Learning Strategies For Distance Programs Using Problem ... · What is PBL? PBL is the learning that results from the process of working towards the understanding or resolution of
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Learning Strategies For Distance Programs Using Problem-Based
Learning And Technology
ByDr Lynda Wee
Republic Polytechnic, SingaporeEmail: lynda_wee@rp.edu.sg
Copyright © 2003, Wee, Republic Polytechnic 1
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Agenda
Agenda• Discuss the education challenge and its
implication on distance programs.• Demonstrate how PBL and technology can
enhance learning for distance programs.• Elaborate two case studies involving distance
programs, PBL and technology.• Share reflections and tips.• Question & Answer.
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Education Challenge
Education Challenge• Examination or Employment?
– Just-in-case or just-in-time learning?– Subject/content or process?– Teachers teach or students learn?– Transmission of content does not equate to
learning.– Students consume or construct
knowledge?– Education in the professions should
prepare the students for action (Charles Gragg, 1940, Harvard Business School).
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Education Challenge• Close-ended or Open-ended learning?
– Rapid change. Reinvention. – Top-up. Life-long learning.
• New learning possibilities – Virtual communities. Virtual tools.– Asynchronous promotes global delivery
of programs among diverse students without large capital outlays e.g. hiring regional faculty staff and building of facilities.
• Employers looking for new competencies.Copyright © 2003, Wee, Republic Polytechnic 6
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Maritza Samoorian, The Learning Curve
David Thornburg, The Future of Work in the Telematic Age
Tompkins, C (2001) Employers’ Survey, PBL Pilot Project, The Enterprise Challenge
Real Work Experience -
Computer literacy
Problem-solving
Critical thinking
Life-long learning
Resourceful
-
Computer literacy Technological fluency Computer literacy
Problem-solving Problem-solving Problem-solving
Team-building Collaboration Teamwork
Communication Communication Communication
Logic & reasoning - -
Leadership Leadership -
Adaptability - -
Professionalism & initiative
Creative Creative, self-motivated, resourcefulness, independence
Critical Attributes Of Workers Sought By Employers
Leading Innovation In EducationTeo Chee Hean, Minister of Education & Second Minister for Defence (23 Oct 2001)
• Schools need to be innovative to respond to the demands of a rapidly changing knowledge-driven world and do the best for their students.
• Schools are a vital part of the economic and social innovation infrastructure. We provide knowledge for jobs. We provide skills like teamwork, interpersonal communication skills and entrepreneurial skills. We provide confidence for personal growth. We give our students a love for learning and a repertoire of skills to enable them to continue learning.
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Lee, K.Y. (1999) Every individual must count, appeared in Singapore in The Straits Times p. 50-51, 10 April 1999
" old notions about work must be changed. Unlike a worker in the repetitive machine based age, tomorrow's worker must depend more on his own knowledge and skills. He has to manage his own control systems, supervise himself and take upon himself the responsibility to upgrade. He must be disciplined enough to think on his own and to seek to excel without someone breathing down his neck. A worker in the new economy cannot be content with just problem-solving and perfecting the known. He must be enterprising and innovative, always seeking new ways of doing the job, to create that extra value, that extra edge"
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Implication• Culture of receivers to enquirers
– Today’s students must have the capability to take charge of themselves and learn for a lifetime. They should be equipped with the tools to face the uncertainties in life and possess the ability to make shift to occupations and challenges not yet envisaged. They should be able to reason, problems-solve and make sound decisions.
• Problem-solvers– Students learn-by-doing just like workers get paid
to solve problems.
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Implication• Information management skills
– Old thinking: Web is full of everything and nothing.– New thinking: Students must be able to execute,
synthesize and evaluate information resources to make timely decisions.
• Life-long learning– Different entry and exit of learning programs.
• Non-linear learning– Different experience and background of students.
Customized learning.
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Distance Programs
Distance Programs• Why enroll in distance programs?
– Career advancement– Changing professions– Life-long learning. Work and study co-exist– Lack of brick-and-mortar programs in home
country• Professional programs are focused on
preparation of prospective practitioners– School of education prepares teachers– MBA prepares managers
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Distance Programs• Disconnect between the learning activities
and achieving the above aims:– Did the students understand the content?– Did they remember the content?– Can they use the content?– Do they know how to stay updated?
