Enhancing problem-based learning designs with a single e-learning scaffolding tool:Two case studies using challenge FRAP

Advisor ： Min-Puu Chen Presenter ： Kuei-Hui Hsiao Date ： January 15,2008

Stewart, T. M., MacIntyre, W. R., Galea, V. J.,& Steel, C. M.(2007). Enhancing problem-based learning designs with a single e-learning scaffolding tool: Two case studies using challenge FRAP. Interactive Learning Environments,15(1),77-91.

Introduction(1/2)

• Problem-based learning (PBL) is a powerful instructional approach.– learner-centred– tasks– by complex problem-solving tasks, learners can be

encouraged to actively engage in investigation and inquiry and to use high level cognitive thought processes to solve real-life problems in professional contexts.

• This paper illustrates the benefits of such an e-learning scaffolding tool through two PBL case studies– science and technology; plant pathology

Introduction(2/2)

• Challenge FRAP (Form for the Recording of the Analysis of Problems) is a freeware program.

• It allows the designer/facilitator to use a variety of scaffolding mechanisms, provide progressive feedback, and promote student reflection at key decision-making points.

• However, Challenge FRAP is not designed to author and display a problem-based scenario as a ‘‘game,’’ but rather to document the learners’ reasoning processes and solution to a real problem while simultaneously providing guidance and feedback as to their process.

Case Study 1: A distance learning problem solving exercise(1/4)

• Background– science and technology,97 students(2004)

– 3 lecturers were involved with teaching the course.

• Methods– 3 groups

– 4 scenarios (ill-structured, undefined problem or issue in society)

– The intention of this assignment was to immerse student trainees in the process of PBL by carrying out science and technology investigations.

– The students were provided with various templates—Word, PowerPoint and Challenge FRAP.

Case Study 1: A distance learning problem solving exercise(2/4)

Case Study 1: A distance learning problem solving exercise(3/4)

• Results• In answer to the question ‘‘How did you find Challenge

FRAP as a recording/feedback template? (1not useful at all, 5extremely useful)’’, three students responded with a 5, two with a 4 and two with a 3.

• The FRAP template not only allowed the students to capture and record their PBL process, it also provided direction for creating the final ‘digital product’.– Install– They learnt how to add additional nodes and change

the template to suit their investigations.

Case Study 1: A distance learning problem solving exercise(4/4)

Case Study 2: Using Challenge FRAP to assist with the teaching of plant disease

diagnosis(1/5)• Background

– Plant protection,10 students(2004);8 students(2005)

– The University of Queensland

• Methods– The students were asked to select a plant disease case from

up to 14 problems submitted for consideration by a range of horticultural clients from southeast Queensland.

– Students were given access to all laboratory and glasshouse facilities required to carry out their individual tasks and were able to consult with the client and the academic and, where necessary, receive guidance and relevant training on techniques to assist with their case.

Case Study 2: Using Challenge FRAP to assist with the teaching of plant disease

diagnosis(2/5)

Case Study 2: Using Challenge FRAP to assist with the teaching of plant disease

diagnosis(3/5)

Case Study 2: Using Challenge FRAP to assist with the teaching of plant disease

diagnosis(4/5)

Case Study 2: Using Challenge FRAP to assist with the teaching of plant disease

diagnosis(5/5)• Results

– It was evident from the case study templates submitted by students that they succeeded in embracing the philosophy and approach to conducting diagnostic evaluations of plants with diseases which were previously unknown to them.

– FRAP template not only captured a record of their work, but also provided opportunities to embed appropriate levels of scaffolding for students to successfully complete the diagnostic procedure and to allow constructive teacher feedback at key decision-making points.

Conclusions• Challenge FRAP allows the production of an electronic

report template that can both guide the students through a problem-solving task and record their observations, progress, and reflections.

• It’s can establish a library that documents their problem-solving approaches to their own professional context.

• Assists learners to actively engage in investigation and inquiry and to use high level cognitive thought processes to solve real-life problems in professional contexts.