Online PBL: Is this like e-learning with more problems?
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The document discusses the concept of online problem-based learning (PBL) as an evolution of traditional e-learning, emphasizing its potential to engage students through problem-solving in collaborative environments. It highlights the differences between typical online learning experiences and PBL, where students take charge of their learning by identifying problems and creating solutions. Additionally, it outlines the structure, challenges, and pedagogical approaches associated with implementing online PBL, alongside various models and competencies needed for effective facilitation.
![References
Ally, M. (2011). Foundations of educational theory for online learning. In T. Anderson (Ed.), The theory and practice
of online learning (2nd ed., pp. 15-44). Canada: Marquis Book Printing.
An, & Reigeluth, C. M. (2008). Problem-based learning in online environments. Quarterly Review of Distance Education,
9(1), 1-16.
Anderson, T. (2011). Towards a theory of online learning. In T. Anderson (Ed.), [The theory and practice of online learning]
(2nd ed., pp. 45-74). Canada: Marquis Book Printing.
Desjardins, F. & vanOostveen, R., (2008). Implementing PBL online as a collaborative learning strategy for teachers:
COLE. Proceedings of the 11th IASTED International Conference on Computers and Advanced Technology in
Education. ACTA Press, 85 – 89 [PDF-IASTED-2008]
Desjardins, F. & vanOostveen, R., (2008). Collaborative Online Learning Environment: Towards a process driven approach
and collective knowledge building, in Luca, J. & Weippl, E. (ed.) Proceedings of Ed-Media World Conference on
Education Multimedia, Hypermedia & Telecommunications, AACE, 2563 – 2570 [PDF-EDMedia-2008]
Desjardins, F. J. « L’apprentissage par problème par l’entremise de la communication médiatisée par ordinateur » Colloque
du Réseau d’enseignement francophone à distance du Canada (REFAD), Montréal, mai, 2005, [html]
Duncan, M. J., Smith, M., & Cook, K. (2013). Implementing online problem based learning (PBL) in postgraduates new to
both online learning and PBL: An example from strength and conditioning . Journal ofHospitality, Leisure, Sport
&TourismEducation, (12), 79-84.
Jonassen, D. H., & Hung, W. (2008). All problems are not equal: Implications for problem-based learning. Interdisciplinary
Journal of Problem-Based Learning, 2(2), 6-28.
Loyens, S. M., Kirschner, P. & Paas, F. (2011). Problem-based Learning. In K. R. Harris, S. Graham & T. Urdan (Eds.), APA
Educational Psychology Handbook: Vol 2 (p. a). Washington: American Psychological Association.
Paivio, A. (2006). Dual coding theory and education. Pathways to literacy achievement for high poverty children. University
of Michigan School of Education.
Savin-Baden, M. (2006). The challenge of using problem-based learning online. In M. Savin-Baden, & H. Wilkie (Eds.),
Problem-based learning online (1st ed., pp. 3-13). UK: Open University Press.
Scripture, J. D. (2008). Recommendations for designing and implementing distributed problem-based learning. American
Journal of Distance Education, 22(4), 207-221.](https://image.slidesharecdn.com/onlinepbl-isthislikeelearningwithmoreproblems-160615135945/85/Online-PBL-Is-this-like-e-learning-with-more-problems-52-320.jpg)
Online PBL: Is this like e-learning with more problems?
- 1. Online PBL: Is this like eLearning with more problems?
- 2. In the end of the 1990’s, eLearning was deemed to be one of the panaceas of 21st century education.
- 3. Very early into the century, we realized that eLearning, like all types of learning, had its merits and its pitfalls. ADDIE The biggest criticism of eLearning is that it tends to value step-by-step structured instruction and leaves very little space for the learner. Give us the content and we’ll design it
- 4. Give us the content and we’ll design it Course design Content Experience Design the learner experience and they will find the content
- 5. Online problem-based learning or online PBL is often presented as a solution to what eLearning could not do, but we have to be critical in terms of what PBL can really do for learners. PBL-Mob project (Ecuador) IWB (Lebanon)
- 6. Question: Will online PBL be just another fad, or can we design so that it really addresses problems that learners can relate to and really wish to solve?
