Problem Based Learning

Welcome To The Real World: Showing The Value of Information Literacy Beyond the Classroom

by John Napp

I worked for a several years as librarian for a consulting engineering firm before coming to the University of Toledo.... more I worked for a several years as librarian for a consulting engineering firm before coming to the University of Toledo. There I would see engineers struggle to find information on their own before asking for assistance. It seemed to me that if student engineers could be given an assignment that mimicked what they would be doing as working engineers they would see the value of those skills. I have been looking for an opportunity to try such an assignment out on a class. Prior to the start of Fall Semester 2010 I approached the instructor for the EECS1010 Electrical Engineering & Computer Science First Year Design course about including an information literacy component.  There were 120 students in this class. Students were given the assignment of identifying electrical and computer products that would allow senior citizens with mobility, cognitive, or visual impairment to continue to live independently. A bibliography for the sources they used was to be part of the project to be turned in for a grade. The purpose of this component of the assignment is to introduce information literacy skills and to show how those skills fit into the engineering design process.  I gave a presentation to the class on library resources and citation guides.  After the assignments are turned in students will be given a survey to assess their comfort with finding information and their understanding of how information literacy fits into modern engineering practice. I feel that this project is significant because very few examples of an information literacy component as part of a freshman design class assignment can be found in the literature. Also, showing faculty how being able to locate and use information in engineering design is an essential part of ABET (k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.

On the Provision of a Comprehensive Computer Graphics Education in the Context of Computer Games: An Activity-Led Instruction Approach

by Eike Falk Anderson

Co-authored with Christopher Peters; published in the Eurographics 2009 Education Papers

Over the past decade the development of computer games – which originated in academia with the creation of Spacewar at... more Over the past decade the development of computer games – which originated in academia with the creation of Spacewar at MIT in 1961 – has evolved into an accepted academic discipline, closely related to the field of computer graphics. Games courses can be found embedded in traditional computer science degrees or as dedicated degree programmes for students aiming to work in the games industry. In this paper we present a student-centred, activity-led approach to teaching computer graphics in the context of a computer games technology undergraduate degree. We describe our computer graphics related courses and demonstrate how they are formed by the activity-led teaching methodology.

On the Provision of a Comprehensive Computer Graphics Education in the Context of Computer Games

by Eike Falk Anderson

Position paper for the 2009 Computer Graphics Education Workshop (title shared with a Eurographics 2009 education paper). Co-authored with Christopher Peters.

In this position paper, we describe a student-centred, activity-led approach to teaching computer graphics in the... more In this position paper, we describe a student-centred, activity-led approach to teaching computer graphics in the context of a computer games technology undergraduate degree. Traditionally, computer graphics education has been a minor specialism in computer science curricula, which in recent years has grown in popularity and importance. Recently, we have witnessed an explosion in computer games related degree programmes that usually incorporate a prominent computer graphics component. The convergence of modern entertainment media, which all rely on modern computing hardware, has resulted in computer graphics in film effects and feature animation now using the same or at least very similar techniques to those used in computer games. A similar convergence must follow in computer graphics education, as graduates are likely to find employment working with different media. Too often, however, games degrees tend to simply add a flavour of games and graphics to existing computer science degrees. We believe that a better solution is to design new degrees based on interdisciplinary computer graphics education instead.

In at the Deep End: An Activity-Led Introduction to First Year Creative Computing

by Eike Falk Anderson

Eike Falk Anderson, Christopher E. Peters, John Halloran, Peter Every, James Shuttleworth, Fotis Liarokapis, Richard Lane and Michael Richards

to appear in COMPUTER GRAPHICS Forum 2012 (in print)
DOI: 10.1111j.1467-8659.2012.03066.x

