Education Commons^™

Mentorship Modes: Strategies For Influencing Interactive Learners, Brad Gyori

Interdisciplinary Journal of Problem-Based Learning

In the age of the Internet, students are clamoring for immersive and participatory learning experiences, but how can teachers share autonomy without losing control of their classrooms? In an effort to address this important question, this article suggests three mentorship modes that educators can employ in order to effectively engage with today’s interactive learners. Lecture-based instruction is a single mode form of teaching in which information is disseminated by a lone authority-figure. In contrast, learning-centered mentorship is a three-mode process in which autonomy is shared and authority flows in multiple directions at once: bottom-up (modeling), laterally (collaborating), and top-down (organizing …

Beyond Beliefs: Teachers Adapting Problem-Based Learning To Preexisting Systems Of Practice, John L. Pecore

Interdisciplinary Journal of Problem-Based Learning

Problem-based learning (PBL) is a constructivist method of instruction aligned with the science educational reform movement to increase scientific literacy for all Americans. As such, PBL instruction is an increasingly popular topic for professional development workshops offered to teachers in secondary learning environments. This research presents a case study of four teachers’ alignment of classroom practice with constructivist principles after participating in a one-week PBL workshop. Teachers assimilated PBL instruction into their current system of teaching; therefore, despite congruent beliefs, those teachers without a constructivist system of practice taught the PBL method with less alignment to constructivist principles. This discrepancy …

Igniting And Nurturing The Next Generation Of Stem Talent, Innovation And Leadership, By Design, Stephanie Pace Marshall

Stephanie Pace Marshall, Ph.D.

Regrettably, most American students experience STEM learning as an exclusive, individual, theoretical and “formulaic” enterprise. By decoupling STEM education from the human experience, we have distorted the essential nature of the scientific enterprise and advanced instrumentalist and utilitarian rationales for pursuing STEM careers—global economic superiority and technological competition.

Self-Directed Learning In Problem-Based Learning Versus Traditional Lecture-Based Learning: A Meta-Analysis, Heather Leary

Heather Leary, Ph.D.

Problem-based learning is a student-centered, inquiry-based approach that builds problem-solving skills. Reviews of problem-based learning, as compared to traditional lecture-based learning, report modest positive gains in cognitive outcomes. Many metaanalyses have been conducted to analyze the effectiveness of problem-based learning, but none have examined self-directed learning in the context of problem-based learning. The purpose of this study was to conduct a meta-analysis across all disciplines examining the extent to which problem-based learning engenders self-directed learning compared to a lecture-based approach. This study used a random effects model meta-analysis using 75 outcomes from 38 studies. Results indicated a statistically significant, z(74) …

Comparing Technology-Related Teacher Professional Development Designs: A Multilevel Study Of Teacher And Student Impacts, Andrew Walker, Mimi Recker, Lei Ye, Brooke Robertshaw, Linda Sellers, Heather Leary

Heather Leary, Ph.D.

No abstract provided.

Impact Of Scaffolding Characteristics And Study Quality On Learner Outcomes In Stem Education: A Meta-Analysis, Brian Belland, Andrew Walker, M. Olsen, Heather Leary

Heather Leary, Ph.D.

This paper employs meta-analysis to determine the impact of scaffold characteristics and study and assessment instrument quality on cognitive student outcomes in science, technology, engineering, and mathematics education at the K-12, college, graduate, and adult levels. Studies were coded for necessary information for effect size calculation, contextual information, threats to internal and external validity, and assessment instrument validity and reliability. Results indicate (a) scaffolding positively impacts student learning (g = 0.53), (b) studies with zero threats to internal validity had lower effect sizes than studies with two threats, (c) studies with one threat to external validity had higher effect sizes …

Self-Directed Learning In Problem-Based Learning: A Meta-Analysis, Heather Leary, Andrew Walker, Brett E. Shelton

Heather Leary, Ph.D.