- 7. Partners in crime (we co-design and co-teach online courses in a PBL approach)
- 10. What is Problem-Based Learning (PBL)? Student-centered approach Medical education at MacMaster University in the 1960s Ill-defined and open-ended situations and problems Collaborative solution Teacher as facilitator Team and individual self-directed learning Co-construction of knowledge Five Founding Fathers: John Evans, was the new dean of the future medical school 1965, he wanted to challenge how medicine was taught Jim Anderson, Fraser Mustard, Bill Spaulding and Bill Walsh they wanted to facilitate students’ active learning, the ability to solve problems, to gather, evaluate, interpret and apply large amount of information to better patient care The ability to function in groups, self evaluate and reflect on own learning Student were engaged in group work informally. PBL made it formal Harvard business school was using case studies, the difference is that students solve problem after receiving all the information whereas in PBL, problems are encountered prior to learning and was used as stimulus and motivation for learning
- 12. YES IT IS!!!
- 13. Actually, that’s not true. It really depends on the characteristics you attribute to PBL
- 14. An acknowledgement of the base of experience of learners An emphasis on students taking responsibility for their own learning A crossing of boundaries between disciplines An intertwining of theory and practice A focus on the processes of knowledge acquisition rather than the products of such processes A change in staff role from that of instructor to that of facilitator A change in focus from staff assessment of outcomes of learning to student self- and peer assessment A focus on communication and interpersonal skills PBL Characteristics
- 15. And the 4 phases of PBL are...
- 16. Classical PBL model: 4 Phases Pre-discussion of a complex, ill-structured problem (i.e., brainstorm) in the tutorial group meeting Formulation of learning issues in the tutorial group meeting Individual self- directed learning (SDL) activities Sharing and critically evaluating the literature findings in the second tutorial group meeting Loyens, Kirschner, & Paas, 2012, p.404 1 2 3 4 And there are other models... understand problem and think of possible solutions based on prior knowledge a. Students identify the gap in their knowledge or skills b. Formulate the questions that should be answered in order to acquire the information required to solve the problem c. Decide on a plan of action for the inquiry.
- 17. Why go online?
- 18. The Internet: A Powerful Teaching and Learning Tool Removes space and time boundaries Allows collaborative interactions through synchronous and asynchronous interactions Gives rise to “Digital Habitats” within and between Web 2.0 environments Allows students to develop more autonomy and control Weaknesses of e-learning Loose contact between learners Lack of interactivity Difficult for application and practice Limited feedback from learners and to learners
- 19. How do you make people collaborate? What do you mean by interactivity? What does application and practice mean in an online environment? How do you get/give feedback? Pedagogical triangle... Visual interactivity? Learner learner interactivity? Learner teacher interactivity? Content-content interactivity? Formative evaluation cycle, peer-evaluation and workshopping of ideas and drafts
- 20. Online Interactions: 4 Possibilities 11:16 AM 08:26 PM Same Place Different Place Synchronous Asynchronous We have to cover all basis
- 21. What is the difference between a typical online learning experience and an online problem-based learning experience?
- 22. In a typical online learning experience, students use the Internet to go through well-defined sequences of instruction to complete learning activities and reach learning objectives (Ally, 2008). Whereas, when adopting an online problem based learning (PBL) approach, students are the ones who are mapping their learning experience and constructing their own knowledge (Savin-Baden, 2006; Duncan, Smith, & Cook, 2013). Typical Online Learning Experience vs. Online Problem-Based Learning Experience in a typical online learning experience a designer formulates instructional objectives and prepares evaluation instruments then the designer carefully chunks the information in packages that the learner can digest so that the cognitive load is not too heavy and as the student goes into each module, the student should be able to reach the objective or the outcome that has been identified at the beginning and demonstrate that by answering test questions at the end. In a online PBL students figure out what to do , they have to identify what the problem is ,they have to identify what important to solve the problem, how to formulate an answer, where to get the information, what process has to be employed
- 23. Online Problem-Based Learning Experience Pre-discussion of a complex, ill-structured problem (i.e., brainstorm) in the tutorial group meeting. Formulation of learning issues in the tutorial group meeting Individual self-directed learning (SDL) activities Sharing and critically evaluating the literature findings in the second tutorial group meeting Loyens, Kirschner, & Paas, 2012, p.404 with modifications 1 2 3 4 Students are presented with an ill-structured problem through web-based material including text, videos, and simulations (Savin-Baden, 2006). Group synchronous and asynchronous discussions are fostered in a wide variety of Web 2.0 environments such as chat rooms, discussion boards, forums, wikis and blog. These Web 2.0 environments are either built within learning management systems, such as Blackboard, or in exterior Internet platforms, such as Wikispaces or Blogger (Duncan et al., 2013; Loyens et al., 2012). Synchronous tutorials are held in web-conferencing environments, such as Adobe Connect. To Note: In a face-to-face PBL context, discussions are limited by time and space, whereas online PBL allows both synchronous and asynchronous communication and collaboration, which leads to an engagement in reflective commentary (Scripture, 2008). Synchronous tutorials are held in web-conferencing environments, such as Adobe Connect.
