Problem based learning in the design of a multimedia project

Abstract

This article examines problem based learning (PBL) as a basis for the design of interactive multimedia. To be effective, interactive multimedia should be stimulating and challenging, while providing students with a learning environment in which they can carry out investigations and have access to resources and tools for finding and manipulating data. PBL is an ideal approach to instructional design for multimedia, as it provides a scenario of problem presentation, investigation, resolution and presentation that can form the basis for the multimedia activities. Carried out effectively, this approach can enable high level learning, as the students are required to use the higher order mental processes of analysis, comparison and contrast, hypothesis and synthesis in order to propose a solution to the problem. Students need to take an active rather than a passive approach to learning when using this method. The theoretical basis for this approach is discussed. A case study of higher education course materials in grazing management is used to illustrate the way the PBL approach is used in the instructional design of the materials. Evaluation data from trials with students is included to illustrate the effectiveness of the materials for teaching and learning.

The effect of the problem based learning on academic success for the 6th grade students

“…Literatürde probleme dayalı öğrenmeye ilişkin pek çok tanıma rastlamak mümkündür. Bu tanımlar probleme dayalı öğrenmenin öğretim ortamlarında gerçek yaşamda karşılaşabilecek iyi yapılandırılmamış problemlerin kullanılması yoluyla öğrencinin kendi kendine ve grupla öğrenmesinin sağlanmasını; analiz, karşılaştırma, durumları açıklama, hipotez kurma ve çözüm geliştirme, yaratıcı ve eleştirel düşünme gibi üst düzey düşünme becerilerinin kullanılmasını teşvik ettiğini göstermektedir (Rahal, 1999;Hoffman & Richie, 1997;McAlpine & Clements, 2001;Cindy & Silver, 2004).…”

“…These definitions show that the problem based learning provide the students to analyze, think, explain, and solve the problems that they meet during their learning process (Rahal, 1999;Hoffman & Richie, 1997;McAlpine & Clements, 2001;Cindy, Silver, 2004). "Cognitive data processing approach" and "constructivist approach" are in the theoretical basis of problem based learning (Savery & Duffy, 1995).…”

Course design and student responses to an online PBL course in 3D modelling for mining engineers

“…Multimedia presentation or scenarios is one way of adding authenticity to the PBL process. An essential feature of PBL is that the scenario represents a 'real world' problem, which contributes to student motivation to learn using this approach (Keppell, 2005;McAlpine & Clements, 2001;Watson, 2002).…”

“…The perception of authenticity encourages the students to 'believe' in scenarios that are realistic in the way they represent a professional environment that is not truly real (Herrington, Oliver, & Reeves, 2003). Some examples of using multimedia for scenario presentations are trigger videos on a range of topics developed to support specific courses and to be reusable learning objects (Keppell, 2005), video case studies for a PBL course in pasture management (McAlpine & Clements, 2001), and a comprehensive learning environment used by journalism students to experience the demands of working within a tight time frame with other industry pressures added (Challis et al, 2005). Multimedia resources can also be used to provide simulated tools to enable students to work with and test their development, while working out their solution to a problem (Anthonysamy, 2005).…”

Appreciating Green Radio Communication Network Systems in a Problem-Oriented Project-Based Learning Environment. A Theoretical Framework

“…Some students in their thinking for the long period considered their teacher as a reservoir of knowledge. Based on that enlightenment concerning proficiency of their course content and their conventional retrieval of evidence prerequisite of students, various students seem to be missing the capability to "just wonder about something" [47]. Though students normally favour POBL teaching and the capability in solving authentic problems through projects, it seems improving against the teacher-centred approach, certain matters need to be considered before the commencement of POBL approach in teaching and learning.…”