Computerized Problem-Based Scenarios in Practice

- A Decade of DIAGNOSIS

Terry Stewart, Ray Kemp and Paul BartrumMassey University, New Zealand

Computerized Problem-Based Scenarios in Practice – A Decade of DIAGNOSIS

Why the PBS approach?– Diagnosing a plant

problem is more than just an identification of the causal agent

– How could we give students practice at an holistic approach?

Computerized Problem-Based Scenarios in Practice – A Decade of DIAGNOSIS

Diagnosis for Crop Problems– Uses the “adventure game” concept.– Students must conduct interviews, tests and

interpret observations. They then provide a recommendation. This is marked by a tutor

– Encouraged to work within a budget.– Tracking provides customized feedback.– A “builder” allows scenarios to be created or

modified by the tutor– Embedded in a course of lectures and practical

classes or can be used stand-alone.

Computerized Problem-Based Scenarios in Practice – A Decade of DIAGNOSIS

Computerized Problem-Based Scenarios in Practice – A Decade of DIAGNOSIS

Computerized Problem-Based Scenarios in Practice – A Decade of DIAGNOSIS

Computerized Problem-Based Scenarios in Practice – A Decade of DIAGNOSIS

Summary– A “Problem-solving” exercise– Forces integration of knowledge– Offers an “experience” it would be difficult to

arrange in any other way– Approach has wide applicability– Software is useful, but having good scenarios

and using them correctly with students is what provides the learning.