distance course for training trainers in the use of flexible learning and pbl rolf carlsson

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Distance Teacher Education with

Problem Based Learning

Distance Course for Training Trainers in the

Use of Flexible Learning and PBL

Rolf Carlsson

Roza Dumbraveanu

Ulla Högberg

Göran Karlsson

Bengt Olsen

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Distance Teacher Education with

Problem Based Learning

Conten

t1. Course aims2. Pedagogical models Mechanics course3. Course objectives Mechanics distance course

4. Course structure5. Course operation6. Participant activities7. Metaphors to use8. Crucials9. Pros and cons10.International project cooperation

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Distance Teacher Education with

Problem Based Learning

Rolf CarlssonRolf Carlsson Datakonsult AB, Swedene-mail: Rolf.Carlsson@centrinity.se

Roza DumbraveanuState University of Moldova, CHISINAU, Moldovae-mail: roza@usm.md

Ulla HögbergUniversity of Karlstade-mail: ulla.hogberg@kau.se

Göran KarlssonDepartment of Mechanics, KTHe-mail: karlsson@mech.kth.se http://www.mech.kth.se/~karlsson

Bengt OlsenCentrinity AB, Kristallen, SE-752 38 UPPSALA, Swedene-mail: Bengt.Olsen@centrinity.se http://www.centrinity.se

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Distance Teacher Education with

Problem Based Learning

• Constructivism

• Knowledge must be constructed by the

• learner; it cannot be supplied by the teacher

Instructivism – Constructivism

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Distance Teacher Education with

Problem Based Learning

Main course objective 1(5)

Have such knowledge of the use of ICT and

flexible education that they independently can

plan and carry out education using ICT

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Distance Teacher Education with

Problem Based Learning

Main course objective 2(5)

Have got such experiences that they can

foresee and forestall problems that usually

occurs in education implemented with ICT

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Distance Teacher Education with

Problem Based Learning

Main course objective 3(5)

In a pedagogically creative way use the

possibilities that ICT offers

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Distance Teacher Education with

Problem Based Learning

Main course objective 4(5)

Comprehend that the important components in

a successful flexible education are – Technology– Organisation– Pedagogy– Economy

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Distance Teacher Education with

Problem Based Learning

Main course objective 5(5)

Comprehend which the critical factors for

success are and the new role of the teacher

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Distance Teacher Education with

Problem Based Learning

Course structure 1(6)20-40 partipants per course

On-line preparatory course– Solving start-up technical problems– Learning FirstClass– Planning the homework assignment

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Distance Teacher Education with

Problem Based Learning

Course structure 2(6)One day introductory conference

– “Get together”– Course presentation– Lectures on Distance learning, Group

communication and special features– Small group planning– Questions about FirstClass– Evaluation

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Distance Teacher Education with

Problem Based Learning

Course structure 3(6)Distance education (4 weeks)

– Conferences– Seminars– Homework assignments– Problem of the week

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Distance Teacher Education with

Problem Based Learning

Course structure 4(6)Mid-course meeting

– Video-conferencing about PBL– Course problems discussed– Systems/platforms information– Group work

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Distance Teacher Education with

Problem Based Learning

Course structure 5(6)Distance education continued (4 weeks)

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Distance Teacher Education with

Problem Based Learning

Course structure 6(6)Breaking-up day

– Experiences– How to avoid the problems we have had?– Deeper studies in special areas– Moderator’s role and activities– Evaluation and “how can we make this course

better”– Collegial network?

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Distance Teacher Education with

Problem Based Learning

Conference structure• Café• Staff-room• Bulletin board• Student room• Directory• Seminars• Assignments (7)• Group rooms• Library• System questions• Pedagogical room • Evaluation• Competition

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Distance Teacher Education with

Problem Based Learning

Assignments

• Grouping on basis of interest• Seven assignments for all groups

1. Arguments pro and con 2. Planning your own project 3. Pedagogics and learning styles 4. Problem based learning 5. Your own assignments 6. Your own Conference structure 7. Your own Study guide

Dead-lines with one - two weeks intervals

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Distance Teacher Education with

Problem Based Learning

Seminars

• Other groups• Every group is three weeks responsible for

– Formulating seminar problems– Monitoring that the other groups participate– Summarize the discussions

• Applying ideas from PBL

Society and organisationsReproduction-ConstructionTechnology

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Distance Teacher Education with

Problem Based Learning

Seminar content

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Distance Teacher Education with

Problem Based Learning

Participant activity 1(5)Relative activity per weekday

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Distance Teacher Education with

Problem Based Learning

Participant activity 2(5)Total number of messages per week

DLU11 Participants’ and intructors’ activities distributed on weeks

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Week

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Distance Teacher Education with