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Features of Distance Programs• Diverse students
– Age – mostly adult learners– Country of residence– Educational qualification– Language of communication– Work experience– Support for distance programs
• Postal system• IT infrastructure• Testing centers and agents
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Features of Distance Programs• Approach
– Technology-based– Correspondence-based– Residential programs– Availability of local tutors
• Resources– Course materials– Past year examination papers– Consultation with overseas and local
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Challenges of Distance Programs• About students
– Accessibility to distance programs• Postal system• IT infrastructure
– Work demands• May not be able to commit to regularly
scheduled classes due to traveling– Limited personal finances– Lack of information on distance programs– Authenticity of students and assessment
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Challenges of Distance Programs• Learning style
– Tend to take errors personally and this affects their self-esteem. Therefore, they assume lesser risk by relying on tried-and-true solutions.
– Prefer to engage their life and work experience and knowledge to their learning.
– Motivated by transferability of learning at the workplace.
– Fixed learning. Focus on passing examinations and obtaining good grades. Passive student
– Curriculum design, delivery, facilitators, materials and follow-ups should be able to cross boundaries.
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Challenges of Distance Programs• Mass education. One size fits all.• Teacher-centered. Instruction-based.• Lack of relevance. Isolate from context.
Students may not be able to transfer learning back to their work place.
• Lack of learning communities to provide support and interaction.
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Key Idea
Distance Programs promote self-actualisation…
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Problem-Based Learning
What is PBL?PBL is the learning that results from the process of working towards the understanding or resolution of a problem. The intent is to challenge students with problems that they will encounter in their practice. These problems serve as stimuli for learning and focus for organizing what has been learned for later recall and application.
Barrows and Tamblyn (1980)
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Assumptions of PBL• Learning involves knowing and doing.• Students bring prior knowledge to new
learning situations.• New knowledge is acquired when:
– Prior knowledge is activated.– Opportunities to elaborate knowledge.– Encoded in context resembling the context that it
will be used in the future.Source: Ochoa and Sheu
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Problem Identification
Facts & Ideas Generation
Learning Issues
Self Directed Learning
Synthesis & Application
Reflection & Feedback
Final Solution Presentation
REFLECT
& REFINE
REFLECT
& REFIN
E
Meeting 1
Meeting 2
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Features of PBL• Learning is triggered by authentic problem in
professional context– Complex– Real world issues and practice– No single correct answer– No single resource base
• Students have to engage their prior knowledge and experience to frame and manage the problem
• Students have to identify, seek and synthesize new and relevant information
• Students collaborate with peers• Learning is cumulative, active, integrated and “just-in-
time”
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Roles of PBL students• Frame and manage the problem
– Reason and problem solve• Identify learning needs/gaps• Conduct self-directed learning• Apply, synthesize and evaluate knowledge• Work as a team• Reflect on own performance for improvement
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Roles Of Facilitator• Prompts creative and critical thinking in
students• Moderates class participation, where
necessary• Ensures students use a variety of information
resources• Ensures learning issues are discussed• Ensures relevancy and accuracy of
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Outcomes of PBL students• Integrated and relevant knowledge• Reasoning and problem solving skills• Self-directed learning skills• Collaboration skills• Communication skills• Planning skills• Wider perspective and holistic outlook• Motivated and responsible• Self-confidence• Familiar with work demands and environment• Able to handle ambiguity and change
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Outcomes of PBL Students• Able to use IT products• Able to transfer learning• Able to connect to prior knowledge• Able to reflect, diagnose and make
improvement to own learning• Operates on the higher order of educational
objectives
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Bloom’s Taxonomy of Educational Objectives
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Level 3ProblemPBL
Level 1Review Question
Level 2Case Study
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Students’ Perspectives of PBL• Interactive and hands-on
– Discuss, clarify, negotiate, make decisions– Do things– Result-driven
• Interesting to manage problem• Work within constraints (time, team members and resources)• Student-driven
– Space for inquiry– Self perception and prior knowledge– Learning agenda and ownership
• Encourage teamwork• Encourage use of learning resources
– IT– Libraries– Interviews, surveys, etc
• Less dependence on teachers• Develop higher order skills• Review, reflect. revise
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Teachers’ Perspectives of PBL• Outcome-based education
– Goals, strategies, measurement• Facilitation
– Model, observe, support and fade– Diagnose and intervene student learning– Communication and consultation
• Professional practice-driven– Problem crafting– Multi-disciplinary teaching teams– Transferability of learning
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Benefits of PBL• Learn by understanding. Beyond factual
learning. Better retention.• Holistic outlook• Knowledge creation• Think-out-of-box• Risk-taking• Higher level of motivation and participation as
students take an active role and ownership in learning (Blauer, C)
• High sense of achievement
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Key Idea
• Students learn and practise a strategy that they can rely on no matter where they are or what they do after school.
