integrating technology with problem-based learning: the...
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Evelina Jaleniauskienė
PhD student of Educational Sciences, a lecturer of English, Faculty of Social Sciences, Arts
and Humanities, Kaunas University of Technology, Lithuania, evelina.jaleniauskiene@ktu.lt
Gintarė Valinevičienė
PhD student of Educational Sciences, Faculty of Social Sciences, Arts and Humanities,
Kaunas University of Technology, Lithuania, gintare.valineviciene@ktu.lt
Integrating Technology with
Problem-Based Learning:
The Use of Mindtools
International Conference MOOCs,
Informal Language Learning, and Mobility
20 – 21st October 2016, Milton Keynes, UK
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Background (1)
• Learning in problem-oriented environments – central in education
practice
• Problem-oriented environments/ problem-centered instruction/
learning through problem solving/ problem-based learning (PBL) =
integrating problem-solving activities
• Advantages and complexities of such learning environments
• Both knowledge construction and problem solving – complex
cognitive processes
• The major concern - the proper instructional design for such
complex learning environments
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Background (2)
• PBL – an ill-structured problem involving in the solution of ill-
structured problems (“those that we encounter in everyday life, in which one or several
aspects of the situation are not well specified, the goals are unclear, and there is insufficient information
to solve them” (Ge & Land, 2004, p. 5) and “lack clear paths to solutions” (R. J. Sternberg & K.
Stenberg, 2012, p. 447).
• PBL for learning foreign languages/ integrating problem solving
activities while learning foreign languages (e.g. Larsson, 2012; Ciuciulkiene, 2003;
Mathews-Aydinli, 2007; Anthony 2010; Anthony & Kadir, 2012; Du& Kirkebæk 2012; Doghonadze & Gorgiladze,
2008; Coffin, 2011; Coffin, 2014; Otham et al., 2013)
• Current PBL research - at the advancement stage
• Enhancement of PBL with mindtools – not about their effect on
attitudes and interest, increased motivation but on improved higher
order learning
• Mindtools/ thinking tools/ learning-with-technology paradigm/
technologies of the mind/ cognitive tools/ tools for thought
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Scaffolding for PBL
Scaffolding allows learners to achieve beyond what they may be able
to do ordinarily without support
Sources of scaffolding:
• More capable peers – ZPD (Vygotsky,
1978, Wood et al., 1976)
• Peers that think differently – IDZ
(Mercer, 2009)
• Mindtools – computer-based tools and
learning environments (Jonassen, 1996)
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Research question and methodology
Research question:
Which and how can technologies serve as mindtools or thinking tools for the
use in PBL?
Methodology:
A literature review
The range of papers also included the ones that dealt with processes of solving ill-
structured problems because these are the types of problems students solve in PBL-
based environments.
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Mindtools (thinking tools)
• computer-based tools and learning environments that have been
adapted or developed to function as intellectual partners with the learner in
order to engage and facilitate critical thinking and higher order training
… [they] are extensions of humans [that can] extend cognitive
functioning during learning … while constructing knowledge to engage
learners in cognitive operations they would not otherwise have been capable.
(Jonassen, 1996)
• … learning with the computer, not from it. Computers become
intellectual partners… by helping learners to articulate and represent what
they know (not what the teacher knows) and for reflecting on what they have
learned and how they came to know. (Jonassen, 2011)
• not productivity tools; instead, they support cognition by extending
learner thinking beyond what they may be able to do ordinarily without
support.
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Mindtools
Source: http://cursa.ihmc.us/rid=1107306695380_482118658_1113/Mindtools.cmap?rid=1107306695380_482118658_1113&partName=htmljpeg
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Classes of mindtools
Classes of mindtools Explanation Examples of tools
Semantic organization tools Help to represent semantic
relationships among ideas
Spreadsheets and semantic
networking (concept
mapping) tools
Dynamic modeling tools Help to represent dynamic
relationships among ideas
Spreadsheets, expert systems,
systems modeling tools,
microworlds
Information interpretation
tools
Help to process and assess
information
Visualization tools
Knowledge construction tools Help learners work as
designers and construct
knowledge
Hypermedia
Conversation and
collaboration tools
Facilitate learning by socially
negotiating meaning
Online videoconferencing,
live conversations,
asynchronous discussions
Multipurpose tools or
technology systems
Not limited to one particular
purpose
Dashboards, web-based
learning environments
(Source: adapted from Jonassen, 2006)
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Results and discussion (mindtools from 28? papers) Mindtools Their benefits
Concept mapping,
mindmapping,
cognitive mapping
tools
For visual construction of the problem space: listing the key points, identifying variables, their
relationships and the goal state of the problem; collectively constructed maps establish and maintain
shared understanding, reduce miscommunication; engage in more time and effort; can be
remembered and aid for problem-solving transfer; reduce mental efforts while thinking (Hung, 2013;
Everling et al. 2011; Jonassen, 2011; Wu et al., 2016)
Causal influence
diagrams
For better understanding of the dynamic problem space, problem variables, their interdependence
and effects of it (Jonassen, 2011; Eseryel et al., 2013; Hung, 2013; Spector, 2003)
Systems modelling
tools
For conceptualization of a problem at a more complex level by considering additional variables
where concept maps and influence diagrams are insufficient (Hung, 2013; Jonassen, 2011)
Question prompts/
Problem-solving
rubrics
(Added to LMSs) To prompt students to identify personal skills and knowledge; direct attention to
important aspects of problem solving; provide procedural assistance for ill-structured problem-
solving processes; for formative assessment, peer reviews, reflexive learning (Hack, 2013; Ge, 2010;
Ge & Land, 2004; Ge et al., 2010)
Social networks,
blogs, wikis
(webpages
produced by a
group)
For effective collaboration and communication; making thinking public; learning to take appropriate
