https://wiki.ubc.ca/api.php?action=feedcontributions&user=CatherinePaul&feedformat=atomUBC Wiki - User contributions [en]2024-03-29T14:35:16ZUser contributionsMediaWiki 1.39.6https://wiki.ubc.ca/index.php?title=Documentation:Wimba_Classroom/Get_Started&diff=53243Documentation:Wimba Classroom/Get Started2010-10-09T00:09:46Z<p>CatherinePaul: /* Get Started */</p>
<hr />
<div>==Get Started==<br />
<br />
<flashow>http://static.slidesharecdn.com/swf/ssplayer2.swf?doc=wcorientationforfacilitators-100629162725-phpapp01&stripped_title=wimba-classroom-facilitators|width=500|height=300</flashow><br />
<br />
[http://www.slideshare.net/cindyu/wimba-classroom-facilitators Download the file] for use in your Wimba Classroom.<br />
<br />
'''1. Access Wimba Classroom via WebCT Vista''':<br />
*Login to [http://www.elearning.ubc.ca/lms WebCT Vista]<br />
*Add a [http://wiki.ubc.ca/Elearning:Adding_Live_Classroom_to_your_Vista_course Wimba Classroom Powerlink] to your WebCT Vista course<br />
*Begin setting up your Wimba Classroom<br />
<br />
''OR''<br />
<br />
'''Access Wimba Classroom directly''':<br />
* Request a Wimba Classroom as well as a login and password from Emily Renoe (emily.renoe@ubc.ca) or Joe Zerdin (joe.zerdin@ubc.ca)<br />
* Login and begin setting up your Wimba Classroom<br />
<br />
'''2. Prepare''': Run the '''setup wizard''' which will ensure your computer is set to run Wimba by checking for: Pop-up blockers, Supported browsers, Correct java version.<br />
* Technical Support<br />
* 866-350-4978 (Canada/USA)<br />
<br />
'''3. Get the right equipment''': For best experience use a headset with a microphone, use a network or cable connection if possible.<br />
<br />
'''4. Check out''' this [http://www.slideshare.net/erenoe/getting-started-in-live-classroom overview]</div>CatherinePaulhttps://wiki.ubc.ca/index.php?title=Documentation:Wimba_Classroom/Get_Started&diff=53242Documentation:Wimba Classroom/Get Started2010-10-09T00:08:41Z<p>CatherinePaul: /* Get Started */</p>
<hr />
<div>==Get Started==<br />
<br />
<flashow>http://static.slidesharecdn.com/swf/ssplayer2.swf?doc=wcorientationforfacilitators-100629162725-phpapp01&stripped_title=wimba-classroom-facilitators|width=500|height=300</flashow><br />
<br />
[http://www.slideshare.net/cindyu/wimba-classroom-facilitators Download the file] for use in your Wimba Classroom.<br />
<br />
'''Access Wimba Classroom via WebCT Vista''':<br />
*Login to [http://www.elearning.ubc.ca/lms WebCT Vista]<br />
*Add a [http://wiki.ubc.ca/Elearning:Adding_Live_Classroom_to_your_Vista_course Wimba Classroom Powerlink] to your WebCT Vista course<br />
*Begin setting up your Wimba Classroom<br />
<br />
''OR''<br />
<br />
'''Access Wimba Classroom directly''':<br />
* Request a Wimba Classroom as well as a login and password from Emily Renoe (emily.renoe@ubc.ca) or Joe Zerdin (joe.zerdin@ubc.ca)<br />
* Login and begin setting up your Wimba Classroom<br />
<br />
'''Prepare''': Run the '''setup wizard''' which will ensure your computer is set to run Wimba by checking for: Pop-up blockers, Supported browsers, Correct java version.<br />
* Technical Support<br />
* 866-350-4978 (Canada/USA)<br />
<br />
'''Get the right equipment''': For best experience use a headset with a microphone, use a network or cable connection if possible.<br />
<br />
'''Check out''' this [http://www.slideshare.net/erenoe/getting-started-in-live-classroom overview]</div>CatherinePaulhttps://wiki.ubc.ca/index.php?title=Documentation:CTLT_programs/Global_Citizenship/Road_to_Global_Citizenship&diff=53025Documentation:CTLT programs/Global Citizenship/Road to Global Citizenship2010-10-08T01:16:07Z<p>CatherinePaul: /* Global Citizenship Toolbook */</p>
<hr />
<div>==Global Citizenship Toolbook==<br />
<br />
<blockquote>Many students asked: “Who will teach global citizenship?” They emphasized that if the goal is to have students become global citizens, professors must be global citizens too.”<br />
- Global Citizenship Project, UBC, 2004</blockquote><br />
<br />
Road to Global Citizenship: An Educator’s Toolbook serves as a comprehensive resource for educators to critically explore different facets of global citizenship, with a particular focus on higher education. The Toolbook explores a wide range of topics specific to curriculum, instruction and assessment, affording the reader the opportunity to develop a heuristic for how global citizenship can be applied inside and outside the classroom.<br />
<br />
'''ABOUT THE TOOLBOOK'''<br />
<br />
<br />
The University of British Columbia (UBC) identifies the development of global citizens as a key part of the university's vision for the future:<br />
<br />
<blockquote>As responsible members of society, the graduates of UBC will value diversity, work with and for their communities, and be agents for positive change. They will acknowledge their obligations as global citizens, and strive to secure a sustainable and equitable future for all.<br />
- Excerpt from Trek 2010: Mission statement</blockquote><br />
<br />
A variety of administrative units and departments at UBC have taken up the challenge of grappling with this mission. How does a large, decentralized institution with many stakeholders and interests operationalize a university's civic mission? The Centre for Teaching, Learning and Technology is one of the units that has tackled the mission head on. We have been asking, "How global citizenship can be fostered and modeled across the curriculum?"<br />
<br />
One way that we have been answering that question is by coordinating the development of a comprehensive resource to assist the UBC teaching community in meeting our goals of fostering global citizenship.<br />
<br />
[http://wiki.ubc.ca/index.php?title=File:Rgctoolbook.pdf&page=1 '''Download the Global Citizenship Toolbook (PDF)''' ]<br />
<br />
[[File:Rgctoolbook.pdf]]<br />
<br />
<br />
'''HISTORY OF THE TOOLBOOK'''<br />
<br />
In April 2006, a group of 25 key players at UBC with a deep interest in seeing the university achieve its mission of developing global citizens met at the former TAG offices. The group brainstormed a long list of ideas: What could TAG, and other UBC units, do? The idea that caught fire was to develop an 'analysis tool' for educators to turn a 'global citizenship lens' onto their own teaching practice. Although no one at the meeting had a clear idea of what a 'global citizenship lens' would be, or what such a tool would look like, the seed of the Toolbook was planted.<br />
<br />
Over the past two years, a loose Global Citizenship Community of Practice has laboured to create the Toolboook. The authors include professors, sessional instructors, graduate students, undergraduate students, educational developers and interested community members.<br />
<br />
'''HOW WILL THE TOOLBOOK BE USED AT UBC?'''<br />
<br />
In 2008-2009, TAG offered a series of eight seminars based on individual Toolbook chapters. UBC Community members may attend single seminars or the entire series.<br />
<br />
A customized introductory seminar is available for delivery in individual Departments, Faculties or units.<br />
<br />
We are currently working on a project called the Global Citizenship Faculty Cohort Program that encourages UBC faculty to engage in scholarship on the use of the Workbook as a tool for transformative learning. [http://wiki.ubc.ca/images/2/28/Gcfacultycohortprogramflyer21.pdf Download the Global Citizenship Faculty Program Flyer]<br />
<br />
We are also available for consultation. Contact [mailto:tool.book@ubc.ca tool.book@ubc.ca] for information.<br />
<br />
'''WHAT’S IN THE WORKBOOK?'''<br />
<br />
The Workbook comprises ten short chapters. Each substantive chapter covers a different dimension of teaching and learning, and shares a common structure comprising a brief overview of the topic, learning goals for the chapter, 3-6 main points of succinctly presented information with plenty of examples and case studies from UBC educators, as well as exercises and activities to try out on your own.<br />
<br />
TABLE OF CONTENTS<br />
<br />
* Introduction<br />
* How to use this toolbook<br />
* What is global citizenship?<br />
* About the teacher<br />
* About the students<br />
* Learning goals and objectives<br />
* Organization and choice of content<br />
* Teaching and learning approaches<br />
* Assessment of learning<br />
* Feedback on instruction<br />
<br />
'''FOR MORE INFORMATION'''<br />
<br />
Contact: [mailto:tool.book@ubc.ca tool.book@ubc.ca]</div>CatherinePaulhttps://wiki.ubc.ca/index.php?title=Documentation:CTLT_programs/Global_Citizenship/Global_Citizenship_Project&diff=53024Documentation:CTLT programs/Global Citizenship/Global Citizenship Project2010-10-08T01:14:47Z<p>CatherinePaul: </p>
<hr />
<div>{| <br />
| __TOC__<br />
|}<br />
{{Documentation:CTLT programs/Global Citizenship/Global Citizenship Project/Global Citizenship Project Detail}}<br />
{{Documentation:CTLT programs/Global Citizenship}}<br />
{{Documentation:CTLT programs/Global Citizenship/Global Citizenship Links}}<br />
{{Documentation:CTLT programs/Global Citizenship/Global Citizenship Project Team}}</div>CatherinePaulhttps://wiki.ubc.ca/index.php?title=Documentation:CTLT_programs/Global_Citizenship/Global_Citizenship_Project&diff=53023Documentation:CTLT programs/Global Citizenship/Global Citizenship Project2010-10-08T01:14:23Z<p>CatherinePaul: </p>
<hr />
<div>{| <br />
| __TOC__<br />
|}<br />
{{[Documentation:CTLT programs/Global Citizenship}}<br />
{{Documentation:CTLT programs/Global Citizenship/Global Citizenship Project/Global Citizenship Project Detail}}<br />
{{Documentation:CTLT programs/Global Citizenship/Global Citizenship Links}}<br />
{{Documentation:CTLT programs/Global Citizenship/Global Citizenship Project Team}}</div>CatherinePaulhttps://wiki.ubc.ca/index.php?title=Documentation:CTLT_programs/Global_Citizenship/Road_to_Global_Citizenship&diff=53022Documentation:CTLT programs/Global Citizenship/Road to Global Citizenship2010-10-08T01:13:36Z<p>CatherinePaul: </p>
<hr />
<div>==Global Citizenship Toolbook==<br />
<br />
<blockquote>Many students asked: “Who will teach global citizenship?” They emphasized that if the goal is to have students become global citizens, professors must be global citizens too.”<br />
- Global Citizenship Project, UBC, 2004</blockquote><br />
<br />
Road to Global Citizenship: An Educator’s Toolbook serves as a comprehensive resource for educators to critically explore different facets of global citizenship, with a particular focus on higher education. The Toolbook explores a wide range of topics specific to curriculum, instruction and assessment, affording the reader the opportunity to develop a heuristic for how global citizenship can be applied inside and outside the classroom.<br />
<br />
'''ABOUT THE TOOLBOOK'''<br />
<br />
<br />
The University of British Columbia (UBC) identifies the development of global citizens as a key part of the university's vision for the future:<br />
<br />
<blockquote>As responsible members of society, the graduates of UBC will value diversity, work with and for their communities, and be agents for positive change. They will acknowledge their obligations as global citizens, and strive to secure a sustainable and equitable future for all.<br />
- Excerpt from Trek 2010: Mission statement</blockquote><br />
<br />
A variety of administrative units and departments at UBC have taken up the challenge of grappling with this mission. How does a large, decentralized institution with many stakeholders and interests operationalize a university's civic mission? The Centre for Teaching, Learning and Technology is one of the units that has tackled the mission head on. We have been asking, "How global citizenship can be fostered and modeled across the curriculum?"<br />
<br />
One way that we have been answering that question is by coordinating the development of a comprehensive resource to assist the UBC teaching community in meeting our goals of fostering global citizenship.<br />
<br />
[http://wiki.ubc.ca/index.php?title=File:Rgctoolbook.pdf&page=1 '''Download the Global Citizenship Toolbook (PDF)''' ]<br />
<br />
[[File:Rgctoolbook.pdf]]<br />
<br />
<br />
'''HISTORY OF THE TOOLBOOK'''<br />
<br />
In April 2006, a group of 25 key players at UBC with a deep interest in seeing the university achieve its mission of developing global citizens met at the former TAG offices. The group brainstormed a long list of ideas: What could TAG, and other UBC units, do? The idea that caught fire was to develop an 'analysis tool' for educators to turn a 'global citizenship lens' onto their own teaching practice. Although no one at the meeting had a clear idea of what a 'global citizenship lens' would be, or what such a tool would look like, the seed of the Toolbook was planted.<br />
<br />
Over the past two years, a loose Global Citizenship Community of Practice has laboured to create the Toolboook. The authors include professors, sessional instructors, graduate students, undergraduate students, educational developers and interested community members.<br />
<br />
'''HOW WILL THE TOOLBOOK BE USED AT UBC?'''<br />
<br />
In 2008-2009, TAG offered a series of eight seminars based on individual Toolbook chapters. UBC Community members may attend single seminars or the entire series.<br />
<br />
A customized introductory seminar is available for delivery in individual Departments, Faculties or units.<br />
<br />
We are currently working on a project called the Global Citizenship Faculty Cohort Program that encourages UBC faculty to engage in scholarship on the use of the Workbook as a tool for transformative learning. [http://wiki.ubc.ca/images/2/28/Gcfacultycohortprogramflyer21.pdf Download the Global Citizenship Faculty Program Flyer]<br />
<br />
We are also available for consultation. Contact [mailto:tool.book@ubc.ca tool.book@ubc.ca] for information.<br />
<br />
'''WHAT’S IN THE WORKBOOK?'''<br />
<br />
The Workbook comprises ten short chapters. Each substantive chapter covers a different dimension of teaching and learning, and shares a common structure comprising a brief overview of the topic, learning goals for the chapter, 3-6 main points of succinctly presented information with plenty of examples and case studies from UBC educators, as well as exercises and activities to try out on your own.<br />
<br />
TABLE OF CONTENTS<br />
<br />
Introduction<br />
How to use this toolbook<br />
What is global citizenship?<br />
About the teacher<br />
About the students<br />
Learning goals and objectives<br />
Organization and choice of content<br />
Teaching and learning approaches<br />
Assessment of learning<br />
Feedback on instruction<br />
<br />
'''FOR MORE INFORMATION'''<br />
<br />
Contact: [mailto:tool.book@ubc.ca tool.book@ubc.ca]</div>CatherinePaulhttps://wiki.ubc.ca/index.php?title=Documentation:CTLT_programs/Global_Citizenship/Road_to_Global_Citizenship&diff=53021Documentation:CTLT programs/Global Citizenship/Road to Global Citizenship2010-10-08T01:13:09Z<p>CatherinePaul: </p>
<hr />
<div>==Global Citizenship Project==<br />
<br />
<blockquote>Many students asked: “Who will teach global citizenship?” They emphasized that if the goal is to have students become global citizens, professors must be global citizens too.”<br />
- Global Citizenship Project, UBC, 2004</blockquote><br />
<br />
Road to Global Citizenship: An Educator’s Toolbook serves as a comprehensive resource for educators to critically explore different facets of global citizenship, with a particular focus on higher education. The Toolbook explores a wide range of topics specific to curriculum, instruction and assessment, affording the reader the opportunity to develop a heuristic for how global citizenship can be applied inside and outside the classroom.<br />
<br />
'''ABOUT THE TOOLBOOK'''<br />
<br />
<br />
The University of British Columbia (UBC) identifies the development of global citizens as a key part of the university's vision for the future:<br />
<br />
<blockquote>As responsible members of society, the graduates of UBC will value diversity, work with and for their communities, and be agents for positive change. They will acknowledge their obligations as global citizens, and strive to secure a sustainable and equitable future for all.<br />
- Excerpt from Trek 2010: Mission statement</blockquote><br />
<br />
A variety of administrative units and departments at UBC have taken up the challenge of grappling with this mission. How does a large, decentralized institution with many stakeholders and interests operationalize a university's civic mission? The Centre for Teaching, Learning and Technology is one of the units that has tackled the mission head on. We have been asking, "How global citizenship can be fostered and modeled across the curriculum?"<br />
<br />
One way that we have been answering that question is by coordinating the development of a comprehensive resource to assist the UBC teaching community in meeting our goals of fostering global citizenship.<br />
<br />
[http://wiki.ubc.ca/index.php?title=File:Rgctoolbook.pdf&page=1 '''Download the Global Citizenship Toolbook (PDF)''' ]<br />
<br />
[[File:Rgctoolbook.pdf]]<br />
<br />
<br />
'''HISTORY OF THE TOOLBOOK'''<br />
<br />
In April 2006, a group of 25 key players at UBC with a deep interest in seeing the university achieve its mission of developing global citizens met at the former TAG offices. The group brainstormed a long list of ideas: What could TAG, and other UBC units, do? The idea that caught fire was to develop an 'analysis tool' for educators to turn a 'global citizenship lens' onto their own teaching practice. Although no one at the meeting had a clear idea of what a 'global citizenship lens' would be, or what such a tool would look like, the seed of the Toolbook was planted.<br />
<br />
Over the past two years, a loose Global Citizenship Community of Practice has laboured to create the Toolboook. The authors include professors, sessional instructors, graduate students, undergraduate students, educational developers and interested community members.<br />
<br />
'''HOW WILL THE TOOLBOOK BE USED AT UBC?'''<br />
<br />
In 2008-2009, TAG offered a series of eight seminars based on individual Toolbook chapters. UBC Community members may attend single seminars or the entire series.<br />
<br />
A customized introductory seminar is available for delivery in individual Departments, Faculties or units.<br />
<br />
We are currently working on a project called the Global Citizenship Faculty Cohort Program that encourages UBC faculty to engage in scholarship on the use of the Workbook as a tool for transformative learning. [http://wiki.ubc.ca/images/2/28/Gcfacultycohortprogramflyer21.pdf Download the Global Citizenship Faculty Program Flyer]<br />
<br />
We are also available for consultation. Contact [mailto:tool.book@ubc.ca tool.book@ubc.ca] for information.<br />
<br />
'''WHAT’S IN THE WORKBOOK?'''<br />
<br />
The Workbook comprises ten short chapters. Each substantive chapter covers a different dimension of teaching and learning, and shares a common structure comprising a brief overview of the topic, learning goals for the chapter, 3-6 main points of succinctly presented information with plenty of examples and case studies from UBC educators, as well as exercises and activities to try out on your own.<br />
<br />
TABLE OF CONTENTS<br />
<br />
Introduction<br />
How to use this toolbook<br />
What is global citizenship?<br />
About the teacher<br />
About the students<br />
Learning goals and objectives<br />
Organization and choice of content<br />
Teaching and learning approaches<br />
Assessment of learning<br />
Feedback on instruction<br />
<br />
'''FOR MORE INFORMATION'''<br />
<br />
Contact: [mailto:tool.book@ubc.ca tool.book@ubc.ca]</div>CatherinePaulhttps://wiki.ubc.ca/index.php?title=Documentation:CTLT_programs/Global_Citizenship/Global_Citizenship_Project&diff=53020Documentation:CTLT programs/Global Citizenship/Global Citizenship Project2010-10-08T01:12:25Z<p>CatherinePaul: </p>
<hr />
<div>{| <br />
| __TOC__<br />
|}<br />
[[Documentation:CTLT programs/Global Citizenship}}<br />
{{Documentation:CTLT programs/Global Citizenship/Global Citizenship Project/Global Citizenship Project Detail}}<br />
{{Documentation:CTLT programs/Global Citizenship/Global Citizenship Links}}<br />
{{Documentation:CTLT programs/Global Citizenship/Global Citizenship Project Team}}</div>CatherinePaulhttps://wiki.ubc.ca/index.php?title=Elearning:Toolkit/SECTIONS&diff=51560Elearning:Toolkit/SECTIONS2010-10-02T01:24:18Z<p>CatherinePaul: </p>
<hr />
<div>What is SECTIONS? <br />
<br />
[[File:SECTIONS_Framework.pdf|thumb|right|text-top]]<br />
<br />
The SECTIONS model is a framework for selecting and using technology developed by Bates and Poole and described in the book ''Effective Teaching With Technology in Higher Education''. The questions defined in the original model were fairly broad and designed to <blockquote>“facilitate decisions with regard to choice of technology at both the strategic and the tactical level, and also to help decide within a particular technology the most appropriate balance between different media.”</blockquote><br />
<br />
CTLT attempted to drill down within each of the broad areas defined by SECTIONS (students, ease of use, costs, teaching and learning,interactivity, organizational issues, novelty and speed) to develop some questions around the kinds of considerations that seem important to the people we work with. This is a draft tool and we’ll refine as we work with it in various contexts over the coming months. Please send any feedback to Cindy Underhill, Strategist, Learning Resources at CTLT '''cindy.underhill@ubc.ca'''. We want to know how this works for you!<br />
<br />
<br />
If you find a tool or approach that you are interested in (more information in the [http://www.elearning.ubc.ca/toolkit/ e-Learning Toolkit]):<br />
<br />
* first, consider your teaching goals. Our Framework for Assessing Technology (based on Bates' and Poole's SECTIONS model) is a good tool to help get you started.<br />
* look for a [http://www.elearning.ubc.ca/training-support/workshop-calendar/ training session] on the tool<br />
* contact your [http://www.elearning.ubc.ca/training-support/contacts/ local Instructional Support Unit] or visit [http://ctlt.ubc.ca the Centre for Teaching, Learning and Technology] or [http://learningcommons.ubc.ca the Learning Commons] to discuss your needs.</div>CatherinePaulhttps://wiki.ubc.ca/index.php?title=Elearning:Toolkit&diff=51559Elearning:Toolkit2010-10-02T00:59:35Z<p>CatherinePaul: </p>
<hr />
<div>[[image:Toolkit.jpg|frame|Original photo by [http://www.flickr.com/photos/tunnelarmr/2435107204/ tunnelarmr]]]<br />
<br><br />
UBC's e-Learning Toolkit is for those new to using technology in education or those looking for new ideas and best practices. In the Toolkit, you will find a definition of each learning tool, sample uses, some benefits, tips on how to get started, and additional resources. <br />
<br />
The tools UBC currently supports are:<br />
<br />
*[http://elearning.sites.olt.ubc.ca/toolkit/blogs/ Blogs]<br />
*[http://elearning.sites.olt.ubc.ca/toolkit/clickers/ Clickers]<br />
*[http://elearning.sites.olt.ubc.ca/toolkit/eportfolios/ ePortfolios]<br />
*[http://www.elearning.ubc.ca/toolkit/open-education/ Open Education]<br />
*[http://www.elearning.ubc.ca/toolkit/ipeer/ iPeer]<br />
*[http://www.elearning.ubc.ca/toolkit/mobile-learning/ Mobile Learning]<br />
*[http://elearning.sites.olt.ubc.ca/toolkit/podcasting/ Podcasting]<br />
*[http://elearning.sites.olt.ubc.ca/toolkit/social-web-tools/ Social Web Tools]<br />
*[http://elearning.sites.olt.ubc.ca/toolkit/turnitin/ Turnitin]<br />
*[http://elearning.sites.olt.ubc.ca/toolkit/vista-2/ WebCT Vista]<br />
*[http://elearning.sites.olt.ubc.ca/toolkit/wiki/ Wiki]<br />
*[http://www.elearning.ubc.ca/toolkit/wimba-classroom/ Wimba Classroom]<br />
*[http://elearning.sites.olt.ubc.ca/toolkit/wimba-voice-tools/ Wimba Voice Tools]<br />
<br />
<br />
If you find a tool or approach that you are interested in:<br />
[[File:SECTIONS_Framework.pdf|thumb|left|text-top]]<br />
* first, consider your teaching goals. Our Framework for Assessing Technology (based on Bates' and Poole's SECTIONS model) is a good tool to help get you started.<br />
* look for a [http://www.elearning.ubc.ca/training-support/workshop-calendar/ training session] on the tool<br />
* contact your [http://www.elearning.ubc.ca/training-support/contacts/ local Instructional Support Unit] or visit [http://ctlt.ubc.ca the Centre for Teaching, Learning and Technology] or [http://learningcommons.ubc.ca the Learning Commons] to discuss your needs.</div>CatherinePaulhttps://wiki.ubc.ca/index.php?title=File:Blooms_taxonomy.jpg&diff=51428File:Blooms taxonomy.jpg2010-10-01T01:17:01Z<p>CatherinePaul: uploaded a new version of "File:Blooms taxonomy.jpg"</p>
<hr />
<div></div>CatherinePaulhttps://wiki.ubc.ca/index.php?title=Documentation:CTLT_programs/Course_Design&diff=51426Documentation:CTLT programs/Course Design2010-10-01T00:57:50Z<p>CatherinePaul: </p>
<hr />
<div>For those interested in and/or involved in designing courses and curriculum, whether online, mixed-mode, or face-to-face, as grad students, instructors, instructional developers, educational technologists, or in other roles. As members of a community of practice, we will share ideas and experiences as we explore, develop, adapt, and apply approaches to all methods of course design.<br />
<br />
* Check out the Course Design Intensive [http://ctlt.sites.olt.ubc.ca/programs/all-our-programs/course-design-institute/ here]<br />
For more information, please email [mailto:ctlt.copdeveloper@ubc.ca ctlt.copdeveloper@ubc.ca].</div>CatherinePaulhttps://wiki.ubc.ca/index.php?title=Documentation:CTLT_programs/Course_Design&diff=51425Documentation:CTLT programs/Course Design2010-10-01T00:55:42Z<p>CatherinePaul: </p>
<hr />
<div>For those interested in and/or involved in designing courses and curriculum, whether online, mixed-mode, or face-to-face, as grad students, instructors, instructional developers, educational technologists, or in other roles. As members of a community of practice, we will share ideas and experiences as we explore, develop, adapt, and apply approaches to all methods of course design.<br />
<br />
* Check out the Course Design Intensive [http://ctlt.sites.olt.ubc.ca/programs/all-our-programs/course-design-institute/ here]<br />
For more information, please email [mailto:ctlt.copdeveloper@ubc.ca ctlt.copdeveloper@ubc.ca].<br />
<br />
{{Documentation:CTLT_programs/Course_Design_Institute}}</div>CatherinePaulhttps://wiki.ubc.ca/index.php?title=Documentation:CTLT_programs/PBL_Network/Overview&diff=51423Documentation:CTLT programs/PBL Network/Overview2010-10-01T00:49:31Z<p>CatherinePaul: /* Tutor-dedicated Problem-based Learning */</p>
<hr />
<div>==Overview==<br />
<br />
===Background Information===<br />
<br />
In 1915, John Dewey, an educational theorist argued that "…<br />
education is not an affair of 'telling' and being told, but an active and constructive<br />
process" that requires "direct and continuous occupations with things."<br />
Further, for these occupations (or experiences) to be educational, they required<br />
reflection to transform them into knowledge (Dunne and Brooks, 2004).<br />
<br />
Taxonomy of Significant Learning: Kinds of<br />
Knowledge (Fink, 2003)<br />
<br />
* Foundational: Recall information and ideas<br />
* Application: Critical, creative, practical thinking<br />
* Integration: Connect ideas and information<br />
* Human Dimension: Learn about oneself and others<br />
* Caring: Develop new feelings, interests, values<br />
* Learning: Becoming more self-directed<br />
[[File:Blooms taxonomy.jpg|frame]]<br />
<br />
'''Higher order thinking skills'''<br />
Good problems and cases should challenge students to achieve higher-level critical thinking. Too often, students view learning as remembering facts, terms and definitions in order to answer questions on tests. Many students seem to lack the ability or motivation to go beyond factual material to a deeper understanding of course material. In Bloom's Taxonomy, cognitive levels along with parallel student activities are arranged from lower (simple - 1, 2) to complex (higher - 5,6). Problems and cases should strive to induce students to learn at the higher levels.<br />
<br />
<br />
<br />
'''References:'''<br />
<br />
* Bloom, B. (1956) Taxonomy of Educational Objectives, New York: McKay.<br />
<br />
* Fink, D. (2003). Creating Significant Learning,San Francisco: Jossey-Bass.<br />
<br />
* Dunne, D. and K. Brooks. (2004). STLHE Green Guide No 5. Teaching with Cases. Halifax, Canada. The Society for Teaching and Learning in Higher Education.<br />
<br />
'''General Resources:'''<br />
<br />
* [http://ctlt.sites.olt.ubc.ca/resources/teaching/ Centre for Teaching, Learning and Technology, UBC]<br />
<br />
* [http://www.mcmaster.ca/stlhe/membership/information.html The Society for Teaching and Learning in Higher Education] (join the excellent listserve to share ideas, resources and queries)<br />
<br />
===Collaborative Learning===<br />
<br />
Collaborative learning is a form of instruction that involves learners working together to accomplish a common goal (Felder and Brent, 1994). It incorporates collaboration as a philosophy of interaction, where learners are responsible for their learning actions, and respect the abilities and contributions of their peers (Panitz). A related technique is Cooperative Learning (Johnson, Johnson and Holubec, 1994). They describe conditions for it to occur:<br />
<br />
* Positive interdependence – sink or swim together, responsible for ensuring that everyone learns<br />
* Individual accountability and responsibility to achieve group goals<br />
* each member is responsible for contributing a fair share to group success<br />
* Group reflection and processing – to determine what was helpful, not helpful, how to improve on effectiveness<br />
* Skills: interpersonal and group – requires trust, communication, acceptance and support of each other and resolution of conflicts<br />
* Face-to-face interaction – encouraging and facilitating each others’ efforts to achieve task or reach goals <br />
<br />
'''References:'''<br />
<br />
* [http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Coopreport.html Felder, R.M., and Brent, R. (1994). Cooperative Learning in Technical Courses: Procedures, Pitfalls, and Payoffs. ERIC Document Reproduction Service, ED377038].<br />
<br />
* Johnson E.W., Johnson, R.T., and Holubec, E.J. (1994). The New Circles of Learning: Cooperation in the Classroom and School. Alexandria: Association of Supervision and Curriculum Development.<br />
<br />
* [http://home.capecod.net/%7Etpanitz/tedsarticles/coopdefinition.htm Panitz, T. Collaborative versus cooperative learning – A comparison of the two concepts which will help us understand the underlying nature of interactive learning].<br />
<br />
===Learning in Groups===<br />
<br />
'''The Tuckman Model of Group/Organization Formation'''<br />
<br />
Bruce W Tuckman is an educational psychologist who first described the four stages of group development in 1965. Tuckman described the four distinct stages that a group can elicit as it comes together and starts to operate. The process can be subconscious, although an understanding of the stages can help a group reach effectiveness more quickly and less painfully.<br />
<br />
The four stages are: Forming, Storming, Norming, and Performing<br />
<br />
In a group environment, students learn how to achieve their education goals by setting expectations, group ground rules, and/or learning contracts.<br />
<br />
'''References:'''<br />
<br />
* The Tuckman Model of Group/Organization Formation.<br />
<br />
'''More Resources:'''<br />
<br />
The Learning Contract.<br />
<br />
* [http://www.chimaeraconsulting.com/tuckman.htm Stages of Group Development.]<br />
* Gibbs, G. (1995). Learning in Teams: A Tutor Guide. Oxford: The Oxford Centre for Staff Development. This manual is designed to help tutors (instructors) to plan the productive use of student teams and to support their operation in ways which are more likely to develop the kinds of team skills which students need whatever they do after they have finished studying. It also addresses tricky issues such as the assessment of teams, the formation of teams and the design of appropriate tasks and assignments for teams.<br />
<br />
===Team-based Learning===<br />
<br />
Team-based learning is a powerful instructional strategy that brings together student responsibility for learning basic course concepts, readiness assessment procedures that provide rich and rapid feedback for both individuals and teams, and opportunities for student teams to apply course concepts to problem solving assignments.<br />
<br />
The readiness assessment process allows instructor to focus classroom sessions on the application and analysis of course concepts, rather then the delivery of course content. The readiness assurance process consists of:<br />
<br />
# Assigned readings - Exposes students to essential course concepts<br />
# Individual testing<br />
# Team testing - Same evaluation instrument as individual test. During team tests students orally elaborate their understanding, defend, strengthen or adjust their schemata related to key course concepts.<br />
# Team feedback - Team reflection and discussion of troublesome concepts identified in results of team tests.<br />
# Instructor feedback - Opportunity to address misconceptions and troublesome concepts.<br />
<br />
Two features distinguish Team-Based Learning from other forms of teaching with small groups and make it an especially powerful form of teaching and learning: (TBL Homepage) "TEAMS" are distinct from and more powerful than "GROUPS"<br />
<br />
* When a teacher initially puts students into a group, the students are a "group," not a "team."<br />
* As the students begin to trust each other and develop a commitment to the goals and welfare of the group, they become a team.<br />
* When they become a cohesive team, the team can do things that neither a single individual nor a newly-formed group can do.<br />
* Team-based learning starts with groups and then creates the conditions that enable them to become teams.<br />
<br />
'''Course Examples:'''<br />
<br />
* Mechanical Engineering 223, Mechanical Design and Civil Engineering 400, Construction Management<br />
Contact: [mailto:sibley@apsc.ubc.ca Jim Sibley]<br />
<br />
These courses, which take place in fixed-seating, tiered lecture theatres, have enrollments of 115 students. Jim reports that the first year of using TBL had great results, with students dispersing and collecting their team folder of Scantron (bubble sheet) forms during class time, and working to complete them (for the readiness assessment procedures) with great energy.<br />
<br />
<br />
* 3rd year Psychology of Sports (this example comes from a member of the TBL listserve, who teaches at Towson University in Maryland:<br />
<br />
Instructor: [mailto:kubitz@towson.edu Karla Kubitz]<br />
<br />
Excerpt from course assignment:<br />
<br />
The purpose of the assignment is to provide you with the opportunity<br />
to integrate and apply what you have learned about the group/ environment-related tools (i.e., the theories, models, etc. in chapters 5-10) in the sport psychology toolbox. There will be four parts to this assignment.<br />
<br />
# Integrative Individual Assignment<br />
# Integrative Team Assignment<br />
# Peer-evaluation<br />
# Self-evaluation (the Team Self-evaluation and the individual One Minute Paper).<br />
<br />
<br />
* Courses in Writing and Literature, Department of English, University of Prince Edward Island<br />
<br />
Contact: [mailto:bmaclaine@upei.ca Dr. Brent MacLaine]<br />
<br />
Brent has kindly offered an overview of how he got started, what he does in his courses, and other related material:<br />
<br />
Preamble—a personal note:<br />
<br />
In the fall of 1994, I attended a UPEI Faculty Development workshop given by Professor Larry Michaelsen from the University of Oklahoma. Michaelsen's description of "Team-Based Learning" proved to be a significant pedagogical marker for my career as a university professor. Although I was initially very skeptical about some features of this approach to classroom learning (indeed, Michaelsen noted that, in his experience, literature professors were the most resistant), I was tempted enough to experiment with his innovations. At the eleventh hour, I completely revised two of the three courses that I was to teach the next week. (The third was a writing course, which is problematic to design using Team-Based Learning.) I do not regret my decision. As a result of those changes, I can say — without undue complacency, I hope — that I have never been happier with the performance of students in my classrooms.<br />
<br />
What follows is a description of Team-Based Learning as I use it in my non-writing and non-seminar courses. I have departed from Michaelsen's methodology on several key issues, particularly in the use of pre-tests (see CRIT's below), but the principles remain essentially the same.<br />
<br />
'''Definition'''<br />
<br />
Team-Based Learning — which should not be confused with team teaching — is a carefully managed pedagogical system that relies on small permanent classroom groups. It maximizes the helping and co-operative behaviour of individual students and directs that behaviour towards specific learning goals. Team-Based Learning is central to the entire course design and goes beyond the conventional and occasional use of randomly selected groups for class discussion.<br />
<br />
'''Characteristics'''<br />
<br />
* The ideal number for a classroom team is between 5 and 7 students.<br />
* Teams should not be randomly formed; students with the most experience with the subject are distributed evenly among the teams. Alternatively, the professor ought to identify which skills or “assets” are most important for the learning objectives for the teams in a particular course. Students with the greater number of “assets” or with the most experience with the learning skills ought to be distributed as evenly as possible among the learning teams. If, for example, interaction and experience with infants is a valuable skill for a course in chil psychology, then students who have such experience ought to identified so that they can share their knowledge with less experienced students in the class. It is possible to identify multiple assets when forming learning teams.<br />
* The team must remain a team throughout the course and sit together for each class.<br />
* Team members are accountable to each other.<br />
* A student's final mark in the course is a combination of individual performanc and team performance, although the final mark will always depend more on individual performance than on team performance.<br />
* Students must rate members of their own team on performance during the course (peer evaluation).<br />
* Team members are given responsibility for deciding the grade weight of a portion of the components of the final mark.<br />
* Team-Based Learning does not replace lecturing; it complements it.<br />
* Team-Based Learning encourages active learning.<br />
<br />
'''CRITs'''<br />
<br />
CRITs (Critical Reading and Issues Tests) are pre-tests given before lectures on or discussion of major reading assignments, for example, one or more chapters of a text, a novel, a play, a series of poems, a number of scholarly articles, or a work of criticism. These tests are a cornerstone of the Team-Based Learning classroom. They not only ensure that students are well prepared; they also signal important ideas for discussion and encourage analytical thinking. It is important that CRIT's not be simply "reading tests"; rather, they must be carefully designed questions that focus the student's and the team's attention on central critical issue of each reading assignment. CRIT's are not designed to test recall or detail; they are designed to test close, analytical reading, an essential skill for most academic work.<br />
<br />
In the class before any lecture on or discussion of a literary work, teams are given about five minutes to share their reactions to and impressions of the work that they have read. Each team is then given a folder with a CRIT test (15 multiple choice questions) and answer sheets. The students take the test individually. They then put their answer sheets in the folder and take the same test again as a team, generating a "team" answer on a separate sheet. It is at this point that significant discussion of issues begins. Normally students will share their reasons for answering as they did on the individual test and will negotiate with other members of the team to arrive at the best response. If the test is designed well, team scores will always be higher than individual scores.<br />
<br />
'''Marking''' Once all of the individual and team tests have been completed, they are put into the folder and exchanged with other teams in the class. Tests are then marked by the students anonymously and recorded on the back of the folder.<br />
<br />
'''Appeals''' A very important part of the process, appeals ensure flexibility and fairness in the pre-tests. Students must feel that they have recourse if they think that the tests have been unfair in any way — and sometimes they are. Thus, if a team feels that they have good reasons for answering a question as they did, they can document their reasons, provide good evidence, and ask for the "wrong" answer to be reviewed. Appeals are frequently successful. This process provides further opportunity for extending and fine-tuning the discussion and analysis of a particular critical issue.<br />
<br />
'''Test Design''' Humanities professors, in particular, may be resistant to this approach partly because they feel it emphasizes multiple choice testing which, they fear, does not do justice to the discipline. Such a fear is unfounded for two reasons:<br />
<br />
# Testing is only a small part of the team learning process, and<br />
# Multiple choice questions can test higher level critical thinking content.<br />
<br />
Nevertheless, test questions must be designed carefully.<br />
<br />
In this regard, Victoria L. Clegg and William E. Cashin provide excellent help in their publication "Improving Multiple-Choice Tests" (Idea Paper No. 16, September 1986; centre for Faculty Evaluation and Development, Kansas State University).<br />
<br />
'''Team Assignments and Activities'''<br />
<br />
