EXTRA CREDIT ASSIGNMENT

FOR CIT100 STUDENTS

This extra credit will be due by the end of the semester – I will post the due date at courses.ccac.edu under the assignment link.

Instructional Goal: Understand and apply the Problem-Based Learning (PBL) Model (described below) to a current Information Technology Problem (or a case study).

Instructional Objectives:

  • Study and Understand the PBL Model (outlined below).
  • Apply the PBL Model to a current (real-life) problem (case study) related to information technology.
  • Use the PBL Model steps in order to derive at the best possible solution(s) to the case study.
  • Document your activitiesand group interactions (if any) continuously as you apply the PBL Model to your case study.
  • Share the results of your PBL model.

Please note that in this project description the following words are used interchangeably:

learner(s) and employee(s)

problem and case study

The Problem-Based Learning Model

This extra credit project is based on the PBL (Problem-based Learning) Model as described by Barrows (2002; 1986; 1985). “Problem-based learning (PBL) surfaced over 30 years ago as a reaction to the problems and shortcomings of conventional educational approaches” (Barrows, 2002, p. 119). Problem Based Learning can be defined as a teaching model whereby students are taught to “investigate a problem thoroughly by asking questions, making observations, and testing hypotheses” (Massaro, Harrison, & Soares, 2006, p. 2258). Additionally, PBL promotes critical thinking and it has been used extensively in over 80% of the medical schools in the United States (Jonas, Etzel, & Kelson, 1989).

PBL shifts the focus of a teacher-centered learning environment in which the teacher is the focal point of the information conveyed to the student, to a student-centered approach whereby the learner regulates his or her own learning. Additionally, the teacher takes on the role of facilitator in the PBL process. The end result in the implementation of the PBL Model is not only to sharpen critical thinking and problem-solving skills, but collaborating skills as well (Page & LeBeau, 2006). The components of the PBL Model are described below (Barrows, 1986; 1985).

  • In the first step (understanding the case study)–Acase study or problem is posed to the learner(s) (employee(s))based upon a real-life job situation.
  • In the second step (gatheringinformation resources to develop hypotheses), the learner (s) implementinquiry-based learningand group interaction to determine what additional learning processes, as well as information resourcesmay be required in order to solve the case study. Information resources could be in the form of company manuals, resource manuals, including the company’s online website, group discussions, textbooks, library references, including EBSCOHOST, online resources, as well as information obtained from focus groups and personal interviews.
  • In the third step (studying of the information resources), the learner(s) find the necessary information resources relevant to the case study being studied.
  • In the fourth step (applying research to the case study), the learner(s) apply their newly acquired knowledge to the case study. In other words, solve the case study.
  • In the fifth step (summarizing the case study), the learner(s) summarize the results in the implementation of the PBL Model.

Sungur & Tekkaya (2006) summarized the usage of incorporating PBL into the classroom by stating the following: “When students solve problems, teachers encourage them to explore possibilities, invent alternative solutions, collaborate . . . try out ideas and hypotheses, revise their thinking, and, finally, present their best solutions” (p. 307). A visual representation of the steps in the PBL model is shown in Diagram One.

Summary of the PBL Model

Diagram One: The Problem Based Learning Model

Orientation to the PBL Model - How do I get started?

So how do you get started on the project? What I would suggest that you do is to think about a current problem (also called a case study in this project description) you might be trying to solve in your work situation. Additionally, it could also be a recent case study that you worked on as well. Please keep in mind that the problem needs to be related to Information Technology, preferably at your work site. This case study may also involve other co-workers in your company or organization so please involve them in the process as well.

Once you understand the case study, proceed by applying the PBL model steps to the problem (case study) you are trying to solve.

The Finished Product – Documentation of the Case Study (3 + pages)

Please include the following items in your case study documentation:

Cover page

A summary of your case study

One paragraph summaries of each of the references and materials used in the learning investigation.

Include all of the solution(s) derived from applying the PBL Model.

If possible, try to use at least one visual (graph, diagram, sketch, etc) in the report. You can use the drawing toolbar of Word to create a visual. Turn on the drawing toolbar via the View, Toolbars menu.

Include any observations, team interactions (if any), as well as personal comments as you proceed through the learning process.

Include any thoughts regarding the usage of the PBL Model.

Include a page which includes a listing of the references you used in the project.

Posting your Case Study

Once you have completed the extra credit project, please post your case study to the Case Study using Problem-Based Learning Discussion Board at our course location at courses.ccac.edu. Please be sure your project is in Office Word format prior to posting it.

PERMISSION of USAGE: Additionally, I would like your permission to possibly use your case study if is accepted as part of a PBL presentation at a professional conference or if it is published in a referenced journal. Your name will be included as a contributor to the project but I will not include any other information related it (employer, company, etc.).

Permission has been given to Nancy Grant, Professor of Computer Information Technology, Community College of Allegheny County – South Campus, to use the case study as part of a possible presentation and/or publication. Your name will be included in the presentation and/or publication as a contributor to the presentation and/or publication.

Student Signature ______

Instructor Signature______

Nancy S. Grant, Ed.D.

Date______

References

Barrows, H. (2002). Is it truly possible to have such a thing as dPBL? Distance Education, 23(1), 119-122.

Barrows, H. (1986). A taxonomy of problem-based learning methods. Medical Education, 20, 481-486.

Barrows, H. (1985). How to design a problem-based curriculum for the preclinical years. New York: Springer.

Jonas, H., Etzel, S., & Barzansky, B. (1989). Undergraduate medical education. Journal of American M Association, 262(8), 1011-1019.

Massaro, F., Harrison, M., & Soares, A. (2006). Use of problem-based learning in staff training and development. American Journal Health-System Pharmacists, 63, 2256-2259.

Page, D., & LeBeau, S. (2006). 25 tools, technologies, and best practices. TH EJournal, 33(8), 42-46.

Sunguar, S., & Tekkaya, C. (2006). Effects of problem-based learning and traditional instruction on self-regulated learning. The Journal of Educational Research, 99(5), 307-317.