Misconceptions about the nature of the computing disciplines pose a serious problem to university faculties that offer... more Misconceptions about the nature of the computing disciplines pose a serious problem to university faculties that offer computing degrees, as students enrolling on their programmes may come to realise that their expectations are not met by reality. This frequently results in the students’ early disengagement from the subject of their degrees which in turn can lead to excessive ‘wastage’, i.e. reduced retention. In this paper we report on our academic group’s attempts within creative computing degrees at a UK university to counter these problems through the introduction of a six week long project that newly enrolled students embark on at the very beginning of their studies. This group project provides a breadth-first, activity-led introduction to their chosen academic discipline, aiming to increase student engagement while providing a stimulating learning experience with the overall goal to increase retention. We present the methods and results of two iterations of these projects in the 2009/2010 and 2010/2011 academic years, and conclude that the approach worked well for these cohorts, with students expressing increased interest in their chosen discipline, in addition to noticeable improvements in retention following the first year of the students’ studies.

In at the Deep End: An Activity-Led Introduction to Creative Computing with Interactive Computer Graphics

by Eike Falk Anderson

Co-authored with Christopher Peters, Fotis Liarokapis and John Halloran. Published in Eurographics 2011 - Education Papers.

Misconceptions about the nature of the computing discipline(s) pose a serious problem to faculties that offer... more Misconceptions about the nature of the computing discipline(s) pose a serious problem to faculties that offer computing degrees, as students enrolling on their programmes come to realise that their expectations are not met by reality. This frequently results in the students’ early disengagement from the subject of their degrees which in turn can lead to excessive ‘wastage’, i.e. reduced retention. In this paper we report on our academic group’s attempts within creative computing degrees at a UK university to counter these problems through the introduction of a six week long project that newly enrolled students embark on at the very beginning of their studies. This group project provides a breadth-first, activity-led introduction to their chosen academic discipline, aiming to increase student engagement while providing a stimulating learning experience with the overall goal to increase retention. Having run in two iterations, we believe that this approach has been successful, with students showing increased interest in their chosen discipline and noticable improvements in retention following the first year of the students’ studies.

Press play: an experiment in creative computing using a novel pedagogic approach

by Eike Falk Anderson

J.Shutteworth, P. Every. E. Anderson, J.Halloran, C. Peters and F. Liarokapis. In Anglo Higher 2(1), 2010

A model of clinical problem-based learning for clinical attachments in medicine.

by Liz Farmer

Macallan DC, Kent A, Holmes SC, Farmer EA, McCrorie P. Medical Education 2009 Aug;43(8):799-807.

CONTEXT: Problem-based learning (PBL) has been widely adopted in medical curricula for early-years training, but its... more CONTEXT: Problem-based learning (PBL) has been widely adopted in medical curricula for early-years training, but its use during clinical attachments has not been extensively explored. Objectives This study aimed to develop and evaluate a new model, 'clinical problem-based learning' (CPBL), to promote learning skills, attitudes and knowledge during clinical attachments. METHODS: The CPBL model takes the principles of PBL and applies them to learning during clinical attachments. Real patient encounters are guided by a list of broadly defined case types to ensure curriculum coverage. By discussing history taking and examination in the context of differential diagnosis and problem listing, students generate learning objectives relating to clinical skills, disease mechanisms and clinical management. These are explored through self-directed learning before the second tutorial, in which the tutor takes the role of 'expert', demonstrating how learned material translates into clinical practice. We evaluated which components contributed most to the success of the model using semi-structured questionnaires, focus groups and a consensus (Delphi process) method. RESULTS: Students found CPBL a positive learning experience. Identification of suitable cases for discussion was readily achieved, although follow-up was sometimes difficult. The tutor's level of expertise and a non-threatening learning environment, conducive to student questioning, were highly rated contributors to successful CPBL. Comments reinforced the view that CPBL is a parallel teaching approach that helps structure the teaching week, but does not replace traditional bedside teaching. CONCLUSIONS: Clinical problem-based learning was well received in clinical placements. Key elements were the learning interval, the involvement of expert tutors and a non-threatening learning environment.