Because the teams are permanent, it is very convenient to use them for brief classroom activities, other graded assignments, or projects. As well, during a lecture, the teams can be asked, for example, to discuss a pertinent question and provide a quick record of responses. In other words, having cohesive teams in place adds considerable flexibility to classroom management.<br />
<br />
'''Benefits of Team – Based Learning'''<br />
<br />
In my experience—over 165 teams since September 1994—Team Learning improves the productivity and learning atmosphere of the classroom on a number of counts:<br />
<br />
* Students benefit from self- and peer guidance in addition to instructor centred guidance<br />
* Learning teams are more focussed than randomly selected classroom groups.<br />
* Good students show by example; less talented or reluctant students are encouraged to take the subject matter seriously.<br />
* Students are much better prepared for class discussion.<br />
* There is immediate feedback.<br />
* Team learning increases the engagement between professor and students.<br />
* Team learning encourages careful thinking before directed discussion.<br />
* Students ask each other questions.<br />
* Professorial authority is less intrusive and less inhibiting<br />
<br />
'''Reference:'''<br />
<br />
* [http://teambasedlearning.apsc.ubc.ca/ Team-based Learning Homepage]<br />
<br />
'''More Resources''' (thanks to Brent MacLaine for his contributions to this list):<br />
<br />
* Cannon, Robert and David Newble. A Handbook for Teachers in Universities and Colleges: A Guide to Improving Teaching Methods. 4th ed. London, UK: Kogan Page, 2000.<br />
<br />
* Clegg, Victoria L. And William E. Cashin. “Improving Multiple-Choice Tests” Idea Paper No. 16. Kansas State University, Centre for Faculty Evaluation and Development; September, 1986.<br />
<br />
* Jacobs, Lucy Cheser and Clinton I. Chase. Developing and Using Tests Effectively: A Guide for Faculty. San Francisco: Jossey-Bass, 1992.<br />
<br />
* Gronlund, N.E. Measurement and Evaluation in Teaching. 6th ed New York: Macmillan, 1990.<br />
<br />
* Marini, Anthony, and Claudio Violato. “Guide for Multiple-Choice Item Construction” University of Calgary, 1997.<br />
<br />
* Michaelsen, Larry. “Team Learning: The Power of Teams for Powerful Learning.” U. of Oklahoma Web site.<br />
<br />
* Michaelsen, Larry, Arletta B. Knight, and L. Dee Fink (eds.). Team Learning: A Transformative Use of Small Groups. Westport, CT: Greenwood, 2002.<br />
<br />
* Michaelsen, L.K., L.D. Fink, and A. Knight . “Designing Effective Group Activities: Lessons for Classroom Teaching and Faculty Development,” in To Improve the Academy: Resources for Faculty, Instructional and Organizational Development. D. DeZure (ed.). Stillwater, OK: New Forums, 1997.<br />
<br />
* Sibley, Jim. 2005. Team-based Learning: An alternative to lecturing in large class settings. Tapestry 2005 Issue. Number 11 (Newsletter of the Centre for Teaching and Academic Growth), University of British Columbia.<br />
<br />
* Toohey, Susan. Designing Courses for Hgher Education. Philadelphia, PA: The Society for Research into Higher Education and Open U. Press, 1999.<br />
<br />
===Case-based Learning===<br />
<br />
In case-based learning, students are given a realistic statement, scenario, and/or case relevant to the course. Students often apply what they learned from previous courses or their current courses to work through the case.<br />
<br />
'''Excerpted from Dunne and Brooks (1994):'''<br />
<br />
Origins of the Case Method:<br />
<br />
Harvard Law School - 1870<br />
<br />
* Real law cases used to illustrate rules of law<br />
* Students placed in roles of the parties and “think in the discipline”<br />
* Promotes judgment on part of students<br />
<br />
Harvard Business School - 1908<br />
* Based on the Law model<br />
<br />
'''Perceived benefits at the time:'''<br />
<br />
* Learning anchored in reality and based on experience<br />
* Situations multi-dimensional and often ambiguous<br />
* Students must make trade-offs between conflicting influences<br />
* In discussing the case with others, must confront your own assumptions and values <br />
<br />
'''More Resources:'''<br />
<br />
* [http://cet.usc.edu/about/index.html The Centre for Excellence in Teaching at the University of Southern California] has an excellent collection of on-line resources on case-based learning,<br />
<br />
* Dunne, David and Kim Brooks. (2004). STLHE Green Guide No 5. Teaching with Cases. Halifax, Canada. The Society for Teaching and Learning in Higher Education. (Order through [http://www.stlhe.ca/en/publications/green_guides/index.php STLHE].)<br />
<br />
'''Course Examples:'''<br />
<br />
* Nursing 410, Exploring Avenues of Nursing Practice<br />
Instructor: [mailto:clauson@nursing.ubc.ca Marion Clauson]<br />
<br />
Excerpt from an in-class assignment:<br />
<br />
Perinatal Loss – Worksheet<br />
<br />
Maria Lewis, a primipara is admitted to your postpartum unit after delivering a stillborn baby boy at 38 weeks, due to a true knot in the cord. Maria and her husband, John are very distraught and they can’t believe this is happening to them.<br />
<br />
<blockquote>Part 1<br />
<br />
# What is unique or different about loss during the perinatal period as compared to loss during other life crises<br />
# Can you think of differences in how Maria and John would react if this had been an early pregnancy loss (i.e., miscarriage)?</blockquote><br />
<br />
* '''Communications 125'''. [http://www.bccie.bc.ca/node British Columbia Centre for International Education].<br />
This course uses case studies to model interview and cultural history techniques.<br />
<br />
===Learning through Scenarios and Role Plays===<br />
<br />
'''Course Examples:'''<br />
<br />
Human Kinetics 461 and 471: Prevention of Sports Injuries<br />
Instructors: [mailto:rob.lloyd-smith@ubc.ca Rob Lloyd-Smith] and[mailto:jtaunton@interchange.ubc.ca Jack Taunton]<br />
<br />
This course came to our attention in TAG from a student taking it who spoke of how real-life it was. Pairs of students have unique cases, which are actual cases at the Sports Medicine Clinic at UBC, including full charts on the patients. One example is "Achilles Tendonitis in 48-year old male basketball player."<br />
<br />
Students then come to meet with the sports medicine doctors who are instructing the course. With student taking on the role of the doctor, and doctor taking on the role of patient, the student asks questions and makes notes on how to proceed. They then discuss the case and how the student might proceed if they were treating the patient for real.<br />
<br />
Students, in pairs, then write up the case, following guidelines for the profession, and lead a joint presentation with Student 1 responsible for: Abstract, Introduction, Case Study, Investigation, Diagnosis, References and Student 2 responsible for: Discussion, Prevention, Conclusion. The paper is worth 30%, the joint case presentation work 20% and a final examination is worth 50% of the course grade.<br />
<br />
<br />
'''Courses from the Okanaga University College:'''<br />
<br />
* Business Administration 236: Accounting Computer Applications<br />
Instructor: [mailto:mnicholson@ouc.bc.ca Michelle Nicholson], Business Administration<br />
<br />
Michelle uses a simulated set of actual client files to teach accounting software.<br />
<br />
* First year Management Principles<br />
Instructor: [mailto:kbrundige@ouc.bc.ca Kerry Rempel], Business Administration<br />
<br />
Efficiency and Effectiveness Assignment.<br />
<br />
===Active and Experiential Learning===<br />
<br />
* Involve students with the material (individually, pairs, groups)<br />
* Use a variety of formats, materials, modes: Learning styles, Multiple Intelligences<br />
* Model the content or process<br />
* Find a way for learners to “experience” it<br />
<br />
'''More Resources:'''<br />
<br />
* Cameron B.J. (1999). STLHE Green Guide No 2. Active Learning. Halifax, Canada. The Society for Teaching and Learning in Higher Education. (Order through [http://www.stlhe.ca/en/publications/green_guides/index.php STLHE Green Guide])<br />
<br />
* [http://ctlt.sites.olt.ubc.ca/resources/teaching/ CTLT On-Line Resources]<br />
<br />
===Tutor-dedicated Problem-based Learning===<br />
'''<br />
What is PBL?'''<br />
<br />
Medical educators at McMaster University pioneered, or reinvented, problem-based learning, in about 1969. Also called problem-stimulated learning, PBL has been defined as:<br />
<br />
"A learning method based on the principle of using problems as a starting point for the acquisition and integration of new knowledge." H. S. Barrows, 1982.<br />
<br />
PBL is a learning environment in which the problem drives the learning. That is, before students learn some knowledge they are given a problem. The problem is posed so that the students discover that they need to learn some new knowledge before they can solve the problem.<br />
<br />
Posing the problem before learning tends to motivate students. They know why they are learning the new knowledge. Learning in the context of the need-to-solve-a-problem also tends to store the knowledge in memory patterns that facilitate later recall for solving problems.<br />
<br />
PBL utilizes student groups, but each group member is also responsible for independent research. Further, instructor scaffolding is considerably less direct in problem-based learning than in other constructivist models such as anchored instruction. Students are allowed to struggle and induct their own mental model of course concepts with only occasional "life-lines" from the instructor when concept processing falls off-track. Problem-based learning is most similar to case-based instruction, but in its purest form, PBL is more open-ended.<br />
<br />
In PBL, students are confronted with an ill-structured problem that mirrors real-world problems. Well chosen problems encourage students to define problems, identify what information is needed, and engage in solution generation and decision making. In PBL, the self-directed study occurs in small groups of 6-8 students with the aid of a facilitator, or tutor. It is the tutor's role to guide the students through the problems, and to provide them with ongoing formative evaluation.<br />
<br />
Although PBL uses tutorial groups, the learning is essentially an individual process, and each person is responsible for the acquisition of knowledge. The tutorial is where learning issues are developed and information is shared, discussed and integrated back into the problem. In addition, it is a place where clarification of concepts can occur as well as a place to share useful resources. Each individual is responsible for his/her own learning, and for making sure the tutorial meets his/her own needs.<br />
<br />
<br />
'''More Resources:'''<br />
<br />
* [http://ctlt.sites.olt.ubc.ca/resources/webliography/active-learning/ Centre for Teaching, Learning and Technology, UBC]<br />
* [http://www.edtech.vt.edu/edtech/id/models/index.html Educational Technologies, Virginia Tech]<br />
* [http://www.dentistry.ubc.ca/Personnel/walton/project3.html The Effectiveness of Problem-based Learning (PBL) in Preparing Dental Students for Clinical Treatment Planning]<br />
* [http://www.udel.edu/inst/ Art History, University of Delaware]<br />
* [http://www.landfood.ubc.ca/learningcentre/ Land and Food Systems, UBC]<br />
** [http://www.cfkeep.org/html/stitch.php?s=87714004039498&id=35357347256837 FNH 250, Nutrition: Concepts and Controversies (On-line)]<br />
* [http://ctlt.sites.olt.ubc.ca/files/2010/09/syllabus_fnh497b1.pdf FNH 497, Sports Nutrition Student Directed Seminars]<br />
* [http://www.sala.ubc.ca/ Landscape Architecture]<br />
<br />
'''Faculty of Medicine, UBC'''<br />
<br />
* A Study on Tutors' Expertise and Student Learning Validity of PBL Tutors' Summative Assessment [http://ctlt.sites.olt.ubc.ca/files/2010/09/pbl-expert-non-expert.pdf Students' Evaluation of Expert Vs Non-Expert PBL Tutors]<br />
<br />
'''Educational and Counseling Psychology, and Special Education, UBC'''<br />
<br />
* [http://educ.ubc.ca/faculty/pmirenda/courses.html#513 EPSE 513, Seminar in Developmental Disabilities]<br />
* [http://educ.ubc.ca/faculty/pmirenda/courses.html#549 EPSE 549, Seminar in Autism]<br />
<br />
* [http://www.pathology.ubc.ca/education/Other_Undergrad/Path_417.htm Pathology 417, Bacterial Infection in Humans]<br />
<br />
<br />
'''Special Topics'''<br />
<br />
* [http://chemeng.mcmaster.ca/pbl/PBL.HTM Problem-Based Learning in Large Classes]<br />
<br />
===Learning through Inquiry===<br />
<br />
Learning through inquiry is based on a self-directed, question-driven<br />
search for understanding. An absolutely essential feature of this conception of inquiry is the explicit formation of a set of questions that provide a framework for research. Inquiry can be carried out by students working as individuals or in small groups. The approach can be the format for an entire course or for just part of a course.<br />
<br />
The principal steps of inquiry are:<br />
<br />
# the student explores a subject or theme and chooses a focus for the research;<br />
# a central research question for inquiry is formulated;<br />
# the student develops a plan of research, based on critical questioning and the attempt to anticipate findings; and<br />
# these research findings are brought to bear on the central question.<br />
<br />
The above excerpt is from Hudspith, B., and Jenkins, H. (2001)<br />
STLHE Green Guide N0 3. Teaching the Art of Inquiry. Halifax, Canada:<br />
The Society for Teaching and Learning in Higher Education.<br />
<br />
'''Course Examples:'''<br />
<br />
* Chemistry 121, Structural Chemistry and Chemistry 123, Physical and Organic Chemistry: Lab components are taught via inquiry.<br />
<br />
* First year Environmental Sciences (200+ students) at McMaster University. Lectures are delivered using a series of questions; draw on expertise of class to start to answer question, and to discuss how to find answer.<br />
<br />
'''More Resources:'''<br />
<br />
* Centre of Leadership in Learning, McMaster University<br />
A list of resources on inquiry learning can be found here. Information ranges from general broad definition of inquiry-based learning to specific topics such as group formation, problem writing, and examples in specific fields.<br />
<br />
<br />
===Project-based Learning===<br />
<br />
Students participate in projects and, whatever the discipline of the course, they often practice an interdisciplinary array of skills from such fields as math, language, fine arts, science, and technology for process and/or content.<br />
<br />
'''More Resources:'''<br />
<br />
* Project-based Learning, University of Calgary<br />
* Project-based Learning, University of Kansas<br />
* Project-based Learning, techLearning.com<br />
<br />
'''Course Examples:'''<br />
<br />
* Business Administration 128: Computer Applications (a required course)<br />
Instructor: Michelle Nicholson, Business Administration, Okanaga University College<br />
<br />
Michelle uses a case style term project to ensure that students apply the skills they have learned using a textbook.<br />
<br />
* 2nd year (graduating year) course: Capstone Design Project<br />
Instructor: Iain Cameron, Mechanical Engineering Technology, Okanaga University College<br />
<br />
Students work in teams to carry out design projects.<br />
<br />
* Teacher Preparation course for teachers of English as an Additional Language<br />
<br />
Instructor: Yan Guo, University of Calgary<br />
<br />
Students integrate language, content, and skills through projects.<br />
<br />
<br />
===Guided Design===<br />
<br />
Guided design involves active learning and sustained participation in small groups. Students are explicitly led through steps to solve problems and reach logical decisions. The process is an active one requiring student participation and involvement at each step. Problems, often real world situations, may be solved during scheduled class times. Small-group work occurs in the presence of the instructor, who provides feedback and encouragement as students proceed through each step of the thinking process.<br />
<br />
'''More Resources:'''<br />
<br />
* Cameron, B.J. (1999). STLHE Green Guide No 2. Active Learning. Halifax, Canada: The Society for Teaching and Learning in Higher Education.<br />
<br />
* Wales, C.E., Nardi, A.H., and Stager, R.A. (1986). Professional Decision-making. Morgantown, WV: West Virginia Center for Guided Design.<br />
<br />
* Wales, C.E., Nardi, A.H., and Stager, R.A. (1987). Thinking Skills: Making a Choice. Morgantown, WV: West Virginia Center for Guided Design.<br />
<br />
<br />
===Other Real-life Connections: Theory & Practice, Current Events, Community Service Learning===<br />
<br />
Community Service Learning is a method under which students<br />
learn and develop through thoughtfully organized service that:<br />
<br />
* is conducted in and meets the needs of a community and is coordinated with an institution of higher education, and with the community;<br />
* helps foster civic responsibility;<br />
* is integrated into and enhances the academic curriculum of the students enrolled; and<br />
* includes structured time for students to reflect on the service experience.<br />
<br />
'''More Resources:'''<br />
<br />
* Center for Community Partnerships, the University of Pennsylvania<br />
* Center for Community Service-Learning, California State University<br />
* Learning Exchange's Reading Week Community Service Learning Projects, UBC<br />
<br />
'''Course Example:'''<br />
<br />
* Biology 345: Human Ecology<br />
<br />
<br />
Instructor: Alice Cassidy<br />
Course Aims: Through this course, I hope to give you an opportunity<br />
to learn more about, and gain a greater appreciation of our natural world and the many ways that humans play a part in it. The course is framed around basic concepts of ecology, such as ecosystems, biodiversity and cycles in nature. We also focus on basic science skills, such as field observations and inquiry-based learning, that are also useful in other disciplines! We'll study current events and issues, both local and global. A group project will include community service, whereby your actions and knowledge can make a real difference. Much of the course content will come out of what you are interested in. You are invited to consider how ecology ties in to your daily life, and to make connections between ecology and other disciplines.<br />
<br />
I am happy to share more details about my course through email<br />
(see top of document for link to my email address.)<br />
<br />
<br />
===Final Thought===<br />
<br />
A thought to leave you with:<br />
<br />
It has been said that:<br />
<br />
67% of our students learn best actively, yet many lectures are passive<br />
<br />
69% of our students are visual, yet we often choose primarily verbal material<br />
<br />
28% of our students think globally, so we can help them with more on the 'big picture'<br />
<br />
'''References:'''<br />
<br />
* Felder, R.M., and Silverman, L.K. (1988). Learning and teaching styles in engineering education. Engineering Education 78 (7): 674-681, April 1988.<br />
<br />
* Montgomery, S.M. Addressing diverse learning styles through the use of multimedia.<br />
<br />
<br />
===Other Resources and Discipline-specific Ideas:===<br />
<br />
'''Anthropology'''<br />
<br />
Flexible Delivery Initiatives, the University of Queensland<br />
http://ublib.buffalo.edu/libraries/projects/cases/ubcase.htm<br />
Professor Lesley Jolly describes the use of problem-based learning in he cultural anthropology class.<br />
<br />
'''Biology'''<br />
<br />
Case Examples in Biology<br />
An introduction on problem-based learning and 20 case examples in biology can be found here.<br />
<br />
Case Studies in Science (Plant Science), State University of New York at Buffalo Click to “Plant Science” for five cases in plant sciences.<br />
<br />
HIV 2001, the University of Arizona<br />
http://www.biology.arizona.edu/immunology/activities/AIDS2001/main.html<br />
This is a case on the spread of HIV. A stimulated “web lab” is available to assist learning.<br />
<br />
'''Business Administration, Case Studies'''<br />
<br />
European Case Clearing House<br />
Business cases developed by the Cranfield School of Management, the London Business School, Harvard, University of Western Ontario, and University of Virginia can be browsed here. On-line inspection copies are available once registered.<br />
<br />
Harvard Business, Case Method Teaching<br />
Articles on case-based teaching and over 7,500 cases on a variety of topics<br />
(Accounting, Finance, Human Resources Management, etc) are available for US$6.50 each.<br />
<br />
Darden Business Publishing, University of Virginia<br />
Cases are available for US$3.29 each.<br />
<br />
'''Education, Instructional Technology and Design, Case<br />
Studies'''<br />
<br />
University of Virginia<br />
Three completed cases on instructional design are available on-line.<br />
<br />
'''Psychology'''<br />
<br />
Case Studies in Science, State University of New York at Buffalo<br />
Click to ‘Psychology” for 10 sample cases in psychology.<br />
<br />
'''Social Work, Introductory Course'''<br />
<br />
Social Policy and Social Work, Higher Education Academy<br />
Case studies on social policy and links to Social Work Programs using problems and cases in their core curricula can be found here.<br />
<br />
'''Problem-based Learning'''<br />
<br />
'''What is PBL? How to Set-up? Barriers? Limitations?'''<br />
<br />
California State University<br />
Follow the links in this page and you will find answers to many commonly asked questions related to PBL. Lists of references are also available.<br />
<br />
'''PBL in Curriculum Development'''<br />
<br />
Problem-based Learning, Samford University<br />
This site provides a few tips on what to expect and what not to expect while incorporating PBL in the curriculum. Links to two excellent PDF articles on putting PBL into practice are available here.<br />
<br />
Problem-based Learning, De Montfort University<br />
A short and concise article on what PBL is. Tips on how to incorporate a “good" PBL into existing curriculum and course design.<br />
<br />
'''Developing PBL'''<br />
<br />
A Self-checklist, Univeristy of Colorado at Denver and Health Sciences Center<br />
A short list for planning and conducting PBL.<br />
<br />
'''Dealing with Resistant Learners'''<br />
<br />
Pike, B., and Arch, D. (1997). Dealing with Difficult Participants: 127 Practical Suggestions for Minimizing Resistance and Maximizing Results in Your Presentation. San Francisco: Jossey-Bass.<br />
<br />
Classroom Management Suggestions, Yale University</div>CatherinePaulhttps://wiki.ubc.ca/index.php?title=Documentation:CTLT_programs/PBL_Network/Overview&diff=51422Documentation:CTLT programs/PBL Network/Overview2010-10-01T00:44:59Z<p>CatherinePaul: /* Tutor-dedicated Problem-based Learning */</p>
<hr />
<div>==Overview==<br />
<br />
===Background Information===<br />
<br />
In 1915, John Dewey, an educational theorist argued that "…<br />
education is not an affair of 'telling' and being told, but an active and constructive<br />
process" that requires "direct and continuous occupations with things."<br />
Further, for these occupations (or experiences) to be educational, they required<br />
reflection to transform them into knowledge (Dunne and Brooks, 2004).<br />
<br />
Taxonomy of Significant Learning: Kinds of<br />
Knowledge (Fink, 2003)<br />
<br />
* Foundational: Recall information and ideas<br />
* Application: Critical, creative, practical thinking<br />
* Integration: Connect ideas and information<br />
* Human Dimension: Learn about oneself and others<br />
* Caring: Develop new feelings, interests, values<br />
* Learning: Becoming more self-directed<br />
[[File:Blooms taxonomy.jpg|frame]]<br />
<br />
'''Higher order thinking skills'''<br />
Good problems and cases should challenge students to achieve higher-level critical thinking. Too often, students view learning as remembering facts, terms and definitions in order to answer questions on tests. Many students seem to lack the ability or motivation to go beyond factual material to a deeper understanding of course material. In Bloom's Taxonomy, cognitive levels along with parallel student activities are arranged from lower (simple - 1, 2) to complex (higher - 5,6). Problems and cases should strive to induce students to learn at the higher levels.<br />
<br />
<br />
<br />
'''References:'''<br />
<br />
* Bloom, B. (1956) Taxonomy of Educational Objectives, New York: McKay.<br />
<br />
* Fink, D. (2003). Creating Significant Learning,San Francisco: Jossey-Bass.<br />
<br />
* Dunne, D. and K. Brooks. (2004). STLHE Green Guide No 5. Teaching with Cases. Halifax, Canada. The Society for Teaching and Learning in Higher Education.<br />
<br />
'''General Resources:'''<br />
<br />
* [http://ctlt.sites.olt.ubc.ca/resources/teaching/ Centre for Teaching, Learning and Technology, UBC]<br />
<br />
* [http://www.mcmaster.ca/stlhe/membership/information.html The Society for Teaching and Learning in Higher Education] (join the excellent listserve to share ideas, resources and queries)<br />
<br />
===Collaborative Learning===<br />
<br />
Collaborative learning is a form of instruction that involves learners working together to accomplish a common goal (Felder and Brent, 1994). It incorporates collaboration as a philosophy of interaction, where learners are responsible for their learning actions, and respect the abilities and contributions of their peers (Panitz). A related technique is Cooperative Learning (Johnson, Johnson and Holubec, 1994). They describe conditions for it to occur:<br />
<br />
* Positive interdependence – sink or swim together, responsible for ensuring that everyone learns<br />
* Individual accountability and responsibility to achieve group goals<br />
* each member is responsible for contributing a fair share to group success<br />
* Group reflection and processing – to determine what was helpful, not helpful, how to improve on effectiveness<br />
* Skills: interpersonal and group – requires trust, communication, acceptance and support of each other and resolution of conflicts<br />
* Face-to-face interaction – encouraging and facilitating each others’ efforts to achieve task or reach goals <br />
<br />
'''References:'''<br />
<br />
* [http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Coopreport.html Felder, R.M., and Brent, R. (1994). Cooperative Learning in Technical Courses: Procedures, Pitfalls, and Payoffs. ERIC Document Reproduction Service, ED377038].<br />
<br />
* Johnson E.W., Johnson, R.T., and Holubec, E.J. (1994). The New Circles of Learning: Cooperation in the Classroom and School. Alexandria: Association of Supervision and Curriculum Development.<br />
<br />
* [http://home.capecod.net/%7Etpanitz/tedsarticles/coopdefinition.htm Panitz, T. Collaborative versus cooperative learning – A comparison of the two concepts which will help us understand the underlying nature of interactive learning].<br />
<br />
===Learning in Groups===<br />
<br />
'''The Tuckman Model of Group/Organization Formation'''<br />
<br />
Bruce W Tuckman is an educational psychologist who first described the four stages of group development in 1965. Tuckman described the four distinct stages that a group can elicit as it comes together and starts to operate. The process can be subconscious, although an understanding of the stages can help a group reach effectiveness more quickly and less painfully.<br />
<br />
The four stages are: Forming, Storming, Norming, and Performing<br />
<br />
In a group environment, students learn how to achieve their education goals by setting expectations, group ground rules, and/or learning contracts.<br />
<br />
'''References:'''<br />
<br />
* The Tuckman Model of Group/Organization Formation.<br />
<br />
'''More Resources:'''<br />
<br />
The Learning Contract.<br />
<br />
* [http://www.chimaeraconsulting.com/tuckman.htm Stages of Group Development.]<br />
* Gibbs, G. (1995). Learning in Teams: A Tutor Guide. Oxford: The Oxford Centre for Staff Development. This manual is designed to help tutors (instructors) to plan the productive use of student teams and to support their operation in ways which are more likely to develop the kinds of team skills which students need whatever they do after they have finished studying. It also addresses tricky issues such as the assessment of teams, the formation of teams and the design of appropriate tasks and assignments for teams.<br />
<br />
===Team-based Learning===<br />
<br />
Team-based learning is a powerful instructional strategy that brings together student responsibility for learning basic course concepts, readiness assessment procedures that provide rich and rapid feedback for both individuals and teams, and opportunities for student teams to apply course concepts to problem solving assignments.<br />
<br />
The readiness assessment process allows instructor to focus classroom sessions on the application and analysis of course concepts, rather then the delivery of course content. The readiness assurance process consists of:<br />
<br />
# Assigned readings - Exposes students to essential course concepts<br />
# Individual testing<br />
# Team testing - Same evaluation instrument as individual test. During team tests students orally elaborate their understanding, defend, strengthen or adjust their schemata related to key course concepts.<br />
# Team feedback - Team reflection and discussion of troublesome concepts identified in results of team tests.<br />
# Instructor feedback - Opportunity to address misconceptions and troublesome concepts.<br />
<br />
Two features distinguish Team-Based Learning from other forms of teaching with small groups and make it an especially powerful form of teaching and learning: (TBL Homepage) "TEAMS" are distinct from and more powerful than "GROUPS"<br />
<br />
* When a teacher initially puts students into a group, the students are a "group," not a "team."<br />
* As the students begin to trust each other and develop a commitment to the goals and welfare of the group, they become a team.<br />
* When they become a cohesive team, the team can do things that neither a single individual nor a newly-formed group can do.<br />
* Team-based learning starts with groups and then creates the conditions that enable them to become teams.<br />
<br />
'''Course Examples:'''<br />
<br />
* Mechanical Engineering 223, Mechanical Design and Civil Engineering 400, Construction Management<br />
Contact: [mailto:sibley@apsc.ubc.ca Jim Sibley]<br />
<br />
These courses, which take place in fixed-seating, tiered lecture theatres, have enrollments of 115 students. Jim reports that the first year of using TBL had great results, with students dispersing and collecting their team folder of Scantron (bubble sheet) forms during class time, and working to complete them (for the readiness assessment procedures) with great energy.<br />
<br />
<br />
* 3rd year Psychology of Sports (this example comes from a member of the TBL listserve, who teaches at Towson University in Maryland:<br />
<br />
Instructor: [mailto:kubitz@towson.edu Karla Kubitz]<br />
<br />
Excerpt from course assignment:<br />
<br />
The purpose of the assignment is to provide you with the opportunity<br />
to integrate and apply what you have learned about the group/ environment-related tools (i.e., the theories, models, etc. in chapters 5-10) in the sport psychology toolbox. There will be four parts to this assignment.<br />
<br />
# Integrative Individual Assignment<br />
# Integrative Team Assignment<br />
# Peer-evaluation<br />
# Self-evaluation (the Team Self-evaluation and the individual One Minute Paper).<br />
<br />
<br />
* Courses in Writing and Literature, Department of English, University of Prince Edward Island<br />
<br />
Contact: [mailto:bmaclaine@upei.ca Dr. Brent MacLaine]<br />
<br />
Brent has kindly offered an overview of how he got started, what he does in his courses, and other related material:<br />
<br />
Preamble—a personal note:<br />
<br />
In the fall of 1994, I attended a UPEI Faculty Development workshop given by Professor Larry Michaelsen from the University of Oklahoma. Michaelsen's description of "Team-Based Learning" proved to be a significant pedagogical marker for my career as a university professor. Although I was initially very skeptical about some features of this approach to classroom learning (indeed, Michaelsen noted that, in his experience, literature professors were the most resistant), I was tempted enough to experiment with his innovations. At the eleventh hour, I completely revised two of the three courses that I was to teach the next week. (The third was a writing course, which is problematic to design using Team-Based Learning.) I do not regret my decision. As a result of those changes, I can say — without undue complacency, I hope — that I have never been happier with the performance of students in my classrooms.<br />
<br />
What follows is a description of Team-Based Learning as I use it in my non-writing and non-seminar courses. I have departed from Michaelsen's methodology on several key issues, particularly in the use of pre-tests (see CRIT's below), but the principles remain essentially the same.<br />
<br />
'''Definition'''<br />
<br />
Team-Based Learning — which should not be confused with team teaching — is a carefully managed pedagogical system that relies on small permanent classroom groups. It maximizes the helping and co-operative behaviour of individual students and directs that behaviour towards specific learning goals. Team-Based Learning is central to the entire course design and goes beyond the conventional and occasional use of randomly selected groups for class discussion.<br />
<br />
'''Characteristics'''<br />
<br />
* The ideal number for a classroom team is between 5 and 7 students.<br />
* Teams should not be randomly formed; students with the most experience with the subject are distributed evenly among the teams. Alternatively, the professor ought to identify which skills or “assets” are most important for the learning objectives for the teams in a particular course. Students with the greater number of “assets” or with the most experience with the learning skills ought to be distributed as evenly as possible among the learning teams. If, for example, interaction and experience with infants is a valuable skill for a course in chil psychology, then students who have such experience ought to identified so that they can share their knowledge with less experienced students in the class. It is possible to identify multiple assets when forming learning teams.<br />
* The team must remain a team throughout the course and sit together for each class.<br />
* Team members are accountable to each other.<br />
* A student's final mark in the course is a combination of individual performanc and team performance, although the final mark will always depend more on individual performance than on team performance.<br />
* Students must rate members of their own team on performance during the course (peer evaluation).<br />
* Team members are given responsibility for deciding the grade weight of a portion of the components of the final mark.<br />
* Team-Based Learning does not replace lecturing; it complements it.<br />
* Team-Based Learning encourages active learning.<br />
<br />
'''CRITs'''<br />
<br />
CRITs (Critical Reading and Issues Tests) are pre-tests given before lectures on or discussion of major reading assignments, for example, one or more chapters of a text, a novel, a play, a series of poems, a number of scholarly articles, or a work of criticism. These tests are a cornerstone of the Team-Based Learning classroom. They not only ensure that students are well prepared; they also signal important ideas for discussion and encourage analytical thinking. It is important that CRIT's not be simply "reading tests"; rather, they must be carefully designed questions that focus the student's and the team's attention on central critical issue of each reading assignment. CRIT's are not designed to test recall or detail; they are designed to test close, analytical reading, an essential skill for most academic work.<br />
<br />
In the class before any lecture on or discussion of a literary work, teams are given about five minutes to share their reactions to and impressions of the work that they have read. Each team is then given a folder with a CRIT test (15 multiple choice questions) and answer sheets. The students take the test individually. They then put their answer sheets in the folder and take the same test again as a team, generating a "team" answer on a separate sheet. It is at this point that significant discussion of issues begins. Normally students will share their reasons for answering as they did on the individual test and will negotiate with other members of the team to arrive at the best response. If the test is designed well, team scores will always be higher than individual scores.<br />
<br />
'''Marking''' Once all of the individual and team tests have been completed, they are put into the folder and exchanged with other teams in the class. Tests are then marked by the students anonymously and recorded on the back of the folder.<br />
<br />
'''Appeals''' A very important part of the process, appeals ensure flexibility and fairness in the pre-tests. Students must feel that they have recourse if they think that the tests have been unfair in any way — and sometimes they are. Thus, if a team feels that they have good reasons for answering a question as they did, they can document their reasons, provide good evidence, and ask for the "wrong" answer to be reviewed. Appeals are frequently successful. This process provides further opportunity for extending and fine-tuning the discussion and analysis of a particular critical issue.<br />
<br />
'''Test Design''' Humanities professors, in particular, may be resistant to this approach partly because they feel it emphasizes multiple choice testing which, they fear, does not do justice to the discipline. Such a fear is unfounded for two reasons:<br />
<br />
# Testing is only a small part of the team learning process, and<br />
# Multiple choice questions can test higher level critical thinking content.<br />
<br />
Nevertheless, test questions must be designed carefully.<br />
<br />
In this regard, Victoria L. Clegg and William E. Cashin provide excellent help in their publication "Improving Multiple-Choice Tests" (Idea Paper No. 16, September 1986; centre for Faculty Evaluation and Development, Kansas State University).<br />
<br />
'''Team Assignments and Activities'''<br />
<br />
Because the teams are permanent, it is very convenient to use them for brief classroom activities, other graded assignments, or projects. As well, during a lecture, the teams can be asked, for example, to discuss a pertinent question and provide a quick record of responses. In other words, having cohesive teams in place adds considerable flexibility to classroom management.<br />
<br />
'''Benefits of Team – Based Learning'''<br />
<br />
In my experience—over 165 teams since September 1994—Team Learning improves the productivity and learning atmosphere of the classroom on a number of counts:<br />
<br />
* Students benefit from self- and peer guidance in addition to instructor centred guidance<br />
* Learning teams are more focussed than randomly selected classroom groups.<br />
* Good students show by example; less talented or reluctant students are encouraged to take the subject matter seriously.<br />
* Students are much better prepared for class discussion.<br />
* There is immediate feedback.<br />
* Team learning increases the engagement between professor and students.<br />
* Team learning encourages careful thinking before directed discussion.<br />
* Students ask each other questions.<br />
* Professorial authority is less intrusive and less inhibiting<br />
<br />
'''Reference:'''<br />
<br />
* [http://teambasedlearning.apsc.ubc.ca/ Team-based Learning Homepage]<br />
<br />
'''More Resources''' (thanks to Brent MacLaine for his contributions to this list):<br />
<br />
* Cannon, Robert and David Newble. A Handbook for Teachers in Universities and Colleges: A Guide to Improving Teaching Methods. 4th ed. London, UK: Kogan Page, 2000.<br />
<br />
* Clegg, Victoria L. And William E. Cashin. “Improving Multiple-Choice Tests” Idea Paper No. 16. Kansas State University, Centre for Faculty Evaluation and Development; September, 1986.<br />
<br />
* Jacobs, Lucy Cheser and Clinton I. Chase. Developing and Using Tests Effectively: A Guide for Faculty. San Francisco: Jossey-Bass, 1992.<br />
<br />
* Gronlund, N.E. Measurement and Evaluation in Teaching. 6th ed New York: Macmillan, 1990.<br />
<br />
* Marini, Anthony, and Claudio Violato. “Guide for Multiple-Choice Item Construction” University of Calgary, 1997.<br />
<br />
* Michaelsen, Larry. “Team Learning: The Power of Teams for Powerful Learning.” U. of Oklahoma Web site.<br />
<br />
* Michaelsen, Larry, Arletta B. Knight, and L. Dee Fink (eds.). Team Learning: A Transformative Use of Small Groups. Westport, CT: Greenwood, 2002.<br />
<br />
* Michaelsen, L.K., L.D. Fink, and A. Knight . “Designing Effective Group Activities: Lessons for Classroom Teaching and Faculty Development,” in To Improve the Academy: Resources for Faculty, Instructional and Organizational Development. D. DeZure (ed.). Stillwater, OK: New Forums, 1997.<br />
<br />
* Sibley, Jim. 2005. Team-based Learning: An alternative to lecturing in large class settings. Tapestry 2005 Issue. Number 11 (Newsletter of the Centre for Teaching and Academic Growth), University of British Columbia.<br />
<br />
* Toohey, Susan. Designing Courses for Hgher Education. Philadelphia, PA: The Society for Research into Higher Education and Open U. Press, 1999.<br />
<br />
===Case-based Learning===<br />
<br />
In case-based learning, students are given a realistic statement, scenario, and/or case relevant to the course. Students often apply what they learned from previous courses or their current courses to work through the case.<br />
<br />
'''Excerpted from Dunne and Brooks (1994):'''<br />
<br />
Origins of the Case Method:<br />
<br />
Harvard Law School - 1870<br />
<br />
* Real law cases used to illustrate rules of law<br />
* Students placed in roles of the parties and “think in the discipline”<br />
