The document discusses different approaches to student-centered learning including problem-based, project-based, and case-based learning. It provides examples of each approach and notes some potential advantages and disadvantages. Problem-based learning involves an authentic "driving question" for students to explore, while project-based learning focuses on hands-on projects like building an egg drop device. Case-based learning is commonly used in fields like medicine and law where students analyze real-world cases. The role of the teacher is to prepare materials, provide scaffolding and manage frustration while allowing for teachable moments. While these approaches can increase student engagement, they also bring challenges like increased noise levels and less direct teacher control.

1. Challenge Cycle: PBL
EPSY 5220

2. Challenge
What are the differences among Problem-
based, Project-based, and Case-based
learning, specifically in terms of student
thinking and actions, and the kind of
help/instruction needed from the
teacher?

3. Midway thoughts…
 What are they…
» Jasper…video games
» Teacher’s role: prep, scaffolding, manage
frustration, teachable moments
 Why are they rare?
» Teacher loss of control?
 Potential disadvantages?
» Noise…confusion….
 Potential advantages?

4. Problem-Based
 “Driving question” such as “Is the Civil War over?”
or debate questions “Should abortion be legal?”
 Consider…"authentic," "complex," "real-world,"and
"realistic."Simulations (SimCity, Virtual U
http://www.virtual-u.org/ )
 Jasper
 MyPond/ MySound
» http://www.mysound.uconn.edu
 Logo, HTML or java programming (web page as
project-based)
 Video Games
 Challenge Cycle

5. Project-based
 NASA Egg-drop
» http://www.mines.edu/students/j/jdodds/Eggdropchallenge.htm
» http://www.nap.edu/readingroom/books/nses/html/egg6d.html
» http://www.ai.mit.edu/people/stauffer/Activities/Olympics/EggDrop/
 Invention Convention
» http://www.inventionconvention.com/
» http://www.cecm.winnipeg.mb.ca/resources/tours/Carolyn/invent.htm
 School Play/ Yearbook
 Quest Atlantis http://atlantis.crlt.indiana.edu/
 Robotics (Lego)
» http://www.trincoll.edu/events/robot/
» http://www.usfirst.org/
» http://www.usfirst.org/robotics/2004/2004_website_winners.htm
» http://mindstorms.lego.com/eng/default.asp?domainredir=www.legomindstorms.com

6. Case-based
 http://projects.coe.uga.edu/epltt/index.php?title=Case
-Based_Learning
 Medical, Business & Legal education
» Harvard MBA cases
– http://harvardbusinessonline.hbsp.harvard.edu/b01/en/academi
c/edu_teachres_case_based_courses.jhtml
» http://www.umdnj.edu/meg/active_case.htm
» Video cases for medical education
– http://www.ncl.ac.uk/nnp/teaching/video/case.html
 ILF
» http://inkido.indiana.edu/research/ilffrt.html
» http://ilf.crlt.indiana.edu/
 CTELL
» http://ctell.uconn.edu/canter/canter_video.cfm

7. Jasper Woodbury
A beautiful story of a technology-
based learning environment

8. In the beginning…
 Cognitive theory into practice
 Contemporary learning technology
» Random access videodiscs
» Serial communication devices
» Logo & HyperCard programming
 Grant money and research interest
 Excitement and enthusiasm

9. In the heydays!
 Wide dissemination
 Interest in teacher development
 Research on implementation and
diffusion
 Excitement and enthusiasm

10. Technology progresses…
 USB replaces serial devices
 Apple HyperCard is unsupported
 Logo fades
 Videodiscs replaced by DVD (not
random access)
 Jasper video content becomes dated
 Interest/enthusiam wanes

11. In the end
 Outdated video
 Big videodiscs with no machine to play
them on
 Unsupported HyperCard software
 Disuse
 Body of citations in the research literature

12. The Beautiful Story of Logo
(with embedded activities)
Papert (1980) Mindstorms:
Children computers and powerful
ideas
http://www.cs.berkeley.edu/~bh/

13. How to approach the topic?
 Programming
 Learning by design
 Constructivism
 Robotics
 “learning without curriculum”
 Effects “with” vs effect “of” technology

14. In the beginning:
Papert’s Claims
 Logo provides nurturing environment for
cognitive development
 Logo increases student delight in
learning
 Logo allows students to create
microworlds for studying math and
science concepts

15. What is Logo
 Lisp-like language
 Capable of recursion and structured
programming (modular or procedural)
» Contrast with object oriented
 Turtle graphics & turtle geometry
» The cybernetic turtle & Body cyntonics
 Usable by pre-school to college

16. Intermission… some examples
of LOGO programs
 Fractured
» Load “fractured
» story1
» POTS, ed “story1 ERALL
 Turtle graphics
» FD 50 RT 90 PU PD PE PPT CS HOME CLEAN
» Draw a house
 Bye

17. In the Haydays: Teachers
adopt Logo, believing...
 Logo will promote math problem solving
 Logo makes students more interested
 Logo will improve math & science test
scores.

