Challenge Cycle: PBL

EPSY 5220

Challenge

What are the differences among Problem-based, Project-based, and Case-based learning, specifically in terms of student thinking and actions, and the kind of help/instruction needed from the teacher?

Midway thoughts…

What are they…» Jasper…video games» Teacher’s role: prep, scaffolding, manage

frustration, teachable moments Why are they rare?

» Teacher loss of control? Potential disadvantages?

» Noise…confusion…. Potential advantages?

Problem-Based

“Driving question” such as “Is the Civil War over?” or debate questions “Should abortion be legal?”

Consider…"authentic," "complex," "real-world,"and "realistic."Simulations (SimCity, Virtual U http://www.virtual-u.org/ )

Jasper MyPond/ MySound

» http://www.mysound.uconn.edu Logo, HTML or java programming (web page as

project-based) Video Games Challenge Cycle

Project-based NASA Egg-drop

» http://www.mines.edu/students/j/jdodds/Eggdropchallenge.htm » http://www.nap.edu/readingroom/books/nses/html/egg6d.html

» http://www.ai.mit.edu/people/stauffer/Activities/Olympics/EggDrop/ Invention Convention

» http://www.inventionconvention.com/ » http://www.cecm.winnipeg.mb.ca/resources/tours/Carolyn/invent.htm

School Play/ Yearbook Quest Atlantis http://atlantis.crlt.indiana.edu/ Robotics (Lego)

» http://www.trincoll.edu/events/robot/ » http://www.usfirst.org/ » http://www.usfirst.org/robotics/2004/2004_website_winners.htm » http://mindstorms.lego.com/eng/default.asp?domainredir=www.legomindstorms.com

Case-based

http://projects.coe.uga.edu/epltt/index.php?title=Case-Based_Learning

Medical, Business & Legal education» Harvard MBA cases

– http://harvardbusinessonline.hbsp.harvard.edu/b01/en/academic/edu_teachres_case_based_courses.jhtml

» http://www.umdnj.edu/meg/active_case.htm » Video cases for medical education

– http://www.ncl.ac.uk/nnp/teaching/video/case.html ILF

» http://inkido.indiana.edu/research/ilffrt.html » http://ilf.crlt.indiana.edu/

CTELL» http://ctell.uconn.edu/canter/canter_video.cfm

Jasper Woodbury

A beautiful story of a technology-based learning environment

In the beginning…

Cognitive theory into practice Contemporary learning technology

» Random access videodiscs» Serial communication devices» Logo & HyperCard programming

Grant money and research interest Excitement and enthusiasm

In the heydays!

Wide dissemination Interest in teacher development Research on implementation and

diffusion Excitement and enthusiasm

Technology progresses…

USB replaces serial devices Apple HyperCard is unsupported Logo fades Videodiscs replaced by DVD (not

random access) Jasper video content becomes dated Interest/enthusiam wanes

In the end

Outdated video Big videodiscs with no machine to play

them on Unsupported HyperCard software Disuse Body of citations in the research literature

The Beautiful Story of Logo

(with embedded activities)

Papert (1980) Mindstorms:

Children computers and powerful ideas

http://www.cs.berkeley.edu/~bh/

How to approach the topic?

Programming Learning by design Constructivism Robotics “learning without curriculum” Effects “with” vs effect “of” technology

In the beginning:Papert’s Claims

Logo provides nurturing environment for cognitive development

Logo increases student delight in learning

Logo allows students to create microworlds for studying math and science concepts

What is Logo

Lisp-like language Capable of recursion and structured

programming (modular or procedural)» Contrast with object oriented

Turtle graphics & turtle geometry» The cybernetic turtle & Body cyntonics

Usable by pre-school to college

Intermission… some examples of LOGO

programs Fractured

» Load “fractured» story1» POTS, ed “story1 ERALL

Turtle graphics» FD 50 RT 90 PU PD PE PPT CS HOME CLEAN» Draw a house

Bye

In the Haydays: Teachers adopt Logo, believing...

Logo will promote math problem solving Logo makes students more interested Logo will improve math & science test

scores.

The problem

Discovery WITH Logo vs effects OF learning the Logo language

Teaching WITH Logo vs teaching ABOUT Logo

Over-scaffolding learning vs allowing discovery

The answer?

Controlled research studies of Logo Teach students Logo… see if they are

better problem solvers or score higher on math tests

The problem

When done near MIT.. It works When done elsewhere.. Not so much

The answer #2?

