Problem Based Learning

1. Problem Based Learning Computers, Problem Solving and Critical Thinking Jose Marie B. Legaspi Program Director NTI-SAIDI jml274@columbia.edu

2. Expected output: • Formulate a Webquest that includes the following component: • Introduction • Task • Process • Resources • Evaluation

3. Problem Based Learning: "Problem based learning is focused, experiential learning organized around the investigation and resolution of messy, real-world problems. The PBL curriculum provides authentic experiences that foster active learning, support knowledge construction, and naturally integrate school learning and real life, as well as integrating disciplines. (Torp and Sage, 1998 http://www.aug.edu/teacher_development/curriclum.html)

4. Core: Problematic situation – real life situation or approximates real life conditions Students: active learners, problem solvers, self-directed – looking for meaning and constructing their own knowledge, collaborative learning / work Teachers: knowledge guide, providing cognitive scaffolds – effective questions

5. Why problem based learning? • Prevailing teaching strategy – instruction rather than learning • Transfer of knowledge – disconnect with real context • If context – too contrive • Inability to connect parts with the whole and parts with other parts.

6. Webquest Problem Based Web Based Learning

7. WebQuest • Learning environment supported by Internet and other resources • Encourages learners to inquire and construct knowledge through collaborative research, critical thinking and decision making • Mirror the analytic, interpretative, creative and expressive use of ICT characteristic of sophisticated workplace settings

8. Primary purpose…. • To maximize learners time well • Provide resources of information • Spend more time in analyzing and using information rather than looking for information • To support learners’ thinking at the level of analysis, evaluation, and synthesis • Basic assumption: use of information is better than just having it

9. Why WebQuest? • Brings about 4 improvements / enhancement in learning • Guided inquiry (cognitive scaffolds / cognitive apprenticeship), project-based collaboration and mentoring relationships increases learner motivation • Technology based learning / teaching enables students to learn-how-to-learn and master advanced topics • Students working in groups perform complex tasks and create intricate productivity acting as experts do. • Students have better outcomes on standardized tests

10. Levels of WebQuest • Short term WebQuest • Goal: knowledge acquisition and integration • Student works and grapple with significant amount of information and makes sense of it • Duration: one to three class meetings • Longer term WebQuest • Goal: extending and refining knowledge • Student: analysis, evaluate, and creates something new out it that others can respond as evidence of his understanding

11. Critical components: • Introduction • Situation / context • Problem • Sets the stage for the work ahead and provides some background information • Task • Concrete finish product • Doable within the given time frame • Information resources • Web based resources • Print • Video • Resource persons • Process • Description of the learning process / experience • What learners need to do to accomplish their task • Depending on the maturity of the learners, the process should be broken into clearly defined steps • Cognitive Scaffolds • Some guidance on how to organize information acquired • Leading questions, frameworks, concept map • Conclusion • A short summary of what have been learned • Evaluation: Rubrics

12. Examples • http://www.gettysburg.edu/~s472830/Webquest_over.htm • http://www.madison.k12.ky.us/district/projects/WebQuest/MarchMadness/mmwebquest.html • http://www.sru.edu/Depts/pcee/ProfDevInit/Resources/bayquest.htm • http://www.amaisd.org/nheights/cavernworld/cavernworld1.htm