Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Learning English Through Problem Based Learning in a Digital World

A Prezi to accompany Andrew Bosson's presentation at the 2012 IATEFL conference in Glasgow.
by

andrew bosson

on 18 June 2014

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Learning English Through Problem Based Learning in a Digital World

Learning English Through Problem Based Learning in a Digital World
My students are motivated, autonomus and active learners?
True / False
“Ironically, it is the generation raised on the expectation of interactivity that is finally ripe for the skill-based and “doing-based” teaching methods that past experts have always suggested are the best for learning, but that were largely rejected by the education establishment as being to hard to implement.” (Prensky 2010, p.xv)
What is your teaching context?
Scaffolding
“Typically, learners receive scaffolding through the help of others (peers, teachers, virtual community sources, technology).Social software can provide the building blocks for an environment that enables multiple forms of support, as it allows people to connect, interact and share ideas in a fluid way” (McLoughlin & Lee 2007, p.671)
"The instructor’s role shifts to that of establishing contexts or setting up problems to engage students. In a wiki, the instructor may set the stage or initiate interactions, but the medium works most effectively when students can assert meaningful autonomy over the process." (Lamb 2004, p.10)
“Students may benefit from a carefully created and controlled environment that encourages collaboration without the teacher playing a strong presence or any presence at all once the collaboration is underway” (Kessler 2009, p.91)
"student learning is influenced greatly by the assessment methods used." should be related to general testing for the curriculum. "It is also helpful to consider assessment of the group as whole." peer pressure helps keep on track" (Wood 2003, 330)
“central to the grand vision of Pedagogy 2.0, where learners have the freedom to decide how to engage in personally meaningful learning through connection, collaboration and shared knowledge” (McLoughlin & Lee 2007, p.669)
“wikis can be used to facilitate this form of active learning where computers are used to support peer interaction and group work” (Cole 2009, p143)
“Wiki is a major component of Web 2.0, the emergent generation of web tools and applications” (Parker & Chao 2007, p.57)
“In essence , a wiki is a simplification of the process of creating HTML web pages in combination with a system that records each individual change that occurs over time, so that at any time a page can be forced to revert to any of its previous states” (Parker & Chao 2007, p.58)
"Wikis are characterized by some of the elements fundamental to a successful community of practice, including a virtual presence, a variety of interactions, easy participation, valuable content, connections to a broader subject field, personal and community identity and interaction, democratic participation, and evolution over time." (Parker & Chao 2007, p.58)
"Even confirmed technophobes have grasped and mastered the system quickly. The structure of wikis is shaped from withinnot imposed from above. Users do not have to adapt their practice to the dictates of a system but can allow their practice to define the structure." (Lamb 2004, p.4)
"wikis are good for "progressive problem solving" (Fountain 2005)
High-quality, real-life scenarios
Learners as s
Community of Practice
"The Wiki itself can be seen as both the site of participation and the artefact that acts as a record of that community's practice." (Choy & Ng 2007)
"A nonlinear system is one in which the effect is disproportionate to the cause." (Larsen-Freeman 1997, p.143)
"The idea of wiki applications is that the knowledge of the group is greater than that of an individual" (Choy & Ng 2007)
easy to monitor
Communicating the Process
The Courseware Page
Collaborative & Cooperative Learning
Savery & Duff's instructional principles:

1. Anchor all learning activites to a larger task or problem.
2. Support the learner in developing ownership for the overall problem or task.
3. Design an authentic task.
4. Design the task and the learning enironment to reflect the complexity of the environment they should be able to function in at teh end of learning.
5. Give the learner ownership of the process used to develop a solution.
6. Design the learning environment to support and challange the learner's thinking.
7. Encourage testing ideas against alternative views and alternative contexts.
8. Provide opportunity for and support reflection on both the content learned and the learning process.
1. Groups choose a topic of interest and a problem to solve

Outcome: Write topic and problem on the group wiki page

Tools: face-to-face, online communication tools
2. Collaborative discussion to identify potential solutions. Decide on individual areas of research.

Outcomes:
a. Write individual areas of research on the group wiki page.
b. Post or link to a video/audio recording of at least 5 minutes of the discussion (in English)

Tools: f2f, online communication tools, Audio/Video recording tools (audacity, laptop computers)
3. Identify appropriate research sources.

Outcomes:
Identify two written and one A/V source of information. Write / link the sources on the group wiki page

Tools: Input from Library staff, search tools for research sources.
4. Individual Research, reading and summarising sources.

Outcomes: Write short summaries of information sources on group wiki page.

Tools: Word processing software, speech to text software
5. Group meeting to discuss individul research and agree on the best solution to the problem.