Papert rejects research as “technocentric” thinking

Papert argues the DV’s should be about the “culture of learning” not about individual achievement

The problem

Educators attack Papert and reject Logo as just programming

Important philosophical and measurement concerns go unaddressed.

The answer #3?

Lego to the rescue Robots programmed with Logo-like language 40-minute, bite-sized units created for

classroom use Lego simplifies and reduces the Logo

language Teachers easily integrate the lessons into

their curriculum

The problem

Logo pulls out of Lego saying the materials do not promote the kind of learning Logo was designed for.

Issues of philosophy and measurement go unaddressed.

In the end…

Serial devices, like turtle don’t work with USB

Logo software unavailable on new OS Disuse Body of citations in the research

literature

In the end…

Moral?

The Beautiful Story of Second Life Teen Grid

Opened Feb 2005

The problem

Educators love it… begin to develop courses and activities in SL

Students don’t find it at all interesting or playable.

Parents are concerned with “Breedable virtual animals” etc.

February 2011, Teen grid merges with main grid.

In the end…

Virtual Environments

New Virtual U » http://www.virtual-u.org/

Logo Concepts

Variable Function Parameter Procedure Debugging Recursion Structured/ hierarchical (vs object-oriented)

The Beautiful Story of Games-based Learning

The Potential…

Quest AtlantisA conceptual playspace

A Typical Classroom in Mainland China–50-60 students in one class

Language Learning in WoW

Second Language Acquisition» Exolingual Interaction (Renié & Chanier, 1995). » Negotiation for Meaning (Long, 1996; Long and Porter, 1985;

Foster & Ohta, 2005; Warschauer, 1996) » Sociocultural perspectives» Language socialization (Watson-Gegeo & Nielsen, 2003) » Co-participation (Lave & Wenger, 1991)» Content-based language learning (Brown et al., 1989; Snow,

2004; Kasper, 2000)

Ecological Psychology» Affordances and Effectivities» Direct perception and action» Intentional Spring

Gaming to Learn (in general)

Test scores often increase, especially among poorly performing students

Student motivation increases Can teach higher order thinking

skills, such as strategic thinking and problem solving

Students often seek additional knowledge in order to improve their performance

Software & Information Industry Association Findings

Learning & EngagementTraditional Compared to 3D

3 week water quality unitTraditional = textbook based, teacher led3D = virtual, teacher as resource

Additional Effort» 74.5 % of the 3D group did additional work without promise of reward

(extra credit or credit in the game) » Only 3.7% of traditional group sought extra credit.

Motivation

Asked: “Why are you doing this work?”– Traditional: 98% because required– 3D: 46% because “wanted to do the work”Asked: “Why are you working so hard?”– Traditional: 65% did it to get a good grade.– 3D: 27% interested in the task– 14% of the 3D group sought jobs, extra work in the space

Traditional vs. 3D Summary

Students in 3D class…

» Were motivated by interest and enjoyment

» Did extra, independent work without promise of extra credit or reward in the game

» Found work more challenging than their regular classroom work

» Said there was nothing else they would rather be doing

» Delayed post-test showed significant gains

Student Responses Pre-test Response: The trade of illegal drugs is an important issue. Poor

farming families know they can make money off of selling illegal substances. Drug usage is dangerous and this is an important issue.

Post-test Response: In many countries, rainforest logging is a major issue.

People from wealthy countries such as our own might protest it because it kills so much of our beautiful environment, but in a country where fine rainforest wood is a major industry and especially if the country’s economy is weak, it is not really fair to say they can’t do it anymore. This is a very controversial issue, because we are basically weighing human life and animal life, two things that depend on each other.

Attitude and Self-Efficacy Change: English Language Learning in

Virtual Worlds

Findings Self- efficacy toward Advanced Use of English

» 19. I feel comfortable speaking English to Native-English speakers e.g. Americans, Australians, etc.

» 22. I feel comfortable reading an English newspaper, e.g. China Daily.» 31. I feel I am able to chat fluently in an English online chat room. » 32. I feel I can speak English fluently. » 36. I feel I can creatively express opinions in English.

Attitude toward English (fun) » 24. I feel comfortable in expressing opinions in English. » 25. I feel learning English is easy. » 26. I am willing to communicate in English.» 27. I feel learning English is fun.» 28. I feel chatting in English is fun.

Self-efficacy toward E-Communication » 18. I feel comfortable chatting online in English.» 20. I feel comfortable writing an email in English.» 21. I feel comfortable reading an email in English.

