A Reflection on Problem-Based Learning and Blended Learning

I am completing the first week of a new course on Technology-Based Learning Environments. As part of the first week’s assignments, we were asked to read Savery & Duffy’s article on problem based learning as well as to find our own article on the instructional design of an online/blended environment. As I read through the other students posts, I found another article that I found interesting by Dalsgaard & Godsk on transforming traditional lectures into problem-based learning. With our school district piloting the use of a blended learning environment in two classes, I found these articles to be beneficial as I wrap my mind around this learning format. This post is my reflection on each of these articles.

Savory & Duffy (2001) are proponents of problem-based blended learning because they feel that this model allows for constructivist learning to occur. Constructivists believe that students learn through interactions with their environment to construct new meaning to questions that they have. As these question arise, students can collaborate together to find the answers and construct new meaning. When a problem-based learning (PBL) instructional design is implemented, it fits right into this theory. As I read through the article, I reflected back on a class that I was fortunate to observe last school year.  One of our Junior English teachers, James Ivey, had his students participate in a problem-based learning environment for the final six weeks of the school year. I observed what Savory & Duffy established as necessities for a problem-based learning environment to be successful. Students were presented a problem of how to create a lesson plan for teaching a novel. Students formed small groups and each group selected their own novel. Students worked together in and out of class to create their lesson plan. Each group then worked on a presentation to present to district administrators to pitch their lesson plan. The teacher acted as facilitator of the project and would give feedback at scheduled checkpoints as well as during class time. Savory & Duffy concluded that a problem-based learning environment allows students to take ownership of their own learning. This is exactly what I observed in Mr. Ivey’s classes.

Francis & Shannon (2013) also propose that a blended learning environment where face-to-face learning infused with online components is a best practice teaching style. However, for this change to take place, pedagogies must shift from the traditional classroom where the teacher is the owner of all knowledge, to a classroom where the students take control of their own learning. For this change to take place, adequate professional development and support must be established to reduce teacher fears of this change. Additionally, for students to be successful in a blended learning environment, they must receive authentic feedback to keep them engaged in their learning. When the teacher facilitates the learning by continuing to guide students with probing questions and constructive feedback, student satisfaction increases. I look forward to working with teachers to begin to transform their classrooms into a blended learning environment.

In reading the third article by Dalsgaard & Godsk (2007), I found that their description of transforming traditional courses to a blended learning environment was tight in line with the other two articles I read. They also believed that a blended approach aligns perfectly with the constructivist model where students create new meaning to questions posed. However, they did propose that there can be challenges in making this transformation. In a blended environment, students are presented with a problem with an open-ended solution. The challenge is to create support materials that allow for open ended solutions.  Another challenge is changing the roles of the student and the teacher. Even as I observed Mr. Ivey’s classes, I could see that this is a difficult switch for both parties. Students are used to the teacher just giving them the answers. Students must be taught how their role is changed and that they have the opportunity to search for answers in a way that the teacher may not have thought about. Additionally, the teacher must accept their new role and continue to lead by asking probing questions and facilitate by providing constructive feedback. Addressing these challenges will help produce a successful blended environment where students take control of their own learning.

References

Dalsgaard, C., & Godsk, M. (2007). Transforming traditional lectures into problem‐based blended learning: challenges and experiences. Open Learning, 22(1), 29-42.

Francis, R., & Shannon, S. J. (2013). Engaging with blended learning to improve students’ learning outcomes. European Journal of Engineering Education, 38(4), 359-369.

Savery, J. R., & Duffy, T. M. (2001). Problem based learning: An instructional model and its constructivist framework. CRLT Technical Report No. 16-01.

A Guide to Google Tools - Great Tips Provided by Ryan Dube

If you are a Google user, you will find some great tips in this article by Ryan Dube. He has listed so many tips and tricks to using all different Google Apps. I thought many of you would want to peruse through this list to see what you can find new to use. Did you know that you can Google a timer for a specific amount of time, or use the Google search for a calculator? Do students need to check current weather data for a class assignment? I think you will be impressed with all the info on this site!

http://www.makeuseof.com/tag/guide-google-tools-tips-tricks-cant-live-without/

Reflections on Method of Loci and Project Implementation

Reflect on the Method of Loci in your blog. What worked? What didn't? How could you use such a cognitive activity, mental or visible to users, to improve the acquisition of knowledge in your designs?

Working through the Method of Loci in this week’s activities was a true adventure! I have been engaged in other memory skill activities, but this one was very unique! I imagined walking into my childhood home for this activity. I walked through that front door numerous times for 35 years, so this walk in my imagination was extremely vivid. From the mailbox hanging on the wall to my left to the light fixture hanging on the wall to my right, this exercise brought back many great memories of days gone by.

