Designing and facilitating an online PBL course through weaving content, storytelling, digital technologies and feedback.

Ann-Louise Davidson PhD ann-louise@education.concordia.ca

Nadia Naffi nadianaffi@gmail.com

http://theconversation.com/radical-rethink-how-to-design-university-courses-in-the-online-age-9737

Model 1 PBL for

Epistemological Competence

Model IIPBL for Professional

Action

Model IIIPBL for

Interdisciplinary Understanding

Model IVPBL for

Transdisciplinary Learning

Model VPBL for Critical Contestability

Knowledge Propositional Practical and performative Propositional, performative and practical

The examining and testing out of given knowledge

and frameworks

Contingent, contextual and constructed

Learning

The use and management of a propositional body of

knowledge to solve or manage a problem

The outcome-focused acquisition of knowledge and skills for the work

place

The synthesis of knowledge with skills

across discipline boundaries

Critical though and decentring oneself from disciplines in order to

understand them

A flexible entity that involves interrogation of

frameworks

Problem scenario

Limited solutions already known and are designed

to promote cognitive understanding

Focused on a real-life situation that requires an

effective practical resolution

Acquiring knowledge to be able to do, therefore

centred around knowledge with action

Characterized by resolving and managing dillemnas

Multidimentional, offering students options for alternative ways of knowing and being

Students

Receivers of knowledge who acquire and

understand propositional knowledge through

problem-solving

Pragmatists inducted to professional cultures who can undertake practical

action

Integrators across boundaries

Independent thinkers who take up a critical stance

towards learning

Explorers of underlying structures and belief

systems

Facilitator

A guide to obtaining the solution and to

understanding the correct propositional knowledge

A demonstrator of skills and a guide to “best

practice”

A coordinator of knowledge and skill acquisition across

boundaries or both

An orchestrator of opportunities for learning

(in its widest sense)

A commentator, a challenger, a decoder of cultures, disciplines and

traditions

Assessment

The testing of a body of knowledge to ensure

students have developed epistemological

competence

The testing of skills and competencies for the

work place supported by a body of knowledge

The examination of skills and knowledge in a

context that may have been learned out of

context

The opportunity to demonstrate an integrated understanding of skills and personal and propositional

knowledge across disciplines

Open-ended and flexible

Savin-Baden, 2000, p.126

PBL Models

Online Problem-Based Learning Experience

Pre-discussion of a complex, ill-structured problem (i.e., brainstorm) in the tutorial group meeting.

Formulation of learning issues in the tutorial group meeting

Individual self-directed learning (SDL) activities

Sharing and critically evaluating the literature findings in the subsequent tutorial group meeting

Loyens, Kirschner, & Paas, 2012, p.404 with modifications

1

Students are presented with an ill-structured problem through web-based material including text, videos, and simulations (Savin-Baden, 2006).

Group synchronous and asynchronous discussions are fostered in a wide variety of Web 2.0 environments such as chat rooms, discussion boards, forums, wikis and blog. These Web 2.0 environments are either built within learning management systems, such as Blackboard, or in exterior Internet platforms, such as Wikispaces or Blogger (Duncan et al., 2013; Loyens et al., 2012).

Synchronous tutorials are held in web-conferencing environments, such as Adobe Connect.

Synchronous tutorials are held in web-conferencing environments, such as Adobe Connect.

PBL

Cla

ssic

al M

odel

Onl

ine

PBL

2 3 4

Discussion about Project

Team Building

Project Part 1

Peer Feedback

Instructor Formative Feedback

Project Part 1 Revision

Project Part 2

Peer Feedback

Instructor Formative Feedback

Project Part 2 Revision

Project Part 3

Peer Feedback

Instructor Formative Feedback

Project Part 3 Revision

Instructor Summative Feedback

Project Done with All Parts

Team Evaluation

Team Evaluation

PBL Project & Feedback Loops

Discussion about Project

Team Building

Project Part 1

Needs assessment:identification of trouble areas and competencies to be developed

Project Part 1 Revision

Project Part 2

Project Part 2 Revision

Project Part 3

Project Part 3 Revision

Instructor Summative Feedback

Project Done with All Parts

Team Evaluation

Team Evaluation

PBL Project Phases

Evaluation: creation of formative and summative instrumetns

Learning material:production of learning program material

Online Interactions: 4 Possibilities

11:16 AM 08:26 PM

Same Place

Different Place

Synchronous Asynchronous

Course structure

12 modules1.Problem-based learning

videos posted on YouTube

2.One hour of compulsory synchronous group tutorial activities in Adobe Connect (for any time zone)

3.One hour devoted to asynchronous online activities such as forum discussions, self-directed learning activities, etc.

Technologies usedGoogle DocsPreziFacebookLinkedInTwitterInstagramRedditYouTubeAdobe ConnectBlackBoardWikispacesSkypeEmailDropbox

Designed for the mobile learning culture anywhere, anytime, through any device

Jen

Pierre

Vicky Harry

Ricardo

Jack

Mary

Joe

Week 1: IntroductionWeek 2: Breaking traditional communication modelsWeek 3: Environments, netiquette and PBL scenariosWeek 4: Online presence and online identity managementWeek 5: Networking yourselfWeek 6: CommerceWeek 7: Liberal professionsWeek 8: EducationWeek 9: Aggregate, filter, connectWeek 10: Working in collaboration (group work and CoPs)Week 11: SocietyWeek 12: Synthesis of the course and presentation of the model

Harry! That’s me! I’m Harry. I need to get my business online and I don’t know how. If I can do it for Harry, I can do it for myself. Or vice versa.

I realized I was Ricardo and I really wanted to solve his problem.

I associated a lot with Mary. Not that I had a language school or anything like that. But I am going through a transition. At my school, I have to use technologies and I really don’t know where to start. It was nice to see someone else had the same problem. I liked having the help of my classmates to solve her problem.

Pedagogical space

Pedagogical competencies

Pedagogical competencies

Desjardins, 2001, 2005

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