Design Rationale Problem Based Learning Task
- 1. Robyn Legaspi Managing E-Learning 2015 Design Rationale
- 2. • The aim of this design rationale is to consider the role of • Pedagogical links to the SAMR framework and learning theory • An overview of a Problem-based learning • Provide links to learners and the complications they may encounter • Australian Curriculum requirements • And the voices in my head Introduction
- 3. • According to Walker, Leary & Hmelo-Silver, 2015, PBL is a learner-centered approach where learners are enabled to research, incorporate theory, practice and utilise skills and knowledge to cultivate a justifiable resolution to a defined problem. The problem itself should be ill-structured and interdisciplinary. The teacher acts as a facilitator to guide learning, and at the conclusion of the experience a reflective process is undertaken to allow learners to filter through what they learned and how they performed. • When researching for this unit of work I initially located a unit from ‘Global Education’ on Microfinance. The mathematical skills developed in this unit assisted learners’ knowledge of the poverty cycle and critically assess how microfinance works. The unit did not really fit with PBL or the SAMR framework and needed to be presented as an ill-structured problem in order to allow for free inquiry. Problem Based Learning (PBL)
- 4. Essential characteristics of PBL: How it looked in this learning experience: Activities carried out must be valued by the real world Students researched, planned, presented, borrowed funding and conducted a micro- business. Students must have responsibility for their own learning Students were responsible for using previously learnt skills in order to consolidate the use of those skills in a real world situation. The problem simulations used in PBL must be ill- structured and allow for free inquiry. Students were given free choice of what way their micro-business was built from the beginning to the end of the task. Learning should be integrated from a wide range of disciplines or subjects Learning was from a variety of key learning areas with outcomes in Economics and Business, English literacy, Digital Technology and Mathematics.
- 5. • Using the theory of backward design (Wiggins & McTighe, 2005), where students had already built their micro-business, I decided to look at the curriculum requirements they would need to meet as they employed ICT tools to research; present their micro-business plan; manage the business and reflect on the learning journey. This task would consolidate knowledge, such as the mathematical, geographical and ICT skills explicitly taught in the previous term. However they would be presenting to a particular audience; using an appropriate range of software for presenting; editing work; working collaboratively with online experts; providing evidence; comparing advantages and disadvantages; and reflecting on their learning as a group and as an individual. • The assessment would be interdisciplinary and include Economics and Business, English (Literacy strand), along with components of Digital Technologies (processes and productions skills). Students would use Mathematics such as the use of spreadsheets, and graphs. • This resulted in the design of criteria sheets which would be a guide for the teacher as to the knowledge and understanding and skills the students would be able to reflect upon. Australian Curriculum Requirements
- 6. • As I considered the design of this task it was necessary to study the learner profiles. This is a privileged school, with access to many ICT tools, high staffing levels and community support. • Students are mainly visual/kinesthetic learners they need to see things to learn, pay attention to detail, like to move around, prefer a hands on approach and like to solve problems. • Students work well in collaborative learning groups and according to Snowman, 2008, use of technology enriches and scaffolds social interactions between students. This leads to support the theory of Social Constructivism as a learning theory to support this type of problem based learning task. Learner Profile
- 7. • Supports small, heterogeneous group work • Peer collaboration occurs where higher ability students effectively become mentors when placed in groups with lower ability students. Higher ability students will explain their thinking to lower ability students therefore scaffolding learning. • Lower ability students are effectively working in their Zone of Proximal Development and the High ability students are willing to scaffold their learning for benefit of the whole group (Snowman, 2008). • Works best in situations where the groups operate effectively and there is individual accountability and group members must depend on each other to complete the task. • In this task, groups and individuals are asked to keep a record of their work, such as a blog or other diary type tool to give accountability for the group task. They will also use collaborative tools such as GroupMap or Wikis which will be accessed by the students, teachers and experts providing powerful transformational learning. Learning Theory - Social Constructivist
- 8. • These web 3.0 tools are Social Constructivist by nature and offer powerful opportunities for students to communicate freely with each other as they engage in transformational learning with their teachers and experts who are willing to share knowledge. Teachers are not only found in classrooms, with access to expert help everybody can share knowledge. As students learn to use these tools they become part of a society where their knowledge is valued (Moravec, 2015). SAMR
- 9. Source:http://ictevangelist.com/wp-content/uploads/2013/03/SAMR-flow-chart.pdf The following flow chart helped me as I reflected on how I had used the SAMR model to ensure transformational learning was taking place in this task.
- 10. How the SAMR model looks in this task • google for research • Blog posts for diary • MindMap • Word Document • email •Editing Word Doc •Making a movie •photographing •Podcast •Electronic Mindmap • GroupMap • Teacher Access to student WIki and Blogposts • Presenting task online for expert feedback • Prezi published to the Web • Padlet with small group • Blogposts accessed by peers, teachers and experts • Wiki page • Photostory • Glogster • spreadsheets/graphs • PowerPoint movie with interactive quiz Modify Tech allows for signigicant task redesign Redefine Tech allows for the creation of new tasks, previously inconceivable Substitute Tech acts as a direct subsitute with no functional improvement Augment Tech acts as a direct substitute with some functional improvement Transform Enhance
- 11. SAMR thinking Could the task be completed by analogue/non tech means? Google research instead of books Word doc instead of paper Mind map instead of paper Email instead of postage Have you designed the task to use technology? Editing a word doc Electronic mind map PowerPoint Spread sheets Is there effective use of technology? Technology is encouraged to be used for this whole task Are there transformational learning opportunities? Wiki pages, Padlets, GroupMap, skype with experts, feedback from teacher Is there collaboration online with peers and experts GroupMap and wiki and padlet pages are collaborative learning tools. Publish Prezi and Glogster and PowerPoint movie for online for feedback Can experts comment or critique your work to suggest improvements to your work> Selected Experts are invited to join wiki pages, GroupMaps or Padlets and make constructive comment which students will learn from. Supervised Skype sessions. Reflecting on this task as the teacher I have devised the following table using comments from Puentedara, 2015.
- 13. The Voices in My Head Click on the links on the following page of the WIKI to hear the voices in my head
Editor's Notes
- #3: How presentation will benefit audience: Adult learners are more interested in a subject if they know how or why it is important to them. Presenter’s level of expertise in the subject: Briefly state your credentials in this area, or explain why participants should listen to you.
- #4: Lesson descriptions should be brief.
- #5: Example objectives At the end of this lesson, you will be able to: Save files to the team Web server. Move files to different locations on the team Web server. Share files on the team Web server.