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PBL supports Distance Programs
• Self-directed adult learners.• Possess prior experience and
knowledge. Like to be consulted.• Goal-oriented learners• Transferability of learning• Real work context.
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Bonnie LerCertificate in Retail Marketing
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Terence LumCertificate in Retail Marketing
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Technology & PBL
Technology in Education• Typewriters• Calculators• Televisions• Videos• Computers, laptops, PDA• CDs• Tele-conferencing• Video-streamining • Auto-testing and marking• WebCT• Learning Management System• Wireless connectivity• Emails• Chatrooms• Instant Messaging• Telecommunication• Anytime, anyplace learning
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Benefits of Technologyin Higher Education
• Efficiency– Managing workload– Faster response time
• Quick assembly of resources• Accessible anytime, anywhere• Bolder sharing due to quick, unreviewed,
On-line response
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Focus of Presentation
• How can technology enhance student learning in the PBL environment?
• How can PBL help students to learn about technology?
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Tapping Technology • IT-literate. IT-culture• Simulate real work situation/process• Use IT conversation/collaboration tools -
informal, activity-based, construction of knowledge in real world contexts within communities of practice.
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Before PBL Lesson
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• Disseminate course information– Synopsis, lesson plan, teaching methodologies,
deliverables, assessment, rubric, class register, faculty members’ contact numbers, past year projects/papers, etc.
• Help desk• Staff Upload• Student Upload• Group formation
– State criteria and self-select– Form cluster grouping– Introduction of members– State group norms
PBL Process• 1st Meeting
– Brainstorming, analyzing and formulating joint learning issues.
• 2nd Meeting– Synthesizing, evaluating and writing.– Seeking feedback on their learning process.– Impetus to learn if students need to explain
or defend their work.
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During 1st Meeting Of PBL
Convey The Problem In Media Rich Format•Text•Audio•Visual•Chats/emails•Clarity•Consistency
Source: http://www.maxi.net
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During 1st Meeting Of PBL• Different problem formats
– Video/TV/Movies – communicate emotions. Beyond words.
– Paper-based eg. Memo, book, newspapers, magazines.
– Technology-based eg. Emails, teleconferencing, On-line chat.
– Simulation.– Query-based problem where information
giving and retrieval are based on demand.
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During 1st Meeting Of PBL• Problems are triggers for students to
identify and frame their learning issues. They engage in self-directed learning to close their knowledge gaps (Ching).
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PBL Worksheet
Facts Learning Issues
Ideas Learning Resources
List facts from the problem.
Generate possible ideas.List as many as you can.
What do you need to learn in order to solve the problem? Assess whatyou do notKnow.
Identify the possible sources of information.
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During 1st Meeting Of PBL
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• Brainstorming - TIP• Identification
– What they know– What they do not
know– What they need to
find out– Propose information
plan and timeline• Cognitive processing &
writing• Decision-making
On-line resources, ideas and inspiration for problem crafting and publicationSynchronousAsynchronous (emails, discussion forums)•Ask questions•Share comments•Provide further decisions•Revise•Faculty tracks progress, intervenes, asks questions, or makes suggestions Log for review.Upload, drop box
Self-directed Learning• On-line sites provide resources, ideas and inspiration for designing,
writing and solving the problem.• Instead of card catalogs and printed periodicals, students use
computers, internet access to relevant sites and cut-and-paste instantaneously.
• Access to other knowledge – On-line information resources e.g. websites, newspaper,
corporation, professional bodies, etc– Course website– Searches on related literature– Emails and chatrooms– On-line interview
• Form database of knowledge– Past year work– Discussion log
• On-line site promotes sharing of problems via On-line Problem Clearing House.
