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George Watson Introduction to PBL at UD and Web-based Simulations for Active Learning Josh Duke Problems in Environmenta

UD Faculty Showcase: Technology and Active Learning. George Watson Introduction to PBL at UD and Web-based Simulations for Active Learning Josh Duke Problems in Environmental Conflict Charlene Hamilton and Ann Rucinski Using Case Studies for Authentic Learning in Dietetics Internship.

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George Watson Introduction to PBL at UD and Web-based Simulations for Active Learning Josh Duke Problems in Environmenta

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  1. UD Faculty Showcase:Technology and Active Learning George WatsonIntroduction to PBL at UD andWeb-based Simulations for Active Learning Josh DukeProblems in Environmental Conflict Charlene Hamilton and Ann RucinskiUsing Case Studies for Authentic Learning in Dietetics Internship Learning Technology Consortium April 18, 2002

  2. What do the showcase projectshave in common? Projects supported by Technology Assistance programstaff support sponsored byPRESENT/User Services Projects reflect strategies of active learningworkshops sponsored byInstitute for Transforming Undergraduate Education Projects incorporate technology for active learning‘sponsored’ by the University of Delaware

  3. What is Problem-Based Learning? PBL is an instructional method that challenges students to “learn to learn,” working cooperatively in groups to seek solutions to real world problems. PBL prepares students to think critically and analytically, and to find and use appropriate learning resources.

  4. The principal idea behind PBL is… that the starting point for learning should be a problem, a query, or a puzzle that the learner wishes to solve.” (Bould, 1985:13)

  5. What are the CommonFeatures of PBL? Learning is initiated by a problem. Problems are based on complex, real-world situations. All information needed to solve problem is not initially given. Students identify, find, and use appropriate resources. Students work in permanent groups.

  6. PBL: The Process Students are presented with a problem. They organize ideas and previous knowledge. Students pose questions, defining what they know and don’t know. Assign responsibility for questions, discuss resources. Reconvene, explore newly learned information, refine questions.

  7. The Problem-Based Learning Cycle Overview Problem, Project, or Assignment Mini-lecture Group Discussion Whole Class Discussion Preparation of Group “Product” Research Group Discussion

  8. Web-Based Simulationsfor Active Learning George Watsonghw@udel.edu Becky Kinney UD Faculty Showcase Learning Technology Consortium April 18, 2002

  9. Silicon, Circuits, and the Digital Revolution SCEN103 at the University of Delaware http://www.physics.udel.edu/~watson/scen103/

  10. The course: SCEN103 in Spring 2000 was an Honors colloquium designed to introduce first-year students to some of the science behind high technology. Designed to promote scientific and computer literacy and awareness, SCEN103 gives students an opportunity to leverage their interests in everyday devices and high-tech objects into a study of fundamental science concepts. Live demonstrations, in-class group explorations of technology applications, and daily work with the Internet are essential elements of SCEN103. link

  11. Broad Course Objectives: Analyze simple electrical circuits to assess their function and effectiveness. State and describe fundamental scientific principles underlying modern electronic devices. Explain the basic operation of electrical circuits, simple semiconductor devices, and integrated circuits. Identify the contributions of science and technology to everyday life. link

  12. A Problem-Based Learning Approach to Simple Electrical Circuits Incorporating PBL problems, Other collaborative exercises, and Hands-on laboratory exercises.

  13. PBL #1 Crossed Circuits Two roommates argue about perceived use of electrical energy. Who should pay more towards the utility bill? Energy = power x time

  14. PBL #2 A San Francisco Treat Electrical wiring plans are formulated for a building conversion in San Francisco using floorplans from “This Old House”. Parallel circuits Household wiring Power ratings of appliances

  15. Lab #3 Batteries and Bulbs Students work from the simplest possible circuit to the challenging circuit on the left and its companion on the right. Series and parallel combinations

  16. Motivation for This Project Faster, cheaper ‘what if?’ changes. Anywhere, anytime accessibility to ‘lab’. Wireless technology for collaborative learning. When hands-on experiences in a physical laboratory are not available, computer simulations are often the next best option. For some topics, computer simulations can provide an environment for active learning that is just as rewarding as the traditional laboratory.

  17. Implementation of This Project JavaScript and Java applets are often employed to implement computer simulations for learning that can be accessed over the web. Often overlooked are other software solutions that run from suitably configured web browsers -- Macromedia Flash is one such approach. We have created a simple circuit simulator written in Flash that provides an interactive experience for introductory students of electricity.

  18. Features of the Circuit Simulator The current version provides a prototyping workspace drag-and-drop selection of resistors and batteries multimeters that can be configured to display current and/or voltage for each circuit element wire cutters and wire to complete and reconfigure circuits to carry out simulated experiments. a written and audio introduction to its use.

  19. As initially presented to the students

  20. Running a circuit simulation…

  21. Demonstration http://www.udel.edu/present/showcase/watson/

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