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

Learning Strategies For Distance Programs Using Problem-Based

Learning And Technology

ByDr Lynda Wee

Republic Polytechnic, SingaporeEmail: [email protected]

Copyright © 2003, Wee, Republic Polytechnic 1


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.



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).


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


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.


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"


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.


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.



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


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?


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


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

facultyCopyright © 2003, Wee, Republic Polytechnic 16

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

activitiesCopyright © 2003, Wee, Republic Polytechnic 17

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.


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.


Key Idea

Distance Programs promote self-actualisation…



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)


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


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


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”


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


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

knowledge learnt and created• Evaluates students’ performance Copyright © 2003, Wee, Republic Polytechnic 27

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


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


Bloom’s Taxonomy of Educational Objectives

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Level 3ProblemPBL

Level 1Review Question

Level 2Case Study


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


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


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


Key Idea

• Students learn and practise a strategy that they can rely on no matter where they are or what they do after school.


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.


Bonnie LerCertificate in Retail Marketing


Terence LumCertificate in Retail Marketing



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


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


Focus of Presentation

• How can technology enhance student learning in the PBL environment?

• How can PBL help students to learn about technology?


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.


Before PBL Lesson


• 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.


During 1st Meeting Of PBL

Convey The Problem In Media Rich Format•Text•Audio•Visual•Chats/emails•Clarity•Consistency

Source: http://www.maxi.net


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.


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).


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.


During 1st Meeting Of PBL


• 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.


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


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


During 2nd Meeting Of PBL

• Assessment• Reflection

Asynchronous - Peer reviewOn-line assessmentOn-line reflection journalOn-line feedback/surveyDocumentation



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.


Similarities

• Aged 25 to 40 years old• Speak English• Diploma Holders and above• No face-to-face sessions due to

geographical boundaries


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)


DifferencesRetail Workbench

Synchronous Audio-visualCentra software

University of Wales

Synchronous and asynchronousVisualCyber Campus by PurpleTrain


Learning Outcomes

• Fundamentals • Collaboration skills – Wider perspective• Reasoning & problem solving skills• Self-directed learning skills• Communication skills• IT skills


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.


Case Study : UOW• 66 students• Form group via discussion forum

– State criteria– Self-select– Approval– Form chat groups– Set ground rules


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


Cyber Campus by PT• Content• Profile of students• Discussion forum

– Present problem• Webchats• Chat log• Assignment drop box• Handouts• Evaluation


Copyright © 2003, Wee, Republic Polytechnic 64Source: Purple Train











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


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.



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


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)



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.


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.


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


• 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.


Tips• Collaborative learning

– Diverse students, different perspectives– Safe learning environment– Small team– Discussion, clarification and negotiation.

• Documentation– Anytime, anywhere– Backup


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


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


Tips• Assignment

– Drop off and acknowledgement– Administrative load– Feedback on assessment promptly– Post exemplary reports



Conclusion

Distance Programs• Prepares students for their professional

practice…• Enhances their work performance…


PBL• Excites students about learning…• Helps students make effective use of

their minds via higher-order thinking and problem-solving…


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.


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!


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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