Faculty Development for problem based learning

by Liz Farmer

Eurpean Journal Dental Education 8(2) 59-66, May 2004

Changing to a problem-based learning (PBL) curriculum represents a substantial challenge because many faculty... more
Changing to a problem-based learning (PBL) curriculum represents a substantial challenge because many faculty members are unfamiliar with the process. Faculty development is a crucial component of successful curriculum change to PBL. This paper describes a logical process for designing and implementing a comprehensive faculty development programme at three main stages of change: curriculum transition, curriculum implementation and curriculum advancement. The components of each stage are discussed with reference to the literature and practice. Future advances in faculty development include harnessing the potential of complex adaptive systems theory in understanding and facilitating the change process, and incorporating the results of research, which illuminates the relationships of the PBL tutorial process to student achievement. There is a continuing need for rigorous outcome-based research and programme evaluation to define the best components and strategies for faculty development.

Problem-Based Learning and Scientific Literacy

by Thalia Mulvihill

Co-authored with Melissa Cook

Cook, M. and Mulvihill, T. (2008) Problem-based Learning and Scientific Literacy Academic Exchange Quarterly, Volume 12, Issue 1, pp. 158 – 163.

Facilitating Adoption of Web Tools for Problem and Project Based Learning Activities

by Md. Saifuddin Khalid

Md. Saifuddin Khalid, Nikorn Rongbutsri, Lillian Buus
Published in the proceedings of Networked Learning Conference (NLC) 2012, held during 2-4 April, 2012; presented at the venue Maastricht School of Management, Maastricht University, Netherlands.

This paper builds on research directions from ‘activity theory’ and ‘learning design’ to provide ‘facilitation’ for... more This paper builds on research directions from ‘activity theory’ and ‘learning design’ to provide ‘facilitation’ for students standing within decision making related to selection of web 2.0 tools and university provided web-based applications for supporting students activities within problem and project based learning. In the area of problem and project based learning, facilitation is the core term and the teacher often has the role as facilitator or moderator instead of a teacher teaching. Technology adoption for learning activities needs facilitation, which is mostly absent. Sustainable adoption might be facilitated based on tool appropriation with activities associated with courses and projects. Our mapping of different tools in a framework is reported based on interviews, observations, narratives and survey. A direction towards facilitation process for adoption is discussed as part of future scope of work.

Scaffolding Teachers Integrate Social Media Into a Problem-Based Learning Approach?

by Lillian Buus

Published in the Electronic Journal of E-Learning - EJEL, March 2012

Teaching Cybercrime in the Post Graduate Bar Course in Uganda

by Maureen Owor

African Journal of Crime and Criminal Justice , Vol. 2 No. 1, December 2011 at 79-94

This paper supports the teaching of cybercrime in the Law Development Centre’s post graduate Bar course, because... more This paper supports the teaching of cybercrime in the Law Development Centre’s post graduate Bar course, because cybercrime is a nascent area with international dimensions of which empirical evidence exists. Furthermore, on the February 14, 2011, Uganda enacted its first cybercrime legislation- the Computer Misuse Act 2011. The paper aims to stimulate debate on the effectiveness of the Act in dealing with terrorist acts that are perpetuated by use of computers. An e-mail allegedly linked to the July 11 2010 deadly bombings in Kampala, provides a lens through which two aspects of the Computer Misuse Act are examined namely: the narrow definition of computer misuse; and the inadequate provisions on proportionality and human rights, and judicial oversight in the procedural framework. Such an e-mail is a learning material well suited for the problem-based learning methods applied during the Bar Course. By way of concluding reflection, the author highlights research and training, as a means by which legal solutions to the lacunae in the legislation may be found.