However, after working through the Method of Loci and then reflecting back on my experience, I was left with mixed emotions. First, the method did work in the sense of being able to imagine a familiar place and then revisit that place and still see very familiar objects. However, I found that my memory was only short term. I went through the exercise and found it very easy to imagine the front door of my childhood home. I was also able to attach the objectives to different objects as I entered the door. After going back through the door later in the day, I still was able to remember the objectives. Then, I did not revisit the exercise for several days. When I tried to go back, I had a difficult time remembering everything. It was frustrating to me because I could remember it just a few days before. This made me think that I would need to go back through the exercise more frequently to move those new memories into long term memory.

I do believe that the use of imagery can be vital in storing new ideas. I can see where a teacher learning a new classroom strategy could find an exercise similar to this very beneficial when preparing to implement the new teaching strategy. Once the teacher can imagine in their mind how the strategy would work in their classroom, including the arrangement of the classroom and students, the teacher could feel more comfortable when actually implementing the new strategy. Having teachers go through the Method of Loci exercise would give them another tool to help them be successful.

Reflect on the implementation and evaluation: What changes will you make before implementation? Why? What did you ignore in the client's feedback? Why? What did you ignore in your peer's feedback? Why?

Now that my design document has been completed and I have had both my client and a peer review my document, I feel very confident that the training should be successful for those that attend. There were not any major changes in the training itself that were made after the review. Most of the changes were just small tweaks of the design document. There were a couple of spelling issues that were corrected and then several ideas for the instructor to have a clearer understanding of how to implement the training.

First, my client felt that it would be best for the time allowed in the training for her to actually give simple demonstrations of how to use the web apps in the activities. This was a very good idea, considering that each activity will only be 25 minutes. I added this for the instructor. Next, my peer reviewer suggested that I include links to some video tutorials so that the instructor would not have to research these in preparation for the training. By adding these links, the instructor could then use these with the participants if desired. Additionally, the peer reviewer noted that there might need to be some specific instructions on how to use the Google Sheet Random Generator. This was another oversight on my part and I felt that adding these instructions could be very beneficial for the instructor. The only suggestion that I did not add use was a suggestion to use a different random generator to select the web app for each group. Although I did like the suggestion, I felt that due to the time constraints, it would be much quicker to have the person in the group with the nearest birthday coming up be the presenter for their group.

While this training is being implemented, I will be able to attend to observe how well it goes. I look forward to seeing how the teachers respond to a blended learning environment. Furthermore, I look forward to seeing how the implementation goes and what changes might need to be put in place prior to offering the training again this summer.

TCEA Day 2 - More Great Ideas

I continue to be amazed by all of the great ways teachers are infusing technology! Here are some great tools to pack in your toolbox!

1. Batchgeo - Gather info in a Google form or spreadsheet and copy and paste the data into this site. The data must include a location such as a country, state, city, or street address. The web app will take the locations and put them on a map! What a great way for students to pick a location to do research on!
2. Tammy Worcester - Shared great templates to use in Google Docs! Too many to list so look at the link! A couple to check out for sure: Whiz Kid Template (Quiz kids in a game format), Student Learning Journal (students can keep notes, assignments, etc).
3. Infuselearning.com - Another online quiz site on steroids! Engage students on any device, speaking any language! Answers can by typed, selected, or drawn.
4. Google Voice - Set up your own account and then have students call you and leave a voice mail with their explanation, reflection, or language practice! This one was really out of the box!
5. Canva - create wonderful flyers, posters, or infographs!

If there are any of these that you would like for me to help you with, let me know! I am excited to start using these!

TCEA Day 1 - So Many Resources for Infusing Technology

What a day full of great ideas for infusing technology! Here is a list of some of my favorites!

Gamify your class with Kahoot.it, ClassCraft (like Class Dojo), 3d GameLabrvey,

Padlet - use during warm-ups, brainstorming, or collaboration activities

Plickers - conduct surveys without devices...what???

OneNote - Ok, there is not enough time for me to tell all the great things bout OneNote! First, it is free, second, it is a great collaboration tool, and well, we need a full day of training on this one! It is an awesome tool to use for note-taking as well!

Google tips:
Need a timer? Just Google "10 second timer" and you have one. You can set it to any time frame!
Addons - Check out the add ons in Google docs, sheets, and slides! Forms-choice eliminator was very interesting as well as the random generator

I am excited about day 2 and what all I will learn! If you want to stay up with what all of us are learning, search for #castleberryisd in Twitter!

Personal Theory of Learning

When I was enrolled in CECS 5030 - Learning Technologies, we were asked to write a paper on what we felt our theory of learning was at the time. Since that course, I have now completed five other courses. From what I have been introduced to, my theory of learning has not really changed. However, I did like how Leidner & Jarvenpaa (1995) described that the constructivist theory has spurred other theories such as the cooperative learning theory. Even though I had included student collaboration and reflection in my original paper, I wanted to include this information as well. Otherwise, my original thoughts have not swayed.