- 24. Ok but... Isn’t online PBL risky?
- 25. Pedagogical space Pedagogical competencies Pedagogical competencies Desjardins, 2001, 2005 Novice Expert
- 26. It is time to share our example with you!
- 27. The purpose of this course is to examine the foundations and evolution of digital communications technologies. Students will explore the shift from analogue to digital technologies; identify the range of digital communications technologies currently in use, analyze the impact of these technologies on commerce, the professions, education and society in general. Potential topics include, but are not limited to, the social and environmental impact of digital technologies, including issues of equity and digital divide. Digital Communicaton Technologies: Course description
- 28. Digital Communicaton Technologies: Competency Exploit digital communication technologies to solve problems in a social learning perspective
- 29. How Do We Proceed? 12 weeks = How many problems? Is this... • 1 problem per week? (problems around topics) • 1 problem per x weeks? (problems around units) • Problems presented at the beginning and students have 12 weeks to solve them?
- 31. Three overarching PBL Scenarios Students will solve these problems through interacting in social media and reading about concepts and principles of digital communication technologies. Commerce: Someone has a business that is going down the drain. The competition is high and the competitors are tackling the market from all perspectives. They have a strong online presence and their publicity is targeted directly towards the customer. Education: Someone who has a language school is trying to expand his/her business beyond the brick and mortar school. The issue is that he/she needs to change the pedagogy and needs to make decisions regarding the technologies through which this will happen. Professions: Someone who is new to Canada needs to find employment. He/ she has a wealth of experience in his/her country of origin, but the job market here in Canada is different. Licenses and accreditations are not the same, people search for jobs online and much of the job market is invisible.
- 33. Week 1: Introduction Week 2: Breaking traditional communication models Week 3: Environments, netiquette and PBL scenarios Week 4: Online presence and online identity management Week 5: Networking yourself Week 6: Commerce Week 7: Liberal professions Week 8: Education Week 9: Aggregate, filter, connect Week 10: Working in collaboration (group work and CoPs) Week 11: Society Week 12: Synthesis of the course and presentation of the model
- 34. Course structure Designed for the mobile learning culture: anywhere, anytime, through any device. 12 modules: 1.Problem-based learning videos posted on YouTube 2.One hour of compulsory synchronous group tutorial activities in Adobe Connect (for any time zone) 3.One hour devoted to asynchronous online activities such as forum discussions, self-directed learning activities, etc. Google Docs Prezi Facebook LinkedIn Twitter Instagram Reddit Adobe Connect BlackBoard YouTube Wikispaces Skype Email Dropbox Technologies used
- 37. Jen Pierre Vicky Harry Ricardo Jack Mary Joe Harry! That’s me! I’m Harry. I need to get my business online and I don’t know how. If I can do it for Harry, I can do it for myself. Or vice versa. I realized I was Ricardo and I really wanted to solve his problem. I associated a lot with Mary. Not that I had a language school or anything like that. But I am going through a transition. At my school, I have to use technologies and I really don’t know where to start. It was nice to see someone else had the same problem. I liked having the help of my classmates to solve her problem.
- 38. Simple Timeless Demographic proof Contagious Easier to remember Inspirational Successful stories Use emotions Use surprise Use metaphors and analogies Keep it real Why Storytelling Is Important? http://www.lynda.com/Paul-A-Smith/2680710-1.html (Smith, 2013)
- 44. Ok this was for a university course, but what about other contexts?
- 45. Model 1 PBL for Epistemological Competence Model II PBL for Professional Action Model III PBL for Interdisciplinary Understanding Model IV PBL for Transdisciplinary Learning ModelV PBL for Critical Contestability Knowledge Propositional Practical and performative Propositional, performative and practical The examining and testing out of given knowledge and frameworks Contingent, contextual and constructed Learning The use and management of a propositional body of knowledge to solve or manage a problem The outcome-focused acquisition of knowledge and skills for the work place The synthesis of knowledge with skills across discipline boundaries Critical though and decentring oneself from disciplines in order to understand them A flexible entity that involves interrogation of frameworks Problem scenario Limited solutions already known and are designed to promote cognitive understanding Focused on a real-life situation that requires an effective practical resolution Acquiring knowledge to be able to do, therefore centred around knowledge with action Characterized by resolving and managing dillemnas Multidimentional, offering students options for alternative ways of knowing and being Students Receivers of knowledge who acquire and understand propositional knowledge through problem-solving Pragmatists inducted to professional cultures who can undertake practical action Integrators across boundaries Independent thinkers who take up a critical stance towards learning Explorers of underlying structures and belief systems Facilitator A guide to obtaining the solution and to understanding the correct propositional knowledge A demonstrator of skills and a guide to “best practice” A coordinator of knowledge and skill acquisition across boundaries or both An orchestrator of opportunities for learning (in its widest sense) A commentator, a challenger, a decoder of cultures, disciplines and traditions Assessment The testing of a body of knowledge to ensure students have developed epistemological competence The testing of skills and competencies for the work place supported by a body of knowledge The examination of skills and knowledge in a context that may have been learned out of context The opportunity to demonstrate an integrated understanding of skills and personal and propositional knowledge across disciplines Open-ended and flexible Savin-Baden, 2000, p.126 PBL Models
- 46. Ok good answer, but what are the challenges?
