This 3-day workshop focuses on extensions of problem-based learning into three contexts:
Project-Based Learning: Team-based, problem-solving activity that delivers a significant, clearly-communicated, and useful product for a real or hypothetical client.
Design-Based Learning: Team-based, problem-solving activity that relies on the principles of design thinking, including rapid prototyping and iterative modeling.
Studio-Based Learning: Open-space, individualized, iterative instruction in the form of modeling, critique, guidance, and support.
The workshop will engage multiple faculty-leaders from various disciplines at UD, all united in their commitment to active, engaged forms of teaching and learning. We will feature sites of engaged learning on the UD campus: team rooms, science labs, design studios, faculty commons, venture development center. Topical presentations will alternate with curricular development activities by teams of allied faculty. The concluding session of Friday will feature lightening-round presentations by faculty teams.
This is our core training workshop for those new to PBL or for those who want a refresher. We have offered this workshop many times since the early 1990s. The workshop demonstrated problem-based learning (PBL), and model ways that PBL can be used effectively in all disciplines. The main focus of this program was to learn how to write effective problem-based materials, and to experience first hand what this instructional technique entails.
Developing engaging and creative investigative activities for use in undergraduate science, engineering and mathematics labs and classrooms was the underlying theme of this three-day workshop. This workshop featured such guest speakers as Rick Moog and Terry Platt.
It all starts with the problem. In problem-based instruction, student learning begins by facing a query, puzzle, or problem that the learner is motivated to solve. In the problem-based approach, complex, real world problems or cases are used to motivate students to identify and research concepts and principles they need to know in order to progress through the problems. Students work in small learning teams, bringing together collective skill at acquiring, communicating, and integrating information in a process that resembles that of inquiry.
Faculty members, teaching staff, and graduate teaching assistants from any discipline or department were invited to participate in this PBL workshop series. The first half of this series session involved brief presentations of key elements of problem-based learning, with an emphasis on active learning and plenty of time for discussion. Participants experienced PBL themselves as they worked through sample problems and exercises. During the second half, participants worked on plans and materials for integrating PBL and other active learning strategies into their own classrooms.
This three-day workshop demonstrated PBL and model ways that PBL can be used effectively in all disciplines, in upper and lower division courses, and in all size classes. One focus of this program was writing effective problem-based materials; participants left the session with new or revised problems for use in their courses. Another focus was engaging students in research and communication as part of the process of PBL.
May 2014: San Antonio, Texas
May 2014: Wilmington, DE
March 2014: Bethesda, Maryland
February 2014: Wilmington, DE
January 2014: Laie, Hawaii
January 2014: Port of Spain, Trinidad
August 2013: Madisonville, KY
July 2013: Baltimore, Maryland
July 2013: Philadelphia, PA
May 2013: San Antonio, Texas
May 2013: Lancaster, PA