actions to solve problems; establishing and maintaining team organization; supporting social
knowledge construction, for distribution of expertise and cognitive workload; for reflection on
actions; extending learning beyond the four walls of the class and cells of the timetable; for easier
monitoring of group communication and application of learning analytics (Hack, 2013; Kirschner &
Wopereis, 2013; Chhabra & Sharma, 2013; Drohan & Widger, 2008; Ng et al., 2010; Quek & Wang, 2013)
Instructional
dashboards
To enhance and support collaborative learning; for asynchronous communication; for facilitators to
support many groups (Kazamitebar et al., 2016; Chen et al. 2016; Mitchel et al., 2012)
Dialogue mapping For creating a shared map of a meeting discussion to capture the key questions and ideas; to serve as
a group memory and a focus for the members to think, discuss, argue, share, decide and plan (Ng,
2008)
Virtual worlds
For providing physical-world experience within a safe and controlled environment free from the
consequences associated with real physical-world experiences; for allowing the student to be at the
centre of, and in relative control of their own learning experience (Parson & Bignell, 2011; Hack, 2013)
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Scaffolding PBL processes with mindtools
SCAFFOLDING LEARNERS IN PBL
PROCESSES (externalized support to facilitate
both cognitive and metacognitive processes)
The process of solving ill-structured
problems (problem representation, generating
solutions, making justifications, and
monitoring and evaluation)
Self-directed learning
Reporting of the results and reflection
WITH MINDTOOLS (or thinking
tools – technology systems or tools
functioning as intelectual partners)
Collaborative learning
Knowledge construction
Concept mapping, mindmapping,
cognitive mapping tools
Causal influence diagrams
Systems modelling tools
Question prompts/ Problem-solving
scoring rubrics added on wikis/
social networking sites/ learning
management systems
Social networks, blogs, wikis
Instructional dashboards
Dialogue mapping
Virtual worlds, augmented reality
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Example of use 1: Instructional dashboard to support PBL
(to support instructional decision-making in online learning context; help others with
argumentation and reasoning; for asynchronous communication that allows additional
time to develop more substantial arguments before sharing)
(Chen et al., 2016, as cited in Wang et al., 2016, p. 9)
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Example of use 2: Problem-solving question prompts
(to scaffold ill-structured problem-solving) (Ge et al., 2010, p. 55)
1. Identify the problematic situation.
• What facts from this case suggest a problem?
• Is there a standard for comparing these facts? If so, what is (are) the standard(s)?
• Are the facts out of line? Why or why not?
2. Define the problem.
• What do you already know about the problem?
• Do you need additional facts to define the cause(s) of the problem?
• What is (are) the probable cause(s) of the problem?
3. List and evaluate alternative solutions.
• List at least two alternatives to solve the problem.
• Evaluate each alternative by describing its advantages and
disadvantages, including relevant patient and provider perspectives.
4. Choose, justify, and implement a plan.
• Which option will you implement as a plan?
• Why is this plan the best choice?
• How will you implement this plan?
5. Evaluate the plan.
• How and when will you monitor the implementation of the plan?
• How will you know if the problem is solved, alleviated, or is getting worse?
• What secondary problems should you watch out for, and how would
you do that?
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Example of use 3: Weblogs as mindtools
(for reflection on action; for modelling experience)
( Kirschner & Wopereis, 2013, as cited in Spector et al., 2013, p. 99)
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Example of use 4: Concept maps as mindtools
(for visual external representation of problems, to understand the inter-casual
relationships among the variables in the problem, to facilitate problem-
conceptualization processes by reducing cognitive processing load)
(Hung and Lin, 2015, p. 7)
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Example of use 5: : Influence diagrams as mindtools
(for conceptualization of complex inter-casual relationships in a problem
or a system)
(Spector, 2003, p. 370)
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Example of use 7: Techniques, tools and ideas for PBL from
Design Thinking
(for encouraging and facilitating creative thinking in your students and yourself; to
use both imaginative and analytical abilities)
(Jackson & Buining, 2013, p. 169)
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Example of use 7: Techniques, tools and ideas for PBL from
Design Thinking
(for encouraging and facilitating creative thinking in your students and yourself; to
use both imaginative and analytical abilities)
(Jackson & Buining, 2013)
Can be added to any LMS, wiki, blog, social networking site; you can use:
https://www.tuzzit.com/en/canvas/six_thinking_hats
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Conclusion
A great variety of mindtools could help to refine PBL phases by
affecting these end products/ by making:
• The process of.
• Ensuring the presence of intermental thinking.
• Extend Problem solving, analogizing, modeling, reasoning
causality, and arguing are the most powerful forms of thinking that
lead to the most meaningful learning.
A great variety of mindtools could help to refine PBL by:
•Making the process of ill-structured problem-solving easier (most important)
•Ensuring more effective communication and intermental thinking
•Extending learners’ problem solving and critical reasoning abilities
•Improving higher order learning (not just have a positive effect on learner attitudes and
interests and contribute to improved motivation)
•Making any learning environment more diverse
•Allowing for digital world and face-to-face reality to coexist (Generation Z prefers this)
•Ensuring more meaningful learning
•Increasing learning beyond the four walls of the classroom and cells of the timetable
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Future directions…
? New futuristic mindtools involving AI
Technological affordances + learners’ minds
Technological affordances + learners’ minds + AI
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Thank you for your attention!
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