* Promotes judgment on part of students<br />
<br />
Harvard Business School - 1908<br />
* Based on the Law model<br />
<br />
'''Perceived benefits at the time:'''<br />
<br />
* Learning anchored in reality and based on experience<br />
* Situations multi-dimensional and often ambiguous<br />
* Students must make trade-offs between conflicting influences<br />
* In discussing the case with others, must confront your own assumptions and values <br />
<br />
'''More Resources:'''<br />
<br />
* [http://cet.usc.edu/about/index.html The Centre for Excellence in Teaching at the University of Southern California] has an excellent collection of on-line resources on case-based learning,<br />
<br />
* Dunne, David and Kim Brooks. (2004). STLHE Green Guide No 5. Teaching with Cases. Halifax, Canada. The Society for Teaching and Learning in Higher Education. (Order through [http://www.stlhe.ca/en/publications/green_guides/index.php STLHE].)<br />
<br />
'''Course Examples:'''<br />
<br />
* Nursing 410, Exploring Avenues of Nursing Practice<br />
Instructor: [mailto:clauson@nursing.ubc.ca Marion Clauson]<br />
<br />
Excerpt from an in-class assignment:<br />
<br />
Perinatal Loss – Worksheet<br />
<br />
Maria Lewis, a primipara is admitted to your postpartum unit after delivering a stillborn baby boy at 38 weeks, due to a true knot in the cord. Maria and her husband, John are very distraught and they can’t believe this is happening to them.<br />
<br />
<blockquote>Part 1<br />
<br />
# What is unique or different about loss during the perinatal period as compared to loss during other life crises<br />
# Can you think of differences in how Maria and John would react if this had been an early pregnancy loss (i.e., miscarriage)?</blockquote><br />
<br />
* '''Communications 125'''. [http://www.bccie.bc.ca/node British Columbia Centre for International Education].<br />
This course uses case studies to model interview and cultural history techniques.<br />
<br />
===Learning through Scenarios and Role Plays===<br />
<br />
'''Course Examples:'''<br />
<br />
Human Kinetics 461 and 471: Prevention of Sports Injuries<br />
Instructors: [mailto:rob.lloyd-smith@ubc.ca Rob Lloyd-Smith] and[mailto:jtaunton@interchange.ubc.ca Jack Taunton]<br />
<br />
This course came to our attention in TAG from a student taking it who spoke of how real-life it was. Pairs of students have unique cases, which are actual cases at the Sports Medicine Clinic at UBC, including full charts on the patients. One example is "Achilles Tendonitis in 48-year old male basketball player."<br />
<br />
Students then come to meet with the sports medicine doctors who are instructing the course. With student taking on the role of the doctor, and doctor taking on the role of patient, the student asks questions and makes notes on how to proceed. They then discuss the case and how the student might proceed if they were treating the patient for real.<br />
<br />
Students, in pairs, then write up the case, following guidelines for the profession, and lead a joint presentation with Student 1 responsible for: Abstract, Introduction, Case Study, Investigation, Diagnosis, References and Student 2 responsible for: Discussion, Prevention, Conclusion. The paper is worth 30%, the joint case presentation work 20% and a final examination is worth 50% of the course grade.<br />
<br />
<br />
'''Courses from the Okanaga University College:'''<br />
<br />
* Business Administration 236: Accounting Computer Applications<br />
Instructor: [mailto:mnicholson@ouc.bc.ca Michelle Nicholson], Business Administration<br />
<br />
Michelle uses a simulated set of actual client files to teach accounting software.<br />
<br />
* First year Management Principles<br />
Instructor: [mailto:kbrundige@ouc.bc.ca Kerry Rempel], Business Administration<br />
<br />
Efficiency and Effectiveness Assignment.<br />
<br />
===Active and Experiential Learning===<br />
<br />
* Involve students with the material (individually, pairs, groups)<br />
* Use a variety of formats, materials, modes: Learning styles, Multiple Intelligences<br />
* Model the content or process<br />
* Find a way for learners to “experience” it<br />
<br />
'''More Resources:'''<br />
<br />
* Cameron B.J. (1999). STLHE Green Guide No 2. Active Learning. Halifax, Canada. The Society for Teaching and Learning in Higher Education. (Order through [http://www.stlhe.ca/en/publications/green_guides/index.php STLHE Green Guide])<br />
<br />
* [http://ctlt.sites.olt.ubc.ca/resources/teaching/ CTLT On-Line Resources]<br />
<br />
===Tutor-dedicated Problem-based Learning===<br />
'''<br />
What is PBL?'''<br />
<br />
Medical educators at McMaster University pioneered, or reinvented, problem-based learning, in about 1969. Also called problem-stimulated learning, PBL has been defined as:<br />
<br />
"A learning method based on the principle of using problems as a starting point for the acquisition and integration of new knowledge." H. S. Barrows, 1982.<br />
<br />
PBL is a learning environment in which the problem drives the learning. That is, before students learn some knowledge they are given a problem. The problem is posed so that the students discover that they need to learn some new knowledge before they can solve the problem.<br />
<br />
Posing the problem before learning tends to motivate students. They know why they are learning the new knowledge. Learning in the context of the need-to-solve-a-problem also tends to store the knowledge in memory patterns that facilitate later recall for solving problems.<br />
<br />
PBL utilizes student groups, but each group member is also responsible for independent research. Further, instructor scaffolding is considerably less direct in problem-based learning than in other constructivist models such as anchored instruction. Students are allowed to struggle and induct their own mental model of course concepts with only occasional "life-lines" from the instructor when concept processing falls off-track. Problem-based learning is most similar to case-based instruction, but in its purest form, PBL is more open-ended.<br />
<br />
In PBL, students are confronted with an ill-structured problem that mirrors real-world problems. Well chosen problems encourage students to define problems, identify what information is needed, and engage in solution generation and decision making. In PBL, the self-directed study occurs in small groups of 6-8 students with the aid of a facilitator, or tutor. It is the tutor's role to guide the students through the problems, and to provide them with ongoing formative evaluation.<br />
<br />
Although PBL uses tutorial groups, the learning is essentially an individual process, and each person is responsible for the acquisition of knowledge. The tutorial is where learning issues are developed and information is shared, discussed and integrated back into the problem. In addition, it is a place where clarification of concepts can occur as well as a place to share useful resources. Each individual is responsible for his/her own learning, and for making sure the tutorial meets his/her own needs.<br />
<br />
<br />
'''More Resources:'''<br />
<br />
* [http://ctlt.sites.olt.ubc.ca/resources/webliography/active-learning/ Centre for Teaching, Learning and Technology, UBC]<br />
* [http://www.edtech.vt.edu/edtech/id/models/index.html Educational Technologies, Virginia Tech]<br />
* [http://www.dentistry.ubc.ca/Personnel/walton/project3.html The Effectiveness of Problem-based Learning (PBL) in Preparing Dental Students for Clinical Treatment Planning]<br />
* [http://www.udel.edu/inst/ Art History, University of Delaware]<br />
* [http://www.landfood.ubc.ca/learningcentre/ Land and Food Systems, UBC]<br />
** [http://www.cfkeep.org/html/stitch.php?s=87714004039498&id=35357347256837 FNH 250, Nutrition: Concepts and Controversies (On-line)]<br />
* [http://ctlt.sites.olt.ubc.ca/files/2010/09/syllabus_fnh497b1.pdf FNH 497, Sports Nutrition Student Directed Seminars]<br />
* [http://www.sala.ubc.ca/ Landscape Architecture]<br />
<br />
Faculty of Medicine, UBC<br />
<br />
* A Study on Tutors' Expertise and Student Learning Validity of PBL Tutors' Summative Assessment [http://ctlt.sites.olt.ubc.ca/files/2010/09/pbl-expert-non-expert.pdf Students' Evaluation of Expert Vs Non-Expert PBL Tutors]<br />
<br />
Educational and Counseling Psychology, and Special Education, UBC<br />
<br />
* [http://educ.ubc.ca/faculty/pmirenda/courses.html#513 EPSE 513, Seminar in Developmental Disabilities]<br />
* [http://educ.ubc.ca/faculty/pmirenda/courses.html#549 EPSE 549, Seminar in Autism]<br />
<br />
* [http://www.pathology.ubc.ca/education/Other_Undergrad/Path_417.htm Pathology 417, Bacterial Infection in Humans]<br />
<br />
<br />
'''Special Topics'''<br />
<br />
* [http://chemeng.mcmaster.ca/pbl/PBL.HTM Problem-Based Learning in Large Classes]<br />
<br />
===Learning through Inquiry===<br />
<br />
Learning through inquiry is based on a self-directed, question-driven<br />
search for understanding. An absolutely essential feature of this conception of inquiry is the explicit formation of a set of questions that provide a framework for research. Inquiry can be carried out by students working as individuals or in small groups. The approach can be the format for an entire course or for just part of a course.<br />
<br />
The principal steps of inquiry are:<br />
<br />
# the student explores a subject or theme and chooses a focus for the research;<br />
# a central research question for inquiry is formulated;<br />
# the student develops a plan of research, based on critical questioning and the attempt to anticipate findings; and<br />
# these research findings are brought to bear on the central question.<br />
<br />
The above excerpt is from Hudspith, B., and Jenkins, H. (2001)<br />
STLHE Green Guide N0 3. Teaching the Art of Inquiry. Halifax, Canada:<br />
The Society for Teaching and Learning in Higher Education.<br />
<br />
'''Course Examples:'''<br />
<br />
* Chemistry 121, Structural Chemistry and Chemistry 123, Physical and Organic Chemistry: Lab components are taught via inquiry.<br />
<br />
* First year Environmental Sciences (200+ students) at McMaster University. Lectures are delivered using a series of questions; draw on expertise of class to start to answer question, and to discuss how to find answer.<br />
<br />
'''More Resources:'''<br />
<br />
* Centre of Leadership in Learning, McMaster University<br />
A list of resources on inquiry learning can be found here. Information ranges from general broad definition of inquiry-based learning to specific topics such as group formation, problem writing, and examples in specific fields.<br />
<br />
<br />
===Project-based Learning===<br />
<br />
Students participate in projects and, whatever the discipline of the course, they often practice an interdisciplinary array of skills from such fields as math, language, fine arts, science, and technology for process and/or content.<br />
<br />
'''More Resources:'''<br />
<br />
* Project-based Learning, University of Calgary<br />
* Project-based Learning, University of Kansas<br />
* Project-based Learning, techLearning.com<br />
<br />
'''Course Examples:'''<br />
<br />
* Business Administration 128: Computer Applications (a required course)<br />
Instructor: Michelle Nicholson, Business Administration, Okanaga University College<br />
<br />
Michelle uses a case style term project to ensure that students apply the skills they have learned using a textbook.<br />
<br />
* 2nd year (graduating year) course: Capstone Design Project<br />
Instructor: Iain Cameron, Mechanical Engineering Technology, Okanaga University College<br />
<br />
Students work in teams to carry out design projects.<br />
<br />
* Teacher Preparation course for teachers of English as an Additional Language<br />
<br />
Instructor: Yan Guo, University of Calgary<br />
<br />
Students integrate language, content, and skills through projects.<br />
<br />
<br />
===Guided Design===<br />
<br />
Guided design involves active learning and sustained participation in small groups. Students are explicitly led through steps to solve problems and reach logical decisions. The process is an active one requiring student participation and involvement at each step. Problems, often real world situations, may be solved during scheduled class times. Small-group work occurs in the presence of the instructor, who provides feedback and encouragement as students proceed through each step of the thinking process.<br />
<br />
'''More Resources:'''<br />
<br />
* Cameron, B.J. (1999). STLHE Green Guide No 2. Active Learning. Halifax, Canada: The Society for Teaching and Learning in Higher Education.<br />
<br />
* Wales, C.E., Nardi, A.H., and Stager, R.A. (1986). Professional Decision-making. Morgantown, WV: West Virginia Center for Guided Design.<br />
<br />
* Wales, C.E., Nardi, A.H., and Stager, R.A. (1987). Thinking Skills: Making a Choice. Morgantown, WV: West Virginia Center for Guided Design.<br />
<br />
<br />
===Other Real-life Connections: Theory & Practice, Current Events, Community Service Learning===<br />
<br />
Community Service Learning is a method under which students<br />
learn and develop through thoughtfully organized service that:<br />
<br />
* is conducted in and meets the needs of a community and is coordinated with an institution of higher education, and with the community;<br />
* helps foster civic responsibility;<br />
* is integrated into and enhances the academic curriculum of the students enrolled; and<br />
* includes structured time for students to reflect on the service experience.<br />
<br />
'''More Resources:'''<br />
<br />
* Center for Community Partnerships, the University of Pennsylvania<br />
* Center for Community Service-Learning, California State University<br />
* Learning Exchange's Reading Week Community Service Learning Projects, UBC<br />
<br />
'''Course Example:'''<br />
<br />
* Biology 345: Human Ecology<br />
<br />
<br />
Instructor: Alice Cassidy<br />
Course Aims: Through this course, I hope to give you an opportunity<br />
to learn more about, and gain a greater appreciation of our natural world and the many ways that humans play a part in it. The course is framed around basic concepts of ecology, such as ecosystems, biodiversity and cycles in nature. We also focus on basic science skills, such as field observations and inquiry-based learning, that are also useful in other disciplines! We'll study current events and issues, both local and global. A group project will include community service, whereby your actions and knowledge can make a real difference. Much of the course content will come out of what you are interested in. You are invited to consider how ecology ties in to your daily life, and to make connections between ecology and other disciplines.<br />
<br />
I am happy to share more details about my course through email<br />
(see top of document for link to my email address.)<br />
<br />
<br />
===Final Thought===<br />
<br />
A thought to leave you with:<br />
<br />
It has been said that:<br />
<br />
67% of our students learn best actively, yet many lectures are passive<br />
<br />
69% of our students are visual, yet we often choose primarily verbal material<br />
<br />
28% of our students think globally, so we can help them with more on the 'big picture'<br />
<br />
'''References:'''<br />
<br />
* Felder, R.M., and Silverman, L.K. (1988). Learning and teaching styles in engineering education. Engineering Education 78 (7): 674-681, April 1988.<br />
<br />
* Montgomery, S.M. Addressing diverse learning styles through the use of multimedia.<br />
<br />
<br />
===Other Resources and Discipline-specific Ideas:===<br />
<br />
'''Anthropology'''<br />
<br />
Flexible Delivery Initiatives, the University of Queensland<br />
http://ublib.buffalo.edu/libraries/projects/cases/ubcase.htm<br />
Professor Lesley Jolly describes the use of problem-based learning in he cultural anthropology class.<br />
<br />
'''Biology'''<br />
<br />
Case Examples in Biology<br />
An introduction on problem-based learning and 20 case examples in biology can be found here.<br />
<br />
Case Studies in Science (Plant Science), State University of New York at Buffalo Click to “Plant Science” for five cases in plant sciences.<br />
<br />
HIV 2001, the University of Arizona<br />
http://www.biology.arizona.edu/immunology/activities/AIDS2001/main.html<br />
This is a case on the spread of HIV. A stimulated “web lab” is available to assist learning.<br />
<br />
'''Business Administration, Case Studies'''<br />
<br />
European Case Clearing House<br />
Business cases developed by the Cranfield School of Management, the London Business School, Harvard, University of Western Ontario, and University of Virginia can be browsed here. On-line inspection copies are available once registered.<br />
<br />
Harvard Business, Case Method Teaching<br />
Articles on case-based teaching and over 7,500 cases on a variety of topics<br />
(Accounting, Finance, Human Resources Management, etc) are available for US$6.50 each.<br />
<br />
Darden Business Publishing, University of Virginia<br />
Cases are available for US$3.29 each.<br />
<br />
'''Education, Instructional Technology and Design, Case<br />
Studies'''<br />
<br />
University of Virginia<br />
Three completed cases on instructional design are available on-line.<br />
<br />
'''Psychology'''<br />
<br />
Case Studies in Science, State University of New York at Buffalo<br />
Click to ‘Psychology” for 10 sample cases in psychology.<br />
<br />
'''Social Work, Introductory Course'''<br />
<br />
Social Policy and Social Work, Higher Education Academy<br />
Case studies on social policy and links to Social Work Programs using problems and cases in their core curricula can be found here.<br />
<br />
'''Problem-based Learning'''<br />
<br />
'''What is PBL? How to Set-up? Barriers? Limitations?'''<br />
<br />
California State University<br />
Follow the links in this page and you will find answers to many commonly asked questions related to PBL. Lists of references are also available.<br />
<br />
'''PBL in Curriculum Development'''<br />
<br />
Problem-based Learning, Samford University<br />
This site provides a few tips on what to expect and what not to expect while incorporating PBL in the curriculum. Links to two excellent PDF articles on putting PBL into practice are available here.<br />
<br />
Problem-based Learning, De Montfort University<br />
A short and concise article on what PBL is. Tips on how to incorporate a “good" PBL into existing curriculum and course design.<br />
<br />
'''Developing PBL'''<br />
<br />
A Self-checklist, Univeristy of Colorado at Denver and Health Sciences Center<br />
A short list for planning and conducting PBL.<br />
<br />
'''Dealing with Resistant Learners'''<br />
<br />
Pike, B., and Arch, D. (1997). Dealing with Difficult Participants: 127 Practical Suggestions for Minimizing Resistance and Maximizing Results in Your Presentation. San Francisco: Jossey-Bass.<br />
<br />
Classroom Management Suggestions, Yale University</div>CatherinePaulhttps://wiki.ubc.ca/index.php?title=Documentation:CTLT_programs/PBL_Network/Overview&diff=51421Documentation:CTLT programs/PBL Network/Overview2010-10-01T00:44:12Z<p>CatherinePaul: /* Tutor-dedicated Problem-based Learning */</p>
<hr />
<div>==Overview==<br />
<br />
===Background Information===<br />
<br />
In 1915, John Dewey, an educational theorist argued that "…<br />
education is not an affair of 'telling' and being told, but an active and constructive<br />
process" that requires "direct and continuous occupations with things."<br />
Further, for these occupations (or experiences) to be educational, they required<br />
reflection to transform them into knowledge (Dunne and Brooks, 2004).<br />
<br />
Taxonomy of Significant Learning: Kinds of<br />
Knowledge (Fink, 2003)<br />
<br />
* Foundational: Recall information and ideas<br />
* Application: Critical, creative, practical thinking<br />
* Integration: Connect ideas and information<br />
* Human Dimension: Learn about oneself and others<br />
* Caring: Develop new feelings, interests, values<br />
* Learning: Becoming more self-directed<br />
[[File:Blooms taxonomy.jpg|frame]]<br />
<br />
'''Higher order thinking skills'''<br />
Good problems and cases should challenge students to achieve higher-level critical thinking. Too often, students view learning as remembering facts, terms and definitions in order to answer questions on tests. Many students seem to lack the ability or motivation to go beyond factual material to a deeper understanding of course material. In Bloom's Taxonomy, cognitive levels along with parallel student activities are arranged from lower (simple - 1, 2) to complex (higher - 5,6). Problems and cases should strive to induce students to learn at the higher levels.<br />
<br />
<br />
<br />
'''References:'''<br />
<br />
* Bloom, B. (1956) Taxonomy of Educational Objectives, New York: McKay.<br />
<br />
* Fink, D. (2003). Creating Significant Learning,San Francisco: Jossey-Bass.<br />
<br />
* Dunne, D. and K. Brooks. (2004). STLHE Green Guide No 5. Teaching with Cases. Halifax, Canada. The Society for Teaching and Learning in Higher Education.<br />
<br />
'''General Resources:'''<br />
<br />
* [http://ctlt.sites.olt.ubc.ca/resources/teaching/ Centre for Teaching, Learning and Technology, UBC]<br />
<br />
* [http://www.mcmaster.ca/stlhe/membership/information.html The Society for Teaching and Learning in Higher Education] (join the excellent listserve to share ideas, resources and queries)<br />
<br />
===Collaborative Learning===<br />
<br />
Collaborative learning is a form of instruction that involves learners working together to accomplish a common goal (Felder and Brent, 1994). It incorporates collaboration as a philosophy of interaction, where learners are responsible for their learning actions, and respect the abilities and contributions of their peers (Panitz). A related technique is Cooperative Learning (Johnson, Johnson and Holubec, 1994). They describe conditions for it to occur:<br />
<br />
* Positive interdependence – sink or swim together, responsible for ensuring that everyone learns<br />
* Individual accountability and responsibility to achieve group goals<br />
* each member is responsible for contributing a fair share to group success<br />
* Group reflection and processing – to determine what was helpful, not helpful, how to improve on effectiveness<br />
* Skills: interpersonal and group – requires trust, communication, acceptance and support of each other and resolution of conflicts<br />
* Face-to-face interaction – encouraging and facilitating each others’ efforts to achieve task or reach goals <br />
<br />
'''References:'''<br />
<br />
* [http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Coopreport.html Felder, R.M., and Brent, R. (1994). Cooperative Learning in Technical Courses: Procedures, Pitfalls, and Payoffs. ERIC Document Reproduction Service, ED377038].<br />
<br />
* Johnson E.W., Johnson, R.T., and Holubec, E.J. (1994). The New Circles of Learning: Cooperation in the Classroom and School. Alexandria: Association of Supervision and Curriculum Development.<br />
<br />
* [http://home.capecod.net/%7Etpanitz/tedsarticles/coopdefinition.htm Panitz, T. Collaborative versus cooperative learning – A comparison of the two concepts which will help us understand the underlying nature of interactive learning].<br />
<br />
===Learning in Groups===<br />
<br />
'''The Tuckman Model of Group/Organization Formation'''<br />
<br />
Bruce W Tuckman is an educational psychologist who first described the four stages of group development in 1965. Tuckman described the four distinct stages that a group can elicit as it comes together and starts to operate. The process can be subconscious, although an understanding of the stages can help a group reach effectiveness more quickly and less painfully.<br />
<br />
The four stages are: Forming, Storming, Norming, and Performing<br />
<br />
In a group environment, students learn how to achieve their education goals by setting expectations, group ground rules, and/or learning contracts.<br />
<br />
'''References:'''<br />
<br />
* The Tuckman Model of Group/Organization Formation.<br />
<br />
'''More Resources:'''<br />
<br />
The Learning Contract.<br />
<br />
* [http://www.chimaeraconsulting.com/tuckman.htm Stages of Group Development.]<br />
* Gibbs, G. (1995). Learning in Teams: A Tutor Guide. Oxford: The Oxford Centre for Staff Development. This manual is designed to help tutors (instructors) to plan the productive use of student teams and to support their operation in ways which are more likely to develop the kinds of team skills which students need whatever they do after they have finished studying. It also addresses tricky issues such as the assessment of teams, the formation of teams and the design of appropriate tasks and assignments for teams.<br />
<br />
===Team-based Learning===<br />
<br />
Team-based learning is a powerful instructional strategy that brings together student responsibility for learning basic course concepts, readiness assessment procedures that provide rich and rapid feedback for both individuals and teams, and opportunities for student teams to apply course concepts to problem solving assignments.<br />
<br />
The readiness assessment process allows instructor to focus classroom sessions on the application and analysis of course concepts, rather then the delivery of course content. The readiness assurance process consists of:<br />
<br />
# Assigned readings - Exposes students to essential course concepts<br />
# Individual testing<br />
# Team testing - Same evaluation instrument as individual test. During team tests students orally elaborate their understanding, defend, strengthen or adjust their schemata related to key course concepts.<br />
# Team feedback - Team reflection and discussion of troublesome concepts identified in results of team tests.<br />
# Instructor feedback - Opportunity to address misconceptions and troublesome concepts.<br />
<br />
Two features distinguish Team-Based Learning from other forms of teaching with small groups and make it an especially powerful form of teaching and learning: (TBL Homepage) "TEAMS" are distinct from and more powerful than "GROUPS"<br />
<br />
* When a teacher initially puts students into a group, the students are a "group," not a "team."<br />
* As the students begin to trust each other and develop a commitment to the goals and welfare of the group, they become a team.<br />
* When they become a cohesive team, the team can do things that neither a single individual nor a newly-formed group can do.<br />
* Team-based learning starts with groups and then creates the conditions that enable them to become teams.<br />
<br />
'''Course Examples:'''<br />
<br />
* Mechanical Engineering 223, Mechanical Design and Civil Engineering 400, Construction Management<br />
Contact: [mailto:sibley@apsc.ubc.ca Jim Sibley]<br />
<br />
These courses, which take place in fixed-seating, tiered lecture theatres, have enrollments of 115 students. Jim reports that the first year of using TBL had great results, with students dispersing and collecting their team folder of Scantron (bubble sheet) forms during class time, and working to complete them (for the readiness assessment procedures) with great energy.<br />
<br />
<br />
* 3rd year Psychology of Sports (this example comes from a member of the TBL listserve, who teaches at Towson University in Maryland:<br />
<br />
Instructor: [mailto:kubitz@towson.edu Karla Kubitz]<br />
<br />
Excerpt from course assignment:<br />
<br />
The purpose of the assignment is to provide you with the opportunity<br />
to integrate and apply what you have learned about the group/ environment-related tools (i.e., the theories, models, etc. in chapters 5-10) in the sport psychology toolbox. There will be four parts to this assignment.<br />
<br />
# Integrative Individual Assignment<br />
# Integrative Team Assignment<br />
# Peer-evaluation<br />
# Self-evaluation (the Team Self-evaluation and the individual One Minute Paper).<br />
<br />
<br />
* Courses in Writing and Literature, Department of English, University of Prince Edward Island<br />
<br />
Contact: [mailto:bmaclaine@upei.ca Dr. Brent MacLaine]<br />
<br />
Brent has kindly offered an overview of how he got started, what he does in his courses, and other related material:<br />
<br />
Preamble—a personal note:<br />
<br />
In the fall of 1994, I attended a UPEI Faculty Development workshop given by Professor Larry Michaelsen from the University of Oklahoma. Michaelsen's description of "Team-Based Learning" proved to be a significant pedagogical marker for my career as a university professor. Although I was initially very skeptical about some features of this approach to classroom learning (indeed, Michaelsen noted that, in his experience, literature professors were the most resistant), I was tempted enough to experiment with his innovations. At the eleventh hour, I completely revised two of the three courses that I was to teach the next week. (The third was a writing course, which is problematic to design using Team-Based Learning.) I do not regret my decision. As a result of those changes, I can say — without undue complacency, I hope — that I have never been happier with the performance of students in my classrooms.<br />
<br />
What follows is a description of Team-Based Learning as I use it in my non-writing and non-seminar courses. I have departed from Michaelsen's methodology on several key issues, particularly in the use of pre-tests (see CRIT's below), but the principles remain essentially the same.<br />
<br />
'''Definition'''<br />
<br />
Team-Based Learning — which should not be confused with team teaching — is a carefully managed pedagogical system that relies on small permanent classroom groups. It maximizes the helping and co-operative behaviour of individual students and directs that behaviour towards specific learning goals. Team-Based Learning is central to the entire course design and goes beyond the conventional and occasional use of randomly selected groups for class discussion.<br />
<br />
'''Characteristics'''<br />
<br />
* The ideal number for a classroom team is between 5 and 7 students.<br />
* Teams should not be randomly formed; students with the most experience with the subject are distributed evenly among the teams. Alternatively, the professor ought to identify which skills or “assets” are most important for the learning objectives for the teams in a particular course. Students with the greater number of “assets” or with the most experience with the learning skills ought to be distributed as evenly as possible among the learning teams. If, for example, interaction and experience with infants is a valuable skill for a course in chil psychology, then students who have such experience ought to identified so that they can share their knowledge with less experienced students in the class. It is possible to identify multiple assets when forming learning teams.<br />
* The team must remain a team throughout the course and sit together for each class.<br />
* Team members are accountable to each other.<br />
* A student's final mark in the course is a combination of individual performanc and team performance, although the final mark will always depend more on individual performance than on team performance.<br />
* Students must rate members of their own team on performance during the course (peer evaluation).<br />
* Team members are given responsibility for deciding the grade weight of a portion of the components of the final mark.<br />
* Team-Based Learning does not replace lecturing; it complements it.<br />
* Team-Based Learning encourages active learning.<br />
<br />
'''CRITs'''<br />
<br />
CRITs (Critical Reading and Issues Tests) are pre-tests given before lectures on or discussion of major reading assignments, for example, one or more chapters of a text, a novel, a play, a series of poems, a number of scholarly articles, or a work of criticism. These tests are a cornerstone of the Team-Based Learning classroom. They not only ensure that students are well prepared; they also signal important ideas for discussion and encourage analytical thinking. It is important that CRIT's not be simply "reading tests"; rather, they must be carefully designed questions that focus the student's and the team's attention on central critical issue of each reading assignment. CRIT's are not designed to test recall or detail; they are designed to test close, analytical reading, an essential skill for most academic work.<br />
<br />
In the class before any lecture on or discussion of a literary work, teams are given about five minutes to share their reactions to and impressions of the work that they have read. Each team is then given a folder with a CRIT test (15 multiple choice questions) and answer sheets. The students take the test individually. They then put their answer sheets in the folder and take the same test again as a team, generating a "team" answer on a separate sheet. It is at this point that significant discussion of issues begins. Normally students will share their reasons for answering as they did on the individual test and will negotiate with other members of the team to arrive at the best response. If the test is designed well, team scores will always be higher than individual scores.<br />
<br />
'''Marking''' Once all of the individual and team tests have been completed, they are put into the folder and exchanged with other teams in the class. Tests are then marked by the students anonymously and recorded on the back of the folder.<br />
<br />
'''Appeals''' A very important part of the process, appeals ensure flexibility and fairness in the pre-tests. Students must feel that they have recourse if they think that the tests have been unfair in any way — and sometimes they are. Thus, if a team feels that they have good reasons for answering a question as they did, they can document their reasons, provide good evidence, and ask for the "wrong" answer to be reviewed. Appeals are frequently successful. This process provides further opportunity for extending and fine-tuning the discussion and analysis of a particular critical issue.<br />
<br />
'''Test Design''' Humanities professors, in particular, may be resistant to this approach partly because they feel it emphasizes multiple choice testing which, they fear, does not do justice to the discipline. Such a fear is unfounded for two reasons:<br />
<br />
# Testing is only a small part of the team learning process, and<br />
# Multiple choice questions can test higher level critical thinking content.<br />
<br />
Nevertheless, test questions must be designed carefully.<br />
<br />
In this regard, Victoria L. Clegg and William E. Cashin provide excellent help in their publication "Improving Multiple-Choice Tests" (Idea Paper No. 16, September 1986; centre for Faculty Evaluation and Development, Kansas State University).<br />
<br />
'''Team Assignments and Activities'''<br />
<br />
Because the teams are permanent, it is very convenient to use them for brief classroom activities, other graded assignments, or projects. As well, during a lecture, the teams can be asked, for example, to discuss a pertinent question and provide a quick record of responses. In other words, having cohesive teams in place adds considerable flexibility to classroom management.<br />
<br />
'''Benefits of Team – Based Learning'''<br />
<br />
In my experience—over 165 teams since September 1994—Team Learning improves the productivity and learning atmosphere of the classroom on a number of counts:<br />
<br />
* Students benefit from self- and peer guidance in addition to instructor centred guidance<br />
* Learning teams are more focussed than randomly selected classroom groups.<br />
* Good students show by example; less talented or reluctant students are encouraged to take the subject matter seriously.<br />
* Students are much better prepared for class discussion.<br />
* There is immediate feedback.<br />
* Team learning increases the engagement between professor and students.<br />
* Team learning encourages careful thinking before directed discussion.<br />
* Students ask each other questions.<br />
* Professorial authority is less intrusive and less inhibiting<br />
<br />
'''Reference:'''<br />
<br />
* [http://teambasedlearning.apsc.ubc.ca/ Team-based Learning Homepage]<br />
<br />
'''More Resources''' (thanks to Brent MacLaine for his contributions to this list):<br />
<br />
* Cannon, Robert and David Newble. A Handbook for Teachers in Universities and Colleges: A Guide to Improving Teaching Methods. 4th ed. London, UK: Kogan Page, 2000.<br />
<br />
* Clegg, Victoria L. And William E. Cashin. “Improving Multiple-Choice Tests” Idea Paper No. 16. Kansas State University, Centre for Faculty Evaluation and Development; September, 1986.<br />
<br />
* Jacobs, Lucy Cheser and Clinton I. Chase. Developing and Using Tests Effectively: A Guide for Faculty. San Francisco: Jossey-Bass, 1992.<br />
<br />
* Gronlund, N.E. Measurement and Evaluation in Teaching. 6th ed New York: Macmillan, 1990.<br />
<br />
* Marini, Anthony, and Claudio Violato. “Guide for Multiple-Choice Item Construction” University of Calgary, 1997.<br />
<br />
* Michaelsen, Larry. “Team Learning: The Power of Teams for Powerful Learning.” U. of Oklahoma Web site.<br />
<br />
* Michaelsen, Larry, Arletta B. Knight, and L. Dee Fink (eds.). Team Learning: A Transformative Use of Small Groups. Westport, CT: Greenwood, 2002.<br />
<br />
* Michaelsen, L.K., L.D. Fink, and A. Knight . “Designing Effective Group Activities: Lessons for Classroom Teaching and Faculty Development,” in To Improve the Academy: Resources for Faculty, Instructional and Organizational Development. D. DeZure (ed.). Stillwater, OK: New Forums, 1997.<br />
<br />
* Sibley, Jim. 2005. Team-based Learning: An alternative to lecturing in large class settings. Tapestry 2005 Issue. Number 11 (Newsletter of the Centre for Teaching and Academic Growth), University of British Columbia.<br />
<br />
* Toohey, Susan. Designing Courses for Hgher Education. Philadelphia, PA: The Society for Research into Higher Education and Open U. Press, 1999.<br />
<br />
===Case-based Learning===<br />
<br />
In case-based learning, students are given a realistic statement, scenario, and/or case relevant to the course. Students often apply what they learned from previous courses or their current courses to work through the case.<br />
<br />
'''Excerpted from Dunne and Brooks (1994):'''<br />
<br />
Origins of the Case Method:<br />
<br />
Harvard Law School - 1870<br />
<br />
* Real law cases used to illustrate rules of law<br />
* Students placed in roles of the parties and “think in the discipline”<br />
* Promotes judgment on part of students<br />
<br />
Harvard Business School - 1908<br />
* Based on the Law model<br />
<br />
'''Perceived benefits at the time:'''<br />
<br />
* Learning anchored in reality and based on experience<br />
* Situations multi-dimensional and often ambiguous<br />
* Students must make trade-offs between conflicting influences<br />
* In discussing the case with others, must confront your own assumptions and values <br />
<br />
'''More Resources:'''<br />
<br />
* [http://cet.usc.edu/about/index.html The Centre for Excellence in Teaching at the University of Southern California] has an excellent collection of on-line resources on case-based learning,<br />
<br />
* Dunne, David and Kim Brooks. (2004). STLHE Green Guide No 5. Teaching with Cases. Halifax, Canada. The Society for Teaching and Learning in Higher Education. (Order through [http://www.stlhe.ca/en/publications/green_guides/index.php STLHE].)<br />
<br />
'''Course Examples:'''<br />
<br />
* Nursing 410, Exploring Avenues of Nursing Practice<br />
Instructor: [mailto:clauson@nursing.ubc.ca Marion Clauson]<br />
<br />
Excerpt from an in-class assignment:<br />
<br />
Perinatal Loss – Worksheet<br />
<br />
Maria Lewis, a primipara is admitted to your postpartum unit after delivering a stillborn baby boy at 38 weeks, due to a true knot in the cord. Maria and her husband, John are very distraught and they can’t believe this is happening to them.<br />
<br />
<blockquote>Part 1<br />
<br />
# What is unique or different about loss during the perinatal period as compared to loss during other life crises<br />
# Can you think of differences in how Maria and John would react if this had been an early pregnancy loss (i.e., miscarriage)?</blockquote><br />
<br />
* '''Communications 125'''. [http://www.bccie.bc.ca/node British Columbia Centre for International Education].<br />
This course uses case studies to model interview and cultural history techniques.<br />
<br />
===Learning through Scenarios and Role Plays===<br />
<br />
'''Course Examples:'''<br />
<br />
Human Kinetics 461 and 471: Prevention of Sports Injuries<br />
Instructors: [mailto:rob.lloyd-smith@ubc.ca Rob Lloyd-Smith] and[mailto:jtaunton@interchange.ubc.ca Jack Taunton]<br />
<br />
This course came to our attention in TAG from a student taking it who spoke of how real-life it was. Pairs of students have unique cases, which are actual cases at the Sports Medicine Clinic at UBC, including full charts on the patients. One example is "Achilles Tendonitis in 48-year old male basketball player."<br />
<br />
Students then come to meet with the sports medicine doctors who are instructing the course. With student taking on the role of the doctor, and doctor taking on the role of patient, the student asks questions and makes notes on how to proceed. They then discuss the case and how the student might proceed if they were treating the patient for real.<br />
<br />
Students, in pairs, then write up the case, following guidelines for the profession, and lead a joint presentation with Student 1 responsible for: Abstract, Introduction, Case Study, Investigation, Diagnosis, References and Student 2 responsible for: Discussion, Prevention, Conclusion. The paper is worth 30%, the joint case presentation work 20% and a final examination is worth 50% of the course grade.<br />
<br />
<br />
'''Courses from the Okanaga University College:'''<br />
<br />
* Business Administration 236: Accounting Computer Applications<br />
Instructor: [mailto:mnicholson@ouc.bc.ca Michelle Nicholson], Business Administration<br />
<br />
Michelle uses a simulated set of actual client files to teach accounting software.<br />
<br />
* First year Management Principles<br />
Instructor: [mailto:kbrundige@ouc.bc.ca Kerry Rempel], Business Administration<br />
