Problem Based Learning: Designing an Eco-Friendly Automobile

Assignment 2- Concept Mapping Problem Based Learning: Designing an Eco-Friendly Automobile

Submitted by Amy Barrieau, Joan Cunningham and Stacey Morairty

A group project submitted to Dr. D. Janes, in partial fulfillment of the requirements of EDUC 537: Designing Web-Based Learning

Faculty of Education Cape Breton University Sydney Nova Scotia July 31st, 2011

Problem Based Learning: Designing an Eco-Friendly Automobile Description Under the framework of problem-based learning, this web-based module is designed to be used as a cross-curricular means to address learning outcomes in the grade 9 curriculum. This project is applicable to the following subject areas: Science, Technology, Math, Language Arts and other subjects, as decided by the educator(s) involved. The scope and depth of the project may depend on the availability of planning time, staff and scheduling of a particular school. The projected time-frame for completion is a full term of approximately 3 to 4 months. As with any effective PBL, all components are accomplished with a real world, driving question in mind (Petrosino, 1998). For this project, the driving question asks students: "Can you design the prototype for a car that provides its own energy source?" As the concept map for this module illustrates, active investigations, collaboration and use of cognitive tools are all important components to building skill in this project, and ultimately lead students to a culminating learner-generated product. The process of active investigation involves having student design teams apply and represent knowledge in a variety of different ways, using technology when it is the most appropriate means of gaining or representing information pertinent to the project. As Jonassen, Carr and Yueh (1998) purport, when students work with computer technologies, instead of being controlled by them, they enhance the capabilities of the computer, and the computer enhances their thinking and learning. An ideal relationship between technology and learners exists when the student user is able to manage and organize the tools and information put forth by the computer system in a meaningful way. In this project, technology will be appropriately employed when students search databases,

Problem Based Learning: Designing an Eco-Friendly Automobile manipulate software, create diagrams and prototypes, use digital media, and communicate and share ideas. Teachers act as facilitators in this project by introducing viable software, web applications, offering examples, feedback and by inciting students to involve members of the community. Community members may be consulted directly by students for their expertise in a particular domain and may also be sought out to judge, offer feedback or present practical information to students. Many facets of the design process, as represented in the concept map, exploit various intelligences, so that all students may have the chance to be engaged and build upon these intelligences. For example, the collaborative approach sees students engaging both their intrapersonal and interpersonal skills when they designate roles, work individually and return to the group for feedback. Other multiple intelligences exercised in this project include visual and logical learners, especially during the process of generating options for potential car prototypes. The design process is student-focused and incites learners to seek knowledge using their allies and the resources available to them. The promotion of group work and collaboration is

essential and students are responsible for meeting general outcomes put-forth by the project. It is however essential that students are not restrained by pre-determined outcomes and instead are encouraged to develop their own approaches to investigating and answering the driving question (Petrosino, 1998). This since problem based learning, in its essence, persuades students to cooperatively make sense of the problem(s) before them.

Problem Based Learning: Designing an Eco-Friendly Automobile Concept Map To access a legible copy of the concept map for this project, created using Inspirations Webspiration online software, please see the corresponding ISF file, entitled PBLTechnology/Science. You may also email Stacey Morairty at staceymoriarty@esdnl.ca to receive an invitation to review the map online at webspirationclassroom.com.

Problem Based Learning: Designing an Eco-Friendly Automobile References Jonassen, D. H., Carr, C. & Yueh, H. (1998). Computers as mindtools for engaging learners in critical thinking. TechTrends, 43 (2), 24-32. Pretrosino, A. (1998). Project based learning space. Houghton Mifflin Harcourt. Retrieved from: http://college.cengage.com/education/pbl/background.html