Demonstrating a problem based learning (pbl) approach
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This document describes implementing a problem-based learning (PBL) approach to teaching a Geographic Information Systems (GIS) course. Previously, students struggled with the technical aspects of GIS and its usefulness. By using PBL, students work in groups to investigate real-world spatial problems and use GIS software to solve them. Examples of student projects include mapping campus trees, analyzing coffee shops, and comparing work commute times by state. With PBL, students are more engaged and see the "big picture" of how GIS can help solve problems across disciplines. Intercultural issues are also incorporated to mirror the global application of spatial analysis.
Demonstrating a problem based learning (pbl) approach
- 1. 11/7/2010 1 Demonstrating a Problem-Based Learning (PBL) Approach to Teaching Spatial Concepts R. B. Schultz Elmhurst College Dept. of Geography and Geosciences What is PBL and How is it Implemented? Problem-based learning (PBL) is a pedagogical concept of "active learning“ Pioneered and used extensively at McMaster University, Hamilton, Ontario, Canada Defining characteristics of PBL are: – Learning is driven by challenging, open-ended problems – Students work in small collaborative groups – Teachers take on the role as "facilitators" (student- centered learning) as opposed to instructor-centered professors of learning Students are encouraged to take responsibility for their group and organize and direct the learning process with knowledge support and directional guidance from a facilitator Advocates of PBL claim it can be used to enhance content knowledge and foster the development of communication, problem-solving, and self-directed learning skills
- 2. 11/7/2010 2 Fink’s Model for Active Learning, (Fink, 1999) Fostering the Learning Environment Many complex contemporary problems (economic, social, political, environmental) have scientific foundations and exist within a spatial context Geographic Information Systems (GIS) provide powerful analytical tools for many disciplines to explore and address problems that span a range of scientific issues, as well as problems that are solved only within a single discipline GIS is also an integrative technology tool that can revolutionize classroom instruction and produce an active learning environment Challenges However, spatial analytical tools are sufficiently complex that it is difficult for many faculty members without GIS training to teach those tools to their students. As a result, many students graduate without an exposure to how GIS analysis can help them solve problems in disciplines such as environmental science/studies. To address this, a case study with well- documented GIS components is offered This GIS-laden case study showed that GIS in a PBL environment can not only improve the educational experiences of students, but demonstrate to them how GIS can be used to solve real world problems Case Study: GEO 207 Introduction to GIS GEO 207 has been taught at Elmhurst College since the mid 1990’s – often with mixed results The course is a required component of the major in geography (concentrations in both physical geography and human geography) and has, in the past, deterred students from majoring or minoring in the discipline Students with limited computer abilities often fail to grasp the concept of GIS’ usefulness and thus become frustrated with and burdened by the technology associated with GIS Thus, in 2004, a PBL approach was adapted to emphasize the practical aspects of GIS and properly put the focus on application as opposed to computer skills Students were forced to see the “big picture” based on PBL exercises
- 3. 11/7/2010 3 Elements of the Course Students are first provided with a basic framework of spatial concepts via interactive lectures and offered an opportunity to use a GPS in a field setting Initially, students utilize Google Earth® in an attempt to provide for a “real world” application and broaden their spatial awareness ESRI’s ArcExplorer Java Edition for Educators (AEJEE) is introduced with a simplified approach to using spatial data and investigative reasoning AEJEE is not cost prohibitive (free download) and employs much the same interface as the full-fledged GIS software, albeit with far less capabilities AEJEE Opening Screen From the opening screen, students are shown screenshots and “walked” through the exercise using AEJEE. From Sinton and Schultz (in press) EDGE Project Project Design Following practice using AEJEE, students are then placed in groups based on their learning styles (a learning style inventory is conducted at the start of the course) and afforded the opportunity to investigate a “real” spatial problem provided by the facilitator.
- 4. 11/7/2010 4 Project Examples GPS Data Collection Mapping on Elmhurst College Campus: An Arboretum Study Coffeehouses in DuPage County, Illinois Cell Phone Towers in Cook County, Illinois A Study of Earnings By Gender in U.S. States A Comparison of Work Commuting Times by State An Added Benefit Since 2004, the GIS course (GEO 207) has seen the infusion of intercultural issues and diversity issues which is particularly important in the global economy. PBL has put a new perspective into the course and students no longer seem reticent about taking the course. A Comparison of Work Commuting Times by State Summary of Findings Previously, students were reticent about learning spatial principles and struggled with GIS software learning curve When instituting active learning in the form of PBL, students envisioned “big picture” and tended to take an interest in designing their own project to solve a “real world” problem. Intercultural issues have become a particular focus of the course, thus necessitating students to focus on the “big picture”.