<br />
Efficiency and Effectiveness Assignment.<br />
<br />
===Active and Experiential Learning===<br />
<br />
* Involve students with the material (individually, pairs, groups)<br />
* Use a variety of formats, materials, modes: Learning styles, Multiple Intelligences<br />
* Model the content or process<br />
* Find a way for learners to “experience” it<br />
<br />
'''More Resources:'''<br />
<br />
* Cameron B.J. (1999). STLHE Green Guide No 2. Active Learning. Halifax, Canada. The Society for Teaching and Learning in Higher Education. (Order through [http://www.stlhe.ca/en/publications/green_guides/index.php STLHE Green Guide])<br />
<br />
* [http://ctlt.sites.olt.ubc.ca/resources/teaching/ CTLT On-Line Resources]<br />
<br />
===Tutor-dedicated Problem-based Learning===<br />
'''<br />
What is PBL?'''<br />
<br />
Medical educators at McMaster University pioneered, or reinvented, problem-based learning, in about 1969. Also called problem-stimulated learning, PBL has been defined as:<br />
<br />
"A learning method based on the principle of using problems as a starting point for the acquisition and integration of new knowledge." H. S. Barrows, 1982.<br />
<br />
PBL is a learning environment in which the problem drives the learning. That is, before students learn some knowledge they are given a problem. The problem is posed so that the students discover that they need to learn some new knowledge before they can solve the problem.<br />
<br />
Posing the problem before learning tends to motivate students. They know why they are learning the new knowledge. Learning in the context of the need-to-solve-a-problem also tends to store the knowledge in memory patterns that facilitate later recall for solving problems.<br />
<br />
PBL utilizes student groups, but each group member is also responsible for independent research. Further, instructor scaffolding is considerably less direct in problem-based learning than in other constructivist models such as anchored instruction. Students are allowed to struggle and induct their own mental model of course concepts with only occasional "life-lines" from the instructor when concept processing falls off-track. Problem-based learning is most similar to case-based instruction, but in its purest form, PBL is more open-ended.<br />
<br />
In PBL, students are confronted with an ill-structured problem that mirrors real-world problems. Well chosen problems encourage students to define problems, identify what information is needed, and engage in solution generation and decision making. In PBL, the self-directed study occurs in small groups of 6-8 students with the aid of a facilitator, or tutor. It is the tutor's role to guide the students through the problems, and to provide them with ongoing formative evaluation.<br />
<br />
Although PBL uses tutorial groups, the learning is essentially an individual process, and each person is responsible for the acquisition of knowledge. The tutorial is where learning issues are developed and information is shared, discussed and integrated back into the problem. In addition, it is a place where clarification of concepts can occur as well as a place to share useful resources. Each individual is responsible for his/her own learning, and for making sure the tutorial meets his/her own needs.<br />
<br />
<br />
'''More Resources:'''<br />
<br />
* [http://ctlt.sites.olt.ubc.ca/resources/webliography/active-learning/ Centre for Teaching, Learning and Technology, UBC]<br />
* [http://www.edtech.vt.edu/edtech/id/models/index.html Educational Technologies, Virginia Tech]<br />
* [http://www.dentistry.ubc.ca/Personnel/walton/project3.html The Effectiveness of Problem-based Learning (PBL) in Preparing Dental Students for Clinical Treatment Planning]<br />
* [http://www.udel.edu/inst/ Art History, University of Delaware]<br />
* [http://www.landfood.ubc.ca/learningcentre/ Land and Food Systems, UBC]<br />
** [http://www.cfkeep.org/html/stitch.php?s=87714004039498&id=35357347256837 FNH 250, Nutrition: Concepts and Controversies (On-line)]<br />
* [http://ctlt.sites.olt.ubc.ca/files/2010/09/syllabus_fnh497b1.pdf FNH 497, Sports Nutrition Student Directed Seminars]<br />
* [http://www.sala.ubc.ca/ Landscape Architecture]<br />
<br />
Faculty of Medicine, UBC<br />
<br />
* A Study on Tutors' Expertise and Student Learning Validity of PBL Tutors' Summative Assessment [http://ctlt.sites.olt.ubc.ca/files/2010/09/pbl-expert-non-expert.pdf Students' Evaluation of Expert Vs Non-Expert PBL Tutors]<br />
<br />
* Educational and Counseling Psychology, and Special Education, UBC<br />
<br />
** [http://educ.ubc.ca/faculty/pmirenda/courses.html#513 EPSE 513, Seminar in Developmental Disabilities]<br />
** [http://educ.ubc.ca/faculty/pmirenda/courses.html#549 EPSE 549, Seminar in Autism]<br />
* [http://www.pathology.ubc.ca/education/Other_Undergrad/Path_417.htm Pathology 417, Bacterial Infection in Humans]<br />
<br />
<br />
'''Special Topics'''<br />
<br />
* [http://chemeng.mcmaster.ca/pbl/PBL.HTM Problem-Based Learning in Large Classes]<br />
<br />
===Learning through Inquiry===<br />
<br />
Learning through inquiry is based on a self-directed, question-driven<br />
search for understanding. An absolutely essential feature of this conception of inquiry is the explicit formation of a set of questions that provide a framework for research. Inquiry can be carried out by students working as individuals or in small groups. The approach can be the format for an entire course or for just part of a course.<br />
<br />
The principal steps of inquiry are:<br />
<br />
# the student explores a subject or theme and chooses a focus for the research;<br />
# a central research question for inquiry is formulated;<br />
# the student develops a plan of research, based on critical questioning and the attempt to anticipate findings; and<br />
# these research findings are brought to bear on the central question.<br />
<br />
The above excerpt is from Hudspith, B., and Jenkins, H. (2001)<br />
STLHE Green Guide N0 3. Teaching the Art of Inquiry. Halifax, Canada:<br />
The Society for Teaching and Learning in Higher Education.<br />
<br />
'''Course Examples:'''<br />
<br />
* Chemistry 121, Structural Chemistry and Chemistry 123, Physical and Organic Chemistry: Lab components are taught via inquiry.<br />
<br />
* First year Environmental Sciences (200+ students) at McMaster University. Lectures are delivered using a series of questions; draw on expertise of class to start to answer question, and to discuss how to find answer.<br />
<br />
'''More Resources:'''<br />
<br />
* Centre of Leadership in Learning, McMaster University<br />
A list of resources on inquiry learning can be found here. Information ranges from general broad definition of inquiry-based learning to specific topics such as group formation, problem writing, and examples in specific fields.<br />
<br />
<br />
===Project-based Learning===<br />
<br />
Students participate in projects and, whatever the discipline of the course, they often practice an interdisciplinary array of skills from such fields as math, language, fine arts, science, and technology for process and/or content.<br />
<br />
'''More Resources:'''<br />
<br />
* Project-based Learning, University of Calgary<br />
* Project-based Learning, University of Kansas<br />
* Project-based Learning, techLearning.com<br />
<br />
'''Course Examples:'''<br />
<br />
* Business Administration 128: Computer Applications (a required course)<br />
Instructor: Michelle Nicholson, Business Administration, Okanaga University College<br />
<br />
Michelle uses a case style term project to ensure that students apply the skills they have learned using a textbook.<br />
<br />
* 2nd year (graduating year) course: Capstone Design Project<br />
Instructor: Iain Cameron, Mechanical Engineering Technology, Okanaga University College<br />
<br />
Students work in teams to carry out design projects.<br />
<br />
* Teacher Preparation course for teachers of English as an Additional Language<br />
<br />
Instructor: Yan Guo, University of Calgary<br />
<br />
Students integrate language, content, and skills through projects.<br />
<br />
<br />
===Guided Design===<br />
<br />
Guided design involves active learning and sustained participation in small groups. Students are explicitly led through steps to solve problems and reach logical decisions. The process is an active one requiring student participation and involvement at each step. Problems, often real world situations, may be solved during scheduled class times. Small-group work occurs in the presence of the instructor, who provides feedback and encouragement as students proceed through each step of the thinking process.<br />
<br />
'''More Resources:'''<br />
<br />
* Cameron, B.J. (1999). STLHE Green Guide No 2. Active Learning. Halifax, Canada: The Society for Teaching and Learning in Higher Education.<br />
<br />
* Wales, C.E., Nardi, A.H., and Stager, R.A. (1986). Professional Decision-making. Morgantown, WV: West Virginia Center for Guided Design.<br />
<br />
* Wales, C.E., Nardi, A.H., and Stager, R.A. (1987). Thinking Skills: Making a Choice. Morgantown, WV: West Virginia Center for Guided Design.<br />
<br />
<br />
===Other Real-life Connections: Theory & Practice, Current Events, Community Service Learning===<br />
<br />
Community Service Learning is a method under which students<br />
learn and develop through thoughtfully organized service that:<br />
<br />
* is conducted in and meets the needs of a community and is coordinated with an institution of higher education, and with the community;<br />
* helps foster civic responsibility;<br />
* is integrated into and enhances the academic curriculum of the students enrolled; and<br />
* includes structured time for students to reflect on the service experience.<br />
<br />
'''More Resources:'''<br />
<br />
* Center for Community Partnerships, the University of Pennsylvania<br />
* Center for Community Service-Learning, California State University<br />
* Learning Exchange's Reading Week Community Service Learning Projects, UBC<br />
<br />
'''Course Example:'''<br />
<br />
* Biology 345: Human Ecology<br />
<br />
<br />
Instructor: Alice Cassidy<br />
Course Aims: Through this course, I hope to give you an opportunity<br />
to learn more about, and gain a greater appreciation of our natural world and the many ways that humans play a part in it. The course is framed around basic concepts of ecology, such as ecosystems, biodiversity and cycles in nature. We also focus on basic science skills, such as field observations and inquiry-based learning, that are also useful in other disciplines! We'll study current events and issues, both local and global. A group project will include community service, whereby your actions and knowledge can make a real difference. Much of the course content will come out of what you are interested in. You are invited to consider how ecology ties in to your daily life, and to make connections between ecology and other disciplines.<br />
<br />
I am happy to share more details about my course through email<br />
(see top of document for link to my email address.)<br />
<br />
<br />
===Final Thought===<br />
<br />
A thought to leave you with:<br />
<br />
It has been said that:<br />
<br />
67% of our students learn best actively, yet many lectures are passive<br />
<br />
69% of our students are visual, yet we often choose primarily verbal material<br />
<br />
28% of our students think globally, so we can help them with more on the 'big picture'<br />
<br />
'''References:'''<br />
<br />
* Felder, R.M., and Silverman, L.K. (1988). Learning and teaching styles in engineering education. Engineering Education 78 (7): 674-681, April 1988.<br />
<br />
* Montgomery, S.M. Addressing diverse learning styles through the use of multimedia.<br />
<br />
<br />
===Other Resources and Discipline-specific Ideas:===<br />
<br />
'''Anthropology'''<br />
<br />
Flexible Delivery Initiatives, the University of Queensland<br />
http://ublib.buffalo.edu/libraries/projects/cases/ubcase.htm<br />
Professor Lesley Jolly describes the use of problem-based learning in he cultural anthropology class.<br />
<br />
'''Biology'''<br />
<br />
Case Examples in Biology<br />
An introduction on problem-based learning and 20 case examples in biology can be found here.<br />
<br />
Case Studies in Science (Plant Science), State University of New York at Buffalo Click to “Plant Science” for five cases in plant sciences.<br />
<br />
HIV 2001, the University of Arizona<br />
http://www.biology.arizona.edu/immunology/activities/AIDS2001/main.html<br />
This is a case on the spread of HIV. A stimulated “web lab” is available to assist learning.<br />
<br />
'''Business Administration, Case Studies'''<br />
<br />
European Case Clearing House<br />
Business cases developed by the Cranfield School of Management, the London Business School, Harvard, University of Western Ontario, and University of Virginia can be browsed here. On-line inspection copies are available once registered.<br />
<br />
Harvard Business, Case Method Teaching<br />
Articles on case-based teaching and over 7,500 cases on a variety of topics<br />
(Accounting, Finance, Human Resources Management, etc) are available for US$6.50 each.<br />
<br />
Darden Business Publishing, University of Virginia<br />
Cases are available for US$3.29 each.<br />
<br />
'''Education, Instructional Technology and Design, Case<br />
Studies'''<br />
<br />
University of Virginia<br />
Three completed cases on instructional design are available on-line.<br />
<br />
'''Psychology'''<br />
<br />
Case Studies in Science, State University of New York at Buffalo<br />
Click to ‘Psychology” for 10 sample cases in psychology.<br />
<br />
'''Social Work, Introductory Course'''<br />
<br />
Social Policy and Social Work, Higher Education Academy<br />
Case studies on social policy and links to Social Work Programs using problems and cases in their core curricula can be found here.<br />
<br />
'''Problem-based Learning'''<br />
<br />
'''What is PBL? How to Set-up? Barriers? Limitations?'''<br />
<br />
California State University<br />
Follow the links in this page and you will find answers to many commonly asked questions related to PBL. Lists of references are also available.<br />
<br />
'''PBL in Curriculum Development'''<br />
<br />
Problem-based Learning, Samford University<br />
This site provides a few tips on what to expect and what not to expect while incorporating PBL in the curriculum. Links to two excellent PDF articles on putting PBL into practice are available here.<br />
<br />
Problem-based Learning, De Montfort University<br />
A short and concise article on what PBL is. Tips on how to incorporate a “good" PBL into existing curriculum and course design.<br />
<br />
'''Developing PBL'''<br />
<br />
A Self-checklist, Univeristy of Colorado at Denver and Health Sciences Center<br />
A short list for planning and conducting PBL.<br />
<br />
'''Dealing with Resistant Learners'''<br />
<br />
Pike, B., and Arch, D. (1997). Dealing with Difficult Participants: 127 Practical Suggestions for Minimizing Resistance and Maximizing Results in Your Presentation. San Francisco: Jossey-Bass.<br />
<br />
Classroom Management Suggestions, Yale University</div>CatherinePaulhttps://wiki.ubc.ca/index.php?title=Documentation:CTLT_programs/PBL_Network/Overview&diff=51420Documentation:CTLT programs/PBL Network/Overview2010-10-01T00:42:49Z<p>CatherinePaul: /* Tutor-dedicated Problem-based Learning */</p>
<hr />
<div>==Overview==<br />
<br />
===Background Information===<br />
<br />
In 1915, John Dewey, an educational theorist argued that "…<br />
education is not an affair of 'telling' and being told, but an active and constructive<br />
process" that requires "direct and continuous occupations with things."<br />
Further, for these occupations (or experiences) to be educational, they required<br />
reflection to transform them into knowledge (Dunne and Brooks, 2004).<br />
<br />
Taxonomy of Significant Learning: Kinds of<br />
Knowledge (Fink, 2003)<br />
<br />
* Foundational: Recall information and ideas<br />
* Application: Critical, creative, practical thinking<br />
* Integration: Connect ideas and information<br />
* Human Dimension: Learn about oneself and others<br />
* Caring: Develop new feelings, interests, values<br />
* Learning: Becoming more self-directed<br />
[[File:Blooms taxonomy.jpg|frame]]<br />
<br />
'''Higher order thinking skills'''<br />
Good problems and cases should challenge students to achieve higher-level critical thinking. Too often, students view learning as remembering facts, terms and definitions in order to answer questions on tests. Many students seem to lack the ability or motivation to go beyond factual material to a deeper understanding of course material. In Bloom's Taxonomy, cognitive levels along with parallel student activities are arranged from lower (simple - 1, 2) to complex (higher - 5,6). Problems and cases should strive to induce students to learn at the higher levels.<br />
<br />
<br />
<br />
'''References:'''<br />
<br />
* Bloom, B. (1956) Taxonomy of Educational Objectives, New York: McKay.<br />
<br />
* Fink, D. (2003). Creating Significant Learning,San Francisco: Jossey-Bass.<br />
<br />
* Dunne, D. and K. Brooks. (2004). STLHE Green Guide No 5. Teaching with Cases. Halifax, Canada. The Society for Teaching and Learning in Higher Education.<br />
<br />
'''General Resources:'''<br />
<br />
* [http://ctlt.sites.olt.ubc.ca/resources/teaching/ Centre for Teaching, Learning and Technology, UBC]<br />
<br />
* [http://www.mcmaster.ca/stlhe/membership/information.html The Society for Teaching and Learning in Higher Education] (join the excellent listserve to share ideas, resources and queries)<br />
<br />
===Collaborative Learning===<br />
<br />
Collaborative learning is a form of instruction that involves learners working together to accomplish a common goal (Felder and Brent, 1994). It incorporates collaboration as a philosophy of interaction, where learners are responsible for their learning actions, and respect the abilities and contributions of their peers (Panitz). A related technique is Cooperative Learning (Johnson, Johnson and Holubec, 1994). They describe conditions for it to occur:<br />
<br />
* Positive interdependence – sink or swim together, responsible for ensuring that everyone learns<br />
* Individual accountability and responsibility to achieve group goals<br />
* each member is responsible for contributing a fair share to group success<br />
* Group reflection and processing – to determine what was helpful, not helpful, how to improve on effectiveness<br />
* Skills: interpersonal and group – requires trust, communication, acceptance and support of each other and resolution of conflicts<br />
* Face-to-face interaction – encouraging and facilitating each others’ efforts to achieve task or reach goals <br />
<br />
'''References:'''<br />
<br />
* [http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Coopreport.html Felder, R.M., and Brent, R. (1994). Cooperative Learning in Technical Courses: Procedures, Pitfalls, and Payoffs. ERIC Document Reproduction Service, ED377038].<br />
<br />
* Johnson E.W., Johnson, R.T., and Holubec, E.J. (1994). The New Circles of Learning: Cooperation in the Classroom and School. Alexandria: Association of Supervision and Curriculum Development.<br />
<br />
* [http://home.capecod.net/%7Etpanitz/tedsarticles/coopdefinition.htm Panitz, T. Collaborative versus cooperative learning – A comparison of the two concepts which will help us understand the underlying nature of interactive learning].<br />
<br />
===Learning in Groups===<br />
<br />
'''The Tuckman Model of Group/Organization Formation'''<br />
<br />
Bruce W Tuckman is an educational psychologist who first described the four stages of group development in 1965. Tuckman described the four distinct stages that a group can elicit as it comes together and starts to operate. The process can be subconscious, although an understanding of the stages can help a group reach effectiveness more quickly and less painfully.<br />
<br />
The four stages are: Forming, Storming, Norming, and Performing<br />
<br />
In a group environment, students learn how to achieve their education goals by setting expectations, group ground rules, and/or learning contracts.<br />
<br />
'''References:'''<br />
<br />
* The Tuckman Model of Group/Organization Formation.<br />
<br />
'''More Resources:'''<br />
<br />
The Learning Contract.<br />
<br />
* [http://www.chimaeraconsulting.com/tuckman.htm Stages of Group Development.]<br />
* Gibbs, G. (1995). Learning in Teams: A Tutor Guide. Oxford: The Oxford Centre for Staff Development. This manual is designed to help tutors (instructors) to plan the productive use of student teams and to support their operation in ways which are more likely to develop the kinds of team skills which students need whatever they do after they have finished studying. It also addresses tricky issues such as the assessment of teams, the formation of teams and the design of appropriate tasks and assignments for teams.<br />
<br />
===Team-based Learning===<br />
<br />
Team-based learning is a powerful instructional strategy that brings together student responsibility for learning basic course concepts, readiness assessment procedures that provide rich and rapid feedback for both individuals and teams, and opportunities for student teams to apply course concepts to problem solving assignments.<br />
<br />
The readiness assessment process allows instructor to focus classroom sessions on the application and analysis of course concepts, rather then the delivery of course content. The readiness assurance process consists of:<br />
<br />
# Assigned readings - Exposes students to essential course concepts<br />
# Individual testing<br />
# Team testing - Same evaluation instrument as individual test. During team tests students orally elaborate their understanding, defend, strengthen or adjust their schemata related to key course concepts.<br />
# Team feedback - Team reflection and discussion of troublesome concepts identified in results of team tests.<br />
# Instructor feedback - Opportunity to address misconceptions and troublesome concepts.<br />
<br />
Two features distinguish Team-Based Learning from other forms of teaching with small groups and make it an especially powerful form of teaching and learning: (TBL Homepage) "TEAMS" are distinct from and more powerful than "GROUPS"<br />
<br />
* When a teacher initially puts students into a group, the students are a "group," not a "team."<br />
* As the students begin to trust each other and develop a commitment to the goals and welfare of the group, they become a team.<br />
* When they become a cohesive team, the team can do things that neither a single individual nor a newly-formed group can do.<br />
* Team-based learning starts with groups and then creates the conditions that enable them to become teams.<br />
<br />
'''Course Examples:'''<br />
<br />
* Mechanical Engineering 223, Mechanical Design and Civil Engineering 400, Construction Management<br />
Contact: [mailto:sibley@apsc.ubc.ca Jim Sibley]<br />
<br />
These courses, which take place in fixed-seating, tiered lecture theatres, have enrollments of 115 students. Jim reports that the first year of using TBL had great results, with students dispersing and collecting their team folder of Scantron (bubble sheet) forms during class time, and working to complete them (for the readiness assessment procedures) with great energy.<br />
<br />
<br />
* 3rd year Psychology of Sports (this example comes from a member of the TBL listserve, who teaches at Towson University in Maryland:<br />
<br />
Instructor: [mailto:kubitz@towson.edu Karla Kubitz]<br />
<br />
Excerpt from course assignment:<br />
<br />
The purpose of the assignment is to provide you with the opportunity<br />
to integrate and apply what you have learned about the group/ environment-related tools (i.e., the theories, models, etc. in chapters 5-10) in the sport psychology toolbox. There will be four parts to this assignment.<br />
<br />
# Integrative Individual Assignment<br />
# Integrative Team Assignment<br />
# Peer-evaluation<br />
# Self-evaluation (the Team Self-evaluation and the individual One Minute Paper).<br />
<br />
<br />
* Courses in Writing and Literature, Department of English, University of Prince Edward Island<br />
<br />
Contact: [mailto:bmaclaine@upei.ca Dr. Brent MacLaine]<br />
<br />
Brent has kindly offered an overview of how he got started, what he does in his courses, and other related material:<br />
<br />
Preamble—a personal note:<br />
<br />
In the fall of 1994, I attended a UPEI Faculty Development workshop given by Professor Larry Michaelsen from the University of Oklahoma. Michaelsen's description of "Team-Based Learning" proved to be a significant pedagogical marker for my career as a university professor. Although I was initially very skeptical about some features of this approach to classroom learning (indeed, Michaelsen noted that, in his experience, literature professors were the most resistant), I was tempted enough to experiment with his innovations. At the eleventh hour, I completely revised two of the three courses that I was to teach the next week. (The third was a writing course, which is problematic to design using Team-Based Learning.) I do not regret my decision. As a result of those changes, I can say — without undue complacency, I hope — that I have never been happier with the performance of students in my classrooms.<br />
<br />
What follows is a description of Team-Based Learning as I use it in my non-writing and non-seminar courses. I have departed from Michaelsen's methodology on several key issues, particularly in the use of pre-tests (see CRIT's below), but the principles remain essentially the same.<br />
<br />
'''Definition'''<br />
<br />
Team-Based Learning — which should not be confused with team teaching — is a carefully managed pedagogical system that relies on small permanent classroom groups. It maximizes the helping and co-operative behaviour of individual students and directs that behaviour towards specific learning goals. Team-Based Learning is central to the entire course design and goes beyond the conventional and occasional use of randomly selected groups for class discussion.<br />
<br />
'''Characteristics'''<br />
<br />
* The ideal number for a classroom team is between 5 and 7 students.<br />
* Teams should not be randomly formed; students with the most experience with the subject are distributed evenly among the teams. Alternatively, the professor ought to identify which skills or “assets” are most important for the learning objectives for the teams in a particular course. Students with the greater number of “assets” or with the most experience with the learning skills ought to be distributed as evenly as possible among the learning teams. If, for example, interaction and experience with infants is a valuable skill for a course in chil psychology, then students who have such experience ought to identified so that they can share their knowledge with less experienced students in the class. It is possible to identify multiple assets when forming learning teams.<br />
* The team must remain a team throughout the course and sit together for each class.<br />
* Team members are accountable to each other.<br />
* A student's final mark in the course is a combination of individual performanc and team performance, although the final mark will always depend more on individual performance than on team performance.<br />
* Students must rate members of their own team on performance during the course (peer evaluation).<br />
* Team members are given responsibility for deciding the grade weight of a portion of the components of the final mark.<br />
* Team-Based Learning does not replace lecturing; it complements it.<br />
* Team-Based Learning encourages active learning.<br />
<br />
'''CRITs'''<br />
<br />
CRITs (Critical Reading and Issues Tests) are pre-tests given before lectures on or discussion of major reading assignments, for example, one or more chapters of a text, a novel, a play, a series of poems, a number of scholarly articles, or a work of criticism. These tests are a cornerstone of the Team-Based Learning classroom. They not only ensure that students are well prepared; they also signal important ideas for discussion and encourage analytical thinking. It is important that CRIT's not be simply "reading tests"; rather, they must be carefully designed questions that focus the student's and the team's attention on central critical issue of each reading assignment. CRIT's are not designed to test recall or detail; they are designed to test close, analytical reading, an essential skill for most academic work.<br />
<br />
In the class before any lecture on or discussion of a literary work, teams are given about five minutes to share their reactions to and impressions of the work that they have read. Each team is then given a folder with a CRIT test (15 multiple choice questions) and answer sheets. The students take the test individually. They then put their answer sheets in the folder and take the same test again as a team, generating a "team" answer on a separate sheet. It is at this point that significant discussion of issues begins. Normally students will share their reasons for answering as they did on the individual test and will negotiate with other members of the team to arrive at the best response. If the test is designed well, team scores will always be higher than individual scores.<br />
<br />
'''Marking''' Once all of the individual and team tests have been completed, they are put into the folder and exchanged with other teams in the class. Tests are then marked by the students anonymously and recorded on the back of the folder.<br />
<br />
'''Appeals''' A very important part of the process, appeals ensure flexibility and fairness in the pre-tests. Students must feel that they have recourse if they think that the tests have been unfair in any way — and sometimes they are. Thus, if a team feels that they have good reasons for answering a question as they did, they can document their reasons, provide good evidence, and ask for the "wrong" answer to be reviewed. Appeals are frequently successful. This process provides further opportunity for extending and fine-tuning the discussion and analysis of a particular critical issue.<br />
<br />
'''Test Design''' Humanities professors, in particular, may be resistant to this approach partly because they feel it emphasizes multiple choice testing which, they fear, does not do justice to the discipline. Such a fear is unfounded for two reasons:<br />
<br />
# Testing is only a small part of the team learning process, and<br />
# Multiple choice questions can test higher level critical thinking content.<br />
<br />
Nevertheless, test questions must be designed carefully.<br />
<br />
In this regard, Victoria L. Clegg and William E. Cashin provide excellent help in their publication "Improving Multiple-Choice Tests" (Idea Paper No. 16, September 1986; centre for Faculty Evaluation and Development, Kansas State University).<br />
<br />
'''Team Assignments and Activities'''<br />
<br />
Because the teams are permanent, it is very convenient to use them for brief classroom activities, other graded assignments, or projects. As well, during a lecture, the teams can be asked, for example, to discuss a pertinent question and provide a quick record of responses. In other words, having cohesive teams in place adds considerable flexibility to classroom management.<br />
<br />
'''Benefits of Team – Based Learning'''<br />
<br />
In my experience—over 165 teams since September 1994—Team Learning improves the productivity and learning atmosphere of the classroom on a number of counts:<br />
<br />
* Students benefit from self- and peer guidance in addition to instructor centred guidance<br />
* Learning teams are more focussed than randomly selected classroom groups.<br />
* Good students show by example; less talented or reluctant students are encouraged to take the subject matter seriously.<br />
* Students are much better prepared for class discussion.<br />
* There is immediate feedback.<br />
* Team learning increases the engagement between professor and students.<br />
* Team learning encourages careful thinking before directed discussion.<br />
* Students ask each other questions.<br />
* Professorial authority is less intrusive and less inhibiting<br />
<br />
'''Reference:'''<br />
<br />
* [http://teambasedlearning.apsc.ubc.ca/ Team-based Learning Homepage]<br />
<br />
'''More Resources''' (thanks to Brent MacLaine for his contributions to this list):<br />
<br />
* Cannon, Robert and David Newble. A Handbook for Teachers in Universities and Colleges: A Guide to Improving Teaching Methods. 4th ed. London, UK: Kogan Page, 2000.<br />
<br />
* Clegg, Victoria L. And William E. Cashin. “Improving Multiple-Choice Tests” Idea Paper No. 16. Kansas State University, Centre for Faculty Evaluation and Development; September, 1986.<br />
<br />
* Jacobs, Lucy Cheser and Clinton I. Chase. Developing and Using Tests Effectively: A Guide for Faculty. San Francisco: Jossey-Bass, 1992.<br />
<br />
* Gronlund, N.E. Measurement and Evaluation in Teaching. 6th ed New York: Macmillan, 1990.<br />
<br />
* Marini, Anthony, and Claudio Violato. “Guide for Multiple-Choice Item Construction” University of Calgary, 1997.<br />
<br />
* Michaelsen, Larry. “Team Learning: The Power of Teams for Powerful Learning.” U. of Oklahoma Web site.<br />
<br />
* Michaelsen, Larry, Arletta B. Knight, and L. Dee Fink (eds.). Team Learning: A Transformative Use of Small Groups. Westport, CT: Greenwood, 2002.<br />
<br />
* Michaelsen, L.K., L.D. Fink, and A. Knight . “Designing Effective Group Activities: Lessons for Classroom Teaching and Faculty Development,” in To Improve the Academy: Resources for Faculty, Instructional and Organizational Development. D. DeZure (ed.). Stillwater, OK: New Forums, 1997.<br />
<br />
* Sibley, Jim. 2005. Team-based Learning: An alternative to lecturing in large class settings. Tapestry 2005 Issue. Number 11 (Newsletter of the Centre for Teaching and Academic Growth), University of British Columbia.<br />
<br />
* Toohey, Susan. Designing Courses for Hgher Education. Philadelphia, PA: The Society for Research into Higher Education and Open U. Press, 1999.<br />
<br />
===Case-based Learning===<br />
<br />
In case-based learning, students are given a realistic statement, scenario, and/or case relevant to the course. Students often apply what they learned from previous courses or their current courses to work through the case.<br />
<br />
'''Excerpted from Dunne and Brooks (1994):'''<br />
<br />
Origins of the Case Method:<br />
<br />
Harvard Law School - 1870<br />
<br />
* Real law cases used to illustrate rules of law<br />
* Students placed in roles of the parties and “think in the discipline”<br />
* Promotes judgment on part of students<br />
<br />
Harvard Business School - 1908<br />
* Based on the Law model<br />
<br />
'''Perceived benefits at the time:'''<br />
<br />
* Learning anchored in reality and based on experience<br />
* Situations multi-dimensional and often ambiguous<br />
* Students must make trade-offs between conflicting influences<br />
* In discussing the case with others, must confront your own assumptions and values <br />
<br />
'''More Resources:'''<br />
<br />
* [http://cet.usc.edu/about/index.html The Centre for Excellence in Teaching at the University of Southern California] has an excellent collection of on-line resources on case-based learning,<br />
<br />
* Dunne, David and Kim Brooks. (2004). STLHE Green Guide No 5. Teaching with Cases. Halifax, Canada. The Society for Teaching and Learning in Higher Education. (Order through [http://www.stlhe.ca/en/publications/green_guides/index.php STLHE].)<br />
<br />
'''Course Examples:'''<br />
<br />
* Nursing 410, Exploring Avenues of Nursing Practice<br />
Instructor: [mailto:clauson@nursing.ubc.ca Marion Clauson]<br />
<br />
Excerpt from an in-class assignment:<br />
<br />
Perinatal Loss – Worksheet<br />
<br />
Maria Lewis, a primipara is admitted to your postpartum unit after delivering a stillborn baby boy at 38 weeks, due to a true knot in the cord. Maria and her husband, John are very distraught and they can’t believe this is happening to them.<br />
<br />
<blockquote>Part 1<br />
<br />
# What is unique or different about loss during the perinatal period as compared to loss during other life crises<br />
# Can you think of differences in how Maria and John would react if this had been an early pregnancy loss (i.e., miscarriage)?</blockquote><br />
<br />
* '''Communications 125'''. [http://www.bccie.bc.ca/node British Columbia Centre for International Education].<br />
This course uses case studies to model interview and cultural history techniques.<br />
<br />
===Learning through Scenarios and Role Plays===<br />
<br />
'''Course Examples:'''<br />
<br />
Human Kinetics 461 and 471: Prevention of Sports Injuries<br />
Instructors: [mailto:rob.lloyd-smith@ubc.ca Rob Lloyd-Smith] and[mailto:jtaunton@interchange.ubc.ca Jack Taunton]<br />
<br />
This course came to our attention in TAG from a student taking it who spoke of how real-life it was. Pairs of students have unique cases, which are actual cases at the Sports Medicine Clinic at UBC, including full charts on the patients. One example is "Achilles Tendonitis in 48-year old male basketball player."<br />
<br />
Students then come to meet with the sports medicine doctors who are instructing the course. With student taking on the role of the doctor, and doctor taking on the role of patient, the student asks questions and makes notes on how to proceed. They then discuss the case and how the student might proceed if they were treating the patient for real.<br />
<br />
Students, in pairs, then write up the case, following guidelines for the profession, and lead a joint presentation with Student 1 responsible for: Abstract, Introduction, Case Study, Investigation, Diagnosis, References and Student 2 responsible for: Discussion, Prevention, Conclusion. The paper is worth 30%, the joint case presentation work 20% and a final examination is worth 50% of the course grade.<br />
<br />
<br />
'''Courses from the Okanaga University College:'''<br />
<br />
* Business Administration 236: Accounting Computer Applications<br />
Instructor: [mailto:mnicholson@ouc.bc.ca Michelle Nicholson], Business Administration<br />
<br />
Michelle uses a simulated set of actual client files to teach accounting software.<br />
<br />
* First year Management Principles<br />
Instructor: [mailto:kbrundige@ouc.bc.ca Kerry Rempel], Business Administration<br />
<br />
Efficiency and Effectiveness Assignment.<br />
<br />
===Active and Experiential Learning===<br />
<br />
* Involve students with the material (individually, pairs, groups)<br />
* Use a variety of formats, materials, modes: Learning styles, Multiple Intelligences<br />
* Model the content or process<br />
* Find a way for learners to “experience” it<br />
<br />
'''More Resources:'''<br />
<br />
* Cameron B.J. (1999). STLHE Green Guide No 2. Active Learning. Halifax, Canada. The Society for Teaching and Learning in Higher Education. (Order through [http://www.stlhe.ca/en/publications/green_guides/index.php STLHE Green Guide])<br />
<br />
* [http://ctlt.sites.olt.ubc.ca/resources/teaching/ CTLT On-Line Resources]<br />
<br />
===Tutor-dedicated Problem-based Learning===<br />
'''<br />
What is PBL?'''<br />
<br />
Medical educators at McMaster University pioneered, or reinvented, problem-based learning, in about 1969. Also called problem-stimulated learning, PBL has been defined as:<br />
<br />
"A learning method based on the principle of using problems as a starting point for the acquisition and integration of new knowledge." H. S. Barrows, 1982.<br />
<br />
PBL is a learning environment in which the problem drives the learning. That is, before students learn some knowledge they are given a problem. The problem is posed so that the students discover that they need to learn some new knowledge before they can solve the problem.<br />
<br />
Posing the problem before learning tends to motivate students. They know why they are learning the new knowledge. Learning in the context of the need-to-solve-a-problem also tends to store the knowledge in memory patterns that facilitate later recall for solving problems.<br />
<br />
PBL utilizes student groups, but each group member is also responsible for independent research. Further, instructor scaffolding is considerably less direct in problem-based learning than in other constructivist models such as anchored instruction. Students are allowed to struggle and induct their own mental model of course concepts with only occasional "life-lines" from the instructor when concept processing falls off-track. Problem-based learning is most similar to case-based instruction, but in its purest form, PBL is more open-ended.<br />
<br />
In PBL, students are confronted with an ill-structured problem that mirrors real-world problems. Well chosen problems encourage students to define problems, identify what information is needed, and engage in solution generation and decision making. In PBL, the self-directed study occurs in small groups of 6-8 students with the aid of a facilitator, or tutor. It is the tutor's role to guide the students through the problems, and to provide them with ongoing formative evaluation.<br />
<br />
Although PBL uses tutorial groups, the learning is essentially an individual process, and each person is responsible for the acquisition of knowledge. The tutorial is where learning issues are developed and information is shared, discussed and integrated back into the problem. In addition, it is a place where clarification of concepts can occur as well as a place to share useful resources. Each individual is responsible for his/her own learning, and for making sure the tutorial meets his/her own needs.<br />
<br />
<br />
'''More Resources:'''<br />
<br />
* [http://ctlt.sites.olt.ubc.ca/resources/webliography/active-learning/ Centre for Teaching, Learning and Technology, UBC]<br />
* [http://www.edtech.vt.edu/edtech/id/models/index.html Educational Technologies, Virginia Tech]<br />
* [http://www.dentistry.ubc.ca/Personnel/walton/project3.html The Effectiveness of Problem-based Learning (PBL) in Preparing Dental Students for Clinical Treatment Planning]<br />