Post English Achievement Test

Flesch-Kincaid Grade Level scores

Case Study of 2 dyads

Case Study 2 Dyads

Repeated practice

Just in time feedback

Exolingual Interaction

socialization

content-based learning

Proverb Quest You think you lost your horse?

Who knows, he may bring a whole herd back to you someday.

(Chinese Pinyin: Sai4 weng1 shi1 ma3, an1 zhi1 fei1 fu2)

塞翁失马、焉知非福

Graphics from: http://www.epochtimes.com/b5/2/8/16/c8528.htm

1. LIZ: let's do the horse one first, do you want to start? 8:23:462. BET: k. 8:24:123. BET: do u have any idea? 8:25:414. LIZ: How about this: if a girl won her basketball game, she would

be able to go into the championship, but she lost? 8:26:35

5. LIZ: It turns out that if she won, the game would have been on her aunt's wedding, so in a way, the fact that she lost turned out to be good. 8:27:37

6. LIZ: that just came right out of my head. 8:27:537. LIZ: tell me if you think its weird. 8:28:138. BET: if a girl won the game she can join the nation team.

8:29:499. LIZ: good idea! 8:30:0410. BET: but if she join it she can't get education. 8:30:2911. LIZ: aounds good. 8:30:5712. LIZ: sounds. 8:31:0813. LIZ: better than the wedding idea. 8:31:3414. LIZ: Do you want to write down or copy that story so you don'.

8:32:0615. LIZ: lose it? 8:32:1416. BET: that's one is good too, should we give each one a story?

8:32:23

Segment C: Cultural Identity (Turn taking)

Iterative AnalysisStep 1: Open Coding-Emergent -Themes

School Life Time Small TalkCo-quest QA Topic QA Procedure QA Reflection Greetings

Step 2: CHILDES Descriptive Analysis across Topics

MLU in Word: · Utterances· Words · Ratio of Words over Utterances

FREQ: · Total number of different word types used,· Total number of words (tokens) · Type/Token ratio

Step 4: Collaboration for Meaning/Action by form, function, content and culture

The What is Proverb quest afforded CfM/A mainly through turn-taking

The Different World, Different Places quest (Global Warming) afforded CfM/A mainly through telling (SEA) and recitation (LUL)

The Bummer Breakers quest afforded CfM/A mainly through co-laboring

Confirmation check Clarification request

Comprehension check

Step 3: NfM (Foster and Ohta, 2005) by form and function

Assistance (co-construction and other-correction

Self-correction Continuers

“QA helped me with my learning English, especially in language use and communication. My spoken English has improved, so has my ability to act according to (linguistic) circumstances.” (Bettychina)

“It is when asking questions to each other and answering to each others’ questions, these opportunities helped me.” (Bettychina)

“The stuff was taught from classroom is quite rigid, inflexible and fixed facts, we have the impression that we need to strictly follow grammatical rules during communication with foreigners, otherwise we cannot make ourselves understood. In QA, we sometimes do not strictly follow grammar rules, the chat messages by QA partners sometimes are not grammatical either. And we still understood each other.” (Lulu)

The problem

Games for the sake of games vs games aligned with curricular

goals

Issues emerge

Gamifying traditional instruction» Badges and achievements

Creating serious games» Metero Math, Where in the World is

Carmen Sandiego?, Oregon Trail

Gamification

Background

Use game mechanics in service to formal and informal curricular goals

Games Vs. Gamification

Games Gamification• Goal• Rules• Feedback System• Voluntary

Gamification is the use of game design techniques, game thinking and game mechanics to enhance non-game contexts

Games Vs. Gamification

Games Gamification

Narrative

Deeper Engagement

TimelineDeeper Engagement

Non-gameContent

Leader boards

PointsLevels

Leader boards

Levels

Points

Games Vs. Gamification

Games Gamification

Crowdsourcing: Foldit

Foldit Gamers Solve AIDS Puzzle That Baffled Scientists for a Decade

Crowdsourcing…

Luis von Ahn (from his TED video)

“While you're typing a CAPTCHA, during those 10 seconds, your brain is doing something amazing. Your brain is doing something that computers cannot yet do. So can we get you to do useful work for those 10 seconds? Another way of putting it is, is there some humongous problem that we cannot yet get computers to solve, yet we can split into tiny 10-second chunks such that each time somebody solves a CAPTCHA they solve a little bit of this problem? And the answer to that is "yes," and this is what we're doing now.”

Research

We Don’t need no stinkin’

badges!

Badges are pretty important to these guys

Agenda

Final to-do checklist General Review PBL summary Final Exam Wrap up all items as needed