• Chat area for communicating and sharing ideas.
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During 2nd Meeting of PBL• Simulation
– Computer simulation as an alternative to physical laboratory simulation
– Promotes active and reflective learning• On-line documentation
– On-line chats and discussion forum to discuss ideas.
– On-line journaling to record students’ reflection.• Evaluation
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During 2nd Meeting Of PBLUpload, drop box and shareCritic and review information resourcesSynchronous Asynchronous Log for reviewConcept mappingUse IT to design solutions that demonstrate their learning eg. Powerpoint
• Analyzing, synthesizing and evaluating
• Peer learning and sharing• Seeking feedback –
Questions, comments, further discussions, revisions
• Justifying and elaborating• Problem-solving• Decision-making• Demonstrating
product/solution
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During 2nd Meeting Of PBL
• Assessment• Reflection
Asynchronous - Peer reviewOn-line assessmentOn-line reflection journalOn-line feedback/surveyDocumentation
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Case Studies
Similarities• Working adults
– MBA, University of Wales offered through Informatics (Purple Train)
– Retail Workbench, Motorola University offered from Motorola Corporate Headquarter at Ang Mo Kio, Singapore
• International students– Singapore, Indonesia, Malaysia, Thailand,
Philippines, Hong Kong, Cambodia and China.
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Similarities
• Aged 25 to 40 years old• Speak English• Diploma Holders and above• No face-to-face sessions due to
geographical boundaries
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Differences• Marketing Management BA 602
– On-line Delivery: 60 hours– (6 weeks X 2 on-line hours per day X 5 days)– Individual assignment: 10 hours– (2 weeks X 1 hour per day X 5 days)– Total: 70 Hours
• Retail Workbench– 12 hours ( 3 hours X 4 mornings)
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DifferencesRetail Workbench
Synchronous Audio-visualCentra software
University of Wales
Synchronous and asynchronousVisualCyber Campus by PurpleTrain
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Learning Outcomes
• Fundamentals • Collaboration skills – Wider perspective• Reasoning & problem solving skills• Self-directed learning skills• Communication skills• IT skills
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Sample Problem• You work for a retail design consultancy
firm. Your team is assigned to handle the Motorola account. Your client is keen to improve the retail image of their shops/counters in view of the keen competition in the telecommunication sector. Your team is required to make a presentation to your client on 30/4/02 at 10 am at the Boardroom.
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Case Study : UOW• 66 students• Form group via discussion forum
– State criteria– Self-select– Approval– Form chat groups– Set ground rules
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UOW• Daily asynchronous threaded discussion on
review questions.• Weekly synchronous chat
– Group basis– Appoint scribe– Time schedule and problems are posted at the
start of semester– Members review notes– Facilitator provides feedback
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Cyber Campus by PT• Content• Profile of students• Discussion forum
– Present problem• Webchats• Chat log• Assignment drop box• Handouts• Evaluation
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Copyright © 2003, Wee, Republic Polytechnic 64Source: Purple Train
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Centra by Motorola University• Synchronous• Audio visual• 15 students• Instructor
– Posts question– Assigns mic– Illustrates with On-line whiteboard
• Students– Raise hands– Write personal message
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Evidences• On-line Facilitator-Of-The-Month April 2002• “The chat is fast-paced and required much
thinking on my part. I enjoyed learning from the rest”, Philip Hung, Hong Kong.
• Course evaluation – 85% rated course as excellent.– 85% rated course as highly interactive. – Improvements: Use global examples.
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Reflection & Tips
Reflections• PBL is a natural, multi-disciplinary
learning process that cuts across borders. – Opportunity to connect, clarify, create
and construct. Think-out-of-box.– High level of communication and
motivation.– Diversity enriches discussion and
promotes wider perspective.– Relevance to professional practice – Learn by doing. Do-and-know
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Reflections• The more authentic the problem, the more the
students will be drawn by the reality of the situation and the more effective it will initiate discussion.
• Technology has added to the context and completeness of the problems. It provides more information for the students to access and comprehend.
• Frequency of interaction increases with the degree of practicality of the problem.
• Practical learning issues result in deeper processing of information
• Craft a series of problems. Release scenarios at regular intervals.
