Problem based learning

Problem based learning (PBL) has a significant history in medical schools. Recently it made reappearance as a constructivist method (Driscoll, p.405). PBL shares the collaborative method with Goal Based Scenarios. The students tend to work in groups and the primary learning goal is to solve a real problem. The learners are encouraged to use any available resources to develop a process to solve the problem.

PBL follows a systemic approach such as providing the students with a problem solving process that students utilized to identify the nature of the problem, identify the tasks and who is conducting them. Conduct a research to provide various solutions, arrive to a solution, evaluate the feasibility of their success or failure, and finally conduct a reflection on the efforts and the nature of what they have learned.

“PBL comes from a few medical schools, notably McMaster (Barrows and Tamblyn, 1980), where, more than 25 years ago, they questioned how well traditional preclinical science courses trained physicians to be problem-solvers and life-long learners.” The common method of teaching science is with lecture to large halls that usually contain 100 to 200 students. PBL allowed the medical school to focus on the actually practice of medicine that required integration of knowledge, decision making, working with others, and communicating with patients.

Various medical schools now include problem-based. “The effectiveness of the problem-based learning approach in the medical school environment has been debated, evaluated, and given qualified endorsement based on a limited number of studies (Albanese and Mitchell, 1993; Berkson, 1993; Vernon and Blake, 1993; Blake et al., 1995).”

The following website (http://www.udel.edu/pbl/dancase3.html) contains a fictional case study for an Anthropology professor who decided to conduct his class using PBL. I found the case study to be a revelation and a tribute to the difficulties of using a new pedagogue that the current students are not used to. Some of the negative comments reflected the lack of the student’s willingness to adapt new learning techniques. For instance, this comment was provided to the fictional professor by a student “student who complained that Prof. Sherman expected students to learn on their own and to spend too much time in the library tracking down obscure facts.”

PBL may require additional steps and may cause short-term headaches; however, it is a well-established process. The ultimate goal is to turn grades oriented learners into life long learners.

Resources:
http://www.udel.edu/pbl/dancase3.html

WebBased Role Play

The mention of the word Role-play tends to bring chills or smiles to adult learners. Some of the learners may tend to grumble their emotions such as “Here we go again…” or “I am not good at playing.” On the other hand, other learners may jump up to the idea as they aware of their personal learning style. Let me do it in a safe environment.

Role-play is one of the common tools I tend to use when I am training adults. It is interesting, as the same adults that detest the idea of role-play for learning tend to be big fans of Fantasy sports. I know various colleagues who spend hours developing strategies, looking at sport statistics. Bottom line, these adults are learning while having fun.

The idea of real role-play is common in traditional instructional venues. The idea of using role-play for online instruction may not share the same favoritism. Online role-play is not new, consider games such as Civilization, WarCraft, Sims etc… These games can be played on a personal computer or online with various other gamers across the world.

Online role-play simulations (RPS) are no different from the traditional classroom role-play. Learners take on specific roles and solve a learning problem. “The role of the moderator in this activity is especially critical for looking over the "shoulders" of the learners and providing scaffolding, guidance in a just in time fashion.” Learners tend to learn best when they are having fun.
Role-play simulation is designed primarily to act out situations in a safe and supportive environment.

Three ingredients required for online Role-Play simulations

First: goal-based learning
“Typically, goal-based learning comprises a scenario or context, which includes a trigger or a precipitating event.” The events are usually presented for the learners to react to and define the mini goals to achieve success in the mission. In RPS, the learners assume different personalities and set their own goals with the assistance and approval of the moderator. Unlike goal based learning, RPS allows the learners to create their own goals that are aligned with the provided mission.

Second: role-play
“Students are organized into teams to play out particular roles within the context of a given crises or situation.” RPS at best is a learning game, and learners would approach the idea of learning as required part of the game.

Third: the WWW
"A role-play simulation generator such as, FablusiTM, (http://www.fablusi.com/) enables the creator of the simulation to specify the roles that are central to the operation and the success of the RPS.”

Resources:
http://mettleweb.unimelb.edu.au/guide/pedagogy4.html
http://www.simplay.net/clients.html

Goal Based Learning

“Natural learning goals that have to do with increased understanding or increasing one’s power to operate successfully in various endeavors get replaced by artificial learning goals that have to do with acceptance, approval, and socialization” – Schank

The Goal Based scenarios (GBS) framework is an example of a computer based learning environment (Driscoll. P404). GBS does not rely on the traditional use of objectives. It combines the natural interests of the students with the teacher’s implicit goal. GBS does offer a specific achievable goal. The nature of the goal mimics that of a mission (E.g. Control world hunger). The goals targetted skills may include learn about the population of 3rd world countries, birth control, and the distribution of food around the world.