 Constructing Learning

Spanning the decade, research has been conducted to establish if technology enhances learning. Clark (1983) concluded that using media to deliver instruction has no benefit to learning, but that the restructuring of curriculum produces change. Not many years later, Kozma (1991) reported that the combination of media and method could enhance learning. With new technologies introduced daily, the debate referencing technology and enhanced learning continues. For learning to occur, teachers must apply best practices in the delivery of their content, while encouraging students to be creative and active learners.

Learning is a process in which the learner collects information from the surroundings and connects it with information stored in memory (Kozma, 1991). The learner must take an active part in the collection of this information for a gain in knowledge to take place. Dillon & Gabbard (1998) found that hypermedia technology lends itself to aid comprehension because it enables the learner to gather information quickly. Yet the acquisition of information can also be found through the processes of “self-inquiry, reflection, and dialogue” (Yeo, 2008). As the learner continues to ask questions, solve problems, and collaborate with others, the information collected, combined with prior knowledge, will promote learning.

In education, it is the teacher’s responsibility to encourage students to be stewards of their own learning. Effective teachers will find a way to make students think creatively and creative teachers are able to infuse multiple models of teaching in unique ways depending on the needs of their students (Bramwell, Reilly, Lilly, Kronish, & Chennabathni, 2011). Dillon & Gabbard (1991) found that teachers who integrate technology “with innovative classroom use, discretionary collaboration, and self-paced learning, may offer further advantages” to the learner. Students are empowered to learn when they participate in a classroom environment where the teacher encourages the use of learning technologies to stimulate inquiry, dialogue, and critical thinking.

Bramwell et al. (2011) also found that innovative teachers include constructivist learning theories in their list of teaching styles. Constructivism allows the student to actively engage in a lesson by constructing, creating, and inventing, while empowering the student to enhance their learning through collaboration and reflection (Balakrishnan, Rossafri, & Soon Fook, 2007). Thus, a byproduct of the constructivist model of learning is the cooperative model of learning where students learn through discourse (Leidner & Jarvenpaa, 1995). Yet, as Fox (2001) found in his research, students “can be helped by the expertise of teachers and they need instruction, demonstration and practice, as well as challenging problems and investigations to make progress.” It is the teacher’s role to guide the students as they immerse themselves in their own learning.

Most learning takes place when the student is an active participant in the pursuit of knowledge. For example, a new teacher will learn more in their first year of teaching than they were able to learn from a book, lecture, or video. Through actively participating in daily activities with students and collaborating with their colleagues, the new teacher is able to collect new information and combine it with information from memory to gain long lasting knowledge. When teachers enable their students to problem solve using learning technologies, dialogue, and reflection, students are empowered to learn as well.

References

Balakrishnan, M., Rossafri, M., & Soon Fook, F., (2007). Synergizing Pedagogy, Learning Theory and Technology in Instruction: How can it be Done?. US-China Education Review, 4(9), 46-53.

Bramwell, G., Reilly, R. C., Lilly, F. R., Kronish, N., & Chennabathni, R. (2011). Creative teachers. Roeper Review, 33(4), 228-238. Retrieved from http://search.proquest.com/docview/1039889476?accountid=7113

Clark, R. E. (1983). Reconsidering research on learning from media. Review of Educational Research, 53(4), 445-459. Retrieved from http://www.jstor.org/stable/1170217

Dillon, A. & Gabbard, R. (1998). Hypermedia as an educational technology: A review of the quantitative research literature on learner comprehension, control, and style. Review of Educational Research, 68(3), 322-349. Retrieved from http://www.jstor.org/stable/1170600

Fox, R. (2001). Constructivism Examined. Oxford Review of Education. 27(1), 23-35.

Kozma, R. B. (1991). Learning with media. Review of Educational Research, 61(2), 179-211.

Leidner, D. E., & Jarvenpaa, S. L. (1995). The use of information technology to enhance management school education: A theoretical view. MIS quarterly, 265-291.

Yeo, R. K. (2008). How does learning (not) take place in problem-based learning activities in workplace contexts?. Human Resource Development International, 11(3), 317-330.

Web App Highlights - Recordmp3.org and GroupZap

If you have not tried out RecordMP3.org, you need to take a minute to see how powerful this tool can be in your classroom. For the teacher, you can leave personal messages on the Wall of your Gaggle classroom. Teachers can record instructions for students as well. But students can use this app to enhance their learning in your classroom. What a great way for students to reflect on what they have learned in class. I can also see students using this tool to practice answering questions at a higher level. There are so many ways that teachers and students can use this app in the classroom...just use your imagination!

Another web app that I just found recently that is great for collaboration is GroupZap.com. This online whiteboard allows teachers and students to collaborate, using sticky notes and badges to brainstorm together. What I really like about this app is that students do not have to have an account to use a whiteboard that the teacher has shared! Again, this is a great app to start training students on how to answer questions beyond the basic one word answers. Try it out and see how you could use this app in your classroom!