Problem Based Learning

Participant activity 3(5)Total number of messages per hour

0

20

40

20

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0003-0004

0004-0005

0005-0006

0006-0007

0007-0008

0008-0009

0009-1000

1000-1100

1700-1800

1800-1900

1900-2000

2000-2100

2100-2200

2200-2300

2300-2400

1200-1300

1300-1400

1100-1200

1600-1700

1500-1600

1400-150

DLU11 Participants’ activities distributed on hours

Hour

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Distance Teacher Education with

Problem Based Learning

Participant activity 4(5)Different conferences activity

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Distance Teacher Education with

Problem Based Learning

Participant activity 5(5)Number of messages per participant (all messages)

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Distance Teacher Education with

Problem Based Learning

Course administration

• Manager

• Course leader

• Course assistant

• Subject expert

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Distance Teacher Education with

Problem Based Learning

Agora Huddinge• Computer Science Basic and Continuation course

• Windows, Word, Excel, computers and their effect on individuals, groups and society

• 60 hours of study during 16 weeks

• 36 students (21 male and 15 female)

• Technical requirements

– IBM compatible computer with Internet connection

– Windows 3.x or Windows 95

– MS Word 6.0 or better

– MS Excel 5.0 or better

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Distance Teacher Education with

Problem Based Learning

Agora Huddinge - Entrance

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Distance Teacher Education with

Problem Based Learning

Agora Huddinge - Ground floor

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Distance Teacher Education with

Problem Based Learning

Agora Huddinge - The lift

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Distance Teacher Education with

Problem Based Learning

Agora Huddinge - Third floor

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Distance Teacher Education with

Problem Based Learning

ICTI Virtual Consultancy

Mind maps with MindManager

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Distance Teacher Education with

Problem Based Learning

• Check that everybody has got functioning access and has been able to log in.

• Clear admission requirements (in subject, computer experiences and the English language – since many entered links refer to sites using English).

• Be sure that everybody has understood the course aim, its goal and its objectives.

• Inform about the necessity to devote daily time to course.         

Some experience points to remember 1(6)

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Distance Teacher Education with

Problem Based Learning

• Optional course/s in general computer training, word processing etc.

• Check (and if necessary train) general computer literacy.

• Not too many participants (max. 40). • Not too large groups (3-5 participants per group).• Introduce group members to each other at first

course meeting.  

Some experience points to remember 2(6)

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Distance Teacher Education with

Problem Based Learning

• Appoint a responsibility leader for each group.• Let the group members sign a contract about their

responsibilities to the group and peers.• Continuously stress participant accountability.a• Assist so that client-server connectivity functions.• Inform about activity need and consequences (for

the inactive and others) if that is not followed.        

Some experience points to remember 3(6)

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Distance Teacher Education with

Problem Based Learning

• Do not encourage participants to send you personal e-mails, but rather use group communication with the fellow learners. In this way distance learning does not require more instructor effort than conventional teaching.

• Support individual searching but collaborative learning.

• Request absent messages (in e.g. a specific conference).      

Some experience points to remember 4(6)

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Distance Teacher Education with

Problem Based Learning

• Give technical support, particularly in the beginning.

• Check participant presence and contact if necessary.

• Not too many conferences in the beginning, better to split or start new ones later.

Some experience points to remember 5(6)

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Distance Teacher Education with

Problem Based Learning

• Not too large homework assignments.

• Assist participants to reduce their too high personal self-demands on form quality.

• Check quality of work and react if necessary.

Some experience points to remember 6(6)

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Distance Teacher Education with

Problem Based Learning

• Distance studies can be combined with other activities.

• Lower cost for companies; ordinary job can partly continue.

• Access to a large pool of available course via the network.

• Individual curriculum can be designed.• Social contacts through meetings, network group

work and discussion conferences

Participants’ opinions 1(3)Pros

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Distance Teacher Education with

Problem Based Learning

• Instructors not trained for this form. • Still teaching colleges continue to train for

traditional teaching.• Distance studies require more participant

discipline.• Increased dropout risk.• Companies do not understand what it is.

Participants’ opinions 2(3)Cons

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Distance Teacher Education with

Problem Based Learning

• Companies believe it is very expensive.

• Companies believe in intensive courses at isolated places.

• Lack of human social contacts

Participants’ opinions 3(3)Cons

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Distance Teacher Education with

Problem Based Learning

• Participant accountability: contracts, moderator

• Project oriented learning

• Peer communication

• Face-to-face gatherings

• Activate

• Instructor in background but reacts

Conclusions

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Distance Teacher Education with

Problem Based Learning

It is over now