The teacher sets the goal, and the students become owners of achieving the mission. This is a constructivist approach to teaching.

The following are six GBS steps:

1. Identify target skills

• GBS tends to use Bloom’s taxonomy higher goal competencies, e.g.,evaluate, synthesize, compare

2. Develop missions that require the use of the targeted skills

• the mission or goal should relate to the learner needs and interests

3. Choose a focus or a general class of skills the student will learn

• design - create an artifact


• diagnosis - analyze or explain problems faced by a group


• discovery - apply techniques or strategies from one group to another


• control - manage simulated setting

4. Create a cover story for the mission

• Use Keller’s ARCS to entice the learner in getting engaged with the topic


• Use a mission or story that shows the urgency and importance of the goal

5. Plan the operations

• Provide small units of activity (e.g., answering a question, using a tool or simulation, searching for information)

6. Build learning environments to support the target skills

• simulated work environments (e.g., hospitals, computer labs, tv news stations, foreign affairs office)


• provide various web links to get the students started in the right direction

Resources:
Driscoll, M. (2005). Psychology of Learning for Instruction, 3rd Edition. New York: Allyn & Bacon. http://www.edtech.vt.edu/edtech/id/models/gbs.html
http://www.edtech.vt.edu/edtech/id/models/gbs.html

Confidence and Self Efficacy

"It should be noted that the construct of self-efficacy differs from the colloquial term "confidence." Confidence is a nondescript term that refers to strength of belief but does not necessarily specify what the certainty is about. I can be supremely confident that I will fail at an endeavor. Perceived self-efficacy refers to belief in one's agentive capabilities that one can produce given levels of attainment. A self -efficacy assessment, therefore, includes both an affirmation of a capability level and the strength of that belief. Confidence is a catchword rather than a construct embedded in a theoretical system.” See Self-Efficacy: The Exercise of Control, 1997, p. 382

Bandura created a distinction between self-efficacy and confidence. Confidence is a term that is as complicated as self-efficacy. I would make the argument that confidence is a critical part for self-efficacy.

Confidence is the fuel that creates the difference between success and failure. Successful people spend more time and efforts on their goals to succeed versus those that tend to fail. There are multi levels of confidence, for instance there is the level where you know you have the skill set to do an activity due to history or achievements. The other type could be the “in-your face confidence of a prize fighter, the steely resolve of a championship poker player.” (Simons, p.26). Bandura defines self-efficacy as people's beliefs about their capabilities to produce effects to be. People with confidence also believe that they can do a good job at a certain task. The goal of self-efficacy and confidence may be the realization of a measure of success. People tend to achieve failure because they do not feel confident or may also lack self-efficacy because they either have experienced previous failure or have not previously ventured into that arena

Resources:

Simons, T. (2004, November).The Confidence Game.Presentations, pp. 25-31.

http://www.des.emory.edu/mfp/banfools.html

Maximize Learning via Technology

Blog
Definition: Blog is the abbreviated term for weblog. A weblog is a journal (or newsletter) that is frequently updated and intended for general public consumption. Blogs comes in various flavors and topics. Blogs can come in various formats such as text, audio, or video.
Resources
Apcala
See document: apcala.com
Allows you to find other bloggers with similar interests. Free
Audioblog
See document: www.audioblog.com
Allows you to record audioblog and videoblog over the web. A small fee is charged.
edublogs
See document: edublogs.org
A blog tailored for teachers, researchers, writers, and educators. Open source thus free.
bBlog
See document: www.blogbinders.com
Turn your blog into a book for sharing or resale. Fee is charged.
BlogBridge
See document: www.blogbridge.com
A free news and blog aggregation system. Allows you to subscribe to your favorite RSS feeds and identify additional resources.
KidzLog
See document: kidzlog
A blog site tailored for children.
LiveJournal
See document: www.livejournal.com
An open source (free) blogging service that has a section for schools. Locate your buddies who have blogs based on a school search.

