circuit elementwire cutters and wire to complete and
reconfigure circuits to carry out simulated experiments.
a written and audio introduction to its use.
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As initially presented to the students
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Running a circuit simulation…
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Demonstration
http://www.udel.edu/present/showcase/watson/