xPBL: A methodology for managing PBL when teaching computing

Santos, Simone C. dos; Furtado, Felipe; Lins, Walquíria Castelo Branco

doi:10.1109/fie.2014.7044178

Cited by 20 publications

(9 citation statements)

References 8 publications

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“…The study in ref. elaborates on these 10 principles and divides them into four domains, as shown in Table : Three principles related to the problem. The driving‐force behind the learning, stressing the importance of its significance and complexity; Five principles related to: (a) the stance of the students.…”

Section: Theoretical Background and Related Workmentioning

confidence: 99%

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Toward effectiveness and authenticity in PBL: A proposal based on a virtual learning environment in computing education

Bessa

Santos

Duarte³

2018

Comp Applic In Engineering

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Problem‐Based Learning (PBL) has gained widespread approval as a constructive, student‐centered approach to teaching, and learning. Advocating the use of real‐life problems to initiate and motivate the learning process, PBL is an inductive strategy promoting the understanding of new concepts as well as the development of professional skills, abilities, and attitudes. Thus, it is paramount that teachers and students implement PBL in conformity to its core principles. However, such implementation becomes a challenge, considering that PBL is fundamentally different from traditional instruction methods. Without the appropriate pedagogical and technological support, PBL's quality, effectiveness, and authenticity are at risk. In an attempt to overcome these challenges, this paper presents the PBL‐Coach Virtual Learning Environment (VLE), built upon PBL learning theories. This paper describes in detail a scientific investigation on a practical PBL implementation, driven by the quest to achieve the following goals: (i) Scaffold teachers and students in implementing the PBL method; (ii) Investigate useful and usable technological resources in the PBL process; (iii) Maintain PBL core principles for an authentic and effective learning process. As a result, three case studies are described and one is detailed to validate our investigation, consisting of a real‐world setting with clients, teachers, tutors, and students. Each case study provided a good level of evidence that PBL‐Coach, used in a real‐world, authentic setting, can promote an effective learning process through a number of carefully designed technological resources. Encouraging results motivated to evolve PBL‐Coach through Augmented and Virtual Reality components as future works.

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Section: Theoretical Background and Related Workmentioning

confidence: 99%

“…The study in ref. [19] elaborates on these 10 principles and divides them into four domains, as shown in Table 1:…”

Section: The Pbl Principlesmentioning

confidence: 99%

Toward effectiveness and authenticity in PBL: A proposal based on a virtual learning environment in computing education

Bessa

Santos

Duarte³

2018

Comp Applic In Engineering

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“…In addition, the authors in [ref] include more two PBL principles, completing a list of "10 PBL principles": (ix) PBL lays down a process of multi-directional teaching and learning; (x) PBL is supported by planning processes and continuous monitoring. Regarding the CMCPBL features commented in Section 1, the principles (i), (ii), (iii), (iv) and (vi) are related to feature (1), that emphasize the importance of students deal with a real and relevant problems into an authentic learning environment; while the principles (v), (vii) and (viii) are related to feature (2), with focus on collaborative knowledge; and (ix) and (x) related to feature (3), that reinforce the interactions among all participants of the learning environment.…”

Section: A Pbl Principlesmentioning

confidence: 99%

“…In [3], the authors put forward a methodology called xPBL, with the aim of ensuring that when PBL is employed for the teaching of Computer Studies, it is implemented in an effective, authentic and rigorous manner. According to the authors, the authenticity of the learning environment for PBL can be preserved if the following factors are taken into account: 1) the adoption and practice of real problems; 2) the definition of the human resources involved, together with their clearly defined functions and responsibilities; 3) theoretical content aligned with problem-solving; and 4) the adoption of the kind of development processes and assessment procedures employed by the market; 5) those involved are within an environment that reflects the reality of the job market.…”

Section: B Xpblmentioning

confidence: 99%

“…With regard to teaching Engineering Software in particular, the adoption of Information Communications Technology (ICT), such as Learning Management Systems (LMS) and Virtual Learning Environments (VLE), has not allowed teaching and learning to reach its full potential with regard to planning, monitoring and assessment [3]. In fact, many cases have a shortage of computer instruments and are restricted to limited ways of assisting the teaching and learning process, focused on collaborative work, but not include the definition of educational objectives, the linking between tasks and objectives, process to assess this work and its results.…”

Section: Introductionmentioning

confidence: 99%

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A Virtual Environment for Problem-Based Learning in Software Engineering Education

Bessa¹,

Santos²

2017

International Conferences on Software Engineering and Knowledge Engineering

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Abstract-PBL (Problem-Based Learning) is a constructivist teaching method that uses real-life problems to develop skills and attitudes in students to solve them. This involves the inclusion of essential practices that are based on collaborative work and task management. As PBL is process-oriented, it is necessary to guide students in the definition of the solving process, ensure that students follow this process and monitor all the work, realizing improvements when necessary. In view of this, Virtual Learning Environments (VLE) can be very useful to support PBL processes in blended learning, providing a technological environment where the learning process can be managed. However, the literature shows that technological tools to support a PBL approach have only been explored to a limited extent and not effective. In this context, this paper proposes the "PBLCoach", a VLE composed of a set of structured and measurable activities to support PBL in the Software Engineering Education. A case study was carried out with the aim of assessing the utility and usability of PBL-Coach in blended learning context, and the results showed a good acceptance level of its use.

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PBL in the teaching of computer networks: The role of LMS PBL-Maestro in the management and authenticity of the learning environment

Oliveira¹,

Santos²

2018

Comput Appl Eng Educ

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The area of Computer Networks requires an educational model based on real market practices that can provide students with consistent technological training. However, it should be noted that a Network Project is subject to a wide range of restrictions (such as time constraints, budgeting, and the use of other necessary resources) which means there is a need to work with real cases and in the presence of a client. The purpose of this paper is to describe the effects of the application of PBL‐Maestro in the area of Network Design. PBL‐Maestro consists of a LMS (Learning Management System) that has been designed to underpin a methodological workflow for implementing PBL (Problem‐Based Learning) in the teaching of Computing, called xPBL, which provides support for Authentic Assessment. By taking xPBL as a benchmark, the course management can be carried out by following the dynamics of the cycle and stages. The topics was taught in an entirely ̈hands‐on̈ format with the use of real equipment installed inside the classroom, and it included situations and problems arising from real circumstances. Clients took part in the whole process and took on the responsibility of making requests, monitoring, guiding, and evaluating the development of the problem solution, together with the teacher. In addition, the fact that they were immersed in a practical environment and could make use of the devices employed in companies enabled them to solve problems when requested, with more facility and assertiveness. Semi‐structured interviews were conducted with the users who used the LMS.

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xPBL: A methodology for managing PBL when teaching computing

Cited by 20 publications

References 8 publications

Toward effectiveness and authenticity in PBL: A proposal based on a virtual learning environment in computing education

Toward effectiveness and authenticity in PBL: A proposal based on a virtual learning environment in computing education

A Virtual Environment for Problem-Based Learning in Software Engineering Education

PBL in the teaching of computer networks: The role of LMS PBL-Maestro in the management and authenticity of the learning environment

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