Outcomes:
a. Post a summary of the solution on the wiki page.
b. Post or link to a video / audio recording of at least 10 minutes (in English)

Tools: f2f , online communication tools, Audio / Video recording tools (Audacity, laptop computers)
6. Prepare and deliver a group presentation to peers. Including the problem, research and suggested solution(s)

Outcomes:
A presentation of at least 15 minutes (with all group members contributing / acknowledging the contributions of all). The presentation can be delivered synchronously or asynchronously.

Tools: PowerPoint, Prezi, Screen-cast-omatic, Snag it
7. Write a report based on research and solutions.

Outcomes:
Deliver report to teacher. Post a copy on the wiki. clearly indicate the contributions of the participants.

Tools: MS word...
8. Review one piece of software used during the project. Explain how you used it, how useful it was, how easy it was to use, other uses...etc

Outcomes:
Post your review on the Software Review page.

Tools: MS Word, Wiki
9. Reflection on project

Outcome: Post an individual reflection on the wiki.

Tools: Wiki, Word, A/V...
Project Stages
Affordances of the wiki
Intrinsic Motivation
Autonomy
Self Responsibility
Attention span
Information literacy
Learner-Centred
challanging.
motivating

&
enjoyable
encourages metaconitive self awareness of learning
encourages self-directed learning &
responsibility
Develops -
problem-solving
,
communication
and
respect for others
e-mail updates
peer monitoring & comments
Asynchronous communication
venue and record of collaboration
provides content for remedial input
" PBL is focussed, experiential learning organised around the investigation, explanation, and resolution of meaningful problems." (Hmelo-Silver 2004, p.236)
""PBL is not about problem solving per se, but rather it uses appropriate problems to increase knowledge and understanding." (Wood 2003, p.328)
"It certainly seems like a more challenging, motivating, and enjoyable way to learn, and students appear to agree." (Colliver 2000, p.259)
" a valuable skill that is central to the PBL approach is self-directed learning" (Colliver 2000, p.265)
"skills of self-assessment and self-directed learning allow the students to become sensitive to personal learning needs and to locate and use properly appropriate information resources" (Barrows 1986, p.482)
"group learning facilitates not only the acquisition of knowledge but also several other desirable attributes, such as communication skills, problem solving, independent responsibility for learning, sharing information, and respect for others." (Wood 2003, p.328)
"PBL is successful only if the scenarios are of high quallity" (Wood 2003, p.329)
"motivation enhances student learning." (Barrows 1986, p.482)
"Evidence suggests that we can improve learning effectiveness by giving the learner control over, and responsibility for their own learning" (McLoughlin, C & Lee 2007, p. 669)
"A change of roles for the learners who become the "experts in particular topics" (Baslanti, U & McCoach, D B 2006, p.246)
"In PBL, the teacher / facilitator is an expert learner, able to model good strategies for learning and thinking, rather than an expert in the content itself." (Hmelo-Silver 2004, p.239)
"Consructivist approaches to education advocate stimulating learning in complex, real-world problems. These problems are motivating and more likely to produce transfer." (Hmelo & Guzdial 1996, p.128)
"education is most effective when it is undertaken in the context of future tasks" (Barrows 1986, p.481)
"to be intrisically motivating, problems should provide students with the proximal and tangible goal of applying their knowledge to solve a concrete problem." (Hmelo-Silver 2004, p241)
"A (third) critical component of effective learning is active participation with others, including peers, instructors, experts and community. Collaboration and cooperation have long been recognised as ingredients of effective pedagogy." (McLoughlin & Lee 2007, p.671)
"the practices of participating in wikis, and social software more generally, could potentially provide a structure supporting a community of practice model of leaning." (Choy & Ng, 2007)
COPs satisfy the "need in people to socialise and work with others" but also "contain an element of design and commitment" (Molphy et al 2007, p.711)
"group learning facilitates not only the acquisition of knowledge but also several other desirable attributes, such as communication skills, problem solving, independent responsibility for learning, sharing information, and respect for others." (Wood 2003 p.328)
“Many of our students, for better or for worse, have been highly conditioned by the demands of their native education systems to see the test or the paper or, most of all, the grade as the be-all and end-all of educational processes.” (Horowitz 1996, p.143)

“Thus, people from different cultures can have very different ideas of what a teacher is like. If a person has only be exposed to one type of teacher (e.g. an authoritarian purveyor of knowledge) it may be difficult to think of a more liberal person who encourages self-directed learning as being “proper teacher”. However social structure is not static and role schema can change in response to experience.” (Mason 1992,P.47)

“the teacher and learners, as experienced members of the classroom community in a particular society, bring with them their own perceptions of what constitutes language teaching, language learning and learning outcomes, and their own prescriptions about what the classroom roles ought to be. In task-based pedagogy, however, the teacher and learner are jointly vested with the responsibility to create, promote, and sustain learning opportunities in the L2 class; and they are expected to do that through meaningful interaction and negotiation, and through a co-operative process of decision-making.”( Kumaravadivelu 1991p.99)