Content Systems
Microworlds
See document: microworld.html
Definition: A Microworld is a term coined at the MIT Media Lab Learning and Common Sense Group. It means, literally, a tiny world inside which a student can explore alternatives, test hypotheses, and discover facts that are true about that world. It is related to the computer programming language logo.
WebQuests
See document: webquest.sdsu.edu
Definition: WebQuests were originally created by Bernie Dodge of San Diego State University and Tom Marsh. The purpose was to teach students how to use the Internet for research. Webquests are inquiry-based lessons in which all or part of the information that learners interact with comes from resources on the Internet. A listing of various Webquests can be located at http://edweb.sdsu.edu/webquest/webquest_collections.htm.
Wiki-pedia
See document: www.wikipedia.org
Definition: "A wiki (wikiwiki) enables documents to be written collectively (co-authoring) in a simple markup using a web browser. A single page in a wiki is referred to as a "wiki page", while the entire body of pages, which are usually highly interconnected via hyperlinks, is "the wiki"; in effect, a very simple, easier to use database. A defining characteristic of wiki technology is the ease with which pages can be created and updated. Generally, there is no review before modifications are accepted. Most wikis are open to the public without the need to register any user account. Sometimes session login is requested to acquire a "wiki-signature" cookie for autosigning edits. More private wiki servers require user authentication."
Resources:
Course Builder is Macromedia's "powerful extension application to Dreamweaver for creating Web-based learning content and interactive Web pages. A fully licensed Dreamweaver software is required for the installation.
See document: coursebuilder

ebooks for PC's and mobile device
Definition: An eBook is an electronic document that can be viewed on a PC and or a Mobile device.
Resources:
Microsoft Reader
See document: pc.asp
Create documents for Microsoft Reader
See document: rmr.asp
The following free download allows you to create ebooks from Microsoft Word version 2002 or Microsoft Word version 2003 files. The file can be downloaded on a windows CE device such as an Iraq.
Free eBook English Dictionary
See document: dictionaries.asp

Groups aka Newsgroups
Definition: A free forum on a specific topic e.g. education, gaming etc.... Users can post and answer questions to the newsgroup. Groups are a service that helps various people communicate effectively using e-mail and the Web. Every group has a home page hosted by companies such as Google, e-mail, Yahoo etc... Members can start new discussions or reply to existing discussions. Every group also has its own e-mail address to help its members stay in touch with each other. Groups can be either private or open to the public.
Resources
GoogleGroups
See document: groups.google.com
See explanation above.
YahooGroups
See document: groups.yahoo.com
See explanation above.
MSNGroups
See document: groups.msn.com
See explanation above.
Smartgroups
See document: index.cfm
Create a private group just for your team. You can share files, pictures etc....

Information & Concept Mapping
Definition: There are some important differences between concept mapping and Mind Mapping”. First, in concept maps the items in the nodes are the label for a single concept. Second, concept mapping is base on a well-established theory of knowledge and theory of learning. Thus, concept is defined as a perceived regularity or pattern in events of objects or records of events or objects designated by a label, usually a word. Concepts are combined using “linking words” to form propositions or meaningful statements. From the psychology of learning, we build on the idea that meaningful learning requires incorporating new concepts and propositions into an individual’s existing framework of concepts and propositions. Concept mapping serves as a metacognitive tool to facilitate meaningful learning. Please share this with whomever you like. -- Joe Novak (Developer of Concept Mapping) Source: An e-mail I received from Mr. Novak.
Resources:
IHMC CmapTools version 3.10 (Freeware)
See document: download
Mind Mapping
Definition: Mind mapping is a simple process of utilizing a center topic and then extending branches. Each branch maybe a specific topic. Additional sub-branches are created to add additional notes. The use of imagery and short terms is encouraged. Dr. Allan Collins is considered the father of Mind Mapping. Tony Buzan's name is also synonymously linked to reviving the idea of Mind mapping.
Resources
Inspiration (Not free)
See document: www.inspiration.com
A Mind Mapping software that is commonly used in Academia.
MindManager (Not free)
See document: www.mindjet.com
A Mind Mapping software that is commonly used by corporations.
FreeMind - free mind mapping software (Free)
See document: Main_Page
A java software that works on various platforms.

Instant messaging
Definition: A software that allows various online users to chat in real time. Newer instant messenger software allows you to share pictures and talk online via a computer microphone.
Resources

• Yahoo
• Hotmail
• ICQ
• AOL
• Trillian
• Google Talk

Internet
Definition: A global network of computers linked via TCP/IP network protocols. The word "Internet" originated in 1986. "The linked computer networks of the U.S. Defense Department," shortened from internetwork, from inter- + network.

