Wednesday, Jan. 17

9:00 - noon

Problem Writing: Taking it to the next level - (slides)
-- Barb Duch, Deb Allen, and Sue Groh
This session will focus on writing and refining problems for use in your PBL course. Participants will explore a variety of ways to find material to use in problems, to rewrite case studies as problems, revise problems, and write new ones.
PBL: The Colorado River: Whose water is it anyway?
Case: Salton: a Sea of Controversy

Photos: groups at work: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
Results of the charting exercise: The rules, the chart
From Mark to the kids

12:00 - 1:30

Lunch on your own

1:30 - 3:30

Online Tools for Collaborative Learning
-- Justin Schakelman (PRESENT), Ann Rucinski and Charlene Hamilton (Nutrition and Dietetics)
(with the assistance of the staff of PRESENT, including Paul Hyde)
WebCT is a course management system that facilitates the creation of web-based teaching and learning. It provides a set of tools for learning, communication, and collaboration, a standard course creation interface, and course administration tools. Success stories in using WebCT for collaborative learning will be shared.

Who Wants to be a Transformer?
Photos of the "Game Show": 1, 2, 3, 4, 5, 6, and 7

Please note the following WebCT classes being offered by User Services:

After ITUE:	View professional development calendar for January 2001
Jan 22	Grading (intermediate, prereg: Introduction)
Jan 24	Adding Course Content/Clinic (intermediate, prereq: Introduction)
Jan 30	Facilitating Student Collaboration/Clinic (intermediate, prereq: Introduction)

Technology Developments at PRESENT for Collaborative and Active Learning
Please note the following technology classes being offered for faculty by User Services after this ITUE session:

Jan 29	Using Digital Photographic Technology to Enhance Learning (beginner)
Jan 29	PowerPoint Clinic (intermediate); prereq: PowerPoint 2000 session on Jan.23 and 25.
Jan 31	Web Clinic for Faculty (intermediate); prereq: Web Publishing with Netscape Composer on Jan. 23.

Thursday, Jan. 18

9:00 - noon

I've Written A PBL Problem - Now How Do I Use It?
-- Deb Allen, Barb Duch, and Sue Groh
This session will focus on development of effective strategies for implementing a specific problem-based learning exercise. It will begin with discussion of general issues that guide and inform teaching that incorporates use of PBL, and will provide examples of strategies chosen and implemented by UD faculty using PBL problems in a variety of instructional settings. Participants will come away from the workshop with peer-reviewed teaching notes that can guide their teaching of a problem that they have written and intend to use in an upcoming course.

Photos of the groups: 1, 2, 3, 4, and 5

12:00 - 1:30

Lunch on your own

1:30 - 3:30

Introduction and Orientation to the PBL Clearinghouse - (slides)
-- George Watson
A new resource of PBL materials and problems is now available, thanks to funding from the Pew Charitable Trusts PBL project at UD. We will debut the website, walk you through registration as a user and prospective author, and orient you to use of existing Clearinghouse problems and submission of your own materials.
This session meets in 116 Pearson Hall. - Photos: 1, 2
Preliminary Clearinghouse Release

Friday, Jan. 19

9:00 - 10:15

10:30 - 11:15

Wrapping up a PBL problem: Concept Mapping - (slides)
-- Hal White
How should an open-ended PBL problem end? It is important to bring closure to a PBL problem so that students and the instructor know whether the objectives were achieved. While a variety of approaches involving individual or group assignments work well, constructing a concept map provides a particularly effective way to wrap up a problem. In addition to scripting a concept map assignment, participants will discuss the various endings they have used and their effectiveness.
How to Construct a Concept Map

11:15 - noon

Integrating PBL into Capstone Experiences - (slides)
-- Hal White and Harry Shipman
The Boyer Report recommends that undergraduate education should culminate with a capstone experience in the major and the University of Delaware general education reform concurs. Problem-based learning provides a particularly useful approach for capstone courses. A variety of models for capstone experiences exist on campus. Participants will discuss how their respective departments provide capstone experiences and generate ways in which problem-based assignments are or can be incorporated.

12:00 - 1:30

Complementary working lunch in Pearson 105.
Photos: 1, 2, 3, 4, and 5

1:30 - 2:30

2:30 - 3:30

Concurrent Discipline-Specific Sessions
In this final session, participants will join break-out groups organized around disciplinary domains. This is a departure from prior ITUE workshops which have employed interdisciplinary problems and have emphasized the commonality of PBL techniques and strategies across the disciplines. The break-out sessions will give participants a chance to exchange experiences with others in their disciplines and in closely allied fields. Each of the sessions will include the presentation and discussion of specific PBL examples within the discipline or field, although the exact format of the sessions will vary. Final schedule:

Arts and Humanities (Ann Ardis and George Watson):
    Memorial Hall 109 - photo

Health Sciences/Life Sciences (Betsy Lieux, Hal White, and Deb Allen):
    Memorial Hall 107 - photo

Physical Sciences, Mathematics, and Engineering (Barb Duch and Harry Shipman):
    Pearson Hall 105

Social Sciences (Valerie Hans):
    Memorial Hall 110 - photo