"Personal scripts exist only in the mind of one person (the actor), and other participants do not necessarily realise the part they are playing or not." (Mason 1992, p.48)

On Turkish students - “Students’ obedience to the teacher is proved to be the stated belief of students learning English since 27 of the students out of 30 reported that they would rely on their teacher to evaluate and tell them how much they learned (item 19), and also 28 of the students stated that they would like their teacher to explain each detail to them.” (İneçay & İneçay 2009, p621)

"underachievers generally express negative attitudes towards school." (Baslanti, U & McCoach, D B 2006, p.214)

“there is a need to expand our vision of pedagogy so that learners are active participants or co-producers rather than passive consumers of content, and so that learning is a participatory, social process supporting personal life goals and needs.” (Mclaughlin & Lee 2007, p.664)
“Educationalists must be clear about the intended outcomes of the technology used. Curricula should be created that does not confuse technological interactivity with interactive learning” (Cole 2009, p.146)
"move beyond the use of technology for technology's sake towards an integrated, purposeful incorporation of the technology to maximise the potential for meaningful learning." (Jones 2007, p.464)
“Most importantly , CALL, will be normalised when computers are treated as always secondary to learning itself, when the needs of learners will be carefully analysed first of all, and then the computer used to serve those needs.” (Bax 2003b, p.24)
“central to the grand vision of Pedagogy 2.0, where learners have the freedom to decide how to engage in personally meaningful learning through connection, collaboration and shared knowledge” (McLoughlin & Lee 2007, p.669)
“wikis can be used to facilitate this form of active learning where computers are used to support peer interaction and group work” (Cole 2009, p143)
“Wiki is a major component of Web 2.0, the emergent generation of web tools and applications” (Parker & Chao 2007, p.57)
“In essence , a wiki is a simplification of the process of creating HTML web pages in combination with a system that records each individual change that occurs over time, so that at any time a page can be forced to revert to any of its previous states” (Parker & Chao 2007, p.58)
"Wikis are characterized by some of the elements fundamental to a successful community of practice, including a virtual presence, a variety of interactions, easy participation, valuable content, connections to a broader subject field, personal and community identity and interaction, democratic participation, and evolution over time." (Parker & Chao 2007, p.58)
"Even confirmed technophobes have grasped and mastered the system quickly. The structure of wikis is shaped from withinnot imposed from above. Users do not have to adapt their practice to the dictates of a system but can allow their practice to define the structure." (Lamb 2004, p.4)
"wikis are good for "progressive problem solving" (Fountain 2005)
"The idea of wiki applications is that the knowledge of the group is greater than that of an individual" (Choy & Ng 2007)
"When the outside comments showed up....the quality of the writing improved again. The power of peer review had been brought to bear on the assignment" (Seely Brown & Adler 2008, p.26)
"Helping the learner become self-directed is also one the ultimate goals of PBL." (Hung 2009, p.120)
"The instructor’s role shifts to that of establishing contexts or setting up problems to engage students. In a wiki, the instructor may set the stage or initiate interactions, but the medium works most effectively when students can assert meaningful autonomy over the process." (Lamb 2004, p.10)
Barrows, H S 1986, ‘A taxonomy of problem-based learning methods.’, Medical Education, vol.20, no.6, pp.481–486.

Baslanti, U & McCoach, D B 2006, 'Factors related to the underachievement of university students in Turkey.', Roeper Review, vol. 28, no. 4, pp.210-215.

Bax, S 2003a, ‘The end of CLT: a context approach to language teaching.’, ELT Journal, vol.57, no.3, pp.278-187.

Bax, S 2003b, ‘CALL—past, present and future.’, System, vol.31, p.13-28.

Choy, S O & Ng, K 2007, ‘Implementing wiki software for supplementing online learning.’ Australasian Journal of Educational Technology.’, vol.23, no.2, pp.209-226.

Cole M. 2009, ‘Using Wiki technology to support student engagement: Lessons from the trenches.’, Computers & Education, Vol. 52, pp.141-146.

Colliver, J A 2000, ‘Effectiveness of problem-based learning curricula: Research and theory.’, Academic Medicine, vol. 75, no. 3, pp.259–266.

Collis, B & Moonen, J 2001, 'Flexible Learning in a Digital World.’, Open Learning: The Journal of Open, Distance and e-Learning, vol.17, no.3, pp.217-230.

Fountain, R 2005, ‘Wiki Pedagogy.’, Dossiers technopédagogiques, viewed 3rd May 2011,http://www.profetic.org:16080/dossiers/dossier_imprimer.php3?id_rubrique=110.

Hmelo-Silver, C E 2004, ‘Problem-Based Learning: What and How Do Students Learn?’, Educational Psychology Review, Vol. 16, No. 3, pp.253-266.

