Information Technology Reference
In-Depth Information
5.
Give the learner ownership of the process used to develop a solution
6.
Design the learning environment to support and challenge the learner's thinking
7.
Encourage testing ideas against alternative views
8.
Provide opportunity for and support reflection on both the content learned and the
learning process
As an example, in a problem-based introductory multimedia course students learn about
and use the six elements of multimedia (interactivity, audio, video, images, text, animation).
The learning is embedded in producing an authentic product, often one that is needed by a
local company. The concept is 'sold' to the students in order to elicit their support of the
problem. The problem is sufficiently complex in order to challenge a learner, but not so
technically advanced that it deters students. While students have a responsibility to learn
about and use all of the appropriate technology for the problem, the problem rules the use
of the technology. Students alternate using the various technologies as they are needed for
the product. The benefits of this approach include: (a.) students concentrate on the relevancy
of particular element for the product, (b.) they scaffold each other in learning as the semester
progresses and (c.) all students learn the appropriate technology. Help is also available in
many different forms including help screens, reference materials, just-in-time tutorials by the
instructor and other available sources the students find.
Objectives for a problem include specific content learning. While traditional PBL uses
peer and self-evaluation, variations include traditional testing based on the objectives.
Traditional testing may help alleviate instructor concerns regarding student's learning and
contribution to the group effort.
It is not enough to simply provide a problem. In order for this paradigm to work, students
must become a team and team building must be taught. Wells (2002) uses Katzenbach and
Smith's definition of team work: “A team is a small number of people with complementary skills
who are committed to a common purpose, performance goals, and approach for which they
hold themselves mutually accountable.” Without team building instruction students often
perceive group work with disdain: With guidance on team building students are more positive
in regard to the experience (Wells, 2002).
Trend Setting
Companies have high expectations for CIS graduates (Shawyunm, 1999). It behooves
us as educators to provide the business community with students who have had realistic CIS
experience. Authentic learning environments provide this. Working together, faculty within
CIS degree programs could construct a curriculum based on authentic learning environments
such as case or problem-based learning. Team building concepts could be taught in the
ubiquitous entry-level computing course so that students would have the skills to work
effectively in groups.
CONCLUSIONS
We repeated a study of undergraduate business majors that was performed in 1989, and
compared the perceptions of contemporary students with those previously reported
(Mawhinney et al.). We found that current student's perceptions of CIS have not significantly
