Holistic Assessment and Problem-based Learning

O'Grady, Glen; Alwis, W. A. M.

doi:10.1007/978-981-4021-75-3_9

Cited by 11 publications

(8 citation statements)

References 29 publications

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“…The evaluation of PBL is generally done with various types of formative and summative tools and methods usually encoded in complex assessment rubrics (O'Grady, 2004). In CSCL, the evaluation involves interaction analysis of the participating teams in order to clarify what types of collaborative interactions have occurred and what educational benefits have taken place (Dillenbourg, Schneider, & Synteta, 2002;Dimitrakopoulou & Lars, 2006).…”

Section: Discussionmentioning

confidence: 99%

Problem-based Learning for Design and Engineering Activities in Virtual Worlds

Vosinakis

Koutsabasis

2012

Presence: Teleoperators and Virtual Environments

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There are a growing number of problem-based learning (PBL) studies in virtual worlds (VWs); however, the suitability of these approaches is still unknown for particular knowledge domains and in full-time courses. In this paper, we argue that VWs can support a constructionist approach to PBL for blended-practice-based courses of design and engineering, and we describe an instructional design framework and its application at an HCI (human-computer interaction) design course. The approach places emphasis on learning by doing, and enables students to collaboratively work in authentic and ill-defined situations, follow self-directed routes to address problems, and construct digital artifacts as candidate solutions. The proposed approach translates the principles of PBL into guidelines for setting up a VW as a learning environment, building supporting tools, and implementing learning activities that require that students create digital models that reflect their understanding about their learning. We have applied the framework in a blended postgraduate course in HCI design that involved various PBL activities and the application of methods related to the lifecycle of interactive product development (including user research, conceptual design, prototyping, and usability evaluation). The results were encouraging with respect to the applicability of the approach, students' acceptance, as well as perceived usability of the VW environment and tools in the long term.

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Section: Discussionmentioning

confidence: 99%

Problem-based Learning for Design and Engineering Activities in Virtual Worlds

Vosinakis

Koutsabasis

2012

Presence: Teleoperators and Virtual Environments

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“…The problem could be a challenge or a description of a difficulty, a curious outcome, or an unexpected happening. It could also be an incident where there are interesting elements, or an episode or occurrence that requires either a solution or some explanation (O'Grady et al, 2012). Berdasarkan pengertian Problem Based Learning di atas merupakan strategi pendidikan di mana pembelajaran didorong oleh suatu masalah.…”

Section: Pendahuluanmentioning

confidence: 99%

Menganalisis Kemampuan Berpikir Kritis Peserta Didik pada Pembelajaran Biologi dalam Strategi Problem-Based Learning

Azla,

Efvita,

Laila

2023

Multiverse

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The aim of this research was to analyze students' critical thinking abilities in biology learning process that used a problem-based learning strategy. This research used a quantitative approach, and research design was descriptive. The population consists of class X students at SMA N 2 Mandau. This research was conducted in August 2023. The total sample was 180 respondents. The instrument was questionnaires. The research results showed that an average percentage of 77.4% of respondents answered Yes, the meaning that respondents used their critical thinking skills in the biology learning process based on critical thinking indicators. Biology learning process at SMA N 2 Mandau showed the involvement of critical thinking skills using problem-based learning strategies. It was showed that students' critical thinking abilities was in the high category. Problem-based learning strategy can train the students to be more active in critical thinking.

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“…When PBL occurs in the classroom, various types of formative and summative assessment tools and methods are used encoded in complex assessment rubrics [26]. [27,28].…”

Section: Evaluation Of Pbl Activities In Virtual Worlds and Computer-mentioning

confidence: 99%

Course Lectures as Problem-Based Learning Interventions in Virtual Worlds

Vosinakis

Koutsabasis

Zaharias

2013

Transactions on Edutainment IX

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Abstract. Virtual Worlds (VWs) present considerable potential as future learning platforms, but further studies are required to assess their effectiveness in constructivist and collaborative learning situations. The paper investigates the suitability of VWs as a platform for hosting PBL (Problem-Based Learning) activities and explores their affordances in terms of collaboration support and learning effectiveness. We have designed an educational VW and developed a number of tools that support collaborative learning activities. Using this environment, we have conducted a PBL intervention that required from students to collaboratively design the user interface of a multimedia kiosk. We performed a thorough, formative, multi-method evaluation of the learning activity. The results reveal several encouraging findings about PBL and collaboration mediated by VWs, and lead to a series of recommendations.

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Holistic Assessment and Problem-based Learning

Cited by 11 publications

References 29 publications

Problem-based Learning for Design and Engineering Activities in Virtual Worlds

Problem-based Learning for Design and Engineering Activities in Virtual Worlds

Menganalisis Kemampuan Berpikir Kritis Peserta Didik pada Pembelajaran Biologi dalam Strategi Problem-Based Learning

Course Lectures as Problem-Based Learning Interventions in Virtual Worlds

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