Shifting Sand: Impacts of Technology in Higher Education

1. Shifting Sand:Impacts of Technologyin Higher Education George Watsonghw@udel.edu Department of Physics and AstronomyCollege of Arts & ScienceUniversity of Delaware

2. 2002 graphing calculators, laptops, gigabytes and gigahertz The Way It Was... 1973 Computation

3. 2002 e-mail, voice-mail, chatrooms, FAX, pagers, cell phones instant messaging, wireless connectivity The Way It Was... 1973 Communication

4. 2002 Online Information: web catalogs, networked databases, Britannica Online, online newspapers, course websites, CMS The Way It Was... 1973 Collections

5. Computation and Calculation • Communication and Collaboration • Collections and Connections Teaching and learning in the stormy “seas”: The Perfect Storm?

6. The question before us: 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?

7. One possible answer: The principal idea behind PBL is… Problem-Based Learning that the starting point for learning should be a problem, a query, or a puzzle that the learner wishes to solve. (Bould, 1985:13)

8. 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.

9. 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.

10. 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.

11. The Problem-Based Learning Cycle Overview Problem, Project, or Assignment Mini-lecture Group Discussion Whole Class Discussion Preparation of Group “Product” Research Group Discussion

12. The principal idea behind PBL is? A. PBL challenges students to learn to learn. B. Learning is initiated by a problem. C. Students work in permanent groups. Think/ pair/ share

13. PBL and active learning The web and instructional technology “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?

14. Web Sites and Web Pages Ingredients for writing problems Utilizing Online Resources Inspiration for designing problems Information for solving problems

15. Ingredients for writing problems

16. Inspiration for designing problems

17. Information for solving problems

18. Web Sites and Web Pages Ingredients for writing problems Ingredients for writing problems Utilizing Online Resources Borrowing images from other sites Creating images with scanners, digital cameras Background facts from networked databases

19. Film and TV sites for scripts and characters Web Sites and Web Pages Quack websites for “raw” material International newspapers for global view Online regional newspapers for local perspective Utilizing Online Resources Inspiration for designing problems

20. Old thinking: The web is full of misinformation and biased representation Stay away! New thinking: Engage and develop critical thinking skills. The Internet Challenge! Web Sites and Web Pages Utilizing Online Resources Evaluating online resources critically Information for solving problems Executing web searches effectively

21. Silicon, Circuits, and the Digital Revolution SCEN103 at the University of Delaware http://www.physics.udel.edu/~watson/scen103/

22. The course: SCEN103 in Spring 2000 was an Honors colloquium designed to introduce first-year students to some of the science behind high technology. 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.

23. Broad Course Objectives: Analyze simple electrical circuits to assess their function and effectiveness. State and describe fundamental scientific principles underlying modern electronic devices. Explain the basic operation of electrical circuits, simple semiconductor devices, and integrated circuits. Identify the contributions of science and technology to everyday life.

24. A Problem-Based Learning Approach to Simple Electrical Circuits Incorporating PBL problems, Other collaborative exercises, and Hands-on laboratory exercises.

25. PBL #1 Crossed Circuits Two roommates argue about perceived use of electrical energy. Who should pay more towards the utility bill? Energy = power x time

26. PBL #2 A San Francisco Treat Electrical wiring plans are formulated for a building conversion in San Francisco using floorplans from “This Old House”. Parallel circuits Household wiring Power ratings of appliances

27. Lab #3 Batteries and Bulbs Students work from the simplest possible circuit to the challenging circuit on the left and its companion on the right. Series and parallel combinations

28. 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.

29. 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.

30. Features of the Circuit Simulator The current version provides a prototyping workspace drag-and-drop selection of resistors and batteries multimeters that can be configured to display current and/or voltage for each circuit element wire cutters and wire to complete and reconfigure circuits to carry out simulated experiments. a written and audio introduction to its use.

31. As initially presented to the students

32. Running a circuit simulation…

33. Demonstration http://www.udel.edu/present/showcase/watson/

34. Problem-Based Learning and Physics: Developing problem solving skills in all students NSF DUE 00-89408 CCLI-EMD 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.

35. PBL2002 Conference www.udel.edu/pbl2002

36. Shifting Sand:Impacts of Technologyin Higher Education Anytime, anyplace simulations Wireless computing In-class interactivity WebCT

40. Interactive Student Response Systems www.educue.com

43. Advanced and emerging technologies in higher education www.udel.edu/cte/techgrants.htm Using Palm Pilots to Enhance Student Learning in Telehealth 3D Visualization for Macromolecules for Effective Instruction… Use of Internet 2 to Bring Creative Arts into the Classroom Exploring Business Issues and Decision-Making with Videoconferenceing and Electronic Meeting Tools Timelines, Delivery of Historical Images by Varied Databases Electronic Portfolios as a Vehicle for Student Growth ERP Recording for Learning about Cognitive Neuroscience Asynchronous Learning Network Tool for Homework Assignments Writing, Structuring, and Designing Information for Screen Display

44. Shifting Sand:Impacts of Technologyin Higher Education • Computation and Calculation • Communication and Collaboration • Collections and Connections