* [http://www.udel.edu/inst/ Art History, University of Delaware]<br />
* [http://www.landfood.ubc.ca/learningcentre/ Land and Food Systems, UBC]<br />
** [http://www.cfkeep.org/html/stitch.php?s=87714004039498&id=35357347256837 FNH 250, Nutrition: Concepts and Controversies (On-line)]<br />
* [http://ctlt.sites.olt.ubc.ca/files/2010/09/syllabus_fnh497b1.pdf FNH 497, Sports Nutrition Student Directed Seminars]<br />
* [http://www.sala.ubc.ca/ Landscape Architecture]<br />
<br />
Faculty of Medicine, UBC<br />
<br />
* A Study on Tutors' Expertise and Student Learning Validity of PBL Tutors' Summative Assessment [http://ctlt.sites.olt.ubc.ca/files/2010/09/pbl-expert-non-expert.pdf Students' Evaluation of Expert Vs Non-Expert PBL Tutors]<br />
<br />
* Educational and Counseling Psychology, and Special Education, UBC<br />
<br />
* [http://educ.ubc.ca/faculty/pmirenda/courses.html#513 EPSE 513, Seminar in Developmental Disabilities]<br />
* [http://educ.ubc.ca/faculty/pmirenda/courses.html#549 EPSE 549, Seminar in Autism]<br />
* [http://www.pathology.ubc.ca/education/Other_Undergrad/Path_417.htm Pathology 417, Bacterial Infection in Humans]<br />
<br />
<br />
'''Special Topics'''<br />
<br />
* [http://chemeng.mcmaster.ca/pbl/PBL.HTM Problem-Based Learning in Large Classes]<br />
<br />
===Learning through Inquiry===<br />
<br />
Learning through inquiry is based on a self-directed, question-driven<br />
search for understanding. An absolutely essential feature of this conception of inquiry is the explicit formation of a set of questions that provide a framework for research. Inquiry can be carried out by students working as individuals or in small groups. The approach can be the format for an entire course or for just part of a course.<br />
<br />
The principal steps of inquiry are:<br />
<br />
# the student explores a subject or theme and chooses a focus for the research;<br />
# a central research question for inquiry is formulated;<br />
# the student develops a plan of research, based on critical questioning and the attempt to anticipate findings; and<br />
# these research findings are brought to bear on the central question.<br />
<br />
The above excerpt is from Hudspith, B., and Jenkins, H. (2001)<br />
STLHE Green Guide N0 3. Teaching the Art of Inquiry. Halifax, Canada:<br />
The Society for Teaching and Learning in Higher Education.<br />
<br />
'''Course Examples:'''<br />
<br />
* Chemistry 121, Structural Chemistry and Chemistry 123, Physical and Organic Chemistry: Lab components are taught via inquiry.<br />
<br />
* First year Environmental Sciences (200+ students) at McMaster University. Lectures are delivered using a series of questions; draw on expertise of class to start to answer question, and to discuss how to find answer.<br />
<br />
'''More Resources:'''<br />
<br />
* Centre of Leadership in Learning, McMaster University<br />
A list of resources on inquiry learning can be found here. Information ranges from general broad definition of inquiry-based learning to specific topics such as group formation, problem writing, and examples in specific fields.<br />
<br />
<br />
===Project-based Learning===<br />
<br />
Students participate in projects and, whatever the discipline of the course, they often practice an interdisciplinary array of skills from such fields as math, language, fine arts, science, and technology for process and/or content.<br />
<br />
'''More Resources:'''<br />
<br />
* Project-based Learning, University of Calgary<br />
* Project-based Learning, University of Kansas<br />
* Project-based Learning, techLearning.com<br />
<br />
'''Course Examples:'''<br />
<br />
* Business Administration 128: Computer Applications (a required course)<br />
Instructor: Michelle Nicholson, Business Administration, Okanaga University College<br />
<br />
Michelle uses a case style term project to ensure that students apply the skills they have learned using a textbook.<br />
<br />
* 2nd year (graduating year) course: Capstone Design Project<br />
Instructor: Iain Cameron, Mechanical Engineering Technology, Okanaga University College<br />
<br />
Students work in teams to carry out design projects.<br />
<br />
* Teacher Preparation course for teachers of English as an Additional Language<br />
<br />
Instructor: Yan Guo, University of Calgary<br />
<br />
Students integrate language, content, and skills through projects.<br />
<br />
<br />
===Guided Design===<br />
<br />
Guided design involves active learning and sustained participation in small groups. Students are explicitly led through steps to solve problems and reach logical decisions. The process is an active one requiring student participation and involvement at each step. Problems, often real world situations, may be solved during scheduled class times. Small-group work occurs in the presence of the instructor, who provides feedback and encouragement as students proceed through each step of the thinking process.<br />
<br />
'''More Resources:'''<br />
<br />
* Cameron, B.J. (1999). STLHE Green Guide No 2. Active Learning. Halifax, Canada: The Society for Teaching and Learning in Higher Education.<br />
<br />
* Wales, C.E., Nardi, A.H., and Stager, R.A. (1986). Professional Decision-making. Morgantown, WV: West Virginia Center for Guided Design.<br />
<br />
* Wales, C.E., Nardi, A.H., and Stager, R.A. (1987). Thinking Skills: Making a Choice. Morgantown, WV: West Virginia Center for Guided Design.<br />
<br />
<br />
===Other Real-life Connections: Theory & Practice, Current Events, Community Service Learning===<br />
<br />
Community Service Learning is a method under which students<br />
learn and develop through thoughtfully organized service that:<br />
<br />
* is conducted in and meets the needs of a community and is coordinated with an institution of higher education, and with the community;<br />
* helps foster civic responsibility;<br />
* is integrated into and enhances the academic curriculum of the students enrolled; and<br />
* includes structured time for students to reflect on the service experience.<br />
<br />
'''More Resources:'''<br />
<br />
* Center for Community Partnerships, the University of Pennsylvania<br />
* Center for Community Service-Learning, California State University<br />
* Learning Exchange's Reading Week Community Service Learning Projects, UBC<br />
<br />
'''Course Example:'''<br />
<br />
* Biology 345: Human Ecology<br />
<br />
<br />
Instructor: Alice Cassidy<br />
Course Aims: Through this course, I hope to give you an opportunity<br />
to learn more about, and gain a greater appreciation of our natural world and the many ways that humans play a part in it. The course is framed around basic concepts of ecology, such as ecosystems, biodiversity and cycles in nature. We also focus on basic science skills, such as field observations and inquiry-based learning, that are also useful in other disciplines! We'll study current events and issues, both local and global. A group project will include community service, whereby your actions and knowledge can make a real difference. Much of the course content will come out of what you are interested in. You are invited to consider how ecology ties in to your daily life, and to make connections between ecology and other disciplines.<br />
<br />
I am happy to share more details about my course through email<br />
(see top of document for link to my email address.)<br />
<br />
<br />
===Final Thought===<br />
<br />
A thought to leave you with:<br />
<br />
It has been said that:<br />
<br />
67% of our students learn best actively, yet many lectures are passive<br />
<br />
69% of our students are visual, yet we often choose primarily verbal material<br />
<br />
28% of our students think globally, so we can help them with more on the 'big picture'<br />
<br />
'''References:'''<br />
<br />
* Felder, R.M., and Silverman, L.K. (1988). Learning and teaching styles in engineering education. Engineering Education 78 (7): 674-681, April 1988.<br />
<br />
* Montgomery, S.M. Addressing diverse learning styles through the use of multimedia.<br />
<br />
<br />
===Other Resources and Discipline-specific Ideas:===<br />
<br />
'''Anthropology'''<br />
<br />
Flexible Delivery Initiatives, the University of Queensland<br />
http://ublib.buffalo.edu/libraries/projects/cases/ubcase.htm<br />
Professor Lesley Jolly describes the use of problem-based learning in he cultural anthropology class.<br />
<br />
'''Biology'''<br />
<br />
Case Examples in Biology<br />
An introduction on problem-based learning and 20 case examples in biology can be found here.<br />
<br />
Case Studies in Science (Plant Science), State University of New York at Buffalo Click to “Plant Science” for five cases in plant sciences.<br />
<br />
HIV 2001, the University of Arizona<br />
http://www.biology.arizona.edu/immunology/activities/AIDS2001/main.html<br />
This is a case on the spread of HIV. A stimulated “web lab” is available to assist learning.<br />
<br />
'''Business Administration, Case Studies'''<br />
<br />
European Case Clearing House<br />
Business cases developed by the Cranfield School of Management, the London Business School, Harvard, University of Western Ontario, and University of Virginia can be browsed here. On-line inspection copies are available once registered.<br />
<br />
Harvard Business, Case Method Teaching<br />
Articles on case-based teaching and over 7,500 cases on a variety of topics<br />
(Accounting, Finance, Human Resources Management, etc) are available for US$6.50 each.<br />
<br />
Darden Business Publishing, University of Virginia<br />
Cases are available for US$3.29 each.<br />
<br />
'''Education, Instructional Technology and Design, Case<br />
Studies'''<br />
<br />
University of Virginia<br />
Three completed cases on instructional design are available on-line.<br />
<br />
'''Psychology'''<br />
<br />
Case Studies in Science, State University of New York at Buffalo<br />
Click to ‘Psychology” for 10 sample cases in psychology.<br />
<br />
'''Social Work, Introductory Course'''<br />
<br />
Social Policy and Social Work, Higher Education Academy<br />
Case studies on social policy and links to Social Work Programs using problems and cases in their core curricula can be found here.<br />
<br />
'''Problem-based Learning'''<br />
<br />
'''What is PBL? How to Set-up? Barriers? Limitations?'''<br />
<br />
California State University<br />
Follow the links in this page and you will find answers to many commonly asked questions related to PBL. Lists of references are also available.<br />
<br />
'''PBL in Curriculum Development'''<br />
<br />
Problem-based Learning, Samford University<br />
This site provides a few tips on what to expect and what not to expect while incorporating PBL in the curriculum. Links to two excellent PDF articles on putting PBL into practice are available here.<br />
<br />
Problem-based Learning, De Montfort University<br />
A short and concise article on what PBL is. Tips on how to incorporate a “good" PBL into existing curriculum and course design.<br />
<br />
'''Developing PBL'''<br />
<br />
A Self-checklist, Univeristy of Colorado at Denver and Health Sciences Center<br />
A short list for planning and conducting PBL.<br />
<br />
'''Dealing with Resistant Learners'''<br />
<br />
Pike, B., and Arch, D. (1997). Dealing with Difficult Participants: 127 Practical Suggestions for Minimizing Resistance and Maximizing Results in Your Presentation. San Francisco: Jossey-Bass.<br />
<br />
Classroom Management Suggestions, Yale University</div>CatherinePaulhttps://wiki.ubc.ca/index.php?title=Documentation:CTLT_programs/Course_Design&diff=51297Documentation:CTLT programs/Course Design2010-09-30T21:52:33Z<p>CatherinePaul: </p>
<hr />
<div>For those interested in and/or involved in designing courses and curriculum, whether online, mixed-mode, or face-to-face, as grad students, instructors, instructional developers, educational technologists, or in other roles. As members of a community of practice, we will share ideas and experiences as we explore, develop, adapt, and apply approaches to all methods of course design.<br />
<br />
* Check out the Course Design Intensive [http://ctlt.sites.olt.ubc.ca/programs/all-our-programs/course-design-institute/ here]<br />
<br />
For more information, please email [mailto:ctlt.copdeveloper@ubc.ca ctlt.copdeveloper@ubc.ca].</div>CatherinePaulhttps://wiki.ubc.ca/index.php?title=Documentation:CTLT_programs/Course_Design_Institute&diff=51271Documentation:CTLT programs/Course Design Institute2010-09-30T21:25:47Z<p>CatherinePaul: moved Documentation:CTLT programs/Course Design Institute to Documentation:CTLT programs/Course Design Intensive:&#32;incorrect event title</p>
<hr />
<div>#REDIRECT [[Documentation:CTLT programs/Course Design Intensive]]</div>CatherinePaulhttps://wiki.ubc.ca/index.php?title=Documentation:CTLT_programs/Course_Design_Intensive&diff=51270Documentation:CTLT programs/Course Design Intensive2010-09-30T21:25:47Z<p>CatherinePaul: moved Documentation:CTLT programs/Course Design Institute to Documentation:CTLT programs/Course Design Intensive:&#32;incorrect event title</p>
<hr />
<div>'''Overview'''<br />
<br />
Will you be teaching a course in the next year? Design or re-design your course now, by participating in the CTLT and Partners Course Design Intensive.<br />
<br />
'''What:''' An intensive 3 days in a supportive atmosphere, working both individually and collaboratively, to design or re-design a course that you teach or are planning to teach. You must register and attend for the entire 3 day Intensive.<br />
<br />
Upon completion of the Course Design Intensive you will be able to:<br />
<br />
* Describe who you are as an instructor, and who your learners are<br />
* Develop course goals (themes) and learning objectives<br />
* Implement teaching strategies, and appropriate teaching and learning activities<br />
* Create a learning evaluation plan for your course<br />
* Develop a plan to become a reflective practitioner, using self, peer and student feedback to improve your course<br />
* Share course design knowledge with your department or faculty<br />
<br />
'''Who:''' You are a post-secondary educator or instructor, faculty, post-doc, staff or graduate student. You teach or lead a course, program or other initiative in any discipline, credit or non-credit. To participate, you must have a course that you would like to design or re-design, regardless of the mode (face-to-face, online or mixed-mode). You will be asked to bring any existing course documents and materials with you to the Intensive.<br />
<br />
'''Cost:''' We require a $50.00 deposit to confirm your registration, and your place in the Intensive. The deposit will be returned to you upon successful completion of the Intensive.<br />
<br />
'''When:''' The Intensive will be offered twice per year - the next offering will be December 6, 8, & 10, 2010." See the [http://www.events.ctlt.ubc.ca/ CTLT Events website] for details in late October.<br />
<br />
For more information, please email [mailto:janice.johnson@ubc.ca Jan Johnson].</div>CatherinePaulhttps://wiki.ubc.ca/index.php?title=Documentation:CTLT_programs/Course_Design_Intensive&diff=51267Documentation:CTLT programs/Course Design Intensive2010-09-30T21:19:43Z<p>CatherinePaul: </p>
<hr />
<div>'''Overview'''<br />
<br />
Will you be teaching a course in the next year? Design or re-design your course now, by participating in the CTLT and Partners Course Design Intensive.<br />
<br />
'''What:''' An intensive 3 days in a supportive atmosphere, working both individually and collaboratively, to design or re-design a course that you teach or are planning to teach. You must register and attend for the entire 3 day Intensive.<br />
<br />
Upon completion of the Course Design Intensive you will be able to:<br />
<br />
* Describe who you are as an instructor, and who your learners are<br />
* Develop course goals (themes) and learning objectives<br />
* Implement teaching strategies, and appropriate teaching and learning activities<br />
* Create a learning evaluation plan for your course<br />
* Develop a plan to become a reflective practitioner, using self, peer and student feedback to improve your course<br />
* Share course design knowledge with your department or faculty<br />
<br />
'''Who:''' You are a post-secondary educator or instructor, faculty, post-doc, staff or graduate student. You teach or lead a course, program or other initiative in any discipline, credit or non-credit. To participate, you must have a course that you would like to design or re-design, regardless of the mode (face-to-face, online or mixed-mode). You will be asked to bring any existing course documents and materials with you to the Intensive.<br />
<br />
'''Cost:''' We require a $50.00 deposit to confirm your registration, and your place in the Intensive. The deposit will be returned to you upon successful completion of the Intensive.<br />
<br />
'''When:''' The Intensive will be offered twice per year - the next offering will be December 6, 8, & 10, 2010." See the [http://www.events.ctlt.ubc.ca/ CTLT Events website] for details in late October.<br />
<br />
For more information, please email [mailto:janice.johnson@ubc.ca Jan Johnson].</div>CatherinePaulhttps://wiki.ubc.ca/index.php?title=Documentation:CTLT_programs/Course_Design_Intensive&diff=51260Documentation:CTLT programs/Course Design Intensive2010-09-30T21:11:32Z<p>CatherinePaul: </p>
<hr />
<div>'''Overview'''<br />
<br />
Will you be teaching a course in the next year? Design or re-design your course now, by participating in the CTLT and Partners Course Design Intensive.<br />
<br />
'''What:''' An intensive 3 days in a supportive atmosphere, working both individually and collaboratively, to design or re-design a course that you teach or are planning to teach. You must register and attend for the entire 3 day Intensive.<br />
<br />
Upon completion of the Course Design Intensive you will be able to:<br />
<br />
* Describe who you are as an instructor, and who your learners are<br />
* Develop course goals (themes) and learning objectives<br />
* Implement teaching strategies, and appropriate teaching and learning activities<br />
* Create a learning evaluation plan for your course<br />
* Develop a plan to become a reflective practitioner, using self, peer and student feedback to improve your course<br />
* Share course design knowledge with your department or faculty<br />
<br />
'''Who:''' You are a post-secondary educator or instructor, faculty, post-doc, staff or graduate student. You teach or lead a course, program or other initiative in any discipline, credit or non-credit. To participate, you must have a course that you would like to design or re-design, regardless of the mode (face-to-face, online or mixed-mode). You will be asked to bring any existing course documents and materials with you to the Intensive.<br />
<br />
'''Cost:''' We require a $50.00 deposit to confirm your registration, and your place in the Intensive. The deposit will be returned to you upon successful completion of the Intensive.<br />
'''When:''' The Intensive will be offered at least once per year - watch this website for details.<br />
<br />
For more information, please email [mailto:janice.johnson@ubc.ca Jan Johnson].</div>CatherinePaulhttps://wiki.ubc.ca/index.php?title=Documentation:CTLT_programs/PBL_Network/Overview&diff=51071Documentation:CTLT programs/PBL Network/Overview2010-09-30T01:08:41Z<p>CatherinePaul: /* Tutor-dedicated Problem-based Learning */</p>
<hr />
<div>==Overview==<br />
<br />
===Background Information===<br />
<br />
In 1915, John Dewey, an educational theorist argued that "…<br />
education is not an affair of 'telling' and being told, but an active and constructive<br />
process" that requires "direct and continuous occupations with things."<br />
Further, for these occupations (or experiences) to be educational, they required<br />
reflection to transform them into knowledge (Dunne and Brooks, 2004).<br />
<br />
Taxonomy of Significant Learning: Kinds of<br />
Knowledge (Fink, 2003)<br />
<br />
* Foundational: Recall information and ideas<br />
* Application: Critical, creative, practical thinking<br />
* Integration: Connect ideas and information<br />
* Human Dimension: Learn about oneself and others<br />
* Caring: Develop new feelings, interests, values<br />
* Learning: Becoming more self-directed<br />
[[File:Blooms taxonomy.jpg|frame]]<br />
<br />
'''Higher order thinking skills'''<br />
Good problems and cases should challenge students to achieve higher-level critical thinking. Too often, students view learning as remembering facts, terms and definitions in order to answer questions on tests. Many students seem to lack the ability or motivation to go beyond factual material to a deeper understanding of course material. In Bloom's Taxonomy, cognitive levels along with parallel student activities are arranged from lower (simple - 1, 2) to complex (higher - 5,6). Problems and cases should strive to induce students to learn at the higher levels.<br />
<br />
<br />
<br />
'''References:'''<br />
<br />
* Bloom, B. (1956) Taxonomy of Educational Objectives, New York: McKay.<br />
<br />
* Fink, D. (2003). Creating Significant Learning,San Francisco: Jossey-Bass.<br />
<br />
* Dunne, D. and K. Brooks. (2004). STLHE Green Guide No 5. Teaching with Cases. Halifax, Canada. The Society for Teaching and Learning in Higher Education.<br />
<br />
'''General Resources:'''<br />
<br />
* [http://ctlt.sites.olt.ubc.ca/resources/teaching/ Centre for Teaching, Learning and Technology, UBC]<br />
<br />
* [http://www.mcmaster.ca/stlhe/membership/information.html The Society for Teaching and Learning in Higher Education] (join the excellent listserve to share ideas, resources and queries)<br />
<br />
===Collaborative Learning===<br />
<br />
Collaborative learning is a form of instruction that involves learners working together to accomplish a common goal (Felder and Brent, 1994). It incorporates collaboration as a philosophy of interaction, where learners are responsible for their learning actions, and respect the abilities and contributions of their peers (Panitz). A related technique is Cooperative Learning (Johnson, Johnson and Holubec, 1994). They describe conditions for it to occur:<br />
<br />
* Positive interdependence – sink or swim together, responsible for ensuring that everyone learns<br />
* Individual accountability and responsibility to achieve group goals<br />
* each member is responsible for contributing a fair share to group success<br />
* Group reflection and processing – to determine what was helpful, not helpful, how to improve on effectiveness<br />
* Skills: interpersonal and group – requires trust, communication, acceptance and support of each other and resolution of conflicts<br />
* Face-to-face interaction – encouraging and facilitating each others’ efforts to achieve task or reach goals <br />
<br />
'''References:'''<br />
<br />
* [http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Coopreport.html Felder, R.M., and Brent, R. (1994). Cooperative Learning in Technical Courses: Procedures, Pitfalls, and Payoffs. ERIC Document Reproduction Service, ED377038].<br />
<br />
* Johnson E.W., Johnson, R.T., and Holubec, E.J. (1994). The New Circles of Learning: Cooperation in the Classroom and School. Alexandria: Association of Supervision and Curriculum Development.<br />
<br />
* [http://home.capecod.net/%7Etpanitz/tedsarticles/coopdefinition.htm Panitz, T. Collaborative versus cooperative learning – A comparison of the two concepts which will help us understand the underlying nature of interactive learning].<br />
<br />
===Learning in Groups===<br />
<br />
'''The Tuckman Model of Group/Organization Formation'''<br />
<br />
Bruce W Tuckman is an educational psychologist who first described the four stages of group development in 1965. Tuckman described the four distinct stages that a group can elicit as it comes together and starts to operate. The process can be subconscious, although an understanding of the stages can help a group reach effectiveness more quickly and less painfully.<br />
<br />
The four stages are: Forming, Storming, Norming, and Performing<br />
<br />
In a group environment, students learn how to achieve their education goals by setting expectations, group ground rules, and/or learning contracts.<br />
<br />
'''References:'''<br />
<br />
* The Tuckman Model of Group/Organization Formation.<br />
<br />
'''More Resources:'''<br />
<br />
The Learning Contract.<br />
<br />
* [http://www.chimaeraconsulting.com/tuckman.htm Stages of Group Development.]<br />
* Gibbs, G. (1995). Learning in Teams: A Tutor Guide. Oxford: The Oxford Centre for Staff Development. This manual is designed to help tutors (instructors) to plan the productive use of student teams and to support their operation in ways which are more likely to develop the kinds of team skills which students need whatever they do after they have finished studying. It also addresses tricky issues such as the assessment of teams, the formation of teams and the design of appropriate tasks and assignments for teams.<br />
<br />
===Team-based Learning===<br />
<br />
Team-based learning is a powerful instructional strategy that brings together student responsibility for learning basic course concepts, readiness assessment procedures that provide rich and rapid feedback for both individuals and teams, and opportunities for student teams to apply course concepts to problem solving assignments.<br />
<br />
The readiness assessment process allows instructor to focus classroom sessions on the application and analysis of course concepts, rather then the delivery of course content. The readiness assurance process consists of:<br />
<br />
# Assigned readings - Exposes students to essential course concepts<br />
# Individual testing<br />
# Team testing - Same evaluation instrument as individual test. During team tests students orally elaborate their understanding, defend, strengthen or adjust their schemata related to key course concepts.<br />
# Team feedback - Team reflection and discussion of troublesome concepts identified in results of team tests.<br />
# Instructor feedback - Opportunity to address misconceptions and troublesome concepts.<br />
<br />
Two features distinguish Team-Based Learning from other forms of teaching with small groups and make it an especially powerful form of teaching and learning: (TBL Homepage) "TEAMS" are distinct from and more powerful than "GROUPS"<br />
<br />
* When a teacher initially puts students into a group, the students are a "group," not a "team."<br />
* As the students begin to trust each other and develop a commitment to the goals and welfare of the group, they become a team.<br />
* When they become a cohesive team, the team can do things that neither a single individual nor a newly-formed group can do.<br />
* Team-based learning starts with groups and then creates the conditions that enable them to become teams.<br />
<br />
'''Course Examples:'''<br />
<br />
* Mechanical Engineering 223, Mechanical Design and Civil Engineering 400, Construction Management<br />
Contact: [mailto:sibley@apsc.ubc.ca Jim Sibley]<br />
<br />
These courses, which take place in fixed-seating, tiered lecture theatres, have enrollments of 115 students. Jim reports that the first year of using TBL had great results, with students dispersing and collecting their team folder of Scantron (bubble sheet) forms during class time, and working to complete them (for the readiness assessment procedures) with great energy.<br />
<br />
<br />
* 3rd year Psychology of Sports (this example comes from a member of the TBL listserve, who teaches at Towson University in Maryland:<br />
<br />
Instructor: [mailto:kubitz@towson.edu Karla Kubitz]<br />
<br />
Excerpt from course assignment:<br />
<br />
The purpose of the assignment is to provide you with the opportunity<br />
to integrate and apply what you have learned about the group/ environment-related tools (i.e., the theories, models, etc. in chapters 5-10) in the sport psychology toolbox. There will be four parts to this assignment.<br />
<br />
# Integrative Individual Assignment<br />
# Integrative Team Assignment<br />
# Peer-evaluation<br />
# Self-evaluation (the Team Self-evaluation and the individual One Minute Paper).<br />
<br />
<br />
* Courses in Writing and Literature, Department of English, University of Prince Edward Island<br />
<br />
Contact: [mailto:bmaclaine@upei.ca Dr. Brent MacLaine]<br />
<br />
Brent has kindly offered an overview of how he got started, what he does in his courses, and other related material:<br />
<br />
Preamble—a personal note:<br />
<br />
In the fall of 1994, I attended a UPEI Faculty Development workshop given by Professor Larry Michaelsen from the University of Oklahoma. Michaelsen's description of "Team-Based Learning" proved to be a significant pedagogical marker for my career as a university professor. Although I was initially very skeptical about some features of this approach to classroom learning (indeed, Michaelsen noted that, in his experience, literature professors were the most resistant), I was tempted enough to experiment with his innovations. At the eleventh hour, I completely revised two of the three courses that I was to teach the next week. (The third was a writing course, which is problematic to design using Team-Based Learning.) I do not regret my decision. As a result of those changes, I can say — without undue complacency, I hope — that I have never been happier with the performance of students in my classrooms.<br />
<br />
What follows is a description of Team-Based Learning as I use it in my non-writing and non-seminar courses. I have departed from Michaelsen's methodology on several key issues, particularly in the use of pre-tests (see CRIT's below), but the principles remain essentially the same.<br />
<br />
'''Definition'''<br />
<br />
Team-Based Learning — which should not be confused with team teaching — is a carefully managed pedagogical system that relies on small permanent classroom groups. It maximizes the helping and co-operative behaviour of individual students and directs that behaviour towards specific learning goals. Team-Based Learning is central to the entire course design and goes beyond the conventional and occasional use of randomly selected groups for class discussion.<br />
<br />
'''Characteristics'''<br />
<br />
* The ideal number for a classroom team is between 5 and 7 students.<br />
* Teams should not be randomly formed; students with the most experience with the subject are distributed evenly among the teams. Alternatively, the professor ought to identify which skills or “assets” are most important for the learning objectives for the teams in a particular course. Students with the greater number of “assets” or with the most experience with the learning skills ought to be distributed as evenly as possible among the learning teams. If, for example, interaction and experience with infants is a valuable skill for a course in chil psychology, then students who have such experience ought to identified so that they can share their knowledge with less experienced students in the class. It is possible to identify multiple assets when forming learning teams.<br />
* The team must remain a team throughout the course and sit together for each class.<br />
* Team members are accountable to each other.<br />
* A student's final mark in the course is a combination of individual performanc and team performance, although the final mark will always depend more on individual performance than on team performance.<br />
* Students must rate members of their own team on performance during the course (peer evaluation).<br />
* Team members are given responsibility for deciding the grade weight of a portion of the components of the final mark.<br />
* Team-Based Learning does not replace lecturing; it complements it.<br />
* Team-Based Learning encourages active learning.<br />
<br />
'''CRITs'''<br />
<br />
CRITs (Critical Reading and Issues Tests) are pre-tests given before lectures on or discussion of major reading assignments, for example, one or more chapters of a text, a novel, a play, a series of poems, a number of scholarly articles, or a work of criticism. These tests are a cornerstone of the Team-Based Learning classroom. They not only ensure that students are well prepared; they also signal important ideas for discussion and encourage analytical thinking. It is important that CRIT's not be simply "reading tests"; rather, they must be carefully designed questions that focus the student's and the team's attention on central critical issue of each reading assignment. CRIT's are not designed to test recall or detail; they are designed to test close, analytical reading, an essential skill for most academic work.<br />
<br />
In the class before any lecture on or discussion of a literary work, teams are given about five minutes to share their reactions to and impressions of the work that they have read. Each team is then given a folder with a CRIT test (15 multiple choice questions) and answer sheets. The students take the test individually. They then put their answer sheets in the folder and take the same test again as a team, generating a "team" answer on a separate sheet. It is at this point that significant discussion of issues begins. Normally students will share their reasons for answering as they did on the individual test and will negotiate with other members of the team to arrive at the best response. If the test is designed well, team scores will always be higher than individual scores.<br />
<br />
'''Marking''' Once all of the individual and team tests have been completed, they are put into the folder and exchanged with other teams in the class. Tests are then marked by the students anonymously and recorded on the back of the folder.<br />
<br />
'''Appeals''' A very important part of the process, appeals ensure flexibility and fairness in the pre-tests. Students must feel that they have recourse if they think that the tests have been unfair in any way — and sometimes they are. Thus, if a team feels that they have good reasons for answering a question as they did, they can document their reasons, provide good evidence, and ask for the "wrong" answer to be reviewed. Appeals are frequently successful. This process provides further opportunity for extending and fine-tuning the discussion and analysis of a particular critical issue.<br />
<br />
'''Test Design''' Humanities professors, in particular, may be resistant to this approach partly because they feel it emphasizes multiple choice testing which, they fear, does not do justice to the discipline. Such a fear is unfounded for two reasons:<br />
<br />
# Testing is only a small part of the team learning process, and<br />
# Multiple choice questions can test higher level critical thinking content.<br />
<br />
Nevertheless, test questions must be designed carefully.<br />
<br />
In this regard, Victoria L. Clegg and William E. Cashin provide excellent help in their publication "Improving Multiple-Choice Tests" (Idea Paper No. 16, September 1986; centre for Faculty Evaluation and Development, Kansas State University).<br />
<br />
'''Team Assignments and Activities'''<br />
<br />
Because the teams are permanent, it is very convenient to use them for brief classroom activities, other graded assignments, or projects. As well, during a lecture, the teams can be asked, for example, to discuss a pertinent question and provide a quick record of responses. In other words, having cohesive teams in place adds considerable flexibility to classroom management.<br />
<br />
'''Benefits of Team – Based Learning'''<br />
<br />
In my experience—over 165 teams since September 1994—Team Learning improves the productivity and learning atmosphere of the classroom on a number of counts:<br />
<br />
* Students benefit from self- and peer guidance in addition to instructor centred guidance<br />
* Learning teams are more focussed than randomly selected classroom groups.<br />
* Good students show by example; less talented or reluctant students are encouraged to take the subject matter seriously.<br />
* Students are much better prepared for class discussion.<br />
* There is immediate feedback.<br />
* Team learning increases the engagement between professor and students.<br />
* Team learning encourages careful thinking before directed discussion.<br />
* Students ask each other questions.<br />
* Professorial authority is less intrusive and less inhibiting<br />
<br />
'''Reference:'''<br />
<br />
* [http://teambasedlearning.apsc.ubc.ca/ Team-based Learning Homepage]<br />
<br />
'''More Resources''' (thanks to Brent MacLaine for his contributions to this list):<br />
<br />
* Cannon, Robert and David Newble. A Handbook for Teachers in Universities and Colleges: A Guide to Improving Teaching Methods. 4th ed. London, UK: Kogan Page, 2000.<br />
<br />
* Clegg, Victoria L. And William E. Cashin. “Improving Multiple-Choice Tests” Idea Paper No. 16. Kansas State University, Centre for Faculty Evaluation and Development; September, 1986.<br />
<br />
* Jacobs, Lucy Cheser and Clinton I. Chase. Developing and Using Tests Effectively: A Guide for Faculty. San Francisco: Jossey-Bass, 1992.<br />
<br />
* Gronlund, N.E. Measurement and Evaluation in Teaching. 6th ed New York: Macmillan, 1990.<br />
<br />
* Marini, Anthony, and Claudio Violato. “Guide for Multiple-Choice Item Construction” University of Calgary, 1997.<br />
<br />
* Michaelsen, Larry. “Team Learning: The Power of Teams for Powerful Learning.” U. of Oklahoma Web site.<br />
<br />
* Michaelsen, Larry, Arletta B. Knight, and L. Dee Fink (eds.). Team Learning: A Transformative Use of Small Groups. Westport, CT: Greenwood, 2002.<br />
<br />
* Michaelsen, L.K., L.D. Fink, and A. Knight . “Designing Effective Group Activities: Lessons for Classroom Teaching and Faculty Development,” in To Improve the Academy: Resources for Faculty, Instructional and Organizational Development. D. DeZure (ed.). Stillwater, OK: New Forums, 1997.<br />
<br />
* Sibley, Jim. 2005. Team-based Learning: An alternative to lecturing in large class settings. Tapestry 2005 Issue. Number 11 (Newsletter of the Centre for Teaching and Academic Growth), University of British Columbia.<br />
<br />
* Toohey, Susan. Designing Courses for Hgher Education. Philadelphia, PA: The Society for Research into Higher Education and Open U. Press, 1999.<br />
<br />
===Case-based Learning===<br />
<br />
In case-based learning, students are given a realistic statement, scenario, and/or case relevant to the course. Students often apply what they learned from previous courses or their current courses to work through the case.<br />
<br />
'''Excerpted from Dunne and Brooks (1994):'''<br />
<br />
Origins of the Case Method:<br />
<br />
Harvard Law School - 1870<br />
<br />
* Real law cases used to illustrate rules of law<br />
* Students placed in roles of the parties and “think in the discipline”<br />
* Promotes judgment on part of students<br />
<br />
Harvard Business School - 1908<br />
* Based on the Law model<br />
<br />
'''Perceived benefits at the time:'''<br />
<br />
* Learning anchored in reality and based on experience<br />
* Situations multi-dimensional and often ambiguous<br />
* Students must make trade-offs between conflicting influences<br />
* In discussing the case with others, must confront your own assumptions and values <br />
<br />
'''More Resources:'''<br />
<br />
* [http://cet.usc.edu/about/index.html The Centre for Excellence in Teaching at the University of Southern California] has an excellent collection of on-line resources on case-based learning,<br />
<br />
* Dunne, David and Kim Brooks. (2004). STLHE Green Guide No 5. Teaching with Cases. Halifax, Canada. The Society for Teaching and Learning in Higher Education. (Order through [http://www.stlhe.ca/en/publications/green_guides/index.php STLHE].)<br />
<br />
'''Course Examples:'''<br />
<br />
* Nursing 410, Exploring Avenues of Nursing Practice<br />
Instructor: [mailto:clauson@nursing.ubc.ca Marion Clauson]<br />
<br />
Excerpt from an in-class assignment:<br />
<br />
Perinatal Loss – Worksheet<br />
<br />
Maria Lewis, a primipara is admitted to your postpartum unit after delivering a stillborn baby boy at 38 weeks, due to a true knot in the cord. Maria and her husband, John are very distraught and they can’t believe this is happening to them.<br />
<br />
<blockquote>Part 1<br />
<br />
# What is unique or different about loss during the perinatal period as compared to loss during other life crises<br />
# Can you think of differences in how Maria and John would react if this had been an early pregnancy loss (i.e., miscarriage)?</blockquote><br />
<br />
* '''Communications 125'''. [http://www.bccie.bc.ca/node British Columbia Centre for International Education].<br />
This course uses case studies to model interview and cultural history techniques.<br />
<br />
===Learning through Scenarios and Role Plays===<br />
<br />
'''Course Examples:'''<br />
<br />
Human Kinetics 461 and 471: Prevention of Sports Injuries<br />
Instructors: [mailto:rob.lloyd-smith@ubc.ca Rob Lloyd-Smith] and[mailto:jtaunton@interchange.ubc.ca Jack Taunton]<br />
<br />
This course came to our attention in TAG from a student taking it who spoke of how real-life it was. Pairs of students have unique cases, which are actual cases at the Sports Medicine Clinic at UBC, including full charts on the patients. One example is "Achilles Tendonitis in 48-year old male basketball player."<br />
<br />
Students then come to meet with the sports medicine doctors who are instructing the course. With student taking on the role of the doctor, and doctor taking on the role of patient, the student asks questions and makes notes on how to proceed. They then discuss the case and how the student might proceed if they were treating the patient for real.<br />
<br />
Students, in pairs, then write up the case, following guidelines for the profession, and lead a joint presentation with Student 1 responsible for: Abstract, Introduction, Case Study, Investigation, Diagnosis, References and Student 2 responsible for: Discussion, Prevention, Conclusion. The paper is worth 30%, the joint case presentation work 20% and a final examination is worth 50% of the course grade.<br />
<br />
<br />
'''Courses from the Okanaga University College:'''<br />
<br />
* Business Administration 236: Accounting Computer Applications<br />
Instructor: [mailto:mnicholson@ouc.bc.ca Michelle Nicholson], Business Administration<br />
