Cases, Social Networking, and Workspaces:

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Nov 24, 2013 (3 years and 11 months ago)

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Cases, Social Networking, and Workspaces:


Introducing The Case Study and PBL Network







Ethel Stanley,

BioQUEST Curriculum Consortium, Beloit College

CASES



In the first plenary session, we heard Jay
Labov

describe the
the potential for cases to address
problem centered
interdisciplinary STEM education.



Cases can provide open opportunities for collaborative
exploration of emerging technologies, data literacy, and
quantitative reasoning as well as an opportunity to attract
students to science who want to solve real
-
world problems.



Students experience science as consumers, not producers.



Cases can offer “real world relevance, ill
-
defined challenges,
sustained investigation using multiple sources . . . Students
situate their learning in authentic contexts, tackle ambiguity,
hone their decision
-
making skills, acknowledge multiple
perspectives, and practice the type of negotiation required
of them as professionals” (Lombardi, 2007 p.3).




However, case study and PBL pedagogies, while
documented as effective for science learning, are not as
widely used as they might be.


Can we draw together the expertise and resources of
existing, but essentially independent, centers for case study
and PBL to support educators in adopting these
pedagogies?


The majority of undergraduates now take their initial (and
often final) STEM course at a two year institution. The
majority of the re
-
training of adult workers in biology
-
related jobs also begins here.


Engaging adult learners in these institutions in
contemporary biological problem
-
solving through case and
PBL approaches requires a significant effort to reach two
year faculty members who have less opportunity for
faculty development.


How will this barrier to adopting case and PBL pedagogies
be addressed?

SOCIAL NETWORKING



“Youth today are extensively exploiting computing and
mobile telephony outside of school to pursue their
interest
-
driven learning through social networks. They
use social network platforms like
Facebook
, MySpace,
YouTube, blog sites, search engines, and instant
messaging, not only for socializing, but to advance their
learning and that of their peers about topics of personal
consequence, such as hobbies, music, sports, games,
fan culture, civic engagement, health, and nutrition”
MacArthur Series on Digital Media and Learning, 2007).

However, “such interest
-
driven learning tends to be
pursued outside school and often remains unconnected to
formal education” (Fostering Learning in the Networked
World: The
Cyberlearning

Opportunity and Challenge. NSF,
2008,
p
. 35).




The ways people use social networking, internet
searching and mobile computing is a serious issue for
STEM education and one that might well be addressed by
innovations in the approaches of case study and PBL.

WORKSPACE



Can we take advantage of existing technology to
build online workspaces to support faculty
development?


What would this look like?



WORKSPACE



Singapore National Institute of Education



http://bioquest.org/nie2011/

CASE STUDY AND PBL NETWORK

In August 2011, NSF awarded a collaborative project
proposal

focused on expanding the

use of and
knowledge about

case studies and problem based
learning (PBL) that have been shown to help
undergraduates develop superior skills in question
formulation and data analysis while they learn as
much content as with traditional methods.

CASE STUDY AND PBL NETWORK



The Case Study and PBL Network plans to:


stimulate pedagogical innovation while furthering understanding of the
effectiveness of these methods


bring together the expertise and resources of several existing U.S. centers for
case studies and PBL in a unified effort to engage other biology faculty in using,
developing or conducting research on these teaching approaches


enhance the potential for these pedagogies to utilize emerging technologies,
data analysis and quantitative reasoning in biology learning while addressing
NRC recommendations for problem
-
based, interdisciplinary biology education


encourage and support participation by members of traditionally
underrepresented groups: minority faculty and minority serving institutions,
community college faculty, graduate students and post docs


invite institutional types from a wide range of geographic locations (including
international members) to participate


organize and disseminate resources, findings, and opportunities


encourage members to develop new projects and research proposals




The network will be a way to alert people to
opportunities, to foster collaborations among network
members, and to encourage its members to write
proposals for new materials and research around using
and learning with PBL and cases. It will be a meeting
place for exchange of information and opportunities via
an annual conferences and a robust online presence.




We would like to hear from potential users
about a network on PBL and Case Study and
what it might be able to do for faculty and the
students in their classes, for curriculum and
faculty development, and for research on
effectiveness of these methods.


Individual Task


Please consider which of the meetings (shown
on the next slide) that you would be likely to
attend.


Be prepared to share your thoughts.


National/international Conferences:



Focus Conference: Addressing Gaps in Case Study/PBL Support


Partnering with the National Center for Case Study Teaching in Science,
Buffalo, 2012



Assessing the Effectiveness of Case Studies and PBL


Partnering with ASM
-
CUE, location pending, May 2013



Case Studies and PBL for Emerging Technologies and
Cyberlearning



Partnering with PAN
-
PBL meeting to be in Atlanta, 2014



Focus Meeting

Research on Learning with Case Study and PBL,

Research partner not yet identified, potentially AAAS or AERA, 2015






Potential National/International Conferences:



Focus Conference: Addressing Gaps in Case Study/PBL Support


Partnering with the National Center for Case Study Teaching


in Science, Buffalo, 2012



Assessing the Effectiveness of Case Studies and PBL


Partnering with ASM
-
CUE, location pending, May 2013



Case Studies and PBL for Emerging Technologies and
Cyberlearning



Partnering with PAN
-
PBL meeting to be in Atlanta, 2014



Focus Meeting

Research on Learning with Case Study and PBL,

Research partner not yet identified, potentially AAAS or AERA, 2015







Small Group Task (Pairs/Triplets as necessary)


Please consider how cases can be used to address the following
challenge. Be prepared to share your thoughts.


The 2008 NSF report “Fostering Learning in the Networked World:
The
Cyberlearning

Opportunity and Challenge” outlines changes in
the digital world to which biology education must respond…



Cyberlearning

is not just the term to describe online searching for
information, gathering data, analyzing public data sets, database
mining, or the use of virtual laboratories and simulations;
cyberlearning

also describes a mode of self
-
directed learning that is
increasingly discordant with our broadcast style of teaching framed
by disciplinary curricula that constrain opportunities for multi
-
disciplinary learning.






Large Group Task:


If you are sitting in the front row of tables, please turn your chairs
around and join those in the second row. Repeat for all rows.


Consider the following list of items most frequently chosen by our
initial group of 25 stakeholders at the May 15, 2010
Stakeholder’s meeting in Atlanta.




Poll your own group on these items. (Would you be likely to
access this resource?)




Be prepared to share your groups top five choices with the
larger group
.