University of Delaware

Integrating Problem-Based Learning and Instructional

Media

Institute for TransformingUndergraduate Education

George Watsonghw@udel.edu

Barbara Duchbduch@udel.edu

Department of Physics and Astronomy

Supported in part by NSF DUE and The Pew Charitable Trusts.

The Way It Was... 1973 2000

Computation

graphing calculators,laptops,

gigabytes and gigahertz

The Way It Was... 1973 2000

Communication

e-mail,voice-mail,chatrooms,

FAX,pagers,

cell phonesinstant messaging,

wireless connectivity

The Way It Was... 1973 2000

Collections

Online Information:web catalogs,

networked databases,Britannica Online, online newspapers,

course websites,CMS

Teaching and learning physicsin the stormy “seas”:

Computation and Calculation

Communication and Collaboration

Collections and Connections

The Perfect Storm?

Given the amazing advances in technology,

the dramatic change in the first-year experience,

and knowing what we know about our students,

How can we best proceed in our classrooms?

The question before us:

The principal idea behind PBL is…

that the starting pointfor learning should bea problem, a query, or a puzzlethat the learner wishes to solve.(Bould, 1985:13)

One possible answer:

Problem-Based Learning

What are the common features of PBL?

Learning is initiated by a problem.Problems are based on complex, real-

world situations.Information needed to solve problem is

not initially given. Students identify, find, and use appropriate resources.

Students work in permanent groups.Learning is active, integrated,

cumulative, and connected.

PBL: The Process

Students are presented with a problem. They organize ideas and previous knowledge.

Students pose questions, defining what they know and do not know.

Students assign responsibility for questions, discuss resources.

Students reconvene and explore newly learned information, refine questions.

The Problem-Based Learning Cycle

OverviewProblem, Project, or Assignment

Group Discussion

Research

Group Discussion

Preparation of Group “Product”

Whole Class Discussion

Mini-lecture

Compelling features of PBL

Models itself on how students learn.With information overload, prepares

students to be life-long learners.More realistic curriculum prepares

students for world outside the classroom.

Ensures more up-to-date materials, content.

Generates enthusiasm among faculty.Boud and Feletti, 1998

PBL andactive learning

The web andinstructionaltechnology

“Marriage” of PBL and technology

How can technology aid student learning in a PBL course?

How can PBL aid students in using technology to learn?

www.physics.udel.edu/~watson/scen103/

www.physics.udel.edu/~watson/phys208/

Web Sites andWeb Pages Syllabus

Organizing the Course

GroupsStudent Reports

and Projects

Syllabus

Syllabus Introductionto PBL

Organizing the Syllabus

Groupfacilitation and

supportForms forassessment

Introductionto PBL

Groupfacilitation and

support

Forms forassessment

Web Sites andWeb Pages

Ingredients forwriting problems

Utilizing Online Resources

Inspiration fordesigning problems

Information forsolving problems

Ingredients forwriting problems

Inspiration fordesigning problems

Information forsolving problems

Web Sites andWeb Pages

Ingredients forwriting problems

Utilizing Online Resources

Borrowing imagesfrom other sites

Creating imageswith scanners,digital cameras

Ingredients forwriting problems

Background factsfrom networked

databases

Web Sites andWeb Pages

Utilizing Online Resources

Inspiration fordesigning problems

Online regionalnewspapers for

local perspective

Internationalnewspapers for

global view

Quack websitesfor “raw”material

Film and TVsites for scriptsand characters

Web Sites andWeb Pages

Utilizing Online Resources

Executing websearches effectively

Information forsolving problems

Evaluating onlineresources critically

Old thinking:The web is full ofmisinformation andbiased representationStay away!

New thinking:Engage and developcritical thinking skills.The Internet Challenge!

Characteristics of a Good PBL Problem

Relates to real-world, motivate studentsRequires decision-making or judgmentsMulti-page, multi-stageDesigned for group-solvingInitial questions open-ended,

encourages discussionIncorporates course content objectivesChallenges to higher-order thinking

But…where are the problems?

Typical end-of-chapter problems can be solved by rote memorization, pattern-match, and plug-and-chug techniques

Good problems should require students to make assumptions and estimates, develop models, and work through the model.

A source of problems outside the commercial texts needs to be developed.

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.