<br />
Michelle uses a simulated set of actual client files to teach accounting software.<br />
<br />
* First year Management Principles<br />
Instructor: [mailto:kbrundige@ouc.bc.ca Kerry Rempel], Business Administration<br />
<br />
Efficiency and Effectiveness Assignment.<br />
<br />
===Active and Experiential Learning===<br />
<br />
* Involve students with the material (individually, pairs, groups)<br />
* Use a variety of formats, materials, modes: Learning styles, Multiple Intelligences<br />
* Model the content or process<br />
* Find a way for learners to “experience” it<br />
<br />
'''More Resources:'''<br />
<br />
* Cameron B.J. (1999). STLHE Green Guide No 2. Active Learning. Halifax, Canada. The Society for Teaching and Learning in Higher Education. (Order through [http://www.stlhe.ca/en/publications/green_guides/index.php STLHE Green Guide])<br />
<br />
* [http://ctlt.sites.olt.ubc.ca/resources/teaching/ CTLT On-Line Resources]<br />
<br />
===Tutor-dedicated Problem-based Learning===<br />
'''<br />
What is PBL?'''<br />
<br />
Medical educators at McMaster University pioneered, or reinvented, problem-based learning, in about 1969. Also called problem-stimulated learning, PBL has been defined as:<br />
<br />
"A learning method based on the principle of using problems as a starting point for the acquisition and integration of new knowledge." H. S. Barrows, 1982.<br />
<br />
PBL is a learning environment in which the problem drives the learning. That is, before students learn some knowledge they are given a problem. The problem is posed so that the students discover that they need to learn some new knowledge before they can solve the problem.<br />
<br />
Posing the problem before learning tends to motivate students. They know why they are learning the new knowledge. Learning in the context of the need-to-solve-a-problem also tends to store the knowledge in memory patterns that facilitate later recall for solving problems.<br />
<br />
PBL utilizes student groups, but each group member is also responsible for independent research. Further, instructor scaffolding is considerably less direct in problem-based learning than in other constructivist models such as anchored instruction. Students are allowed to struggle and induct their own mental model of course concepts with only occasional "life-lines" from the instructor when concept processing falls off-track. Problem-based learning is most similar to case-based instruction, but in its purest form, PBL is more open-ended.<br />
<br />
In PBL, students are confronted with an ill-structured problem that mirrors real-world problems. Well chosen problems encourage students to define problems, identify what information is needed, and engage in solution generation and decision making. In PBL, the self-directed study occurs in small groups of 6-8 students with the aid of a facilitator, or tutor. It is the tutor's role to guide the students through the problems, and to provide them with ongoing formative evaluation.<br />
<br />
Although PBL uses tutorial groups, the learning is essentially an individual process, and each person is responsible for the acquisition of knowledge. The tutorial is where learning issues are developed and information is shared, discussed and integrated back into the problem. In addition, it is a place where clarification of concepts can occur as well as a place to share useful resources. Each individual is responsible for his/her own learning, and for making sure the tutorial meets his/her own needs.<br />
<br />
<br />
'''More Resources:'''<br />
<br />
* [http://ctlt.sites.olt.ubc.ca/resources/webliography/active-learning/ Centre for Teaching, Learning and Technology, UBC]<br />
* [http://www.edtech.vt.edu/edtech/id/models/index.html Educational Technologies, Virginia Tech]<br />
* [http://www.dentistry.ubc.ca/Personnel/walton/project3.html The Effectiveness of Problem-based Learning (PBL) in Preparing Dental Students for Clinical Treatment Planning]<br />
* [http://www.udel.edu/inst/ Art History, University of Delaware]<br />
* [http://www.landfood.ubc.ca/learningcentre/ Land and Food Systems, UBC]<br />
** [http://www.cfkeep.org/html/stitch.php?s=87714004039498&id=35357347256837 FNH 250, Nutrition: Concepts and Controversies (On-line)]<br />
* FNH 497, Sports Nutrition Student Directed Seminars<br />
* [http://www.sala.ubc.ca/ Landscape Architecture]<br />
* Psychiatry, UBC<br />
<br />
Faculty of Medicine, UBC<br />
<br />
* A Study on Tutors' Expertise and Student Learning Validity of PBL Tutors' Summative Assessment Students' Evaluation of Expert Vs Non-Expert PBL Tutors<br />
<br />
* Educational and Counseling Psychology, and Special Education, UBC<br />
<br />
* [http://educ.ubc.ca/faculty/pmirenda/courses.html#513 EPSE 513, Seminar in Developmental Disabilities]<br />
* [http://educ.ubc.ca/faculty/pmirenda/courses.html#549 EPSE 549, Seminar in Autism]<br />
* [http://www.pathology.ubc.ca/education/Other_Undergrad/Path_417.htm Pathology 417, Bacterial Infection in Humans]<br />
<br />
<br />
'''Special Topics'''<br />
<br />
* [http://chemeng.mcmaster.ca/pbl/PBL.HTM Problem-Based Learning in Large Classes]<br />
<br />
===Learning through Inquiry===<br />
<br />
Learning through inquiry is based on a self-directed, question-driven<br />
search for understanding. An absolutely essential feature of this conception of inquiry is the explicit formation of a set of questions that provide a framework for research. Inquiry can be carried out by students working as individuals or in small groups. The approach can be the format for an entire course or for just part of a course.<br />
<br />
The principal steps of inquiry are:<br />
<br />
# the student explores a subject or theme and chooses a focus for the research;<br />
# a central research question for inquiry is formulated;<br />
# the student develops a plan of research, based on critical questioning and the attempt to anticipate findings; and<br />
# these research findings are brought to bear on the central question.<br />
<br />
The above excerpt is from Hudspith, B., and Jenkins, H. (2001)<br />
STLHE Green Guide N0 3. Teaching the Art of Inquiry. Halifax, Canada:<br />
The Society for Teaching and Learning in Higher Education.<br />
<br />
'''Course Examples:'''<br />
<br />
* Chemistry 121, Structural Chemistry and Chemistry 123, Physical and Organic Chemistry: Lab components are taught via inquiry.<br />
<br />
* First year Environmental Sciences (200+ students) at McMaster University. Lectures are delivered using a series of questions; draw on expertise of class to start to answer question, and to discuss how to find answer.<br />
<br />
'''More Resources:'''<br />
<br />
* Centre of Leadership in Learning, McMaster University<br />
A list of resources on inquiry learning can be found here. Information ranges from general broad definition of inquiry-based learning to specific topics such as group formation, problem writing, and examples in specific fields.<br />
<br />
<br />
===Project-based Learning===<br />
<br />
Students participate in projects and, whatever the discipline of the course, they often practice an interdisciplinary array of skills from such fields as math, language, fine arts, science, and technology for process and/or content.<br />
<br />
'''More Resources:'''<br />
<br />
* Project-based Learning, University of Calgary<br />
* Project-based Learning, University of Kansas<br />
* Project-based Learning, techLearning.com<br />
<br />
'''Course Examples:'''<br />
<br />
* Business Administration 128: Computer Applications (a required course)<br />
Instructor: Michelle Nicholson, Business Administration, Okanaga University College<br />
<br />
Michelle uses a case style term project to ensure that students apply the skills they have learned using a textbook.<br />
<br />
* 2nd year (graduating year) course: Capstone Design Project<br />
Instructor: Iain Cameron, Mechanical Engineering Technology, Okanaga University College<br />
<br />
Students work in teams to carry out design projects.<br />
<br />
* Teacher Preparation course for teachers of English as an Additional Language<br />
<br />
Instructor: Yan Guo, University of Calgary<br />
<br />
Students integrate language, content, and skills through projects.<br />
<br />
<br />
===Guided Design===<br />
<br />
Guided design involves active learning and sustained participation in small groups. Students are explicitly led through steps to solve problems and reach logical decisions. The process is an active one requiring student participation and involvement at each step. Problems, often real world situations, may be solved during scheduled class times. Small-group work occurs in the presence of the instructor, who provides feedback and encouragement as students proceed through each step of the thinking process.<br />
<br />
'''More Resources:'''<br />
<br />
* Cameron, B.J. (1999). STLHE Green Guide No 2. Active Learning. Halifax, Canada: The Society for Teaching and Learning in Higher Education.<br />
<br />
* Wales, C.E., Nardi, A.H., and Stager, R.A. (1986). Professional Decision-making. Morgantown, WV: West Virginia Center for Guided Design.<br />
<br />
* Wales, C.E., Nardi, A.H., and Stager, R.A. (1987). Thinking Skills: Making a Choice. Morgantown, WV: West Virginia Center for Guided Design.<br />
<br />
<br />
===Other Real-life Connections: Theory & Practice, Current Events, Community Service Learning===<br />
<br />
Community Service Learning is a method under which students<br />
learn and develop through thoughtfully organized service that:<br />
<br />
* is conducted in and meets the needs of a community and is coordinated with an institution of higher education, and with the community;<br />
* helps foster civic responsibility;<br />
* is integrated into and enhances the academic curriculum of the students enrolled; and<br />
* includes structured time for students to reflect on the service experience.<br />
<br />
'''More Resources:'''<br />
<br />
* Center for Community Partnerships, the University of Pennsylvania<br />
* Center for Community Service-Learning, California State University<br />
* Learning Exchange's Reading Week Community Service Learning Projects, UBC<br />
<br />
'''Course Example:'''<br />
<br />
* Biology 345: Human Ecology<br />
<br />
<br />
Instructor: Alice Cassidy<br />
Course Aims: Through this course, I hope to give you an opportunity<br />
to learn more about, and gain a greater appreciation of our natural world and the many ways that humans play a part in it. The course is framed around basic concepts of ecology, such as ecosystems, biodiversity and cycles in nature. We also focus on basic science skills, such as field observations and inquiry-based learning, that are also useful in other disciplines! We'll study current events and issues, both local and global. A group project will include community service, whereby your actions and knowledge can make a real difference. Much of the course content will come out of what you are interested in. You are invited to consider how ecology ties in to your daily life, and to make connections between ecology and other disciplines.<br />
<br />
I am happy to share more details about my course through email<br />
(see top of document for link to my email address.)<br />
<br />
<br />
===Final Thought===<br />
<br />
A thought to leave you with:<br />
<br />
It has been said that:<br />
<br />
67% of our students learn best actively, yet many lectures are passive<br />
<br />
69% of our students are visual, yet we often choose primarily verbal material<br />
<br />
28% of our students think globally, so we can help them with more on the 'big picture'<br />
<br />
'''References:'''<br />
<br />
* Felder, R.M., and Silverman, L.K. (1988). Learning and teaching styles in engineering education. Engineering Education 78 (7): 674-681, April 1988.<br />
<br />
* Montgomery, S.M. Addressing diverse learning styles through the use of multimedia.<br />
<br />
<br />
===Other Resources and Discipline-specific Ideas:===<br />
<br />
'''Anthropology'''<br />
<br />
Flexible Delivery Initiatives, the University of Queensland<br />
http://ublib.buffalo.edu/libraries/projects/cases/ubcase.htm<br />
Professor Lesley Jolly describes the use of problem-based learning in he cultural anthropology class.<br />
<br />
'''Biology'''<br />
<br />
Case Examples in Biology<br />
An introduction on problem-based learning and 20 case examples in biology can be found here.<br />
<br />
Case Studies in Science (Plant Science), State University of New York at Buffalo Click to “Plant Science” for five cases in plant sciences.<br />
<br />
HIV 2001, the University of Arizona<br />
http://www.biology.arizona.edu/immunology/activities/AIDS2001/main.html<br />
This is a case on the spread of HIV. A stimulated “web lab” is available to assist learning.<br />
<br />
'''Business Administration, Case Studies'''<br />
<br />
European Case Clearing House<br />
Business cases developed by the Cranfield School of Management, the London Business School, Harvard, University of Western Ontario, and University of Virginia can be browsed here. On-line inspection copies are available once registered.<br />
<br />
Harvard Business, Case Method Teaching<br />
Articles on case-based teaching and over 7,500 cases on a variety of topics<br />
(Accounting, Finance, Human Resources Management, etc) are available for US$6.50 each.<br />
<br />
Darden Business Publishing, University of Virginia<br />
Cases are available for US$3.29 each.<br />
<br />
'''Education, Instructional Technology and Design, Case<br />
Studies'''<br />
<br />
University of Virginia<br />
Three completed cases on instructional design are available on-line.<br />
<br />
'''Psychology'''<br />
<br />
Case Studies in Science, State University of New York at Buffalo<br />
Click to ‘Psychology” for 10 sample cases in psychology.<br />
<br />
'''Social Work, Introductory Course'''<br />
<br />
Social Policy and Social Work, Higher Education Academy<br />
Case studies on social policy and links to Social Work Programs using problems and cases in their core curricula can be found here.<br />
<br />
'''Problem-based Learning'''<br />
<br />
'''What is PBL? How to Set-up? Barriers? Limitations?'''<br />
<br />
California State University<br />
Follow the links in this page and you will find answers to many commonly asked questions related to PBL. Lists of references are also available.<br />
<br />
'''PBL in Curriculum Development'''<br />
<br />
Problem-based Learning, Samford University<br />
This site provides a few tips on what to expect and what not to expect while incorporating PBL in the curriculum. Links to two excellent PDF articles on putting PBL into practice are available here.<br />
<br />
Problem-based Learning, De Montfort University<br />
A short and concise article on what PBL is. Tips on how to incorporate a “good" PBL into existing curriculum and course design.<br />
<br />
'''Developing PBL'''<br />
<br />
A Self-checklist, Univeristy of Colorado at Denver and Health Sciences Center<br />
A short list for planning and conducting PBL.<br />
<br />
'''Dealing with Resistant Learners'''<br />
<br />
Pike, B., and Arch, D. (1997). Dealing with Difficult Participants: 127 Practical Suggestions for Minimizing Resistance and Maximizing Results in Your Presentation. San Francisco: Jossey-Bass.<br />
<br />
Classroom Management Suggestions, Yale University</div>CatherinePaulhttps://wiki.ubc.ca/index.php?title=Documentation:CTLT_programs/PBL_Network/UBC_Events&diff=51055Documentation:CTLT programs/PBL Network/UBC Events2010-09-30T00:40:29Z<p>CatherinePaul: /* PBL On-line */</p>
<hr />
<div>==UBC Events==<br />
<br />
'''Upcoming Network Activities'''<br />
<br><br />
We have meetings 2 to 3 times a year. If there is a topic you would like to hear about, please let me know by e-mailing [mailto:judy.chan@ubc.ca Judy Chan].<br />
<br />
===Ongoing Network Activities===<br />
'''PBL Sessions-in-Action'''<br />
<br />
Have you heard, read, and talked about PBL, but still don't know how it works? Are you currently using PBL and would like to learn more from other PBL instructors? You are welcome to visit some actual PBL sessions on campus. A number of Network members are willing to host guest visitors in their PBL sessions. Courses available for visits in the past have included:<br />
<ul><br />
<li>Dental introduction</li><br />
<li>Principles of Biology</li><br />
<li>Ecosystem</li><br />
<li>Food Microbiology</li><br />
</ul><br />
Course availability for visits changes all the time. Please [mailto:judy.chan@ubc.ca e-mail us] for a current list of available courses, with the dates and times of the sessions.<br />
<br />
===Problem-Based Learning Basics===<br />
<br />
* March 6, 2008<br />
<br />
Alice Cassidy, Associate Director, TAG, and Judy Chan, Program Developer, TAG<br />
<br />
This workshop is designed to introduce participants to the basics of problem-based learning (PBL). By the end of this workshop you will have experienced the PBL process as a learner and be able to describe, the main organizational stages of a PBL tutorial, the activities that students undertake as they work through a PBL case, what learning issues are and why they are of value in the PBL process, and the tasks and observable behaviours of a PBL tutor. We will also touch on the basics of PBL tutoring (including feedback in tutorials), case writing, and logistics of using PBL in a course or program. Participants will leave not being equipped to design or deliver PBL, but being aware of the attributes and requirements of PBL.<br />
<br />
Alice Cassidy, Associate Director at the Centre for Teaching and Academic Growth, has taught undergraduate courses in Science and Education at UBC since 1994. She has also worked as a research and education consultant for a variety of organizations including BC Hydro, the Vancouver Port Corporation, BC Transmission Corporation, Science World, BC Centre of Excellence for Women's Health, Brock University and Shandong Normal University in China.<br />
<br />
Alice uses a variety of learning-centred approaches in all of her teaching and facilitating. She has found that not only do learners enthusiastically participate, but they meet the associated learning objectives in more meaningful and long-lasting ways. Alice is also a trained facilitator of the PBL Basic Skills Workshop.<br />
<br />
Judy Chan, Program Developer at the Centre for Teaching and Academic Growth and Acadeimc Advsior of the Master of Food Science Program, used PowerPoint to create many posters for conference presentations, was a PBL tutor and case-writer when she was a graduate student in the Faculty of Land and Food Systems. She co-coordinates the PBL Network with Alice through TAG.<br />
<p align="right"><a href="#top">Back to Top</a></p><br />
<br />
===Difficult Incidents and Tutor Interventions in PBL Tutorials===<br />
<br />
* November 22, 2007<br />
<br />
Pawel M. Kindler, Instructor, Cellular and Physiological Sciences<br />
<br />
Troublesome situations in PBL affect group dynamics and learning. Yet, they have received limited attention in medical education research and have been investigated largely from students' point of view. Recently, we conducted a study in which a group of experienced PBL tutors recognized as superior facilitators was asked to identify difficult incidents, describe interventions used in response to them and assess the success of each intervention. Overall, it was concluded that: (1) Even experienced and highly rated tutors encounter difficult incidents in their PBL tutorials; (2) Tutors use a very limited repertoire of interventions; and (3) Tutor interventions are much more common but less successful in addressing difficult incidents than those initiated by the group or individual students.<br />
<br />
This presentation will include a brief summary of the above study followed by a facilitated discussion in which the participants will be invited to share their views on the potential impact of the results on their own practice.<br />
<br />
<br />
===Application of Principles of Adult Learning Theory using Problem Based Learning===<br />
<br />
* September 12, 2007<br />
<br />
Chuck Shuler, Dean, Dentistry<br />
<br />
Adult Learning Theory has identified several principles that optimize the educational experience of adult learners. Students in health professional education are adults and consequently it would be anticipated that learning outcomes would be improved if the pedagogy used in the curriculum was based on well-established principles. Knowles has contributed a well-recognized body literature on the "Adult Learner" and these principles were further supported in the review of educational publications in "How People Learn". In all these publications it has been shown that adults need to understand the Relevance/Context of a topic prior to the generation of the Motivation and Engagement necessary to achieve a deep level of learning. This commitment to learning leads to the Activation of Prior Knowledge, Knowledge Organization and Metacognition that are characteristics of effective learning environments. These principles of adult learning are most effectively addressed when the learner is in an environment that is learner-centered, inquiry-based and cooperative. Problem Based Learning is a pedagogy that is structured to provide a learning environment that is optimized for an adult learner. The analysis of the signs and symptoms of clinical cases that simulate future health professional practice directly demonstrates the relevance of the topics investigated thus motivating and engaging the learner. Working in small groups with a faculty facilitator focuses the curriculum on the learner and provides a structure that encourages asking questions and the development of a process for investigating problems that models future professional practice. The environment challenges the learners to test their level of understanding of specific curricular content through application to specific patient problems and with this application the learner continually reflects on their level of knowledge and what additional information is required to better understand a patient's problem. The process of learning, the content mastered and the approach to analyzing a patient are all integrated in both the curriculum and the pedagogy. Problem Based Learning represents a pedagogy based on adult learning principles that enables the learner to begin to demonstrate health professional practices from the very beginning of their educational program.<br />
<p align="right"><a href="#top">Back to Top</a></p><br />
<br />
===Case-Based Learning Distributed over the World Wide Web: Creating Online Learning Communities===<br />
<br />
* February 14, 2007<br />
<br />
Dr. Niamh Kelly, Associate Professor, Dept. of Pathology and Laboratory Medicine<br />
<br />
‘Human Bacterial Infections’ (PATH417) is a case-based online learning course delivered at UBC as an upper level science course. The learning occurs when students, working first on their own and then in groups, are directed to acquire content by working through case scenarios. Understanding of this content is pushed to deeper levels through the use of small group learning with peer feedback, instructor feedback, and, the use of e-portfolios. Using the online course as a framework, Niamh will demonstrate how this course allows for individual, peer, and instructor facilitated learning.<br />
<br />
Niamh is an accomplished research scientist whose interests, and time, are now centered entirely on education, with a particular interest in educational delivery methods. She is currently involved in the distribution of the UBC’s undergraduate medical program across three campuses, namely, UBC, the University of Victoria and the University of Northern British Columbia. She has initiated programs, and collaborates with faculty members in, the Faculties of Medicine, Science, Education, and in Continuing Studies.<br />
<br />
<br />
===PBL Lunch: Reflecting on Writing Cases===<br />
<br />
* November 1, 2006<br />
<br />
Leandra Best, Co-Chair of the UBC PBL Network, Dentisty, UBC<br />
<br />
Leandra Best will kick-off the meeting with her experience in reviewing cases<br />
in Dentistry. We will then break into small groups and share our case writing<br />
challenges and successes with Network members.<br />
<br />
===Assessment of Learning in PBL: Perspectives from two institutions===<br />
<br />
* May 2006<br />
<br />
Ranga Venkatachary, Business Administration, Simon Fraser University<br />
Niamh Kelly, Pathology, UBC<br />
<br />
This seminar builds on our discussions during the seminar ‘Orienting Learners to Problem-based Learning (PBL): PBL network meeting’ led by Niamh Kelly in mid-January. Problem-based Learning views learning as a performance. In order to be authentic and reliable, assessment of such learning must be situated within the scope of the given performance and must be done against multiple evaluative criteria. In other words, the curriculum, the learning and assessment need to be aligned. Join us to examine and discuss different ways of achieving such alignment.<br />
<br />
The concept of holistic assessment in PBL will be demonstrated through a description of a pure PBL implementation (‘one day one problem’ approach) and the assessment scheme at the Republic Polytechnic, Singapore. This is characterized by division of a given curriculum into 16 PBL problems. A module is transacted in a semester and a semester comprises 16 weeks of contact study time. In effect, students work in teams on a given PBL problem for the span of a whole day (8 hours approximately). Each PBL problem carries a set of learning outcomes, a context for learning activities and exploration (articulated in the problem statement) and scope for assessment.<br />
<br />
Assessment of student learning in this setting takes place at two levels – each student is given a grade daily based on the facilitator’s judgment of the quality of learning in the classroom within the scope of a given PBL problem. The daily grade is accompanied by diagnostic feedback and the facilitator’s decision on a student’s deserved grade is gleaned from and supported by evidence collected through a variety of channels:<br />
<ul><br />
<li>Observation of student interaction in the classroom</li><br />
<li>Presentations (or other forms of work) by student teams</li><br />
<li>A Reflection Journal entry (from each student)</li><br />
<li> Quiz Scores (from each student)</li><br />
<li>Self evaluation (from each student)</li><br />
<li>Peer evaluation (about each student from the members of his/her team)</li><br />
</ul><br />
Using an analysis of a small pool of data, we will have a case discussion focusing on key questions such as<br />
<ul><br />
<li>How can we define a holistic judgment in assessment?</li><br />
<li>Can we find common patterns in such holistic judgment across facilitators and across modules?</li><br />
<li>Can performance assessment indicate levels of ability among students?</li><br />
<li>Can context-dependent assessment be objective?</li><br />
<li>What do we think of facilitators (who are not subject experts) assessing student learning?</li><br />
</ul><br />
The implementation of assessment at the Undergraduate Medical Program at UBC will be explored next (building on the mid-January session) and we will end the session with discussion about the two institutions’ approaches.<br />
<br />
Niamh Kelly is a Medical Microbiologist in the Department of Pathology with a keen interest in education. She has tutored PBL extensively in the medical school and directs an undergraduate science course over the Web wherein students learn through case-based learning. She is currently a part of the Faculty of Medicine team involved in distributing UBC's medical program to the Universities of Victoria and Prince George.<br />
<br />
===Lunch and Learn with Dr. Henk Schmidt, Eminent European PBL Speaker===<br />
<br />
* March 2006<br />
<br />
[http://www2.eur.nl/fsw/psyweb/homepage/henk_schmidt.htm Prof. Henk Schmidt], Eminent European PBL Speaker, formerly of Maastricht and now of Erasmus University in the Netherlands, is coming to UBC in March! The Faculty of Dentistry is sponsoring his visit and UBC PBL Network Members will have a chance to meet him at an informal lunch meeting.<br />
<br />
Dr. Schmidt has served as the Director of the Research Program in Problem-based Education at the University of Limburg, Maastricht, from 1979 to 1993. We anticipate that Dr. Schmidt will be ready to answer some challenging questions regarding PBL education. So, if you have one question that you would like to ask him, what would it be?<br />
<br />
<br />
===Orienting Learners to Problem-based Learning (PBL)===<br />
<br />
* January 18, 2006<br />
<br />
Niamh Kelly, Faculty of Medicine, UBC<br />
<br />
Problem-based Learning (PBL) has been described as a teaching and learning methodology and each faculty or school employing this methodology has developed its own program to train tutors (including faculty, graduate students and others) for this form of teaching. My thesis is that although we invest considerable time and effort in training our teachers for this methodology, we invest very little time in training our learners how to engage in this form of learning. Evidence, both from our tutor evaluation of students and from students' own statements point to the fact that even after two years of PBL students may remain completely disengaged with this form of learning. The interactive nature of PBL means that the behaviour of an individual student can have a profound effect on the learning of other students in their group. The question as to how to properly train our students for this form of learning is an important one to answer as the number of courses employing PBL increases, both on our own campus and elsewhere. This session will be divided into three parts: (i) a discussion of the thesis; (ii) presentation of preliminary results from current research around this thesis; and (iii) a brainstorming session exploring methodologies for orienting our learners to PBL. A light lunch will be served. Everyone is welcome at this meeting of the PBL Network.<br />
<br />
===PBL and Its Cognitive Principles===<br />
<br />
* October 19, 2005<br />
<br />
Jerome Rotgans, Centre for Educational Development of Republic Polytechnic, Singapore<br />
<br />
Jerome started his presentation by briefly reflecting on the underlying concept of PBL from a cognitive, motivational , and social perspective. Examples taken from everyday life and research were presented. Jerome also provided some insights in how Republic Polytechnic approached PBL and their findings so-far.<br />
<br />
===Rediscovering New PossiBiLities in Science Teaching and Learning: Project LeAP===<br />
<br />
* May 30, 2005<br />
Problem-Based Learning in Physics & Astronomy<br />
Sarah Symons, Department of Physics and Astronomy, University of Leicester, United Kingdom<br />
<br />
Problem-Based Learning (PBL) has gained much interest as a teaching and learning tool in sciences. Project LeAP (Problem-Based Learning in Astronomy and Physics) is a three-year project funded by the British government to develop and extend PBL and increase the profile of PBL in university Physics and Astronomy courses. The University of Leicester heads the project consortium, with the Universities of Hertfordshire, Reading, and Sheffield as partners.<br />
<br />
Dr. Sarah Symons is the Project Manager of LeAP. In her talk, Dr. Symons will describe scopes of the Project and issues involved in the development and implementation of PBL in sciences.<br />
<br />
===The CARE and FEEDING of PBL (Problem-based Learning) and SGL (Small Group Learning): For Students, Tutors, Programs===<br />
<br />
* April 21, 2005<br />
<br />
Alice Cassidy, Co-Chair of the UBC PBL Network, TAG, UBC<br />
Leandra Best, Co-Chair of the UBC PBL Network, Dentisty, UBC<br />
<br />
Dr. Leandra Best started the workshop by providing a brief overview of the current status of the use of PBL in Dentistry. Working in small groups, participants from different faculties discussed and explored current practices and challenges of the following areas:<br />
<ul><br />
<li> Orientating Students</li><br />
<li> The Tutors’ Toolbox</li><br />
<li> Case Development</li><br />
<li> Development &amp; Support for PBL Tutors</li><br />
</ul><br />
<br />
===UBC Problem-based Learning (PBL) Network Meeting===<br />
<br />
* October 1, 2004<br />
Alice Cassidy, Co-Chair of the UBC PBL Network, TAG, UBC<br />
Leandra Best, Co-Chair of the UBC PBL Network, Dentisty, UBC<br />
<br />
Hear of successes, challenges and/or interests in the use of problems and cases in teaching and learning from attending Network members. Groups will then discuss ways to support the challenges and interests raised, such as through workshops, other forms of meetings, updates to Network-produced documents, or other resources.<br />
<br />
===Cooperative Learning through Cases: Examples from Nursing===<br />
* February 9, 2004<br />
<br />
Marion Clauson, Senior Instructor, School of Nursing<br />
<br />
As nursing is a practice profession, students learn to apply knowledge and skills to real client cases on a daily basis. Using cooperative learning strategies with cases in nursing courses can be a way to situate learning in real life situations and actively engage learners. Come to hear about how cases are used in two nursing courses, Nursing 453, Leadership and Management in Health Care, and Nursing 410, Exploring Avenues of Nursing Practice, which has a clinical practice component in an area of the student's choice.<br />
<br />
===The Uses of Scenarios and Cases in Sports Medicine===<br />
<br />
* November 19, 2003<br />
<br />
Rob Lloyd-Smith and Dr. Jack Taunton, Allan McGavin Sports Medicine Centre<br />
Ashley Baker and Graeme Poole, graduates of the course<br />
<br />
Human Kinetics 461 and 471: Prevention of Sports Injuries<br />
This course came to our attention from a student taking it who spoke of how real-life it was. For a portion of the course, students, who are previously given some aspects of a medical case (involving a patient exhibiting symptoms of an injury) then come to meet with the sports medicine doctors who are instructing the course. They discussed the case and how the student might proceed if they were treating the patient for real.<br />
<br />
===Case Writing Workshop===<br />
<br />
* May 26, 2003<br />
<br />
Alice Cassidy, co-Facilitators, TAG<br />
Ingrid Price, co-Facilitators, TAG<br />
<br />
===Practices to Support Quality Tutoring===<br />
<br />
* October 1, 2002<br />
<br />
Alice Cassidy and Ingrid Price, co-Facilitators, TAG<br />
Peter Jolliffe, Agricultural Sciences<br />
Joanne Walton, Dentistry<br />
<br />
Hear from colleagues across the disciplines about current practices and/or plans to support quality tutoring. Following these informal 'snapshot' descriptions, there will be time to ask questions, provide feedback and discuss our own related experiences and ideas. First, Peter Jolliffe will tell us about experiences in Agricultural Sciences related to the care and feeding of PBL tutors, including how they respond to support, training and feedback. This Faculty has started to train undergraduates to be PBL tutors. Second, Joanne Walton will muse on some ideas to re-invigorate tutor-training in Dentistry, including utilizing their new cohort of part-time Dentistry faculty (called clinician educators) to take on a role in developing and supporting good tutoring practices. Next, Ingrid Price, who is coordinating a tutor-devoted PBL course in Pharmaceutical Sciences and cannot be in the room with the tutors at all times, will outline the following strategies she plans to implement:<br />
<ol><br />
<li>Video tape a tutorial session and have the tutor and Ingrid view this video (or parts of it) together - she would give feedback and discuss any challenges the tutors might have encountered</li><br />
<li> Have tutors visit each others' tutorials and give peer feedback</li><br />
<li> Have tutors self-reflect on a regular basis re: their strengths and areas for improvement, as well as set some specific goals around things that they will try to enhance their skills.</li><br />
<li>Finally, a challenge that continues to be common across several Faculties is how to provide enough tutors. Posing this question to the group, we will aim to generate a list of actual and suggested solutions.</li><br />
</ol><br />
<br />
<br />
===PBL On-line===<br />
<br />
* March 7, 2002<br />
<br />
Brian Hall, Agricultural Sciences<br />
<br />
In this session we discussed the process that Brian Hall has employed for running PBL on line and the challenges and advantages that are associated with this format.<br />
<br />
<br />
===Proactive Strategies for Managing Group Dynamics===<br />
<br />
* March 14, 2002<br />
<br />
Carol-Ann Courneya, Medicine<br />
<br />
Join Carol-Ann for an interactive session where you will be introduced to a tool for involving your PBL students in developing skills and strategies for handling difficult group dynamic situations which arise in PBL tutorials.<br />
<br />
===PBL in a Large Classroom Setting===<br />
<br />
<br />
* November 14 and 16, 2001<br />
<br />
Ingrid Price and Alice Cassidy, co-Facilitators, TAG<br />
<br />
===Campus wide Problem-Based Learning (PBL) Network: Mission Possible===<br />
<br />
* September 13, 2001<br />
<br />
Alice Cassidy and Ingrid Price, co-Facilitators, TAG<br />
<br />
Case Title: Campus wide Problem-Based Learning (PBL) Network: Mission Possible<br />
<br />
'''Context''': You are interested in, and/or are currently practising PBL at UBC. You and your colleagues may be currently involved in some in-house PBL activities. At the same time, you would value the opportunity to share ideas and resources, to discuss approaches and to work collaboratively on activities with people from a variety of disciplines at UBC. You have just received the following case from TAG<br />
<br />
'''Problem Statement''': More and more people at UBC are getting involved in PBL. Currently, a variety of PBL initiatives are taking place across campus. We are looking for ways for PBL folks to meet each other, collaborate, and further support the development and practice of PBL at UBC. You are invited to be part of a UBC PBL Network that will address these possibilities and more.<br />
<br />
'''Your Mission:''' Attend the kickoff event in the TAG Seminar Room, on Thursday, September, 13, from 12:30-3:00pm. Enjoy lunch and meet colleagues interested in PBL from across campus. Discuss topics important to you for enhancing the development and practice of PBL at UBC. Share your ideas about how we could address these.<br />
<br />
'''Progressive Disclosure''': Your suggestions, requests and contributions will form the basis of an ongoing series of PBL events, discussions, workshops, or other networking activities.</div>CatherinePaulhttps://wiki.ubc.ca/index.php?title=Documentation:CTLT_programs/PBL_Network/Resources&diff=51053Documentation:CTLT programs/PBL Network/Resources2010-09-30T00:38:09Z<p>CatherinePaul: /* Resources */</p>
<hr />
<div>==Resources==<br />
<br />
* [http://tag.ubc.ca/wp-content/uploads/2008/12/pbl-at-ubc-whos-using-it.pdf PBL at UBC - Who's Using It?]<br />
November 2001 (pdf document, 366 KB) A summary of PBL status at UBC with input from Faculties of Dentistry, Land and Food Systems, Medicine, Pharmaceutical Sciences, and Science.<br />
<br />
* [http://tag.ubc.ca/wp-content/uploads/2008/12/feedback-process-at-ubc.pdf PBL Feedback Process at UBC - Its Procedures and Effectiveness]<br />
November 2004 (pdf document, 121KB) One day, a PBL Network member came to us and asked about the effectiveness of the feedback component in PBL. We later realized that the feedback component of PBL has received little attention and different people used feedback differently. We decided to interview members of the UBC PBL Network to find out differences among different PBL instructors.<br />
<br />
'''Hard Copy Package'''<br />
<br />
Packages of paper-based resources and articles are available in our TAG Resource Room. Members of the UBC teaching and learning community are welcome to browse through the package and, if needed, take a package with you.<br />
'''Paper-based content:'''<br />
* Problem-based Learning: An Introduction (1999). Rhem, James. Reflections: Newsletter of the Educational Development Office, The University of Western Ontario: 1-3.<br />
* The Problem-Based Learning Process (1997). In: How to Use Problem-Based Learning in the Classroom. Ed. by Rober Delisle. Association for Supervision and Curriculum Development<br />
<br />
'''Paper-based content also available electronically:'''<br />
* [http://www.udel.edu/pbl/cte/spr96-bisc2.html About Teaching #50: But I Teach a Large Class… (1996). A Newsletter of the Center for Teaching Effectiveness.]<br />
* [http://teaching.polyu.edu.hk/datafiles/L62.pdf Problem-based Learning: Preparing Students to Succeed in the 21st Century (1997-1998).] Duch, Barbara J., Allen, Deborah E., and White, Harold B. III. Essays on Teaching Excellence, Toward the Best in the Academy, 9 (7).<br />
<br />
'''The Uses of Problems and Cases in the Humanities and Social Sciences'''<br />
<br />
PBL is used in Humanities and Social Sciences courses around the world! We chose a few articles to showcase the uses of problems and cases in the teaching and learning of Humanities and Social Sciences. We also list a few great web resources where you will find lots of information and examples on the uses of PBL in the Humanities and Social Sciences.<br />
<br />
* [http://wiki.ubc.ca/Documentation:CTLT_programs/PBL_Network#Web_Resources Web Resources]<br />
<br />
'''Resources for Students'''<br />
* Problem-based Learning: how to gain the most from PBL. D.R. Woods, 1994, DR Woods, Waterdown, distributed by McMaster University Bookstore , Hamilton<br />
ON Canada ISBN 0-9698725-0-X. Index and bibliography. 7"x9" paper, 170 pp.<br />
Available at: UBC OKANAGAN LIBRARY stacks<br />
Call Number: LB2395 .W66 1994</li><br />
<br />
* [http://www.mcli.dist.maricopa.edu/pbl/ubuystudent/index.html Student Manual - U Buy a Car]<br />
Maricopa Center for Learning and Instruction</li><br />
<br />
* [http://meds.queensu.ca/medicine/pbl/pblhome4.htm Student Responsibilities in PBL]<br />
PBL at Queen's University<br />
<br />
* [http://www.pbli.org/pbl/generic_pbl.htm Students are Responsible for Their Own Learning]<br />
PBL Initiatives<br />
<br />
<br />
'''Problem-based Service Learning'''<br />