(Ronteltap, F. & Eurelings, A. 2002)
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Reflections• The audio visual presentation of the problems
simulates the demand of the real world better.• Relevant information can be released on a
progressive manner.• Students control their own learning
– Anytime, anywhere– Learn at own pace. Non-linear learning– Convenience of on-line resources
• Students who participated in the discussions performed better for their written exams.
• Allow students to initiate discussion anytime.• Comments and participation were bold, upfront and
non-review.• Allows teachers to track students’ participation.
Notice names.
Reflections• Students were used to reading printed
materials and not on-line materials. Preferred the print medium. Problem with on-line storage and organization.
• Facilitators spent more time communicating with students using emails and had to persuade them to use the threaded discussion.
• Difficult to moderate if teachers lose sight over intended outcomes.
• Students enjoyed learning anytime, anywhere.
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Reflections• Difficulties encountered
– Lack of familiarity to learning platform– Technical and access problems
• Slow downloading• Breakdown of server
– Availability of hardware• Computers/laptops• Printers• Wireless features
– Cost implication of logging in from home.• Internet fees• Paper cost• Ink cost
• Reduction in face-to-face meetings is perceived as lesser teaching. Hence, students felt short-changed.
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Tips • Goals setting
– Determine the objectives for incorporating technology and PBL
– Communicate the exit outcomes• Project team
– Content expert (Academic)– Education (PBL) expert (Instructional design)– Web developer and editor
• Infrastructure– Help desk for students– Orientation for users– On-line learning should not be reduced to electronic textbook -
electronic page turning exercise– Server needs back-up plan
• Speed• Breakdown
– Wireless campus and availability of computersCopyright © 2003, Wee, Republic Polytechnic 83
Tips
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• Problem crafting– Ensure authenticity in terms of content, context and format– Release the problems in stages – Use material that can cut across borders and cultures– Conduct trial-test and review– Plan for adequate learning resources– Provide backup in the event of technical failure
• On-line resources– Observe copyright issues– Conduct trial-test and review– Provide auto-testing for self-assessment– Use material that can cut across borders and cultures
• Student Profile– Access to IT– Proficiency in the English language– Ensure that students do not spend time learning the LMS
and not content
Tips• Facilitator
– Be competent in managing distance programs, PBL and technology.
– Manage workload. Distance program involves more written communication between a facilitator and students.
– Be prepared for the lesson and log-in before class to ensure system is ready.
– Respond promptly. Do not rescue. Take 5.– Be able to work with other faculty on formulating specific
learning objectives and grading students due to the multi-disciplinary projects.
– Develop strategies for managing and moderating on-line discussion and communication from students.
– Violation of copyright – cut and paste. Strategies to cope with it.
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Tips• Collaborative learning
– Diverse students, different perspectives– Safe learning environment– Small team– Discussion, clarification and negotiation.
• Documentation– Anytime, anywhere– Backup
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Tips• Deep level of information processing
– Submit original contribution– Able to justify. No cut-and-paste– Screen for non-participation
• Managing participation– Good students log in regularly– Fast pace. Typo and communication errors – Speed reading. Construct short sentence– Accent in verbal communication can affect
understanding. Allow students to type– Bold expression since non face-to-face
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Tips • Keep discussion focused on topics. Tend to wander
off track. Make frequent summaries.• Ensure that the groups formulate their learning issues
and information plan. • Ensure that students use chat log and discussion
posting for reflection.• Follow-up on absentees• Be on time
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Tips• Assignment
– Drop off and acknowledgement– Administrative load– Feedback on assessment promptly– Post exemplary reports
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Conclusion
Distance Programs• Prepares students for their professional
practice…• Enhances their work performance…
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PBL• Excites students about learning…• Helps students make effective use of
their minds via higher-order thinking and problem-solving…
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Technology• Helps students make effective use of their time in
managing the resources to solve the problem. An aid to managing the problem – research, presentation, product.– Tap On-line resources for solving problems and
being informed.– Tap technology to access, seek, and process a
variety of information.– Employ technology to develop strategies and
models for solving problems.– Tap technology to develop innovative ways to
demonstrate learning.– Tap technology to communicate and collaborate
with peers, experts, and others.
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Confucius said in 451 B.C.
O What I hear, I forgetOWhat I see, I rememberOWhat I do, I understand
Wisdom can’t be told!
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