While listening to the recording I decided that perhaps I should try Jim's method of remixing and recognizing that I too do better in a written context where I can pick and choose where I can focus my attention. Here is my attempt to capture the discussion.
Peter Leong and Lani Uyeno provided insight into how they have integrated problem-based learning into their online courses. Lani's course Eng. 211 Autobiographical Writing and Peter's course 668 Quantitative Research (graduate level).
Authentic Context
Lani's course: The student's work on a published journal and thus are more interested as they see an effect of their work on others.
Peter's course: Fictitious consulting company doing educational research
Response to Tony Bate's point-'bringing in the world to your teaching'
Lani: writing memos, letters in response to clients requests; the fact that they are online: they spend more time in revising and editing their work
Peter: the course material (quantitative research/statistical research) is dry for most students so the fact that they are using research methods to help their client oppose legislation & from their analysis of the data, bring forward conclusions helps bring the material alive for the student
Authentic activities in PBL How do they differ from traditional learning activities?
Lani: publication means that revision and editing of work is more important than it is in person
Peter: in f2f small problems were not contextualized so difficult for the student to learn how to apply; online the students are better able to apply the material
Online students are more responsible: the material is there but don't pay attention to it; the team leader more responsible and ensures re-reading and understanding what is there
PBL effect on student learning & motivation
Lani: have to become more motivated; grow in communication skills; seen students who are quiet given a voice online; students are more professional in their interactions; when Lani gives her thoughts on their deliverables - do revisions before handing in
Memoirs content: teams Lani posts which team is critiquing which team; uses rubrics
Drafts - Lani prepares a power point slide what works; what needs more work; whole team usually shows up
Peter: Working with graduate students you still see a shift from them expecting you to give them all the material to them learning that they need to look for the information
1) Formulate & operationalize research questions
2) Select research design & statistical analysis method
3) Perform the statistical analysis and draw conclusions
4) Presentation
Rubrics for each task. Peer evaluation at the end of the project (done separately by each team member rate their peers).
synchronous meeting once a week
https://sites.google.com/site/akamaiconsultingscenario/home
Using technology to support active learning among & between students
Lani: BB Collaborate - good interaction with students and they can ask any questions
Peter: endorsed Lani's thoughts on BB Collaborate; added blogs to reflect on their experiences; 2nd Life; interesting to read blogs to see where they start and where they end - they are in charge of their own learning
other technology: brainstorming on white board; separate groups; polling function; chat function
Largest Barrier to PBL & Active Learning - TIME
Lani: commit the time to shift from lecture to PBL; once it is done the material is impressive to student because of the time and thought you have put into the course; students more involved in their learning
Peter: Time to convert to PBL - once it is done what was once dry engages students online - they can see how it works in real life
Recommendations (how to start)
Lani: start small; rethink one idea or concept from course; work with a colleague as the back and forth really helps
Peter: authentic - talk to industry expert; make sure you have a real world/work problem - Just Do It! - don't wait for the perfect idea
Example of a first baby step?
concept - context for presenting it
invite guest speaker on subject matter
Resistance from students:
*** so hard - used to be on the receiving end - no research themselves
- after first deliverable - less resistance as other students are there to support
PBL on-line
- gives students a sense of the whole - where you are going as all the material is online - they can go and revisit or go ahead
- students take it upon themselves to tell others to revisit the material
Overall the benefits of PBL are too great not to be using!
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