<br />
Are you using problems and cases in your service learning? Please share your experience and resources you know.<br />
<br />
* [http://www.servicelearning.org/library/lib_cat/index.php?library_id=2415 Problem Based Service Learning: A Fieldguide for Making a Difference in Higher Education]<br />
<br />
<br />
'''Institutions That Use PBL'''<br />
<br />
* [http://www.unimaas.nl/pbl/ Universiteit Maastricht PBL]<br />
* [http://www.samford.edu/pubs/pbl/ Samford Centre for PBL]<br />
* [http://www.newcastle.edu.au/centre/problarc/index-old.html University of Newcastle, Australia, PROBLARC]<br />
* [http://chemeng.mcmaster.ca/pbl/pbl.htm McMaster PBL & Accreditation]<br />
* [http://www.udel.edu/pbl/ University of Delaware PBL]<br />
* [http://meds.queensu.ca/medicine/pbl/pblhome.htm Queen's University PBL (School of Medicine)]<br />
* [http://www.hss.coventry.ac.uk/pbl/index.htm Coventry University/LTSN Generic Centre]<br />
* [http://www.pbli.org/core.htm" Southern Illinois University PBLI (Medicine/Barrows)]<br />
* [http://pbl.tp.edu.sg/default.aspx Temasek Polytechnic, Singapore]<br />
* [http://discovery.rp.edu.sg/home/CED/Default.htm Republic Polytechnic, Singapore]<br />
<br />
<br />
What else would you like to see in this Resources Section? Do you have some articles and resources to share with other Network members? Your suggestions, comments, and contributions are important to us. Please let us know your thoughts! [mailto:judy.chan@ubc.ca E-mail us!]</div>CatherinePaulhttps://wiki.ubc.ca/index.php?title=Documentation:CTLT_programs/PBL_Network/Resources&diff=51047Documentation:CTLT programs/PBL Network/Resources2010-09-30T00:31:16Z<p>CatherinePaul: /* Resources */</p>
<hr />
<div>==Resources==<br />
<br />
* [http://tag.ubc.ca/wp-content/uploads/2008/12/pbl-at-ubc-whos-using-it.pdf PBL at UBC - Who's Using It?]<br />
November 2001 (pdf document, 366 KB) A summary of PBL status at UBC with input from Faculties of Dentistry, Land and Food Systems, Medicine, Pharmaceutical Sciences, and Science.<br />
<br />
* [http://tag.ubc.ca/wp-content/uploads/2008/12/feedback-process-at-ubc.pdf PBL Feedback Process at UBC - Its Procedures and Effectiveness]<br />
November 2004 (pdf document, 121KB) One day, a PBL Network member came to us and asked about the effectiveness of the feedback component in PBL. We later realized that the feedback component of PBL has received little attention and different people used feedback differently. We decided to interview members of the UBC PBL Network to find out differences among different PBL instructors.<br />
<br />
'''Hard Copy Package'''<br />
<br />
Packages of paper-based resources and articles are available in our TAG Resource Room. Members of the UBC teaching and learning community are welcome to browse through the package and, if needed, take a package with you.<br />
'''Paper-based content:'''<br />
* Problem-based Learning: An Introduction (1999). Rhem, James. Reflections: Newsletter of the Educational Development Office, The University of Western Ontario: 1-3.<br />
* The Problem-Based Learning Process (1997). In: How to Use Problem-Based Learning in the Classroom. Ed. by Rober Delisle. Association for Supervision and Curriculum Development<br />
<br />
'''Paper-based content also available electronically:'''<br />
* [http://www.udel.edu/pbl/cte/spr96-bisc2.html About Teaching #50: But I Teach a Large Class… (1996). A Newsletter of the Center for Teaching Effectiveness.]<br />
* [http://teaching.polyu.edu.hk/datafiles/L62.pdf Problem-based Learning: Preparing Students to Succeed in the 21st Century (1997-1998).] Duch, Barbara J., Allen, Deborah E., and White, Harold B. III. Essays on Teaching Excellence, Toward the Best in the Academy, 9 (7).<br />
<br />
'''The Uses of Problems and Cases in the Humanities and Social Sciences'''<br />
<br />
PBL is used in Humanities and Social Sciences courses around the world! We chose a few articles to showcase the uses of problems and cases in the teaching and learning of Humanities and Social Sciences. We also list a few great web resources where you will find lots of information and examples on the uses of PBL in the Humanities and Social Sciences.<br />
<br />
* [http://wiki.ubc.ca/Documentation:CTLT_programs/PBL_Network#Web_Resources Web Resources]<br />
<br />
'''Resources for Students'''<br />
* Problem-based Learning: how to gain the most from PBL. D.R. Woods, 1994, DR Woods, Waterdown, distributed by McMaster University Bookstore , Hamilton<br />
ON Canada ISBN 0-9698725-0-X. Index and bibliography. 7"x9" paper, 170 pp.<br />
Available at: UBC OKANAGAN LIBRARY stacks<br />
Call Number: LB2395 .W66 1994</li><br />
<br />
* [http://www.mcli.dist.maricopa.edu/pbl/ubuystudent/index.html Student Manual - U Buy a Car]<br />
Maricopa Center for Learning and Instruction</li><br />
<br />
* [http://meds.queensu.ca/medicine/pbl/pblhome4.htm Student Responsibilities in PBL]<br />
PBL at Queen's University<br />
<br />
* [http://www.pbli.org/pbl/generic_pbl.htm Students are Responsible for Their Own Learning]<br />
PBL Initiatives<br />
<br />
<br />
'''Problem-based Service Learning'''<br />
<br />
Are you using problems and cases in your service learning? Please share your experience and resources you know.<br />
<br />
* [http://www.servicelearning.org/library/lib_cat/index.php?library_id=2415 Problem Based Service Learning: A Fieldguide for Making a Difference in Higher Education]<br />
<br />
<br />
'''Institutions That Use PBL'''<br />
<br />
* [http://www.unimaas.nl/pbl/ Universiteit Maastricht PBL]<br />
* [http://www.samford.edu/pubs/pbl/ Samford Centre for PBL]<br />
* [http://www.newcastle.edu.au/centre/problarc/index-old.html University of Newcastle, Australia, PROBLARC]<br />
* [http://chemeng.mcmaster.ca/pbl/pbl.htm McMaster PBL & Accreditation]<br />
* [http://www.udel.edu/pbl/ University of Delaware PBL]<br />
* [http://meds.queensu.ca/medicine/pbl/pblhome.htm Queen's University PBL (School of Medicine)]<br />
* [http://www.hss.coventry.ac.uk/pbl/index.htm Coventry University/LTSN Generic Centre]<br />
* [http://www.pbli.org/core.htm" Southern Illinois University PBLI (Medicine/Barrows)]<br />
* [http://pbl.tp.edu.sg/default.aspx Temasek Polytechnic, Singapore]<br />
* [http://discovery.rp.edu.sg/home/CED/Default.htm">Republic Polytechnic, Singapore]<br />
<br />
<br />
What else would you like to see in this Resources Section? Do you have some articles and resources to share with other Network members? Your suggestions, comments, and contributions are important to us. Please let us know your thoughts! [mailto:judy.chan@ubc.ca E-mail us!]</div>CatherinePaulhttps://wiki.ubc.ca/index.php?title=Documentation:CTLT_programs/PBL_Network/Resources&diff=51028Documentation:CTLT programs/PBL Network/Resources2010-09-30T00:12:18Z<p>CatherinePaul: /* Resources */</p>
<hr />
<div>==Resources==<br />
<br />
* [http://tag.ubc.ca/wp-content/uploads/2008/12/pbl-at-ubc-whos-using-it.pdf PBL at UBC - Who's Using It?]<br />
November 2001 (pdf document, 366 KB) A summary of PBL status at UBC with input from Faculties of Dentistry, Land and Food Systems, Medicine, Pharmaceutical Sciences, and Science.<br />
<br />
* [http://tag.ubc.ca/wp-content/uploads/2008/12/feedback-process-at-ubc.pdf PBL Feedback Process at UBC - Its Procedures and Effectiveness]<br />
November 2004 (pdf document, 121KB) One day, a PBL Network member came to us and asked about the effectiveness of the feedback component in PBL. We later realized that the feedback component of PBL has received little attention and different people used feedback differently. We decided to interview members of the UBC PBL Network to find out differences among different PBL instructors.<br />
<br />
'''Hard Copy Package'''<br />
<br />
Packages of paper-based resources and articles are available in our TAG Resource Room. Members of the UBC teaching and learning community are welcome to browse through the package and, if needed, take a package with you.<br />
'''Paper-based content:'''<br />
* Problem-based Learning: An Introduction (1999). Rhem, James. Reflections: Newsletter of the Educational Development Office, The University of Western Ontario: 1-3.<br />
* The Problem-Based Learning Process (1997). In: How to Use Problem-Based Learning in the Classroom. Ed. by Rober Delisle. Association for Supervision and Curriculum Development<br />
<br />
'''Paper-based content also available electronically:'''<br />
* [http://www.udel.edu/pbl/cte/spr96-bisc2.html About Teaching #50: But I Teach a Large Class… (1996). A Newsletter of the Center for Teaching Effectiveness.]<br />
* [http://teaching.polyu.edu.hk/datafiles/L62.pdf Problem-based Learning: Preparing Students to Succeed in the 21st Century (1997-1998).] Duch, Barbara J., Allen, Deborah E., and White, Harold B. III. Essays on Teaching Excellence, Toward the Best in the Academy, 9 (7).<br />
<br />
'''The Uses of Problems and Cases in the Humanities and Social Sciences'''<br />
<br />
PBL is used in Humanities and Social Sciences courses around the world! We chose a few articles to showcase the uses of problems and cases in the teaching and learning of Humanities and Social Sciences. We also list a few great web resources where you will find lots of information and examples on the uses of PBL in the Humanities and Social Sciences.<br />
<br />
<a href="http://tag.ubc.ca/community/communities-of-practice/problem-based-learning-network/resources/pbl-in-the-humanities-selected-web-resources/">PBL in the Humanities- Selected Web Resources</a><br />
<br />
<a href="http://www.tag.ubc.ca/programs/PBLinHumanArticles.php"> </a><br />
<br />
<a href="http://tag.ubc.ca/community/communities-of-practice/problem-based-learning-network/resources/pbl-in-the-humanities-selected-publications/"> PBL in the Humanities- Selected Publications</a><br />
<a href="http://www.tag.ubc.ca/programs/PBLinHumanSites.php"></a><br />
<br />
<span style="color: #551a8b; text-decoration: underline;"><br />
</span><br />
<br />
<strong>Resources for Students</strong><br />
<ul class="space"><br />
<li>Problem-based Learning: how to gain the most from PBL. D.R. Woods, 1994, DR Woods, Waterdown, distributed by McMaster University Bookstore , Hamilton<br />
ON Canada ISBN 0-9698725-0-X. Index and bibliography. 7"x9" paper, 170 pp.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;<br />
<br />
Available at: UBC OKANAGAN LIBRARY stacks<br />
Call Number: LB2395 .W66 1994</li><br />
<li><a href="http://www.mcli.dist.maricopa.edu/pbl/ubuystudent/index.html" target="_blank">Student Manual - U Buy a Car</a><br />
Maricopa Center for Learning and Instruction</li><br />
<li><a href="http://meds.queensu.ca/medicine/pbl/pblhome4.htm" target="_blank">Student Responsibilities in PBL</a><br />
PBL at Queen's University</li><br />
<li><a href="http://www.pbli.org/pbl/generic_pbl.htm" target="_blank">Students are Responsible for Their Own Learning</a><br />
PBL Initiatives</li><br />
</ul><br />
<strong>Problem-based Service Learning</strong><br />
<br />
Are you using problems and cases in your service learning? Please share your experience and resources you know.<br />
<ul><br />
<li><a href="http://www.servicelearning.org/library/lib_cat/index.php?library_id=2415" target="_blank">Problem Based Service Learning: A Fieldguide for Making a Difference in Higher Education</a></li><br />
<li>A PDF Poster for Potential Clients on How to Get Involved, Social Marketing, York University (Example 1)</li><br />
<li>A PDF Poster for Potential Clients on How to Get Involved, Social Marketing, York University<br />
(Example 2)</li><br />
</ul><br />
<strong>Institutions That Use PBL</strong><br />
<ul><br />
<li><a href="http://www.unimaas.nl/pbl/" target="_blank">Universiteit Maastricht PBL</a></li><br />
<li><a href="http://www.samford.edu/pubs/pbl/" target="_blank">Samford Centre for PBL</a></li><br />
<li><a href="http://www.newcastle.edu.au/centre/problarc/index-old.html">University of Newcastle, Australia, PROBLARC</a></li><br />
<li><a href="http://chemeng.mcmaster.ca/pbl/pbl.htm">McMaster PBL &amp; Accreditation</a></li><br />
<li><a href="http://www.udel.edu/pbl/">University of Delaware PBL</a></li><br />
<li><a href="http://meds.queensu.ca/medicine/pbl/pblhome.htm">Queen's University PBL (School of Medicine)</a></li><br />
<li><a href="http://www.hss.coventry.ac.uk/pbl/index.htm">Coventry University/LTSN Generic Centre</a></li><br />
<li><a href="http://www.pbli.org/core.htm">Southern Illinois University PBLI (Medicine/Barrows)</a></li><br />
<li><a href="http://pbl.tp.edu.sg/default.aspx">Temasek Polytechnic, Singapore</a></li><br />
<li><a href="http://discovery.rp.edu.sg/home/CED/Default.htm">Republic Polytechnic, Singapore</a></li><br />
</ul><br />
What else would you like to see in this Resources Section? Do you have some articles and resources to share with other Network members? Your suggestions, comments, and contributions are important to us. Please let us know your thoughts! <a href="mailto:judy.chan@ubc.ca">E-mail us!</a></div>CatherinePaulhttps://wiki.ubc.ca/index.php?title=Documentation:CTLT_programs/PBL_Network/Events_Elsewhere&diff=51021Documentation:CTLT programs/PBL Network/Events Elsewhere2010-09-30T00:02:39Z<p>CatherinePaul: /* Events Elsewhere */</p>
<hr />
<div>==Events Elsewhere==<br />
<br />
'''Workshops'''<br />
<br />
* January 17-19, 2007<br />
University of Delaware<br />
Three-day Workshop: Problem-Based Learning: From Ideas to Solutions through Communication<br />
[http://www.udel.edu/inst/jan2007/ Workshop Website]<br />
<br />
* June 5, 6, and 7, 2006<br />
McMaster University<br />
Program for Faculty Development<br />
[http://www.fhs.mcmaster.ca/facdev/workshops_visitors.html Visitors' Workshop for Non-McMaster Faculty]<br />
<br />
'''Conferences'''<br />
<br />
* January 28 to February 1, 2008<br />
Colima, Mexico<br />
<br />
The Congress PBL 2008,<br />
[http://www.pbl2008.com/pbl.html Congress Website]<br />
<br />
* April 9 to 13, 2007<br />
Chicago, Il., USA<br />
<br />
American Educational Research Association - Annual Convention<br />
[http://www.aera.net/Default.aspx?id=1316 PBL Special Interest Group] http://www.aera.net/annualmeeting/?id=282<br />
<br />
[http://www.aera.net/annualmeeting/?id=282 Convention Website]<br />
<br />
* March 7 to 9, 2007<br />
Republic Polytechnic, Singapore<br />
<br />
* International PBL Symposium 2007 - Reinventing PBL<br />
[http://www.rp.sg/symposium Symposium Website]<br />
<br />
* July 17 to 24, 2006<br />
Pontificia Universidad Católica del Perú ''Connecting Learning to the Real World'', Lima, Perú<br />
[http://www.pucp.edu.pe/eventos/congresos/pbl2006abp/i00intro.htm International PBL Conference 2006]<br />
<br />
'''Networks'''<br />
<br />
* [http://www.udel.edu/pan-pbl/ Pan-American Network for Problem-Based Learning]<br />
Founded by the University of Delaware and Pontificia Universidad Católica del Perú</div>CatherinePaulhttps://wiki.ubc.ca/index.php?title=Documentation:CTLT_programs/PBL_Network/Overview&diff=49901Documentation:CTLT programs/PBL Network/Overview2010-09-24T21:20:14Z<p>CatherinePaul: /* Tutor-dedicated Problem-based Learning */</p>
<hr />
<div>==Overview==<br />
<br />
===Background Information===<br />
<br />
In 1915, John Dewey, an educational theorist argued that "…<br />
education is not an affair of 'telling' and being told, but an active and constructive<br />
process" that requires "direct and continuous occupations with things."<br />
Further, for these occupations (or experiences) to be educational, they required<br />
reflection to transform them into knowledge (Dunne and Brooks, 2004).<br />
<br />
Taxonomy of Significant Learning: Kinds of<br />
Knowledge (Fink, 2003)<br />
<br />
* Foundational: Recall information and ideas<br />
* Application: Critical, creative, practical thinking<br />
* Integration: Connect ideas and information<br />
* Human Dimension: Learn about oneself and others<br />
* Caring: Develop new feelings, interests, values<br />
* Learning: Becoming more self-directed<br />
[[File:Blooms taxonomy.jpg|frame]]<br />
<br />
'''Higher order thinking skills'''<br />
Good problems and cases should challenge students to achieve higher-level critical thinking. Too often, students view learning as remembering facts, terms and definitions in order to answer questions on tests. Many students seem to lack the ability or motivation to go beyond factual material to a deeper understanding of course material. In Bloom's Taxonomy, cognitive levels along with parallel student activities are arranged from lower (simple - 1, 2) to complex (higher - 5,6). Problems and cases should strive to induce students to learn at the higher levels.<br />
<br />
<br />
<br />
'''References:'''<br />
<br />
* Bloom, B. (1956) Taxonomy of Educational Objectives, New York: McKay.<br />
<br />
* Fink, D. (2003). Creating Significant Learning,San Francisco: Jossey-Bass.<br />
<br />
* Dunne, D. and K. Brooks. (2004). STLHE Green Guide No 5. Teaching with Cases. Halifax, Canada. The Society for Teaching and Learning in Higher Education.<br />
<br />
'''General Resources:'''<br />
<br />
* [http://ctlt.sites.olt.ubc.ca/resources/teaching/ Centre for Teaching, Learning and Technology, UBC]<br />
<br />
* [http://www.mcmaster.ca/stlhe/membership/information.html The Society for Teaching and Learning in Higher Education] (join the excellent listserve to share ideas, resources and queries)<br />
<br />
===Collaborative Learning===<br />
<br />
Collaborative learning is a form of instruction that involves learners working together to accomplish a common goal (Felder and Brent, 1994). It incorporates collaboration as a philosophy of interaction, where learners are responsible for their learning actions, and respect the abilities and contributions of their peers (Panitz). A related technique is Cooperative Learning (Johnson, Johnson and Holubec, 1994). They describe conditions for it to occur:<br />
<br />
* Positive interdependence – sink or swim together, responsible for ensuring that everyone learns<br />
* Individual accountability and responsibility to achieve group goals<br />
* each member is responsible for contributing a fair share to group success<br />
* Group reflection and processing – to determine what was helpful, not helpful, how to improve on effectiveness<br />
* Skills: interpersonal and group – requires trust, communication, acceptance and support of each other and resolution of conflicts<br />
* Face-to-face interaction – encouraging and facilitating each others’ efforts to achieve task or reach goals <br />
<br />
'''References:'''<br />
<br />
* [http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Coopreport.html Felder, R.M., and Brent, R. (1994). Cooperative Learning in Technical Courses: Procedures, Pitfalls, and Payoffs. ERIC Document Reproduction Service, ED377038].<br />
<br />
* Johnson E.W., Johnson, R.T., and Holubec, E.J. (1994). The New Circles of Learning: Cooperation in the Classroom and School. Alexandria: Association of Supervision and Curriculum Development.<br />
<br />
* [http://home.capecod.net/%7Etpanitz/tedsarticles/coopdefinition.htm Panitz, T. Collaborative versus cooperative learning – A comparison of the two concepts which will help us understand the underlying nature of interactive learning].<br />
<br />
===Learning in Groups===<br />
<br />
'''The Tuckman Model of Group/Organization Formation'''<br />
<br />
Bruce W Tuckman is an educational psychologist who first described the four stages of group development in 1965. Tuckman described the four distinct stages that a group can elicit as it comes together and starts to operate. The process can be subconscious, although an understanding of the stages can help a group reach effectiveness more quickly and less painfully.<br />
<br />
The four stages are: Forming, Storming, Norming, and Performing<br />
<br />
In a group environment, students learn how to achieve their education goals by setting expectations, group ground rules, and/or learning contracts.<br />
<br />
'''References:'''<br />
<br />
* The Tuckman Model of Group/Organization Formation.<br />
<br />
'''More Resources:'''<br />
<br />
The Learning Contract.<br />
<br />
* [http://www.chimaeraconsulting.com/tuckman.htm Stages of Group Development.]<br />
* Gibbs, G. (1995). Learning in Teams: A Tutor Guide. Oxford: The Oxford Centre for Staff Development. This manual is designed to help tutors (instructors) to plan the productive use of student teams and to support their operation in ways which are more likely to develop the kinds of team skills which students need whatever they do after they have finished studying. It also addresses tricky issues such as the assessment of teams, the formation of teams and the design of appropriate tasks and assignments for teams.<br />
<br />
===Team-based Learning===<br />
<br />
Team-based learning is a powerful instructional strategy that brings together student responsibility for learning basic course concepts, readiness assessment procedures that provide rich and rapid feedback for both individuals and teams, and opportunities for student teams to apply course concepts to problem solving assignments.<br />
<br />
The readiness assessment process allows instructor to focus classroom sessions on the application and analysis of course concepts, rather then the delivery of course content. The readiness assurance process consists of:<br />
<br />
# Assigned readings - Exposes students to essential course concepts<br />
# Individual testing<br />
# Team testing - Same evaluation instrument as individual test. During team tests students orally elaborate their understanding, defend, strengthen or adjust their schemata related to key course concepts.<br />
# Team feedback - Team reflection and discussion of troublesome concepts identified in results of team tests.<br />
# Instructor feedback - Opportunity to address misconceptions and troublesome concepts.<br />
<br />
Two features distinguish Team-Based Learning from other forms of teaching with small groups and make it an especially powerful form of teaching and learning: (TBL Homepage) "TEAMS" are distinct from and more powerful than "GROUPS"<br />
<br />
* When a teacher initially puts students into a group, the students are a "group," not a "team."<br />
* As the students begin to trust each other and develop a commitment to the goals and welfare of the group, they become a team.<br />
* When they become a cohesive team, the team can do things that neither a single individual nor a newly-formed group can do.<br />
* Team-based learning starts with groups and then creates the conditions that enable them to become teams.<br />
<br />
'''Course Examples:'''<br />
<br />
* Mechanical Engineering 223, Mechanical Design and Civil Engineering 400, Construction Management<br />
Contact: [mailto:sibley@apsc.ubc.ca Jim Sibley]<br />
<br />
These courses, which take place in fixed-seating, tiered lecture theatres, have enrollments of 115 students. Jim reports that the first year of using TBL had great results, with students dispersing and collecting their team folder of Scantron (bubble sheet) forms during class time, and working to complete them (for the readiness assessment procedures) with great energy.<br />
<br />
<br />
* 3rd year Psychology of Sports (this example comes from a member of the TBL listserve, who teaches at Towson University in Maryland:<br />
<br />
Instructor: [mailto:kubitz@towson.edu Karla Kubitz]<br />
<br />
Excerpt from course assignment:<br />
<br />
The purpose of the assignment is to provide you with the opportunity<br />
to integrate and apply what you have learned about the group/ environment-related tools (i.e., the theories, models, etc. in chapters 5-10) in the sport psychology toolbox. There will be four parts to this assignment.<br />
<br />
# Integrative Individual Assignment<br />
# Integrative Team Assignment<br />
# Peer-evaluation<br />
# Self-evaluation (the Team Self-evaluation and the individual One Minute Paper).<br />
<br />
<br />
* Courses in Writing and Literature, Department of English, University of Prince Edward Island<br />
<br />
Contact: [mailto:bmaclaine@upei.ca Dr. Brent MacLaine]<br />
<br />
Brent has kindly offered an overview of how he got started, what he does in his courses, and other related material:<br />
<br />
Preamble—a personal note:<br />
<br />
In the fall of 1994, I attended a UPEI Faculty Development workshop given by Professor Larry Michaelsen from the University of Oklahoma. Michaelsen's description of "Team-Based Learning" proved to be a significant pedagogical marker for my career as a university professor. Although I was initially very skeptical about some features of this approach to classroom learning (indeed, Michaelsen noted that, in his experience, literature professors were the most resistant), I was tempted enough to experiment with his innovations. At the eleventh hour, I completely revised two of the three courses that I was to teach the next week. (The third was a writing course, which is problematic to design using Team-Based Learning.) I do not regret my decision. As a result of those changes, I can say — without undue complacency, I hope — that I have never been happier with the performance of students in my classrooms.<br />
<br />
What follows is a description of Team-Based Learning as I use it in my non-writing and non-seminar courses. I have departed from Michaelsen's methodology on several key issues, particularly in the use of pre-tests (see CRIT's below), but the principles remain essentially the same.<br />
<br />
'''Definition'''<br />
<br />
Team-Based Learning — which should not be confused with team teaching — is a carefully managed pedagogical system that relies on small permanent classroom groups. It maximizes the helping and co-operative behaviour of individual students and directs that behaviour towards specific learning goals. Team-Based Learning is central to the entire course design and goes beyond the conventional and occasional use of randomly selected groups for class discussion.<br />
<br />
'''Characteristics'''<br />
<br />
* The ideal number for a classroom team is between 5 and 7 students.<br />
* Teams should not be randomly formed; students with the most experience with the subject are distributed evenly among the teams. Alternatively, the professor ought to identify which skills or “assets” are most important for the learning objectives for the teams in a particular course. Students with the greater number of “assets” or with the most experience with the learning skills ought to be distributed as evenly as possible among the learning teams. If, for example, interaction and experience with infants is a valuable skill for a course in chil psychology, then students who have such experience ought to identified so that they can share their knowledge with less experienced students in the class. It is possible to identify multiple assets when forming learning teams.<br />
* The team must remain a team throughout the course and sit together for each class.<br />
* Team members are accountable to each other.<br />
* A student's final mark in the course is a combination of individual performanc and team performance, although the final mark will always depend more on individual performance than on team performance.<br />
* Students must rate members of their own team on performance during the course (peer evaluation).<br />
* Team members are given responsibility for deciding the grade weight of a portion of the components of the final mark.<br />
* Team-Based Learning does not replace lecturing; it complements it.<br />
* Team-Based Learning encourages active learning.<br />
<br />
'''CRITs'''<br />
<br />
CRITs (Critical Reading and Issues Tests) are pre-tests given before lectures on or discussion of major reading assignments, for example, one or more chapters of a text, a novel, a play, a series of poems, a number of scholarly articles, or a work of criticism. These tests are a cornerstone of the Team-Based Learning classroom. They not only ensure that students are well prepared; they also signal important ideas for discussion and encourage analytical thinking. It is important that CRIT's not be simply "reading tests"; rather, they must be carefully designed questions that focus the student's and the team's attention on central critical issue of each reading assignment. CRIT's are not designed to test recall or detail; they are designed to test close, analytical reading, an essential skill for most academic work.<br />
<br />
In the class before any lecture on or discussion of a literary work, teams are given about five minutes to share their reactions to and impressions of the work that they have read. Each team is then given a folder with a CRIT test (15 multiple choice questions) and answer sheets. The students take the test individually. They then put their answer sheets in the folder and take the same test again as a team, generating a "team" answer on a separate sheet. It is at this point that significant discussion of issues begins. Normally students will share their reasons for answering as they did on the individual test and will negotiate with other members of the team to arrive at the best response. If the test is designed well, team scores will always be higher than individual scores.<br />
<br />
'''Marking''' Once all of the individual and team tests have been completed, they are put into the folder and exchanged with other teams in the class. Tests are then marked by the students anonymously and recorded on the back of the folder.<br />
<br />
'''Appeals''' A very important part of the process, appeals ensure flexibility and fairness in the pre-tests. Students must feel that they have recourse if they think that the tests have been unfair in any way — and sometimes they are. Thus, if a team feels that they have good reasons for answering a question as they did, they can document their reasons, provide good evidence, and ask for the "wrong" answer to be reviewed. Appeals are frequently successful. This process provides further opportunity for extending and fine-tuning the discussion and analysis of a particular critical issue.<br />
<br />
'''Test Design''' Humanities professors, in particular, may be resistant to this approach partly because they feel it emphasizes multiple choice testing which, they fear, does not do justice to the discipline. Such a fear is unfounded for two reasons:<br />
<br />
# Testing is only a small part of the team learning process, and<br />
# Multiple choice questions can test higher level critical thinking content.<br />
<br />
Nevertheless, test questions must be designed carefully.<br />
<br />
In this regard, Victoria L. Clegg and William E. Cashin provide excellent help in their publication "Improving Multiple-Choice Tests" (Idea Paper No. 16, September 1986; centre for Faculty Evaluation and Development, Kansas State University).<br />
<br />
'''Team Assignments and Activities'''<br />
<br />
Because the teams are permanent, it is very convenient to use them for brief classroom activities, other graded assignments, or projects. As well, during a lecture, the teams can be asked, for example, to discuss a pertinent question and provide a quick record of responses. In other words, having cohesive teams in place adds considerable flexibility to classroom management.<br />
<br />
'''Benefits of Team – Based Learning'''<br />
<br />
In my experience—over 165 teams since September 1994—Team Learning improves the productivity and learning atmosphere of the classroom on a number of counts:<br />
<br />
* Students benefit from self- and peer guidance in addition to instructor centred guidance<br />
* Learning teams are more focussed than randomly selected classroom groups.<br />
* Good students show by example; less talented or reluctant students are encouraged to take the subject matter seriously.<br />
* Students are much better prepared for class discussion.<br />
* There is immediate feedback.<br />
* Team learning increases the engagement between professor and students.<br />
* Team learning encourages careful thinking before directed discussion.<br />
* Students ask each other questions.<br />
* Professorial authority is less intrusive and less inhibiting<br />
<br />
'''Reference:'''<br />
<br />
* [http://teambasedlearning.apsc.ubc.ca/ Team-based Learning Homepage]<br />
<br />
'''More Resources''' (thanks to Brent MacLaine for his contributions to this list):<br />
<br />
* Cannon, Robert and David Newble. A Handbook for Teachers in Universities and Colleges: A Guide to Improving Teaching Methods. 4th ed. London, UK: Kogan Page, 2000.<br />
<br />
* Clegg, Victoria L. And William E. Cashin. “Improving Multiple-Choice Tests” Idea Paper No. 16. Kansas State University, Centre for Faculty Evaluation and Development; September, 1986.<br />
<br />
* Jacobs, Lucy Cheser and Clinton I. Chase. Developing and Using Tests Effectively: A Guide for Faculty. San Francisco: Jossey-Bass, 1992.<br />
<br />
* Gronlund, N.E. Measurement and Evaluation in Teaching. 6th ed New York: Macmillan, 1990.<br />
<br />
* Marini, Anthony, and Claudio Violato. “Guide for Multiple-Choice Item Construction” University of Calgary, 1997.<br />
<br />
* Michaelsen, Larry. “Team Learning: The Power of Teams for Powerful Learning.” U. of Oklahoma Web site.<br />
<br />
* Michaelsen, Larry, Arletta B. Knight, and L. Dee Fink (eds.). Team Learning: A Transformative Use of Small Groups. Westport, CT: Greenwood, 2002.<br />
<br />
* Michaelsen, L.K., L.D. Fink, and A. Knight . “Designing Effective Group Activities: Lessons for Classroom Teaching and Faculty Development,” in To Improve the Academy: Resources for Faculty, Instructional and Organizational Development. D. DeZure (ed.). Stillwater, OK: New Forums, 1997.<br />
<br />
* Sibley, Jim. 2005. Team-based Learning: An alternative to lecturing in large class settings. Tapestry 2005 Issue. Number 11 (Newsletter of the Centre for Teaching and Academic Growth), University of British Columbia.<br />
<br />
* Toohey, Susan. Designing Courses for Hgher Education. Philadelphia, PA: The Society for Research into Higher Education and Open U. Press, 1999.<br />
<br />
===Case-based Learning===<br />
<br />
In case-based learning, students are given a realistic statement, scenario, and/or case relevant to the course. Students often apply what they learned from previous courses or their current courses to work through the case.<br />
<br />
'''Excerpted from Dunne and Brooks (1994):'''<br />
<br />
Origins of the Case Method:<br />
<br />
Harvard Law School - 1870<br />
<br />
* Real law cases used to illustrate rules of law<br />
* Students placed in roles of the parties and “think in the discipline”<br />
* Promotes judgment on part of students<br />
<br />
Harvard Business School - 1908<br />
* Based on the Law model<br />
<br />
'''Perceived benefits at the time:'''<br />
<br />
* Learning anchored in reality and based on experience<br />
* Situations multi-dimensional and often ambiguous<br />
* Students must make trade-offs between conflicting influences<br />
* In discussing the case with others, must confront your own assumptions and values <br />
<br />
'''More Resources:'''<br />
<br />
* [http://cet.usc.edu/about/index.html The Centre for Excellence in Teaching at the University of Southern California] has an excellent collection of on-line resources on case-based learning,<br />
<br />
* Dunne, David and Kim Brooks. (2004). STLHE Green Guide No 5. Teaching with Cases. Halifax, Canada. The Society for Teaching and Learning in Higher Education. (Order through [http://www.stlhe.ca/en/publications/green_guides/index.php STLHE].)<br />
<br />
'''Course Examples:'''<br />
<br />
* Nursing 410, Exploring Avenues of Nursing Practice<br />
Instructor: [mailto:clauson@nursing.ubc.ca Marion Clauson]<br />
<br />
Excerpt from an in-class assignment:<br />
<br />
Perinatal Loss – Worksheet<br />
<br />
Maria Lewis, a primipara is admitted to your postpartum unit after delivering a stillborn baby boy at 38 weeks, due to a true knot in the cord. Maria and her husband, John are very distraught and they can’t believe this is happening to them.<br />
<br />
<blockquote>Part 1<br />
<br />
# What is unique or different about loss during the perinatal period as compared to loss during other life crises<br />
# Can you think of differences in how Maria and John would react if this had been an early pregnancy loss (i.e., miscarriage)?</blockquote><br />
<br />
* '''Communications 125'''. [http://www.bccie.bc.ca/node British Columbia Centre for International Education].<br />
This course uses case studies to model interview and cultural history techniques.<br />
<br />
===Learning through Scenarios and Role Plays===<br />
<br />
'''Course Examples:'''<br />
<br />
Human Kinetics 461 and 471: Prevention of Sports Injuries<br />
Instructors: [mailto:rob.lloyd-smith@ubc.ca Rob Lloyd-Smith] and[mailto:jtaunton@interchange.ubc.ca Jack Taunton]<br />
<br />
This course came to our attention in TAG from a student taking it who spoke of how real-life it was. Pairs of students have unique cases, which are actual cases at the Sports Medicine Clinic at UBC, including full charts on the patients. One example is "Achilles Tendonitis in 48-year old male basketball player."<br />
<br />
Students then come to meet with the sports medicine doctors who are instructing the course. With student taking on the role of the doctor, and doctor taking on the role of patient, the student asks questions and makes notes on how to proceed. They then discuss the case and how the student might proceed if they were treating the patient for real.<br />
<br />
Students, in pairs, then write up the case, following guidelines for the profession, and lead a joint presentation with Student 1 responsible for: Abstract, Introduction, Case Study, Investigation, Diagnosis, References and Student 2 responsible for: Discussion, Prevention, Conclusion. The paper is worth 30%, the joint case presentation work 20% and a final examination is worth 50% of the course grade.<br />
<br />
<br />
'''Courses from the Okanaga University College:'''<br />
<br />
* Business Administration 236: Accounting Computer Applications<br />
Instructor: [mailto:mnicholson@ouc.bc.ca Michelle Nicholson], Business Administration<br />
<br />
Michelle uses a simulated set of actual client files to teach accounting software.<br />
<br />
* First year Management Principles<br />
Instructor: [mailto:kbrundige@ouc.bc.ca Kerry Rempel], Business Administration<br />
<br />
Efficiency and Effectiveness Assignment.<br />
<br />
===Active and Experiential Learning===<br />
<br />
* Involve students with the material (individually, pairs, groups)<br />
* Use a variety of formats, materials, modes: Learning styles, Multiple Intelligences<br />
* Model the content or process<br />
* Find a way for learners to “experience” it<br />
<br />
'''More Resources:'''<br />
<br />
* Cameron B.J. (1999). STLHE Green Guide No 2. Active Learning. Halifax, Canada. The Society for Teaching and Learning in Higher Education. (Order through [http://www.stlhe.ca/en/publications/green_guides/index.php STLHE Green Guide])<br />
<br />
* [http://ctlt.sites.olt.ubc.ca/resources/teaching/ CTLT On-Line Resources]<br />
<br />
===Tutor-dedicated Problem-based Learning===<br />
'''<br />
What is PBL?'''<br />
<br />
Medical educators at McMaster University pioneered, or reinvented, problem-based learning, in about 1969. Also called problem-stimulated learning, PBL has been defined as:<br />
<br />
"A learning method based on the principle of using problems as a starting point for the acquisition and integration of new knowledge." H. S. Barrows, 1982.<br />
<br />
PBL is a learning environment in which the problem drives the learning. That is, before students learn some knowledge they are given a problem. The problem is posed so that the students discover that they need to learn some new knowledge before they can solve the problem.<br />
<br />
Posing the problem before learning tends to motivate students. They know why they are learning the new knowledge. Learning in the context of the need-to-solve-a-problem also tends to store the knowledge in memory patterns that facilitate later recall for solving problems.<br />
<br />
PBL utilizes student groups, but each group member is also responsible for independent research. Further, instructor scaffolding is considerably less direct in problem-based learning than in other constructivist models such as anchored instruction. Students are allowed to struggle and induct their own mental model of course concepts with only occasional "life-lines" from the instructor when concept processing falls off-track. Problem-based learning is most similar to case-based instruction, but in its purest form, PBL is more open-ended.<br />
<br />
In PBL, students are confronted with an ill-structured problem that mirrors real-world problems. Well chosen problems encourage students to define problems, identify what information is needed, and engage in solution generation and decision making. In PBL, the self-directed study occurs in small groups of 6-8 students with the aid of a facilitator, or tutor. It is the tutor's role to guide the students through the problems, and to provide them with ongoing formative evaluation.<br />
<br />
Although PBL uses tutorial groups, the learning is essentially an individual process, and each person is responsible for the acquisition of knowledge. The tutorial is where learning issues are developed and information is shared, discussed and integrated back into the problem. In addition, it is a place where clarification of concepts can occur as well as a place to share useful resources. Each individual is responsible for his/her own learning, and for making sure the tutorial meets his/her own needs.<br />
<br />
<br />
'''More Resources:'''<br />
<br />
* [http://ctlt.sites.olt.ubc.ca/resources/webliography/active-learning/ Centre for Teaching, Learning and Technology, UBC]<br />
* [http://www.edtech.vt.edu/edtech/id/models/index.html Educational Technologies, Virginia Tech]<br />
* [http://www.dentistry.ubc.ca/Personnel/walton/project3.html The Effectiveness of Problem-based Learning (PBL) in Preparing Dental Students for Clinical Treatment Planning]<br />
* [http://www.udel.edu/inst/ Art History, University of Delaware]<br />
* [http://www.landfood.ubc.ca/learningcentre/ Land and Food Systems, UBC]<br />
** [http://www.cfkeep.org/html/stitch.php?s=87714004039498&id=35357347256837 FNH 250, Nutrition: Concepts and Controversies (On-line)]<br />
* FNH 475, Advanced Topics in Clinical Nutrition<br />
* FNH 497, Sports Nutrition Student Directed Seminars<br />
* AGRO 461, Applied Agroecology<br />