18. The problem
 Discovery WITH Logo vs effects OF
learning the Logo language
 Teaching WITH Logo vs teaching
ABOUT Logo
 Over-scaffolding learning vs allowing
discovery

19. The answer?
 Controlled research studies of Logo
 Teach students Logo… see if they are
better problem solvers or score higher
on math tests

20. The problem
 When done near MIT.. It works
 When done elsewhere.. Not so much

21. The answer #2?
 Papert rejects research as
“technocentric” thinking
 Papert argues the DV’s should be about
the “culture of learning” not about
individual achievement

22. The problem
 Educators attack Papert and reject Logo as
just programming
 Important philosophical and measurement
concerns go unaddressed.

23. The answer #3?
 Lego to the rescue
 Robots programmed with Logo-like language
 40-minute, bite-sized units created for
classroom use
 Lego simplifies and reduces the Logo
language
 Teachers easily integrate the lessons into
their curriculum

24. The problem
 Logo pulls out of Lego saying the
materials do not promote the kind of
learning Logo was designed for.
 Issues of philosophy and measurement
go unaddressed.

25. In the end…
 Serial devices, like turtle don’t work with
USB
 Logo software unavailable on new OS
 Disuse
 Body of citations in the research
literature

26. In the end…
Moral?

27. The Beautiful Story of Second
Life Teen Grid
Opened Feb 2005

28. The problem
 Educators love it… begin to develop
courses and activities in SL
 Students don’t find it at all interesting or
playable.
 Parents are concerned with “Breedable
virtual animals” etc.
 February 2011, Teen grid merges with
main grid.

29. In the end…

30. Virtual Environments
 New Virtual U
» http://www.virtual-u.org/

31. Logo Concepts
 Variable
 Function
 Parameter
 Procedure
 Debugging
 Recursion
 Structured/ hierarchical (vs object-oriented)

32. The Beautiful Story of Games-
based Learning

33. The Potential…

40. A Typical Classroom in Mainland China–50-60 students
in one class

41. Language Learning in WoW
 Second Language Acquisition
» Exolingual Interaction (Renié & Chanier, 1995).
» Negotiation for Meaning (Long, 1996; Long and Porter, 1985;
Foster & Ohta, 2005; Warschauer, 1996)
» Sociocultural perspectives
» Language socialization (Watson-Gegeo & Nielsen, 2003)
» Co-participation (Lave & Wenger, 1991)
» Content-based language learning (Brown et al., 1989; Snow,
2004; Kasper, 2000)
 Ecological Psychology
» Affordances and Effectivities
» Direct perception and action
» Intentional Spring

42.  Test scores often increase,
especially among poorly
performing students
 Student motivation increases
 Can teach higher order thinking
skills, such as strategic thinking
and problem solving
 Students often seek additional
knowledge in order to improve
their performance

43. 3 week water quality unit
Traditional = textbook based, teacher led
3D = virtual, teacher as resource
Additional Effort
» 74.5 % of the 3D group did additional work without promise of reward
(extra credit or credit in the game)
» Only 3.7% of traditional group sought extra credit.
Motivation
Asked: “Why are you doing this work?”
– Traditional: 98% because required
– 3D: 46% because “wanted to do the work”
Asked: “Why are you working so hard?”
– Traditional: 65% did it to get a good grade.
– 3D: 27% interested in the task
– 14% of the 3D group sought jobs, extra work in the space

44. Students in 3D class…
» Were motivated by interest and
enjoyment
» Did extra, independent work without
promise of extra credit or reward in the
game
» Found work more challenging than their
regular classroom work

45. Pre-test Response:
 The trade of illegal drugs is an important issue.
Poor farming families know they can make money
off of selling illegal substances. Drug usage is
dangerous and this is an important issue.
Post-test Response:
 In many countries, rainforest logging is a major
issue. People from wealthy countries such as our
own might protest it because it kills so much of
our beautiful environment, but in a country where
fine rainforest wood is a major industry and
especially if the country’s economy is weak, it is
not really fair to say they can’t do it anymore.
This is a very controversial issue, because we are
basically weighing human life and animal life, two
things that depend on each other.

46. Attitude and Self-Efficacy Change:
English Language Learning in Virtual
Worlds

47. Findings
 Self- efficacy toward Advanced Use of English
» 19. I feel comfortable speaking English to Native-English speakers e.g.
Americans, Australians, etc.
» 22. I feel comfortable reading an English newspaper, e.g. China Daily.
» 31. I feel I am able to chat fluently in an English online chat room.
» 32. I feel I can speak English fluently.
» 36. I feel I can creatively express opinions in English.
 Attitude toward English (fun)
» 24. I feel comfortable in expressing opinions in English.
» 25. I feel learning English is easy.
» 26. I am willing to communicate in English.
» 27. I feel learning English is fun.
» 28. I feel chatting in English is fun.
 Self-efficacy toward E-Communication
» 18. I feel comfortable chatting online in English.
» 20. I feel comfortable writing an email in English.
» 21. I feel comfortable reading an email in English.
 Post English Achievement Test
 Flesch-Kincaid Grade Level scores