Mapping Students Use of Technologies in Problem Based Learning Environments

by Md. Saifuddin Khalid

Nikorn Rongbutsri, Md. Saifuddin Khalid, and Thomas Ryberg, “Mapping Students Use of Technologies in Problem Based Learning Environments,” in Proceedings of the 19th International Conference on Computers in Education, ed. T. Hirashima et al. (presented at the International Conference on Computers in Education ICCE, Chiang Mai, Thailand: Asia-Pacific Society for Computers in Education, 2011), ISBN# 978-616-12-0188-3, pp. 723-727.

This paper aims to understand how students use technology to enhance their learning in problem-based learning... more This paper aims to understand how students use technology to enhance their learning in problem-based learning environments. The research methodology is based on both qualitative and quantitative studies. The results are based on students interviews, a survey and students‟ reflections in course-related blog posts; they show that students have positive perceptions toward using technologies in problem-based learning environment.

ICT Support for Students’ Collaboration in Problem and Project Based Learning

by Md. Saifuddin Khalid

Nikorn Rongbutsri, Md. Saifuddin Khalid, and Thomas Ryberg, “ICT Support for Students’ Collaboration in Problem and Project Based Learning,” in “PBL Across The Disciplines: Research into Best Practice”, Proceedings of 3rd International Research Symposium on Problem-Based Learning (presented at the 3rd International Research Symposium on Problem-Based Learning 2011, Coventry, UK, 2011), ISBN 978-87-7112-025-7, Aalborg University Press, pp. 351-363.

This paper reports and analyses quantitative and qualitative data from a study, which seeks a better understanding of... more This paper reports and analyses quantitative and qualitative data from a study, which seeks a better understanding of how students use various technologies to support their project collaboration activities in a problem and project based learning environment. More generally the aim of the study, and the present paper, is to shed light on students’ technology practices
within higher education – particularly in relation to problem and project based learning. The reasons for undertaking these studies are that we aim to develop a mobile application to support the students’ problem and project based learning. The methods are an online survey, narrative reflections, observations and interviews. The analysis reports the differences in collaboration practices of students with different levels of experiences with the pedagogy and students from different faculties at Aalborg University. The results show students in problem and project based learning environment use several tools to support their group work and they have potential to adopt mobile technology to enhance their group work collaboration. Additionally, the results also lead to discussions about how to provide a better group working environments, whether institutions should provide applications with full functionalities or facilitate students to use tools which are available on market, either free or commercial services.

Impact of problem-based learning to students and teachers

by Necati Hırça

Skills for the 21st century require active learning

by Timothy Clapper

Clapper, T. C. (2009). Skills for the 21st century require active learning. PAILAL, 1(3). Available on EBCOHOST database.

INVESTIGATING THE INFLUENCE OF SOCIAL AND SOCIOMATHEMATICAL NORMS IN COLLABORATIVE PROBLEM SOLVING

by Konstantinos Tatsis

Teaching Information Retrieval (IR) as a Philosophical Problem

by Clare Thornley

Thornley, C. 2008. Second International Workshop on Teaching and Learning of Information Retrieval. 18 October, London, UK.

A Look at Problem Based Learning in High School Classrooms to Promote Student Activism

by Anne-Rose Baker

Problem based learning has more recently become a common term in public education. There is much positive potential... more Problem based learning has more recently become a common term in public education. There is much positive potential when implementing problem based learning at the High School level. Here I review positives while not completely ignoring some of the negatives associated with implementing a problem based learning model at the high school level. More importantly, I will move beyond a look at the model of problem based learning and focus on how the model encourages students to take an active role in their learning as well as in the community. With the support of Ernest Morrell’s theories of promoting students activism, I will combine personal implications from researching the background of the model holistically as well as examples of successful practices.  My research will create an understanding on how students benefit from problem based learning by increasing critical thinking skills as well as literacy skill and also how the community in which the students reside also has the potential to benefit.

An Inter-Disciplinary, Problem-Based Approach to Educating Engineers in Sustainable Development

by Helen Dobson