* Landscape Architecture<br />
* Psychiatry, UBC<br />
<br />
Faculty of Medicine, UBC<br />
<br />
* A Study on Tutors' Expertise and Student Learning Validity of PBL Tutors' Summative Assessment Students' Evaluation of Expert Vs Non-Expert PBL Tutors<br />
<br />
* Educational and Counseling Psychology, and Special Education, UBC<br />
<br />
* EPSE 513, Seminar in Developmental Disabilities<br />
* EPSE 549, Seminar in Autism<br />
<br />
* Office of Distance Education and Technology (On-line Courses), UBC<br />
<br />
* Pathology 417, Bacterial Infection in Humans<br />
* Microbiology 410, Microbial Metabolism<br />
* MEDG 530, Human Genetics<br />
<br />
<br />
'''Special Topics'''<br />
<br />
* Problem-Based Learning in Large Classes<br />
<br />
===Learning through Inquiry===<br />
<br />
Learning through inquiry is based on a self-directed, question-driven<br />
search for understanding. An absolutely essential feature of this conception of inquiry is the explicit formation of a set of questions that provide a framework for research. Inquiry can be carried out by students working as individuals or in small groups. The approach can be the format for an entire course or for just part of a course.<br />
<br />
The principal steps of inquiry are:<br />
<br />
# the student explores a subject or theme and chooses a focus for the research;<br />
# a central research question for inquiry is formulated;<br />
# the student develops a plan of research, based on critical questioning and the attempt to anticipate findings; and<br />
# these research findings are brought to bear on the central question.<br />
<br />
The above excerpt is from Hudspith, B., and Jenkins, H. (2001)<br />
STLHE Green Guide N0 3. Teaching the Art of Inquiry. Halifax, Canada:<br />
The Society for Teaching and Learning in Higher Education.<br />
<br />
'''Course Examples:'''<br />
<br />
* Chemistry 121, Structural Chemistry and Chemistry 123, Physical and Organic Chemistry: Lab components are taught via inquiry.<br />
<br />
* First year Environmental Sciences (200+ students) at McMaster University. Lectures are delivered using a series of questions; draw on expertise of class to start to answer question, and to discuss how to find answer.<br />
<br />
'''More Resources:'''<br />
<br />
* Centre of Leadership in Learning, McMaster University<br />
A list of resources on inquiry learning can be found here. Information ranges from general broad definition of inquiry-based learning to specific topics such as group formation, problem writing, and examples in specific fields.<br />
<br />
<br />
===Project-based Learning===<br />
<br />
Students participate in projects and, whatever the discipline of the course, they often practice an interdisciplinary array of skills from such fields as math, language, fine arts, science, and technology for process and/or content.<br />
<br />
'''More Resources:'''<br />
<br />
* Project-based Learning, University of Calgary<br />
* Project-based Learning, University of Kansas<br />
* Project-based Learning, techLearning.com<br />
<br />
'''Course Examples:'''<br />
<br />
* Business Administration 128: Computer Applications (a required course)<br />
Instructor: Michelle Nicholson, Business Administration, Okanaga University College<br />
<br />
Michelle uses a case style term project to ensure that students apply the skills they have learned using a textbook.<br />
<br />
* 2nd year (graduating year) course: Capstone Design Project<br />
Instructor: Iain Cameron, Mechanical Engineering Technology, Okanaga University College<br />
<br />
Students work in teams to carry out design projects.<br />
<br />
* Teacher Preparation course for teachers of English as an Additional Language<br />
<br />
Instructor: Yan Guo, University of Calgary<br />
<br />
Students integrate language, content, and skills through projects.<br />
<br />
<br />
===Guided Design===<br />
<br />
Guided design involves active learning and sustained participation in small groups. Students are explicitly led through steps to solve problems and reach logical decisions. The process is an active one requiring student participation and involvement at each step. Problems, often real world situations, may be solved during scheduled class times. Small-group work occurs in the presence of the instructor, who provides feedback and encouragement as students proceed through each step of the thinking process.<br />
<br />
'''More Resources:'''<br />
<br />
* Cameron, B.J. (1999). STLHE Green Guide No 2. Active Learning. Halifax, Canada: The Society for Teaching and Learning in Higher Education.<br />
<br />
* Wales, C.E., Nardi, A.H., and Stager, R.A. (1986). Professional Decision-making. Morgantown, WV: West Virginia Center for Guided Design.<br />
<br />
* Wales, C.E., Nardi, A.H., and Stager, R.A. (1987). Thinking Skills: Making a Choice. Morgantown, WV: West Virginia Center for Guided Design.<br />
<br />
<br />
===Other Real-life Connections: Theory & Practice, Current Events, Community Service Learning===<br />
<br />
Community Service Learning is a method under which students<br />
learn and develop through thoughtfully organized service that:<br />
<br />
* is conducted in and meets the needs of a community and is coordinated with an institution of higher education, and with the community;<br />
* helps foster civic responsibility;<br />
* is integrated into and enhances the academic curriculum of the students enrolled; and<br />
* includes structured time for students to reflect on the service experience.<br />
<br />
'''More Resources:'''<br />
<br />
* Center for Community Partnerships, the University of Pennsylvania<br />
* Center for Community Service-Learning, California State University<br />
* Learning Exchange's Reading Week Community Service Learning Projects, UBC<br />
<br />
'''Course Example:'''<br />
<br />
* Biology 345: Human Ecology<br />
<br />
<br />
Instructor: Alice Cassidy<br />
Course Aims: Through this course, I hope to give you an opportunity<br />
to learn more about, and gain a greater appreciation of our natural world and the many ways that humans play a part in it. The course is framed around basic concepts of ecology, such as ecosystems, biodiversity and cycles in nature. We also focus on basic science skills, such as field observations and inquiry-based learning, that are also useful in other disciplines! We'll study current events and issues, both local and global. A group project will include community service, whereby your actions and knowledge can make a real difference. Much of the course content will come out of what you are interested in. You are invited to consider how ecology ties in to your daily life, and to make connections between ecology and other disciplines.<br />
<br />
I am happy to share more details about my course through email<br />
(see top of document for link to my email address.)<br />
<br />
<br />
===Final Thought===<br />
<br />
A thought to leave you with:<br />
<br />
It has been said that:<br />
<br />
67% of our students learn best actively, yet many lectures are passive<br />
<br />
69% of our students are visual, yet we often choose primarily verbal material<br />
<br />
28% of our students think globally, so we can help them with more on the 'big picture'<br />
<br />
'''References:'''<br />
<br />
* Felder, R.M., and Silverman, L.K. (1988). Learning and teaching styles in engineering education. Engineering Education 78 (7): 674-681, April 1988.<br />
<br />
* Montgomery, S.M. Addressing diverse learning styles through the use of multimedia.<br />
<br />
<br />
===Other Resources and Discipline-specific Ideas:===<br />
<br />
'''Anthropology'''<br />
<br />
Flexible Delivery Initiatives, the University of Queensland<br />
http://ublib.buffalo.edu/libraries/projects/cases/ubcase.htm<br />
Professor Lesley Jolly describes the use of problem-based learning in he cultural anthropology class.<br />
<br />
'''Biology'''<br />
<br />
Case Examples in Biology<br />
An introduction on problem-based learning and 20 case examples in biology can be found here.<br />
<br />
Case Studies in Science (Plant Science), State University of New York at Buffalo Click to “Plant Science” for five cases in plant sciences.<br />
<br />
HIV 2001, the University of Arizona<br />
http://www.biology.arizona.edu/immunology/activities/AIDS2001/main.html<br />
This is a case on the spread of HIV. A stimulated “web lab” is available to assist learning.<br />
<br />
'''Business Administration, Case Studies'''<br />
<br />
European Case Clearing House<br />
Business cases developed by the Cranfield School of Management, the London Business School, Harvard, University of Western Ontario, and University of Virginia can be browsed here. On-line inspection copies are available once registered.<br />
<br />
Harvard Business, Case Method Teaching<br />
Articles on case-based teaching and over 7,500 cases on a variety of topics<br />
(Accounting, Finance, Human Resources Management, etc) are available for US$6.50 each.<br />
<br />
Darden Business Publishing, University of Virginia<br />
Cases are available for US$3.29 each.<br />
<br />
'''Education, Instructional Technology and Design, Case<br />
Studies'''<br />
<br />
University of Virginia<br />
Three completed cases on instructional design are available on-line.<br />
<br />
'''Psychology'''<br />
<br />
Case Studies in Science, State University of New York at Buffalo<br />
Click to ‘Psychology” for 10 sample cases in psychology.<br />
<br />
'''Social Work, Introductory Course'''<br />
<br />
Social Policy and Social Work, Higher Education Academy<br />
Case studies on social policy and links to Social Work Programs using problems and cases in their core curricula can be found here.<br />
<br />
'''Problem-based Learning'''<br />
<br />
'''What is PBL? How to Set-up? Barriers? Limitations?'''<br />
<br />
California State University<br />
Follow the links in this page and you will find answers to many commonly asked questions related to PBL. Lists of references are also available.<br />
<br />
'''PBL in Curriculum Development'''<br />
<br />
Problem-based Learning, Samford University<br />
This site provides a few tips on what to expect and what not to expect while incorporating PBL in the curriculum. Links to two excellent PDF articles on putting PBL into practice are available here.<br />
<br />
Problem-based Learning, De Montfort University<br />
A short and concise article on what PBL is. Tips on how to incorporate a “good" PBL into existing curriculum and course design.<br />
<br />
'''Developing PBL'''<br />
<br />
A Self-checklist, Univeristy of Colorado at Denver and Health Sciences Center<br />
A short list for planning and conducting PBL.<br />
<br />
'''Dealing with Resistant Learners'''<br />
<br />
Pike, B., and Arch, D. (1997). Dealing with Difficult Participants: 127 Practical Suggestions for Minimizing Resistance and Maximizing Results in Your Presentation. San Francisco: Jossey-Bass.<br />
<br />
Classroom Management Suggestions, Yale University</div>CatherinePaulhttps://wiki.ubc.ca/index.php?title=Documentation:IPeer/Resources&diff=49787Documentation:IPeer/Resources2010-09-24T19:26:10Z<p>CatherinePaul: /* Resources */</p>
<hr />
<div>==Resources==<br />
<br />
* [http://burrito.olt.ubc.ca/trac/wiki/Status Latest iPeer News]<br />
* [http://burrito.olt.ubc.ca/trac/wiki/UserDoc User Documentation]<br />
* [http://burrito.olt.ubc.ca/trac/wiki/download Download Page]<br />
* [http://burrito.olt.ubc.ca/trac/wiki/install Installation Instruction]<br />
* [http://burrito.olt.ubc.ca/trac/wiki/Upgrade Upgrade Information]<br />
* [http://burrito.olt.ubc.ca/trac/wiki/SandBox Sandbox]<br />
* [http://burrito.olt.ubc.ca/trac/wiki/mailinglist Mailing List Subcription]<br />
* [http://burrito.olt.ubc.ca/trac/wiki/FAQs FAQs]<br />
* [http://burrito.olt.ubc.ca/trac/newticket Report Errors]<br />
<br />
<br />
'''Papers about Rubrics'''<br />
* http://teaching.berkeley.edu/docs/rubrics.pdf<br />
* http://cie.asu.edu/volume4/number4/<br />
* Some rubric samples: http://www.teach-nology.com/web_tools/rubrics/</div>CatherinePaulhttps://wiki.ubc.ca/index.php?title=Documentation:IPeer/Uses_and_Benefits&diff=49783Documentation:IPeer/Uses and Benefits2010-09-24T19:24:14Z<p>CatherinePaul: /* Uses and Benefits */</p>
<hr />
<div>==Uses and Benefits==<br />
<br />
* Rubric-based evaluations <br />
** Guides students of what is expected <br />
** Clearly breaks down grading scheme <br />
** Reduces the workload for everyone <br />
* Quick feedback for students <br />
* Easy management of evaluations for instructors <br />
** Instructors will more likely encourage peer evaluations <br />
<br />
<br />
'''Students''' form the majority of users of iPeer. They have the most limited amount of possible operations. Students are only allowed to submit evaluation assignments and edit their own profiles<br />
<br />
'''Instructors''' form the second largest user group. Instructors have the added ability to:<br />
<br />
* edit courses<br />
* add/edit/copy students<br />
* add/edit/copy groups<br />
* create/edit/copy evaluation formats<br />
* add/edit/copy evaluation assignments<br />
* email groups<br />
<br />
Note: Instructors are only allowed to modify information related to their courses.<br />
<br />
'''Administrators''' form the smallest user group. An administrator has instructor capabilities (see above) for all courses and users. The administrator also has the very dangerous ability to delete information, which can cause data inconsistency (this is discussed in more detail for each individual section). There is also a super admin account that is used for administration of administrators. Administrators should pay careful attention to the administrator notes of this manual as it is very easy to cause database inconsistencies with the powerful delete/remove command.</div>CatherinePaulhttps://wiki.ubc.ca/index.php?title=Documentation:IPeer/Uses_and_Benefits&diff=49782Documentation:IPeer/Uses and Benefits2010-09-24T19:23:43Z<p>CatherinePaul: /* Uses and Benefits */</p>
<hr />
<div>==Uses and Benefits==<br />
<br />
iPeer automates the process of peer evaluation and lowers the workload for both instructors and students. With the benefits of automation students can gain feedback more quickly. Additionally, instructors are less likely to lose evaluations and more likely to encourage peer evaluations.<br />
<br />
* Rubric-based evaluations <br />
** Guides students of what is expected <br />
** Clearly breaks down grading scheme <br />
** Reduces the workload for everyone <br />
* Quick feedback for students <br />
* Easy management of evaluations for instructors <br />
** Instructors will more likely encourage peer evaluations <br />
<br />
<br />
'''Students''' form the majority of users of iPeer. They have the most limited amount of possible operations. Students are only allowed to submit evaluation assignments and edit their own profiles<br />
<br />
'''Instructors''' form the second largest user group. Instructors have the added ability to:<br />
<br />
* edit courses<br />
* add/edit/copy students<br />
* add/edit/copy groups<br />
* create/edit/copy evaluation formats<br />
* add/edit/copy evaluation assignments<br />
* email groups<br />
<br />
Note: Instructors are only allowed to modify information related to their courses.<br />
<br />
'''Administrators''' form the smallest user group. An administrator has instructor capabilities (see above) for all courses and users. The administrator also has the very dangerous ability to delete information, which can cause data inconsistency (this is discussed in more detail for each individual section). There is also a super admin account that is used for administration of administrators. Administrators should pay careful attention to the administrator notes of this manual as it is very easy to cause database inconsistencies with the powerful delete/remove command.</div>CatherinePaulhttps://wiki.ubc.ca/index.php?title=Documentation:IPeer/Uses_and_Benefits&diff=49778Documentation:IPeer/Uses and Benefits2010-09-24T19:19:43Z<p>CatherinePaul: /* Uses and Benefits */</p>
<hr />
<div>==Uses and Benefits==<br />
* Rubric-based evaluations <br />
** Guides students of what is expected <br />
** Clearly breaks down grading scheme <br />
** Reduces the workload for everyone <br />
* Quick feedback for students <br />
* Easy management of evaluations for instructors <br />
** Instructors will more likely encourage peer evaluations <br />
<br />
<br />
'''Students''' form the majority of users of iPeer. They have the most limited amount of possible operations. Students are only allowed to submit evaluation assignments and edit their own profiles<br />
<br />
'''Instructors''' form the second largest user group. Instructors have the added ability to:<br />
<br />
* edit courses<br />
* add/edit/copy students<br />
* add/edit/copy groups<br />
* create/edit/copy evaluation formats<br />
* add/edit/copy evaluation assignments<br />
* email groups<br />
<br />
Note: Instructors are only allowed to modify information related to their courses.<br />
<br />
'''Administrators''' form the smallest user group. An administrator has instructor capabilities (see above) for all courses and users. The administrator also has the very dangerous ability to delete information, which can cause data inconsistency (this is discussed in more detail for each individual section). There is also a super admin account that is used for administration of administrators. Administrators should pay careful attention to the administrator notes of this manual as it is very easy to cause database inconsistencies with the powerful delete/remove command.</div>CatherinePaulhttps://wiki.ubc.ca/index.php?title=Documentation:IPeer/Uses_and_Benefits&diff=49777Documentation:IPeer/Uses and Benefits2010-09-24T19:19:17Z<p>CatherinePaul: /* Uses and Benefits */</p>
<hr />
<div>==Uses and Benefits==<br />
# Rubric-based evaluations <br />
** Guides students of what is expected <br />
** Clearly breaks down grading scheme <br />
** Reduces the workload for everyone <br />
# Quick feedback for students <br />
# Easy management of evaluations for instructors <br />
** Instructors will more likely encourage peer evaluations <br />
<br />
<br />
'''Students''' form the majority of users of iPeer. They have the most limited amount of possible operations. Students are only allowed to submit evaluation assignments and edit their own profiles<br />
<br />
'''Instructors''' form the second largest user group. Instructors have the added ability to:<br />
<br />
* edit courses<br />
* add/edit/copy students<br />
* add/edit/copy groups<br />
* create/edit/copy evaluation formats<br />
* add/edit/copy evaluation assignments<br />
* email groups<br />
<br />
Note: Instructors are only allowed to modify information related to their courses.<br />
<br />
'''Administrators''' form the smallest user group. An administrator has instructor capabilities (see above) for all courses and users. The administrator also has the very dangerous ability to delete information, which can cause data inconsistency (this is discussed in more detail for each individual section). There is also a super admin account that is used for administration of administrators. Administrators should pay careful attention to the administrator notes of this manual as it is very easy to cause database inconsistencies with the powerful delete/remove command.</div>CatherinePaulhttps://wiki.ubc.ca/index.php?title=Documentation:IPeer/Uses_and_Benefits&diff=49776Documentation:IPeer/Uses and Benefits2010-09-24T19:18:55Z<p>CatherinePaul: /* Uses and Benefits */</p>
<hr />
<div>==Uses and Benefits==<br />
# Rubric-based evaluations <br />
* Guides students of what is expected <br />
* Clearly breaks down grading scheme <br />
* Reduces the workload for everyone <br />
# Quick feedback for students <br />
# Easy management of evaluations for instructors <br />
* Instructors will more likely encourage peer evaluations <br />
<br />
<br />
'''Students''' form the majority of users of iPeer. They have the most limited amount of possible operations. Students are only allowed to submit evaluation assignments and edit their own profiles<br />
<br />
'''Instructors''' form the second largest user group. Instructors have the added ability to:<br />
<br />
* edit courses<br />
* add/edit/copy students<br />
* add/edit/copy groups<br />
* create/edit/copy evaluation formats<br />
* add/edit/copy evaluation assignments<br />
* email groups<br />
<br />
Note: Instructors are only allowed to modify information related to their courses.<br />
<br />
'''Administrators''' form the smallest user group. An administrator has instructor capabilities (see above) for all courses and users. The administrator also has the very dangerous ability to delete information, which can cause data inconsistency (this is discussed in more detail for each individual section). There is also a super admin account that is used for administration of administrators. Administrators should pay careful attention to the administrator notes of this manual as it is very easy to cause database inconsistencies with the powerful delete/remove command.</div>CatherinePaulhttps://wiki.ubc.ca/index.php?title=Documentation:IPeer/Tips&diff=49771Documentation:IPeer/Tips2010-09-24T19:11:42Z<p>CatherinePaul: </p>
<hr />
<div>==Tips==<br />
<br />
'''For Students'''<br />
* After students log in to iPeer for the first time, they should change their password and enter their email address. The email address specified is where instructors send evaluation due date reminders.<br />
* In the student portal, 2 panels are displayed showing the evaluations needed to be completed and submitted evaluations. <br />
** To complete an evaluation, click on its title on or before the due date.<br />
** To view answers to an evaluation, click on its title. A new window or tab will pop up with the evaluations answers and results. If you do not see any results, the instructor has not released your evaluation. Please contact your instructor.<br />
<br />
<br />
'''For Instructors'''<br />
<br />
If you're an instructor who is new to iPeer, you are ready to login and use iPeer.<br />
<br />
* You should login with the username and password provided by your administrator.<br />
* If you are at UBC, please note that CWL login does not work for instructor accounts. In iPeer, CWL is meant for students only.<br />
<br />
<br />
To get your courses up and running, you should:<br />
<br />
# First, create a course!<br />
# Then, add students to your course, either one-by-one, or all at once using a CSV file.<br />
# Assign your students into groups.<br />
<br />
<br />
To create evaluations for students, you should:<br />
<br />
# Create an Evaluation. There are 3 types available, and each evaluation can be re-used many times.<br />
# Create an Evaluation Event. This will give the evaluation to the students to complete, once.<br />
# After the due date, look at the Evaluation Event results, or export them into a CSV file.<br />
<br />
<br />
'''For Administrators'''<br />
<br />
* Administrators should be extremely cautious when removing data as it is very easy to cause database inconsistencies.</div>CatherinePaulhttps://wiki.ubc.ca/index.php?title=Documentation:IPeer/Tips&diff=49768Documentation:IPeer/Tips2010-09-24T19:09:03Z<p>CatherinePaul: </p>
<hr />
<div>'''For Students'''<br />
* After students log in to iPeer for the first time, they should change their password and enter their email address. The email address specified is where instructors send evaluation due date reminders.<br />
* In the student portal, 2 panels are displayed showing the evaluations needed to be completed and submitted evaluations. <br />
** To complete an evaluation, click on its title on or before the due date.<br />
** To view answers to an evaluation, click on its title. A new window or tab will pop up with the evaluations answers and results. If you do not see any results, the instructor has not released your evaluation. Please contact your instructor.<br />
<br />
<br />
'''For Instructors'''<br />
<br />
If you're an instructor who is new to iPeer, you are ready to login and use iPeer.<br />
<br />
* You should login with the username and password provided by your administrator.<br />
* If you are at UBC, please note that CWL login does not work for instructor accounts. In iPeer, CWL is meant for students only.<br />
<br />
<br />
To get your courses up and running, you should:<br />
<br />
# First, create a course!<br />
# Then, add students to your course, either one-by-one, or all at once using a CSV file.<br />
# Assign your students into groups.<br />
<br />
<br />
To create evaluations for students, you should:<br />
<br />
# Create an Evaluation. There are 3 types available, and each evaluation can be re-used many times.<br />
# Create an Evaluation Event. This will give the evaluation to the students to complete, once.<br />
# After the due date, look at the Evaluation Event results, or export them into a CSV file.<br />
<br />
<br />
'''For Administrators'''<br />
<br />
* Administrators should be extremely cautious when removing data as it is very easy to cause database inconsistencies.</div>CatherinePaulhttps://wiki.ubc.ca/index.php?title=Documentation:IPeer/Tips&diff=49767Documentation:IPeer/Tips2010-09-24T19:08:53Z<p>CatherinePaul: </p>
<hr />
<div> '''For Students'''<br />
* After students log in to iPeer for the first time, they should change their password and enter their email address. The email address specified is where instructors send evaluation due date reminders.<br />
* In the student portal, 2 panels are displayed showing the evaluations needed to be completed and submitted evaluations. <br />
** To complete an evaluation, click on its title on or before the due date.<br />
** To view answers to an evaluation, click on its title. A new window or tab will pop up with the evaluations answers and results. If you do not see any results, the instructor has not released your evaluation. Please contact your instructor.<br />
<br />
<br />
'''For Instructors'''<br />
<br />
If you're an instructor who is new to iPeer, you are ready to login and use iPeer.<br />
<br />
* You should login with the username and password provided by your administrator.<br />
* If you are at UBC, please note that CWL login does not work for instructor accounts. In iPeer, CWL is meant for students only.<br />
<br />
<br />
To get your courses up and running, you should:<br />
<br />
# First, create a course!<br />
# Then, add students to your course, either one-by-one, or all at once using a CSV file.<br />
# Assign your students into groups.<br />
<br />
<br />
To create evaluations for students, you should:<br />
<br />
# Create an Evaluation. There are 3 types available, and each evaluation can be re-used many times.<br />
# Create an Evaluation Event. This will give the evaluation to the students to complete, once.<br />
# After the due date, look at the Evaluation Event results, or export them into a CSV file.<br />
<br />
<br />
'''For Administrators'''<br />
<br />
* Administrators should be extremely cautious when removing data as it is very easy to cause database inconsistencies.</div>CatherinePaulhttps://wiki.ubc.ca/index.php?title=Documentation:IPeer/Elearning&diff=49765Documentation:IPeer/Elearning2010-09-24T19:06:04Z<p>CatherinePaul: </p>
<hr />
<div>{{Documentation:IPeer/What is it}}<br />
<br />
{{Documentation:IPeer/Uses and Benefits}}<br />
<br />
{{Documentation:IPeer/Examples}}<br />
<br />
{{Documentation:IPeer/Get Started}}<br />
<br />
{{Documentation:IPeer/Resources}}<br />
<br />
{{Documentation:IPeer/Tips}}</div>CatherinePaulhttps://wiki.ubc.ca/index.php?title=Documentation:IPeer/Examples&diff=49764Documentation:IPeer/Examples2010-09-24T19:04:49Z<p>CatherinePaul: /* Sandbox */</p>
<hr />
<div>==Examples==<br />
<br />
'''iPeer Tutorial'''<br />
<br />
----<br />
[[File:Tutorial.png|450px]]<br />
<br />
* '''Click [http://ipeerdev.olt.ubc.ca/app/webroot/img/wizard/tut_wrapper.swf here] to check out the video tutorial.'''<br />
<br />
<br />
A step-by-step video tutorial on the following features:<br />
<br />
* Creating Simple Evaluations<br />
* Creating Rubric Evaluations<br />
* Creating Mixed Evaluations<br />
* Creating Team Maker Surveys<br />
* Generating project groups based on survey criteria<br />
<br />
'''Sandbox'''<br />
<br />
----<br />
<br />
[[File:Sandbox.png|500px]]<br />
* '''Click [http://ipeerverf.olt.ubc.ca here] to try out iPeer on our sample server.'''<br />
<br />
Gives user the privilege to try iPeer on our sample server. Please note that data created on this server is wiped out every day at 3:00AM. This server is a shared environment. Please do not put personal information onto the page.<br />
<br />
The following accounts are created for demonstration purposes:<br />
<br />
* Administrator account:<br />
** Username: root<br />
** Password: sandbox<br />
* Instructor account:<br />
** Username: instructor<br />
** Password: sandbox<br />
* Student account:<br />
** Username: student<br />
** Password: sandbox</div>CatherinePaulhttps://wiki.ubc.ca/index.php?title=Documentation:IPeer/Examples&diff=49762Documentation:IPeer/Examples2010-09-24T19:03:53Z<p>CatherinePaul: /* iPeer Tutorial */</p>
<hr />
<div>==Examples==<br />
<br />
'''iPeer Tutorial'''<br />
<br />
----<br />
[[File:Tutorial.png|450px]]<br />
<br />
* '''Click [http://ipeerdev.olt.ubc.ca/app/webroot/img/wizard/tut_wrapper.swf here] to check out the video tutorial.'''<br />
<br />
<br />
A step-by-step video tutorial on the following features:<br />
<br />
* Creating Simple Evaluations<br />
* Creating Rubric Evaluations<br />
* Creating Mixed Evaluations<br />
* Creating Team Maker Surveys<br />
* Generating project groups based on survey criteria<br />
<br />
===Sandbox===<br />
<br />
----<br />
<br />
[[File:Sandbox.png|500px]]<br />
* '''Click [http://ipeerverf.olt.ubc.ca here] to try out iPeer on our sample server.'''<br />
<br />
Gives user the privilege to try iPeer on our sample server. Please note that data created on this server is wiped out every day at 3:00AM. This server is a shared environment. Please do not put personal information onto the page.<br />
<br />
The following accounts are created for demonstration purposes:<br />
<br />
* Administrator account:<br />
** Username: root<br />
** Password: sandbox<br />
* Instructor account:<br />
** Username: instructor<br />
** Password: sandbox<br />
* Student account:<br />
** Username: student<br />
** Password: sandbox</div>CatherinePaulhttps://wiki.ubc.ca/index.php?title=Documentation:IPeer/Examples&diff=49760Documentation:IPeer/Examples2010-09-24T19:03:15Z<p>CatherinePaul: /* iPeer Tutorial */</p>
<hr />
<div>==Examples==<br />
<br />
===iPeer Tutorial===<br />
<br />
----<br />
[[File:Tutorial.png|450px]]<br />
<br />
* '''Click [http://ipeerdev.olt.ubc.ca/app/webroot/img/wizard/tut_wrapper.swf here] to check out the video tutorial.'''<br />
<br />
<br />
A step-by-step video tutorial on the following features:<br />
<br />
* Creating Simple Evaluations<br />
* Creating Rubric Evaluations<br />
* Creating Mixed Evaluations<br />
* Creating Team Maker Surveys<br />
* Generating project groups based on survey criteria<br />
<br />
===Sandbox===<br />
<br />
----<br />
<br />
[[File:Sandbox.png|500px]]<br />
* '''Click [http://ipeerverf.olt.ubc.ca here] to try out iPeer on our sample server.'''<br />
<br />
Gives user the privilege to try iPeer on our sample server. Please note that data created on this server is wiped out every day at 3:00AM. This server is a shared environment. Please do not put personal information onto the page.<br />
<br />
The following accounts are created for demonstration purposes:<br />
<br />
* Administrator account:<br />
** Username: root<br />
** Password: sandbox<br />
* Instructor account:<br />
** Username: instructor<br />
** Password: sandbox<br />
* Student account:<br />
** Username: student<br />
** Password: sandbox</div>CatherinePaulhttps://wiki.ubc.ca/index.php?title=Documentation:IPeer/Examples&diff=49757Documentation:IPeer/Examples2010-09-24T19:02:44Z<p>CatherinePaul: /* Sandbox */</p>
<hr />
<div>==Examples==<br />
<br />
===iPeer Tutorial===<br />
<br />
----<br />
[[File:Tutorial.png|450px]]<br />
<br />
* Click [http://ipeerdev.olt.ubc.ca/app/webroot/img/wizard/tut_wrapper.swf here] to check out the tutorial.<br />
<br />
<br />
A step-by-step video tutorial on the following features:<br />
<br />
* Creating Simple Evaluations<br />
* Creating Rubric Evaluations<br />
* Creating Mixed Evaluations<br />
* Creating Team Maker Surveys<br />
* Generating project groups based on survey criteria<br />
<br />
===Sandbox===<br />
<br />
----<br />
<br />
[[File:Sandbox.png|500px]]<br />
* '''Click [http://ipeerverf.olt.ubc.ca here] to try out iPeer on our sample server.'''<br />
<br />
Gives user the privilege to try iPeer on our sample server. Please note that data created on this server is wiped out every day at 3:00AM. This server is a shared environment. Please do not put personal information onto the page.<br />
<br />
The following accounts are created for demonstration purposes:<br />
<br />
* Administrator account:<br />
** Username: root<br />
** Password: sandbox<br />
* Instructor account:<br />
** Username: instructor<br />
** Password: sandbox<br />
* Student account:<br />
** Username: student<br />
** Password: sandbox</div>CatherinePaulhttps://wiki.ubc.ca/index.php?title=Documentation:IPeer/Examples&diff=49756Documentation:IPeer/Examples2010-09-24T19:02:19Z<p>CatherinePaul: /* Sandbox */</p>
<hr />
<div>==Examples==<br />
<br />
===iPeer Tutorial===<br />
<br />
----<br />
[[File:Tutorial.png|450px]]<br />
<br />
* Click [http://ipeerdev.olt.ubc.ca/app/webroot/img/wizard/tut_wrapper.swf here] to check out the tutorial.<br />
<br />
<br />
A step-by-step video tutorial on the following features:<br />
<br />
* Creating Simple Evaluations<br />
* Creating Rubric Evaluations<br />
* Creating Mixed Evaluations<br />
* Creating Team Maker Surveys<br />
* Generating project groups based on survey criteria<br />
<br />
===Sandbox===<br />
<br />
----<br />
<br />
[[File:Sandbox.png|500px]]<br />
* Click [http://ipeerverf.olt.ubc.ca here] to try out iPeer on our sample server.<br />
<br />
Gives user the privilege to try iPeer on our sample server. Please note that data created on this server is wiped out every day at 3:00AM. This server is a shared environment. Please do not put personal information onto the page.<br />
<br />
The following accounts are created for demonstration purposes:<br />
<br />
* Administrator account:<br />
** Username: root<br />
** Password: sandbox<br />
* Instructor account:<br />
** Username: instructor<br />
** Password: sandbox<br />
* Student account:<br />
** Username: student<br />
** Password: sandbox</div>CatherinePaulhttps://wiki.ubc.ca/index.php?title=Documentation:IPeer/Examples&diff=49754Documentation:IPeer/Examples2010-09-24T19:01:08Z<p>CatherinePaul: /* iPeer Tutorial */</p>
<hr />
<div>==Examples==<br />
<br />
===iPeer Tutorial===<br />
<br />
----<br />
[[File:Tutorial.png|450px]]<br />
<br />
* Click [http://ipeerdev.olt.ubc.ca/app/webroot/img/wizard/tut_wrapper.swf here] to check out the tutorial.<br />
<br />
<br />
A step-by-step video tutorial on the following features:<br />
<br />
* Creating Simple Evaluations<br />
* Creating Rubric Evaluations<br />
* Creating Mixed Evaluations<br />
* Creating Team Maker Surveys<br />
* Generating project groups based on survey criteria<br />
<br />
===Sandbox===<br />
<br />
----<br />
<br />
'''Link''': [http://ipeerverf.olt.ubc.ca Click here]<br />
<br />
[[File:Sandbox.png|500px]]<br />
<br />
Gives user the privilege to try iPeer on our sample server. Please note that data created on this server is wiped out every day at 3:00AM. This server is a shared environment. Please do not put personal information onto the page.<br />
<br />
The following accounts are created for demonstration purposes:<br />
<br />
* Administrator account:<br />
** Username: root<br />
** Password: sandbox<br />
* Instructor account:<br />
** Username: instructor<br />
** Password: sandbox<br />
* Student account:<br />
** Username: student<br />
** Password: sandbox</div>CatherinePaulhttps://wiki.ubc.ca/index.php?title=Documentation:IPeer/Examples&diff=49752Documentation:IPeer/Examples2010-09-24T19:00:08Z<p>CatherinePaul: /* iPeer Tutorial */</p>
<hr />
<div>==Examples==<br />
<br />
===iPeer Tutorial===<br />
<br />
----<br />
<br />
[[File:Tutorial.png|450px|frame|Click [http://ipeerdev.olt.ubc.ca/app/webroot/img/wizard/tut_wrapper.swf here] to check out the tutorial]]<br />
<br />
<br />
A step-by-step video tutorial on the following features:<br />
<br />
* Creating Simple Evaluations<br />
* Creating Rubric Evaluations<br />
* Creating Mixed Evaluations<br />
* Creating Team Maker Surveys<br />
* Generating project groups based on survey criteria<br />
<br />
===Sandbox===<br />
<br />
----<br />
<br />
'''Link''': [http://ipeerverf.olt.ubc.ca Click here]<br />
<br />
[[File:Sandbox.png|500px]]<br />
<br />
Gives user the privilege to try iPeer on our sample server. Please note that data created on this server is wiped out every day at 3:00AM. This server is a shared environment. Please do not put personal information onto the page.<br />
<br />
The following accounts are created for demonstration purposes:<br />
<br />
* Administrator account:<br />
** Username: root<br />
** Password: sandbox<br />
* Instructor account:<br />
** Username: instructor<br />
** Password: sandbox<br />
* Student account:<br />
** Username: student<br />
** Password: sandbox</div>CatherinePaulhttps://wiki.ubc.ca/index.php?title=Documentation:IPeer/Examples&diff=49751Documentation:IPeer/Examples2010-09-24T18:57:50Z<p>CatherinePaul: </p>
<hr />
<div>==Examples==<br />
<br />
===iPeer Tutorial===<br />
<br />
----<br />
<br />
[[image:Tutorial.png|450px|frame|Click [http://ipeerdev.olt.ubc.ca/app/webroot/img/wizard/tut_wrapper.swf here] to check out the tutorial]]<br />
<br />
<br />
A step-by-step video tutorial on the following features:<br />
<br />
* Creating Simple Evaluations<br />
* Creating Rubric Evaluations<br />
* Creating Mixed Evaluations<br />
* Creating Team Maker Surveys<br />
* Generating project groups based on survey criteria<br />
<br />
===Sandbox===<br />
<br />
----<br />
<br />
'''Link''': [http://ipeerverf.olt.ubc.ca Click here]<br />
<br />
[[File:Sandbox.png|500px]]<br />
<br />
Gives user the privilege to try iPeer on our sample server. Please note that data created on this server is wiped out every day at 3:00AM. This server is a shared environment. Please do not put personal information onto the page.<br />
<br />
The following accounts are created for demonstration purposes:<br />
<br />
* Administrator account:<br />
** Username: root<br />
** Password: sandbox<br />
* Instructor account:<br />
** Username: instructor<br />
** Password: sandbox<br />
* Student account:<br />
** Username: student<br />
** Password: sandbox</div>CatherinePaulhttps://wiki.ubc.ca/index.php?title=Documentation:IPeer/Examples&diff=49750Documentation:IPeer/Examples2010-09-24T18:56:53Z<p>CatherinePaul: /* iPeer Tutorial */</p>
<hr />
<div>==Examples==<br />
<br />
===iPeer Tutorial===<br />
<br />
----<br />
<br />
[[image:Tutorial.png|frame|Click [http://ipeerdev.olt.ubc.ca/app/webroot/img/wizard/tut_wrapper.swf here] to check out the tutorial]]<br />
<br />
<br />
A step-by-step video tutorial on the following features:<br />
<br />
* Creating Simple Evaluations<br />
* Creating Rubric Evaluations<br />
* Creating Mixed Evaluations<br />
* Creating Team Maker Surveys<br />
* Generating project groups based on survey criteria<br />
<br />
===Sandbox===<br />
<br />
----<br />
<br />
'''Link''': [http://ipeerverf.olt.ubc.ca Click here]<br />
<br />
[[File:Sandbox.png|500px]]<br />
<br />
Gives user the privilege to try iPeer on our sample server. Please note that data created on this server is wiped out every day at 3:00AM. This server is a shared environment. Please do not put personal information onto the page.<br />
<br />
The following accounts are created for demonstration purposes:<br />
<br />
* Administrator account:<br />
** Username: root<br />
** Password: sandbox<br />
* Instructor account:<br />
** Username: instructor<br />
** Password: sandbox<br />
* Student account:<br />
** Username: student<br />
** Password: sandbox</div>CatherinePaulhttps://wiki.ubc.ca/index.php?title=Documentation:IPeer/Examples&diff=49749Documentation:IPeer/Examples2010-09-24T18:53:25Z<p>CatherinePaul: /* iPeer Tutorial */</p>
<hr />
<div>==Examples==<br />
<br />
===iPeer Tutorial===<br />
<br />
----<br />
<br />
'''Link''': [http://ipeerdev.olt.ubc.ca/app/webroot/img/wizard/tut_wrapper.swf Click here]<br />
<br />
[[image:Tutorial.png|450px]]<br />
<br />
<br />
A step-by-step video tutorial on the following features:<br />
<br />
* Creating Simple Evaluations<br />
* Creating Rubric Evaluations<br />
* Creating Mixed Evaluations<br />
* Creating Team Maker Surveys<br />
* Generating project groups based on survey criteria<br />
<br />
===Sandbox===<br />
<br />
----<br />
<br />
'''Link''': [http://ipeerverf.olt.ubc.ca Click here]<br />
<br />
[[File:Sandbox.png|500px]]<br />
<br />
Gives user the privilege to try iPeer on our sample server. Please note that data created on this server is wiped out every day at 3:00AM. This server is a shared environment. Please do not put personal information onto the page.<br />
<br />
The following accounts are created for demonstration purposes:<br />
<br />
* Administrator account:<br />
** Username: root<br />
** Password: sandbox<br />
* Instructor account:<br />
** Username: instructor<br />
** Password: sandbox<br />
* Student account:<br />
** Username: student<br />
** Password: sandbox</div>CatherinePaulhttps://wiki.ubc.ca/index.php?title=Documentation:IPeer/Get_Started&diff=49748Documentation:IPeer/Get Started2010-09-24T18:49:51Z<p>CatherinePaul: /* Get Started */</p>
<hr />
<div>==Get Started==<br />
<br />
'''For End Users'''<br />
<br />
* Official iPeer Production Website<br />
Use this website for your course needs. http://ipeer.olt.ubc.ca<br />
''To get access to this website, please contact [mailto:ipeer.support@ubc.ca ipeer.support@ubc.ca]''<br />
<br />
* iPeer 2.0 Sandbox<br />
Use this website to try out iPeer http://ipeerverf.olt.ubc.ca<br />
<br />
<br />
'''For Developers'''<br />
<br />
* Download your own installation<br />
http://sourceforge.net/projects/ipeer/files/<br />
<br />
* Installation Guide<br />
http://burrito.olt.ubc.ca/trac/wiki/install</div>CatherinePaul