Resources
Bookmarks and Internet resources sharing
Backflip
See document: login.ihtml
A free tool that allows you to save and share you bookmarks with other registered users.
del.icio.us
See document: del.icio.us
A tool similar to backflip. Note: The smart name delicious
esnips
See document: index.jsp
"The one place for ALL the stuff you want to store online and easily share with others." You get 1Gigabyte of storage to store anything on the Internet or from your desktop e.g. Documents, pictures, snippets from the net etc.
"The Learning Styles Profiler (LSP) assesses the neuropsychological basis of learning. It is suitable for business and education. You can view the software and the manual free of charge."
See document: lss2.asp
Ourmedia.org
See document: www.ourmedia.org
A free storage area and free bandwidth for videos, audiofiles, photos etc... Free.
Remember the milk
See document: www.rememberthemilk.com
A free webbased to do it list. Prioritize your tasks and review them from any computer.
StudyStack
See document: MyStudyStack.jsp
Create your own flashcards. There are approximately 75000 free flashcards at this time.
YouSendit
See document: www.yousendit.com
Send large files up to 1 Gigabyte. The file is stored on their server. Free.

Learning and course management systems
Definition: A software that is usually utilized by a learning institute to track student’s online courses progress. It usually records the student's quiz results and their completion rates.
Resources
Sakai
See document: www.sakaiproject.org
The Sakai Project started as a collaboration between two universities: University of Michigan and Indiana University. The Sakai project is an open source effort to create a course management system. MIT and Stanford joined in and, along with the Open Knowledge Initiative (OKI) and the uPortal consortium, and a generous grant from the Mellon Foundation, they formed the Sakai Project. Oncourse CL is an example of the Sakai Project.
Moodle
See document: moodle.com
Moodle is an open source e-learning platform. It has a relatively large user base. Moodle is a course management system (CMS)—a software package designed to help educators create quality online courses. Martin Dougiamas is the originator of the platform. The "M" in Moodle is a tribute to his creation. The word Moodle was originally an acronym for Martin's Object-Oriented Dynamic Learning Environment, a definition mostly useful to programmers and education theorists. Later on, the acronym was changed to Modular Object-Oriented Dynamic Learning Environment (Moodle). Moodle has been translated into 61 languages and at this time the approximate number of registered Moodles is around 3300.
Workforce Connections
See document: workforceconnect.org
Introducing the U.S. Department of Labor's Workforce Connections™ - a free set of Web-based tools that empower non-technical individuals to easily create, acquire, share and control content in real-time. Workforce Connections™ is the first tool of its kind to be licensed by the U.S. government free of charge to public and private sector organizations. Note: A server is still required to host your course.

PodCasts
Definition: The term Podcasting is a combination of two terms "broadcasting" and "ipod". The term is actually misleading, as you do not require an ipod to play the mp3 formatted file. Podcasts can be played on any computer or MP3 compatible player.
Resources
Audacity is an open source software that would allow you to create your own PodCasts.
See document: audacity.sourceforge.net
See the Blogs for sites that support Audioblog and Videoblogs.

PowerPoint
Definition: PowerPoint is one of the most commonly used software to create presentations. It is the golden standard for Academia and corporate America. PowerPoint can be used as an excellent educational resource.
Resources
Image galleries
http://www.pics4learning.com/
www.discovery.com
http://office.microsoft.com/clipart/
PowerPoint online workshop
See document: games.html
Presentations.com
See document: www.presentations.com
Template and excellent articles
Powerful PowerPoint for Educators by David M. Marcovitz
A beginner’s guide to use Visual Basic in PowerPoint slides.

Resources
http://www.etymonline.com/index.php?term=Internet
http://www.onelook.com/
http://en.wikipedia.org/wiki/Main_Page
http://www.e-learningcentre.co.uk/
http://scholar.google.com/

Evaluating Learning

The latest learning theory we just covered in P540 was Gagne's Theory of instruction. Gagne' developed nine events of instruction. Assessing performance was number eight in his list. The goal of this blog is to link the article I reviewed and Gagne's assessing performance event. The author of this article discussed the relationship between Kirkpatrick's four levels of evaluation, Philips ROI in assessing e learning.

Kirkpatrick developed four levels to assess learning. These four levels have been in use for the past 30 years due to their simplistic nature and value they can bring. The four levels are:

• Level 1: The student's reaction or how well they were satisfied with the course content, materials, and the instructor.
  
• Level 2: Assesses whether the student learned the training content.
  
• Level 3: Identifies whether there was a behavior change in the work place due to the training.
  
• Level 4: Impact on the business, based on specific terms such as cost reduction, quality and quantity improvements.