- 47. Challenges when Designing Online PBL Demonstrating an understanding of the foundation and the objectives of employing a PBL approach Planning for a variety of audiences Designing a learner experience that stimulates interactions, discussions and collaborations amongst the group of students Creating stimulating and relevant problems Matching the affordances of the technology to the requirements of a PBL process ...--->>> Having technological competencies and a knowledge of visual culture
- 48. Accepting the transition from being the teacher to being the facilitator. Negotiating group dynamic problems Ensuring the involvement of students in discussions in both asynchronous and synchronous discussions settings. Developing technological skills essential to perform within online learning managing systems and Web 2.0 technologies, while ensuring the use of the PBL pedagogical approach. Tolerating ambiguity and uncertainty. Challenges when Facilitating Online PBL
- 49. Understanding they are entirely responsible for their learning Being active Asking questions Participating to synchronous and asynchronous discussions Negotiate group responsibilities Assuming different roles Developing technological skills essential to perform within online learning managing systems and Web 2.0 technologies, while ensuring the use of the PBL pedagogical approach. Tolerating ambiguity and uncertainty. Challenges for Students in Online PBL
- 50. Online PBL: Is this like eLearning with more problems? Not really. It’s eLearning differently.
- 52. References Ally, M. (2011). Foundations of educational theory for online learning. In T. Anderson (Ed.), The theory and practice of online learning (2nd ed., pp. 15-44). Canada: Marquis Book Printing. An, & Reigeluth, C. M. (2008). Problem-based learning in online environments. Quarterly Review of Distance Education, 9(1), 1-16. Anderson, T. (2011). Towards a theory of online learning. In T. Anderson (Ed.), [The theory and practice of online learning] (2nd ed., pp. 45-74). Canada: Marquis Book Printing. Desjardins, F. & vanOostveen, R., (2008). Implementing PBL online as a collaborative learning strategy for teachers: COLE. Proceedings of the 11th IASTED International Conference on Computers and Advanced Technology in Education. ACTA Press, 85 – 89 [PDF-IASTED-2008] Desjardins, F. & vanOostveen, R., (2008). Collaborative Online Learning Environment: Towards a process driven approach and collective knowledge building, in Luca, J. & Weippl, E. (ed.) Proceedings of Ed-Media World Conference on Education Multimedia, Hypermedia & Telecommunications, AACE, 2563 – 2570 [PDF-EDMedia-2008] Desjardins, F. J. « L’apprentissage par problème par l’entremise de la communication médiatisée par ordinateur » Colloque du Réseau d’enseignement francophone à distance du Canada (REFAD), Montréal, mai, 2005, [html] Duncan, M. J., Smith, M., & Cook, K. (2013). Implementing online problem based learning (PBL) in postgraduates new to both online learning and PBL: An example from strength and conditioning . Journal ofHospitality, Leisure, Sport &TourismEducation, (12), 79-84. Jonassen, D. H., & Hung, W. (2008). All problems are not equal: Implications for problem-based learning. Interdisciplinary Journal of Problem-Based Learning, 2(2), 6-28. Loyens, S. M., Kirschner, P. & Paas, F. (2011). Problem-based Learning. In K. R. Harris, S. Graham & T. Urdan (Eds.), APA Educational Psychology Handbook: Vol 2 (p. a). Washington: American Psychological Association. Paivio, A. (2006). Dual coding theory and education. Pathways to literacy achievement for high poverty children. University of Michigan School of Education. Savin-Baden, M. (2006). The challenge of using problem-based learning online. In M. Savin-Baden, & H. Wilkie (Eds.), Problem-based learning online (1st ed., pp. 3-13). UK: Open University Press. Scripture, J. D. (2008). Recommendations for designing and implementing distributed problem-based learning. American Journal of Distance Education, 22(4), 207-221.