Hmelo, C E & Guzdial, M 1996, ‘Of Black and Glass Boxes: Scaffolding For Doing and Learning.’, ICLS '96 Proceedings of the 1996 international conference on Learning sciences, viewed 4th May 2011, <http://delivery.acm.org/10.1145/1170000/1161153/p128-hmelo.pdf?key1=1161153&key2=4902854031&coll=DL&dl=ACM&ip=88.255.245.252&CFID=21217602&CFTOKEN=93325326>.

Hung, W 2009, ‘The 9-step problem design process for problem-based learning: Application of the 3C3R model’, Educational Research Review, vol.4, no.2, pp.118-141.

İIneçay, G & İIneçay, V 2009, ‘Turkish university students’ perceptions of communicative and non-communicative activities in EFL classroom`, Procedia Social and Behavioural Sciences, vol.1, no.1, pp.618-622.

Jones, P 2007, ‘When a wiki is the way: Exploring the use of a wiki in a constructively aligned learning design.’, Proceedings ascilite Singapore 2007, Viewed 15th April 2011, <http://ascilite.org.au/conferences/singapore07/procs/jones-p.pdf>.

Kessler, G 2009, ‘Student-initiated attention to form in Wiki-based collaborative writing.’, Language Learning and Technology, vol. 13, no.1, pp.79-95.

Kumaravadivelu, B 1991, ‘Language-learning tasks: teacher intention and learner interpretation’, ELT Journal, vol.45, no.2, pp.98-107.

Larsen-Freeman, D 1997, ‘The Emergence of Complexity, Fluency, and Accuracy in the Oral and Written Production of Five Chinese Learners of English’, Applied Linguistics, vol.27, no.4, pp.590-619.
Lamb, B 2004, ‘Wide open spaces: Wikis, ready or not.’, Educause Review, vol.39, no.5, pp.36–48.

McAndrew, D A 1997, ‘Chaos, Complexity, and Fuzziness: Science Looks at Teaching English.’, The English Journal, vol.86, no.7, pp.37-43.

McLoughlin, C & Lee, M J W 2007, ‘Social software and participatory learning: Extending pedagogical choices with technology affordances in the Web 2.0 era.’, Proceedings ascilite Singapore 2007, viewed 2 May, < http://www.ascilite.org.au/conferences/singapore07/procs/mcloughlin.pdf>, pp.664-675.

Mason, D 1992, ‘The role of schemata and scripts in language learning’, System, vol.20, no.1, pp.45-50.

Molphy, M Pocknee, C & Young, T 2007, ‘Online communities of practice: Are they principled and how do they work?’, Proceedings ascilite Singapore 2007, viewed 2nd MaPrensky, M 2010, Teaching Digital Natives. Partnering for Real Learning, Corwin, Californiay 2011, <http://www.ascilite.org.au/conferences/singapore07/procs/molphy.pdf>.

Parker, K R & Chao, J T 2007, ‘Wiki as a teaching tool.’, Interdisciplinary Journal of Knowledge and Learning Objects vol.3, pp.57–72..

Prensky, M 2010, Teaching Digital Natives. Partnering for Real Learning, Corwin, California

Reigeluth, C M 2004, ‘Chaos theory and the sciences of complexity: Foundations for transforming education’, viewed 2nd May 2011, via <http://www.indiana.edu/~syschang/decatur/documents/chaos_reigeluth_s2004.pdf>
.
Savery, J R & Duffy T M 2001, ‘Problem Based Learning: An instructional model and its constructivist framework.’, Center for Research on Learning and Technology, Technical Report no. 16-01, viewed 10th May 2011, <http://www.dirkdavis.net/cbu/edu524/resources/Problem%20based%20learning%20An%20instructional%20model%20and%20its%20constructivist%20framework.pdf>.

Seely Brown, J & Adler, R 2008, ‘Minds on Fire. Open Education, the Long Tail, and Learning 2.0’, EDUCAUSE Review, vol. 43, no.1, pp.18-32.
References
http://wikispbl.pbworks.com/w/page/51164839/Welcome%20to%20your%20wiki
Andrew Bosson
Ethical individuals
Digital Literacy
“I've come up with a set of rules that describe our reactions to technologies:
1. Anything that is in the world when you’re born is normal and ordinary and is just a natural part of the way the world works.
2. Anything that's invented between when you’re fifteen and thirty-five is new and exciting and revolutionary and you can probably get a career in it.
3. Anything invented after you're thirty-five is against the natural order of things.”
― Douglas Adams, The Salmon of Doubt
Can develop information & digital literacy
Information cannot be lost
a secure environment
http://wikispbl.pbworks.com/w/page/51164839/Welcome%20to%20your%20wiki
ethical and open philosophy
Good teaching, learning,
transformation
&
emergence
Full transcript