Facilitating Adoption of Web Tools for Problem and Project Based Learning Activities
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This paper discusses the facilitation of selecting web 2.0 tools for problem and project-based learning (PBL) among students at Aalborg University, highlighting a lack of awareness among students about effective tools in use. It emphasizes the role of academic staff in guiding students through various stages of PBL while mapping online tools to learning activities. The research aims to bridge the gap between available web tools and their practical application in educational settings.
Facilitating Adoption of Web Tools for Problem and Project Based Learning Activities
- 1. Facilitating Adoption of Web Tools for Problem and Project Based Learning Activities Md. Saifuddin Khalid, Nikorn Rongbutsri, Lillian Buus Department of Communication and Psychology, Aalborg University, Denmark, khalid@hum.aau.dk, nikorn@hum.aau.dk, lillian@hum.a au.dk
- 2. The Elevator Pitch! 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.
- 3. The Dilemma • Rongbutsri, Khalid, & Ryberg, (2011) AAU-wide study showed that the majority of students 'do not know' about many of the web 2.0 tools that are being effectively used by some PBL project groups and students of different departments. • Dilemma exists in selecting and appropriating web tools.
- 4. Scope of Work In the Danish context and AAU, Kolmos (2008, p. 5) states, “The role of academic staff is to motivate learning processes, to point out possible directions, to help in difficult situations, to empower the students and sometimes to answer students‟ questions. The difficult part is to find out which strategy is the right one for a given situation?”
- 5. Learning Activity and Learning Design The trend of e-learning R&D has shifted from „learning object‟ (Polsani, 2003) to „learning design‟, while passing though four levels of increasing complexity (Duncan, 2003; Littlejohn, Falconer, & Mcgill, 2008). Digital assets Information objects Learning activities Learning design
- 6. Mapping Online Tools with Learning Activities Grainne Conole (Conole, 2007, pp. 226–229) developed a tabulating tool which is „the learning activity taxonomy‟ to relate „traditional examples‟ and terminologies with „electronic and mobile examples. It was a theoretical approach to present a concept and not about making decision, the work was not based on data on currently used tools by students or teachers. Our paper attempts to bridge this gap.
- 7. Phases in PBL Project • Group Forming • Problem Formulation • Task formulation • Data gathering • Analysis • Design • Reporting
- 8. Mapping Online Tools with PBL-Project Learning Activities
- 12. Tools for Common Activities
- 14. Statement • Students need facilitation and inputs to recognize or acknowledge the educational values of social media.
- 15. Thank you