This paper presents a meta-analysis focused on self-directed learning in problem-based learning when compared with a traditional learning approach. A total of 75 outcomes from 38 studies were used in the analysis which resulted in a statistically significant overall medium effect size of g = 0.45, favoring problem-based learning. Subgroup analyses conducted focused on four aspects of self-directed learning. Both personal autonomy (g = 0.51, z(47) = 6.4, p = 0.01) and independent pursuit of learning (g = 0.66, z(2) = 3.49, p = 0.01) report statistically significant positive effect sizes. Three of eight disciplines reported statistically significant effect sizes …

Integrating Technology And Problem-Based Learning: A Mixed Methods Study Of Two Teacher Professional Development Designs, Andrew Walker, Mimi Recker, M. Brooke Robertshaw, Jeffrey Osen, Heather Leary, Lei Ye, Linda Sellers

Heather Leary, Ph.D.

This article describes two consecutive enactments of technology-oriented teacher professional development designs, aimed at helping teachers find high-quality online learning resources and use them in designing effective problem-based learning (PBL) activities for their students. To align with current professional development prescriptions, in the first enactment, teachers learned PBL design skills concurrently with technology skills. Following aspects of design-based research, the professional development theory, participant feedback, and results from the first enactment informed the design of the second. In this second enactment, technology skills were separated and presented prior to learning about PBL. Results from a mixed-methods study of impact indicated …

Preparing Students For Careers That Do Not Yet Exist, Glenn W. "Max" Mcgee

Publications & Research

The Illinois Mathematics and Science Academy (IMSA), as a self-described "teaching and learning laboratory for imagination and inquiry," has a history of pursuing innovations closely aligned with the vision and framework of the National Science Education Standards. Innovations include both methods and materials for inquiry-based student instruction as well as for delivering professional development for pre-service and practicing teachers. Instructional innovations described include yearlong student inquiry and research projects (SIR), self-paced physics instruction, student-driven energy and engineering projects, instruction in innovation and entrepreneurialism, and a host of student-led outreach activities to "ignite and nurture creative, ethical, scientific minds of students …

Our History: Illinois Mathematics And Science Academy, Illinois Mathematics And Science Academy

IMSA History

The internationally recognized Illinois Mathematics and Science Academy (IMSA) develops creative, ethical leaders in science, technology, engineering and mathematics. As a teaching and learning laboratory created by the State of Illinois, IMSA enrolls academically talented Illinois students (grades 10-12) in its advanced, residential college preparatory program, and it serves thousands of educators and students in Illinois and beyond through innovative instructional programs that foster imagination and inquiry. IMSA also advances education through research, groundbreaking ventures and strategic partnerships.

Developing Knowledge For Real World Problem Scenarios : Using 3d Gaming Technology Within A Problem-Based Learning Framework, Michael Garrett

Theses: Doctorates and Masters

Problem-based learning is an instructional strategy that emphasises active and experiential learning through problem-solving activity. Using gaming technologies to embed this approach in a three-dimensional (3D) simulation environment provides users with a dynamic, responsive, visually engaging, and cost effective learning experience. Representing real world problems in 3D simulation environments develops knowledge and skills that are applicable to their resolution.

The Simulation, User, and Problem-based Learning (SUPL) Design Framework was developed to inform the design of learning environments which develop problem-solving knowledge for real world application. This framework identifies design factors relative to the user, the problem-solving task, and the 3D …

Designing, Developing And Implementing A Software Tool For Scenario Based Learning, Geoff Norton, Taylor Matt, Terry Stewart, Greg Blackburn, Audrey Jinks, Bahara Razdar, Paul Holmes, E Marastoni

Greg Blackburn

The pedagogical value of problem-based and inquiry-based learning activities has led to increased use of this approach in many courses. While scenarios or case studies were initially presented to learners as text-based material, the development of modern software technology provides the opportunity to deliver scenarios as e-learning modules, providing learners with a more accessible and engaging learning experience. Scenario Based Learning - interactive (SBLi) has been specifically developed to provide teachers and trainers with a generic tool that enables them to easily build interactive, multimedia scenarios without requiring programming skills. The software consists of a builder and player application, for …

Designing For Problem-Based Learning: A Comparative Study Of Technology Professional Development, Lei Ye, Andrew Walker, Mimi Recker, Brooke Robertshaww, Linda Sellers, Heather Leary

Heather Leary, Ph.D.

No abstract provided.