家里装浴缸是否实用：[2]浴缸加热方法分析ppt课件

UniversityofDelaware,PBL2004,C/pbl/PBL2004,IntegratingProblem-BasedLearningandTechnologyinEducation,InstituteforTransformingUndergraduateEducation,GeorgeWwithcontributionsfromDeborahAllen,BarbaraDuchSusanGroh,andHalWhite,卫浴网,1,2,TheWayItWas.1973,2004,Computation,scientificcalculators,graphingcalculators,laptops,handheldPCs,PDAstabletPCs,gigabytesandgigahertz,ubiquitouscomputing,3,TheWayItWas.1973,2004,Communication,e-mail,voice-mail,chatrooms,FAX,pagers,cellphones,textmessaging,instantmessaging,blogging,wirelessconnectivity,4,TheWayItWas.1973,2004,Collections,OnlineInformation:webcatalogs,networkeddatabases,BritannicaOnline,onlinenewspapers,coursewebsites,CMS,LMS,5,EducationandtheCsofTechnology:,ComputationandCalculationCommunicationandCollaborationCollectionsandConnections,MarisaMartn:Collaborative,Constructivist,andContextual,6,Giventheamazingadvancesintechnologyandthedramaticchangeintheenvironmentofourstudents,Canweaffordtocontinueteachingthewayweweretaught?,Animportantquestion:,7,IntegratingInformationTechnologyandPBL,8,ActiveLearningObjectives,Coursesshould:Bestudent-centeredandencouragestudentsto“learntolearn.”Provideopportunitiestothinkcriticallyandtoanalyzeandsolveproblems.Assiststudentsindevelopingskillsingatheringandevaluatinginformation.Provideexperienceworkingcooperativelyinteamsandsmallgroups.Helpstudentsacquireversatileandeffectivecommunicationskills.Offeravarietyoflearningexperiences.Applytechnologyeffectivelywhereitwillenhancelearning.,9,InformationTechnologyObjectives,Studentsshould:engageinelectroniccollaboration.useandcreatestructuredelectronicdocuments.dotechnology-enhancedpresentations.useappropriateelectronictoolsforresearchandevaluation.usespreadsheetsanddatabasestomanageinformation.useelectronictoolsforanalyzingquantitativeandqualitativedata.identifymajorlegal,ethical,andsecurityissuesininformationtechnology.haveaworkingknowledgeofITplatforms.,AdaptedfromTechnologyAcrosstheCurriculum,GeorgeMasonU.,10,OverlapofActive-LearningObjectivesandInstructionalTechnologyObjectives,11,OverlapofActive-LearningObjectivesandInstructionalTechnologyObjectives,12,OverlapofActive-LearningObjectivesandInstructionalTechnologyObjectives,13,/watson,14,OrganizingtheCourse,UtilizingOnlineResources,OrganizingtheCourse,15,WebSitesandWebPages,Syllabus,OrganizingtheCourse,Groups,StudentReportsandProjects,Syllabus,16,Syllabus,IntroductiontoPBL,OrganizingtheSyllabus,Groupfacilitationandsupport,Formsforassessment,17,IntroductiontoPBL,18,Groupfacilitationandsupport,19,Formsforassessment,20,Examplesofsupportinginformationthatcanbelinkedfromanonlinesyllabus:,InstructorsinstructionalphilosophyDetailedcourseobjectives(bothcontentandprocess)GeneraleducationcurriculumgoalsMotivationanddescriptionofPBLProblemsolvingprocessandstrategiesRolesandresponsibilitiesofstudents,peertutors,andinstructorListoffrequentlyaskedquestionsaboutPBLandworkingingroupsFormsforassessmentofindividualperformanceingroupsSomethoughtsongradingAnonymoussuggestionboxandresponsestosuggestionsAcademicServicesCenterPoliciesonacademicdishonestyandresponsiblecomputing,21,WebSitesandWebPages,Syllabus,OrganizingtheCourse,Groups,StudentReportsandProjects,Groups,22,Groups,Identity:Rosters,photos,addresses,OrganizingGroups,Vehiclesforcommunication,Vehiclesforcollaboration,23,24,Studenttoprofessor,Professortostudent,OrganizingGroups,Groups,Studenttogroup,Professortogroup,Studenttostudent,Vehiclesforcommunication,25,Grouptoprofessor,Grouptogroup,Groups,bulletinboards,newsgroups,Echatrooms,filesharing,schedulingmeetings,CMS:WebCTcontrolleddiscussionforums,collaborativespace,whiteboarding,Vehiclesforcollaboration,OrganizingGroups,26,OrganizingtheCourse,UtilizingOnlineResources,UtilizingOnlineResources,27,WebSitesandWebPages,Ingredientsforwritingproblems,UtilizingOnlineResources,Inspirationfordesigningproblems,Informationforsolvingproblems,28,Ingredientsforwritingproblems,29,WebSitesandWebPages,UtilizingOnlineResources,Borrowingimagesfromothersites,Creatingimageswithscanners,digitalcameras,Ingredientsforwritingproblems,Backgroundfactsfromnetworkeddatabases,30,WebSitesandWebPages,UtilizingOnlineResources,Onlineregionalnewspapersforlocalperspective,Internationalnewspapersforglobalview,Quackwebsitesfor“raw”material,FilmandTVsitesforscriptsandcharacters,Inspirationfordesigningproblems,31,WebSitesandWebPages,UtilizingOnlineResources,Executingwebsearcheseffectively,Informationforsolvingproblems,Evaluatingonlineresourcescritically,Oldthinking:ThewebisfullofmisinformationandbiasedrepresentationStayaway!,Newthinking:Engageanddevelopcriticalthinkingskills.TheInternetChallenge!,32,ComputerSimulations,AwidevarietyofeducationalgamesexistthatrepresentaPBLapproachtolearning:hallsofjusticeInteractiveJavaappletsandFlashanimationsarealsoanexcellentwaytobringthepoweroftechnologytothePBLclassroom.,33,Asinitiallypresentedtothestudents,34,FeaturesoftheCircuitSimulator,Thecurrentversionprovidesaprototypingworkspacedrag-and-dropselectionofresistorsandbatteriesmultimetersthatcanbeconfiguredtodisplaycurrentand/orvoltageforeachcircuitelementwirecuttersandwiretocompleteandreconfigurecircuitstocarryoutsimulatedexperiments.awrittenandaudiointroductiontoitsuse.,35,Runningacircuitsimulation,36,ConceptMappingSoftware,37,TrendsandDirectionsinPBLandTechnology,38,FacilitiesforPBL,39,Collaborativeworkspace,FlexiblefurnitureinPBLclassroom,40,41,/pbl/wireless/,42,43,44,DisseminationofPBLMaterials,45,AnonlinedatabaseofPBLarticlesandproblems.Allmaterialispeer-reviewedbyPBLpractitionersforcontentandpedagogy.Allproblemsaresupportedbylearningobjectivesandresources,teachingandassessmentnotes.Holdingsaresearchablebyauthor,discipline,keywords,orfulltext.Fullyelectronicsubmission,review,andpublicationcycle.Controlledaccessbyfreeusersubscription,studentsexcluded.,PBLClearinghouse,46,/pblc/,47,48,49,PBLClearinghouse,Currentlythereare7000registeredusersand70PBLproblems.Oftheproblemsavailable,morethanhalfareinphysics,chemistry,andbiology,butthenumberinotherdisciplinesisgrowingsteadily.Weareveryinterestedinpublishingadaptationsofproblemstoothercultural/geographicalcontexts.,/pblc,50,UsingTechnologytoTeachPBL,UsingPBLtoTeachTechnology,51,Problem-BasedLearning:FromIdeastoSolutionsthroughCommunication,January19-21,2005Forregistration,/inst/jan2005,Thisthree-dayworkshopwilldemonstrateandmodelwaysthatPBLcanbeusedeffectivelyinalldisciplines,inupperandlowerdivisioncourses,andinallsizeclasses.Onefocusofthisprogramwillbewritingeffectiveproblem-basedmaterials;participantswillleavethesessionwithneworrevisedproblemsforuseintheircourses.AnotherfocuswillbeengagingstudentsinresearchandcommunicationaspartoftheprocessofPBL.,52,53,54,55,56,57,58,59,60,61,62,LearningManagementSystemsadaptedtoPBL,63,LEOatRepublicPolytechnic(LearningEnvironmentOnline),Alistofmodules,synopsis,staffinvolvedandrequirements.Calendarshowingdates,timesandplacesformeetings.Announcementsfrommodulefacilitators.Discussionforumstointeractwithothersinmodulegroups.Problemstatementsandresources.Sharedfoldersforteamwork.Feedbackfromfacilitator.Dailyonlinequizzes.,64,65,GlenOGradyonLEO,editorof“ReflectionsonPBL”:,HowcantechnologyemphasizethereflectivenatureofPBLthatfocusesonboththeact(process)andconsequence(outcome)oflearning?StudentscanreflectonhowtechnologyisbeingusedinPBLtoaccessandshareinformation.canexplorethevalueorshortcomingsofthetechnologyassociatedwithPBL.canexpresshowtechnologyencouragedthemtothinkorcommunicateincertainways.,66,GlenOGradyonLEO,editorof“ReflectionsonPBL”:,Howcantechnologybeusedtosupporttheoutcomeofindependentandflexiblelearners?Technologycanbeusedtomapthechangeinthelearningprocesses.Wecanbetterunderstandhowthelearnerlearnsbycapturingformsofcommunication,waysofknowing,andmeansusedtolegitimizeknowle