Kirkpatrick also encouraged trainers to borrow approaches, techniques and methods from other departments from within the business (Galloway, p.22). It is imperative that trainers connect with the business operations and Human resources departments to assess the impact of the learning on the business, retention rates, and overall employee's job satisfaction.

Level I (Smiley Sheet): This reactive evaluation allows the learners to assess the training content, materials, and the manner in which the facilitator presented the information. There are certain factors that may interfere with the validity of the results. For instance, the motivation of the student, distraction, resentment of the time the training takes (Galloway, p.22). Other factors may fall under the instructor lack of understanding of the value for the level I. It is imperative that the facilitator explain the value of completing the survey completely and accurately. Other options include providing the survey at the start of the class and ask the students to fill their comments throughout the day.

Level II (Test the Learning): The most common Level II method used is to test the students’ knowledge based on objectives. Some courses may require the learner to pass a qualification exam to obtain licensure, job, etc... An alternative to the test phobia is to provide the learners with a pre-test based on certain homework reading and then to offer the same or slightly modified test at the end of the class to assess whether learning had occurred. Gagne' indicated that the first event of instruction is to gain the attention of the learner. One option is to provide the learner with the course objectives and ask them to place a checkmark next to the objectives that are most important to them. At the end of the class, the learners are asked to answer whether they had achieved the required basics for the desired objective. At this point, the instructor may ask the learner to go over certain materials again or offer additional resources to further the learner's interest in the topic.

Level III Behavior: The third level of Kirkpatrick model, which evaluates behavior and how the training session translates into employee's knowledge and aptitude (Galloway, p.23). The majority of facilitators do not conduct level three evaluations on all of their courses. However, it is recommended that you conduct level 3's on new courses or those that are new to the organization. One option would be to conduct interviews with the learners 60 or 90 days post the class to see if the learner has seen improved results in their workplace. It is also imperative to interview their managers to assess whether behavior has taken place.

Level IV Results: Level four is the level most anticipated by management because it produces evidence that can be related to increased sales, reduced costs, increased productivity, and lower overhead (Galloway, p.24). In today's environment, all training courses have to demonstrate cost-effectiveness and positive impact on the business.

Phillips ROI: Jack Phillips added a fifth level to asses ROI of training. We are discussing dollars and cents at this junction. There are various costs that are involved with training. The cost of the learner and the facilitators away from their jobs. The cost of materials, upkeep etc... It is also important to share the ROI with management to sustain the value training brings to corporations.

The majority of the learning theories discuss how the learner will assimilate the lessons. They all have a similar goal to improve the learner’s retention rates. Conducting a course evaluation allows the facilitator and the instructional designer to assess their training and identify what needs to be revisited.

Resource:
Galloway,D. (2005). Evaluating Distance Delivery and E-learning.Performance Improvement,Volume 44,Number 4,21-26.

Are you For or Against Technology in Learning?

Technology has become typical in our schools, work, and home. Adult learners have come to expect PowerPoint slides during training. The following blog is a summary of an excellent article from Training Magazine November 2003.

The author starts with an intriguing comment "technology can be our greatest challenge, most practical solution, or biggest headache." We have come to learn that the learning theories we have learned can and have utilized various technologies to implement their lessons. Technology has become the replica of "Clap On, Clap Off" for turning on and off the lights of learning.

According to Stephan Downes, a senior research office with the National Research Council of Canada, technology has created a multitude of new problems that we are glad to have. For instance, we moved from concerns regarding teaching unskilled labor to which technology method would best be suited for maximum ROI. Clearly, technology has enabled the students with various outlets for knowledge. On the other side of the spectrum, you have cynics who decree that the use of technology lacks the elements of Vygotsky's social learning. Comments such as the internet do not allow the student time to reflect and construct deep knowledge (p.54).

Vygotsky's learning theory was built on the concept that the learner requires an animated teacher and the existence of a social network to build deep knowledge. Technology has enabled the learner to respond and adapt to their culture in methods that were not fathomable at earlier times. Whereby knowledge may have been outdated by the time, the learner has seen it. Now the knowledge is continuously evolving and the learner is up to speed on any topic that they find of interest.

In conclusion, Technology is a magnificent tool and is adaptable to any learning theory you wish to utilize (Behaviorist, Cognitivist, or Constructivist). The key message for instructors and learner is Technology is most effective when you are its master. Caution to those of us who jump from one new technology method to another in the never-ending search of utopia. The base of the learning pyramid lies in our learning theories and technology is just a tool in our gearbox.
Reference: Barbian, J. (2003).High-tech times.TRAINING.52-55.