48. Case Study of 2 dyads

49.  Case Study
 2 Dyads
Dyad Native
Lang.
QA
Member
since
Chat lines
pre co-
questing
Quests
pre co-
questing
1 BET Chinese Jan, 04 965/1664 10/12
LIZ* English Mar, 05 0/966 0/7
2 LUL Chinese Aug, 04 357/1565 2/5
SEA English Mar, 04 half/18429 1/5

50. Repeated practice
Just in time feedback
Exolingual Interaction
socialization
content-based learning

51. Proverb Quest
You think you lost your horse?
Who knows, he may bring a whole
herd back to you someday.
(Chinese Pinyin: Sai4 weng1 shi1
ma3, an1 zhi1 fei1 fu2)
塞翁失马、焉知非福
Graphics from: http://www.epochtimes.com/b5/2/8/16/c8528.htm

52. 1. LIZ: let's do the horse one first, do you want to start? 8:23:46
2. BET: k. 8:24:12
3. BET: do u have any idea? 8:25:41
4. LIZ: How about this: if a girl won her basketball game, she would be
able to go into the championship, but she lost?
8:26:35
5. LIZ: It turns out that if she won, the game would have been on her
aunt's wedding, so in a way, the fact that she lost turned out to be
good. 8:27:37
6. LIZ: that just came right out of my head. 8:27:53
7. LIZ: tell me if you think its weird. 8:28:13
8. BET: if a girl won the game she can join the nation team.
8:29:49
9. LIZ: good idea! 8:30:04
10. BET: but if she join it she can't get education. 8:30:29
11. LIZ: aounds good. 8:30:57
12. LIZ: sounds. 8:31:08
13. LIZ: better than the wedding idea. 8:31:34
14. LIZ: Do you want to write down or copy that story so you don'.
8:32:06
15. LIZ: lose it? 8:32:14
16. BET: that's one is good too, should we give each one a story?
8:32:23
Segment C:
Cultural Identity (Turn taking)

53. Iterative Analysis
Step 1: Open Coding-Emergent -Themes
School Life Time Small TalkCo-quest QA Topic QA Procedure QA Reflection Greetings
Step 2: CHILDES Descriptive Analysis across Topics
MLU in Word:
Utterances
Words
Ratio of Words over Utterances
FREQ:
Total number of different word types used,
Total number of words (tokens)
Type/Token ratio
Step 4: Collaboration for Meaning/Action by form,
function, content and culture
The What is Proverb quest
afforded CfM/A mainly
through turn-taking
The Different World, Different Places quest
(Global Warming) afforded CfM/A mainly through
telling (SEA) and recitation (LUL)
The Bummer Breakers quest
afforded CfM/A mainly through
co-laboring
Confirmation check Clarification
request
Comprehension check
Step 3: NfM (Foster and Ohta, 2005) by
form and function
Assistance (co-
construction and other-
correction
Self-correction Continuers

54.  “QA helped me with my learning English,
especially in language use and communication.
My spoken English has improved, so has my
ability to act according to (linguistic)
circumstances.” (Bettychina)
 “It is when asking questions to each other and
answering to each others’ questions, these
opportunities helped me.” (Bettychina)
 “The stuff was taught from classroom is quite
rigid, inflexible and fixed facts, we have the
impression that we need to strictly follow
grammatical rules during communication with
foreigners, otherwise we cannot make ourselves
understood. In QA, we sometimes do not strictly
follow grammar rules, the chat messages by QA
partners sometimes are not grammatical either.
And we still understood each other.” (Lulu)

55. The problem
Games for the sake of games vs
games aligned with curricular
goals

56. Issues emerge
 Gamifying traditional instruction
» Badges and achievements
 Creating serious games
» Metero Math, Where in the World is
Carmen Sandiego?, Oregon Trail

57. Gamification

58. Background
 Use game mechanics in service to
formal and informal curricular goals

59. Games Vs. Gamification
Games Gamification
• Goal
• Rules
• Feedback System
• Voluntary
Gamification is the use of
game design techniques,
game thinking and game
mechanics to enhance non-
game contexts

60. Games Vs. Gamification
Games Gamification
Narrative
Deeper
Engagement
Timeline
Deeper
Engagement
Non-game
Content
Leader
boards
Points
Levels
Leader
boards
Levels
Points

61. Games Vs. Gamification
Games Gamification

62. Crowdsourcing: Foldit
Foldit Gamers Solve AIDS Puzzle That Baffled Scientists for a Decade

63. Crowdsourcing…

64. Luis von Ahn
(from his TED video)
“While you're typing a CAPTCHA, during those 10
seconds, your brain is doing something amazing. Your
brain is doing something that computers cannot yet
do. So can we get you to do useful work for those 10
seconds? Another way of putting it is, is there some
humongous problem that we cannot yet get computers
to solve, yet we can split into tiny 10-second
chunks such that each time somebody solves a
CAPTCHA they solve a little bit of this problem? And the
answer to that is "yes," and this is what we're doing
now.”

65. Research

68. Badges are pretty important to these guys

69. Agenda
 Final to-do checklist
 General Review
 PBL summary
 Final Exam
 Wrap up all items as needed