PBL Clearinghouse

A Brief Tour of the Clearinghouse

Logging in to the ClearinghouseApplying to be a userSearching and Browsing the

holdingsExamining problem detail and

supporting materials for a sample problem

www.udel.edu/pblc/

So what are the learning issues?

SCEN103 at the University of Delaware

www.physics.udel.edu/~watson/scen103/

Silicon, Circuits, and the Digital Revolution

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

Working in small groups, students also created websites devoted to science and technology topics.

This year’s colloquium was designed as a pilot Pathways Course during the discussion of General Education Reform at UD.

Much of the learning in Spring 2000 SCEN103 was done with problem-based learning.

A key feature of the writing-intensive work for this colloquium was the student’s setup and development of a personal website.

link

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

Communicate technical ideas orally and in writing.

Evaluate the information content of Internet resources.

Use graphical and other multimedia elements effectively in a webpage.

Create an informative and organized website devoted to presenting a topic of technical interest from various perspectives.

Interpret graphical data and construct graphs to communicate ideas.

Construct technical information into a logical framework for decision making.

Establish a frame of mind where quantitative reasoning is embraced.

Work effectively in a group to solve complex problems.

Access timely, relevant, and authoritative information for problem solving.

link

Why PBL in SCEN103?

The rate of generation of new information in the scientific and technical sectors is truly staggering.

Information becomes outdated rapidly and is updated constantly; much of what will be needed to know in the workplace following graduation has not been generated yet!

Thus identifying when new information is needed, where to find it, how to analyze it, and how to communicate it effectively are essential skills to learn in college.

An important result of PBL is that while problems are used to identify what to learn, the process of learning "how to learn" is also developed.

This method of instruction has been chosen to help develop skills important for success both in the students’ undergraduate education and in their professional life following graduation. link

A Problem-Based Learning Approach

to Simple Electrical Circuits

Incorporating PBL problems,

Other collaborative exercises, and

Hands-on laboratory exercises.

Link to list of activities and assignments for SCEN103 Spring 2000

Link to schedule of classes for SCEN103 Spring 2000

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?

link

Hairdryers: How much power?

Lab #1

Power = current x voltage

Students bring in their hairdryers and test all settings. A relationship is discovered among the three circuit quantities while checking the manufacturers’ claims.

link

A San Francisco Treat

PBL #2

Parallel circuits

Household wiring

Power ratings of appliances

Electrical wiring plans are formulated for a building conversion using floorplans from a “This Old House” project.

link

Electrical Energy Use in the World?

Exercise #1

Globalization for Pathways Course objective

Student groups use the CIA’s online World Fact Book to accumulate regional electrical energy use and investigate sources of discrepancies.

link

PBL #3

Resistance and Ohm’s law

Mark and Tim Allen rewire a toaster for more power by using hairdryer parts.

More Power!

link

Resistivity and Play-Doh

Lab #2

Resistance of a cylinder (wire)

Students roll out cylinders of various diameters and find a relationship among resistance and geometric factors.

link

Spring Break Adventure

PBL #4

Synthesis of cylinder resistance,

Ohm’s law, and

Electrical power

Students investigate the circuit concepts behind the operation of two familiar battery testers.

link

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.

link

Coming soon…Interactive Flash Circuit Simulator

Penetration rates of major consumer products in U.S. households

Exercise #3

Historical aspects of electrical use link

Lights Out!

PBL #5

Batteries and internal resistance

Energy capacity

Circuit Design

Students attempt to design a flashlight from a 6V lantern bulb and two AAA cells that will last for five hours.

link

Problem-Based Learning and Physics: Developing problem solving

skills in all students

The problem-based learning (PBL) program initiated at the University for reforming undergraduate science teaching is being expanded beyond the University by the development of instructional models and materials made accessible to faculty worldwide through an online clearinghouse. The project is developing a database of problems, instructional models, evaluation tools, and web-based resources that effectively incorporate PBL across the content framework of introductory undergraduate physics courses. Materials are being collected and reviewed for a wide variety of introductory physics courses, for both science majors and non-science majors, across all levels of instruction and class enrollment. In addition to collecting existing problems and material, the project is implementing problem-writing workshops as an important element in developing the collection of PBL materials needed to cover the different curricula of physics at the college level. Selected clearinghouse problems will also be adapted to the high school setting.

NSF DUE 00-89408 CCLI-EMD

PBL2002 Conferencewww.udel.edu/pbl2002/