Presentation Shifting Sand

7/31/2019 Presentation Shifting Sand

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Shifting Sand:

Impacts of Technologyin Higher Education

George [email protected]

Department of Physics and Astronomy

College of Arts & ScienceUniversity of Delaware


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The Way It Was...

1973 2002

Computation

graphing calculators,laptops,

gigabytes and gigahertz


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The Way It Was...

1973 2002

Communication

e-mail,voice-mail,

chatrooms,FAX,

pagers,cell phones

instant messaging,wireless connectivity


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The Way It Was...

1973 2002

Collections

Online Information:web catalogs,

networked databases,Britannica Online,online newspapers,

course websites,

CMS


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Teaching and learningin the stormy seas:

Computation and Calculation

Communication and Collaboration

Collections and Connections

The Perfect Storm?


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Given the amazing advances intechnology,

the dramatic change in the first-year experience,

and knowing what we know aboutour students,

How can we best proceed in our

classrooms?

The question before us:


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The principal idea behind PBL is

that the starting pointfor learning should bea problem, a query, or a puzzlethat the learner wishes to solve.(Bould, 1985:13)

One possible answer:

Problem-Based Learning


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What is Problem-Based Learning?

PBL is an instructional method thatchallenges students to learn to learn,working cooperatively in groups

to seek solutions to real world problems.

PBL prepares studentsto think critically and analytically, andto find and use appropriate learningresources.


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What are the common features of

PBL?Learning is initiated by a problem.

Problems are based on complex, real-worldsituations.

Information needed to solve problem is notinitially given. Students identify, find, anduse appropriate resources.

Students work in permanent groups.

Learning is active, integrated, cumulative, andconnected.


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PBL: The Process

Students are presented with a problem.They organize ideas and previousknowledge.

Students pose questions, defining whatthey know and do not know.

Students assign responsibility for

questions, discuss resources.Students reconvene and explore newly

learned information, refine questions.


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The Problem-Based Learning Cycle

OverviewProblem, Project,

or Assignment

Group

Discussion

Research

Group Discussion

Preparation of

Group Product

Whole Class

Discussion

Mini-lecture


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PBL and

active learning

The web and

instructional

technology

Marriage of PBL and technology

How can technology aid student learning

in a PBL course?

How can PBL aid students in using

technology to learn?


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Web Sites and

Web PagesIngredients for

writing problems

Utilizing Online Resources

Inspiration fordesigning problems

Information for

solving problems


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Ingredients for

writing problems


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Information for

solving problems


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Web Sites and

Web Pages



Online regional

newspapers for

local perspective

International

newspapers for

global view

Quack websites

for raw

material

Film and TV

sites for scripts

and characters


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Web Sites and

Web Pages


Executing web

searches effectively

Information for

solving problems

Evaluating online

resources critically

Old thinking:

The web is full of

misinformation and

biased representationStay away!

New thinking:

Engage and developcritical thinking skills.

The Internet Challenge!


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Designed to promote scientific and computerliteracy 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.

The course:

SCEN103 in Spring 2000 was an Honors

colloquium designed to introduce first-year

students to some of the science behind high

technology.


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Broad Course Objectives:

Explain the basic operation of electricalcircuits, simple semiconductor devices, and

integrated circuits.

Analyze simple electrical circuits to assess their function and

effectiveness.State and describe fundamental scientific principles

underlying modern electronic devices.

Identify the contributions of science

and technology to everyday life.


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A Problem-Based Learning Approach

to Simple Electrical Circuits

Incorporating PBL problems,

Other collaborative exercises, and

Hands-on laboratory exercises.


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Crossed Circuits

PBL #1

Energy = power x time

Two roommates argue about perceived use of electrical energy.

Who should pay more towards the utility bill?


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A San Francisco Treat

PBL #2

Parallel circuitsHousehold wiring

Power ratings of appliances

Electrical wiring plans are formulated for a building conversion

in San Francisco using floorplans from This Old House.


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Batteries and

Bulbs

Lab #3

Series and parallel combinations

Students work from the simplest possible circuit to the

challenging circuit on the left and its companion on the right.


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Motivation for This Project

Faster, cheaper what if? changes.Anywhere, anytime accessibility to lab.

Wireless technology for collaborativelearning.

When hands-on experiences in a physical laboratory

are not available, computer simulations are oftenthe next best option.For some topics, computer simulations can provide

an environment for active learning that is just asrewarding as the traditional laboratory.


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Implementation of This Project

JavaScript and Java applets are oftenemployed to implement computersimulations for learning that can beaccessed over the web.

Often overlooked are other software solutionsthat run from suitably configured webbrowsers -- Macromedia Flash is one suchapproach.

We have created a simple circuit simulatorwritten in Flash that provides an interactiveexperience for introductory students ofelectricity.


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Running a circuit simulation


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Demonstration

http://www.udel.edu/present/showcase/watson/
http://www.udel.edu/present/showcase/watsonhttp://www.udel.edu/present/showcase/watson


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Problem-Based Learning and Physics:Developing problem solving skills in all students

The problem-based learning (PBL) program initiated at the University for

reforming undergraduate science teaching is being expanded beyond the

University by the development of instructional models and materials made

accessible to faculty worldwide through an online clearinghouse. The project isdeveloping a database of problems, instructional models, evaluation tools, and

web-based resources that effectively incorporate PBL across the content

framework of introductory undergraduate physics courses. Materials are being

collected and reviewed for a wide variety of introductory physics courses, for both

science majors and non-science majors, across all levels of instruction and classenrollment. In addition to collecting existing problems and material, the project is

implementing problem-writing workshops as an important element in developing

the collection of PBL materials needed to cover the different curricula of physics

at the college level. Selected clearinghouse problems will also be adapted to the

high school setting.

NSF DUE 00-89408 CCLI-EMD


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www.udel.edu/pbl2002


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www.educue.com

Interactive Student Response Systems
http://www.educue.com/http://www.educue.com/


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www.udel.edu/cte/techgrants.htm

Using Palm Pilots to Enhance Student Learning in Telehealth

3D Visualization for Macromolecules for Effective InstructionUse of Internet 2 to Bring Creative Arts into the Classroom

Exploring Business Issues and Decision-Making with

Videoconferenceing and Electronic Meeting Tools

Timelines, Delivery of Historical Images by Varied Databases

Electronic Portfolios as a Vehicle for Student GrowthERP Recording for Learning about Cognitive Neuroscience

Asynchronous Learning Network Tool for Homework Assignments

Writing, Structuring, and Designing Information for Screen Display

Shif i S d
http://www.udel.edu/cte/techgrants.htmhttp://www.udel.edu/cte/techgrants.htm


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Shifting Sand:Impacts of Technology

in Higher Education

Computation and Calculation

Communication and Collaboration

Collections and Connections

Documents

Presentation Shifting Sand