Creating Instructor Dashboards to Foster Collaborative Learning in On-Line Medical Problem-Based Learning Situations

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• 关键词：Problem ; based learning ; Computer ; supported collaborative learning ; Multi ; cultures ; Visualization tools ; Online dashboard ; Patient/physician communication
• 刊名：Lecture Notes in Computer Science
• 出版年：2016
• 出版时间：2016
• 年：2016
• 卷：9753
• 期：1
• 页码：36-47
• 全文大小：1,361 KB
• 参考文献：Abdelkhalek, N., Hussein, A., Gibbs, T., Hamdy, H.: Using team-based learning to prepare medical students for future problem-based learning. Med. Teach. 32(2), 123–129 (2010)CrossRef
  Baile, W.F., Buckman, R., Lenzi, R., Glober, G., Beale, E.A., Kudelka, A.P.: SPIKES—a six-step protocol for delivering bad news: application to the patient with cancer. Oncologist 5(4), 302–311 (2000)CrossRef
  Hmelo-Silver, C.E.: The International Handbook of Collaborative Learning. Routledge, Abingdon (2013)
  Hmelo-Silver, C.E., Barrows, H.S.: Goals and strategies of a problem-based learning facilitator. Interdisc. J. Prob.-Based Learn. 1(1), 4 (2006)
  Hung, W., Jonassen, D.H., Liu, R.: Problem-based learning. Handb. Res. Educ. Commun. Technol. 3, 485–506 (2008)
  Jonassen, D.H.: Supporting communities of learners with technology: a vision for integrating technology with learning in schools. Educ. Technol. 35(4), 60–63 (1995)
  Lajoie, S.P., Hmelo-Silver, C.E., Wiseman, J.G., Chan, L.K., Lu, J., Khurana, C., Kazemitabar, M.: Using online digital tools and video to support international problem-based learning. Interdisc. J. Prob.-Based Learn. 8(2), 6 (2014)
  Martinez Maldonado, R., Kay, J., Yacef, K., Schwendimann, B.: An interactive teacher’s dashboard for monitoring groups in a multi-tabletop learning environment. In: Cerri, S.A., Clancey, W.J., Papadourakis, G., Panourgia, K. (eds.) ITS 2012. LNCS, vol. 7315, pp. 482–492. Springer, Heidelberg (2012)CrossRef
  Roschelle, J., Teasley, S.D.: The construction of shared knowledge in collaborative problem solving. In: O’Malley, C. (ed.) Computer Supported Collaborative Learning, pp. 69–97. Springer, Heidelberg (1995)CrossRef
  
• 作者单位：Maedeh Assadat Kazemitabar (15)
  Stephen Bodnar (15)
  Peter Hogaboam (16)
  Yuxin Chen (16)
  Juan Pablo Sarmiento (17)
  Susanne P. Lajoie (15)
  Cindy Hmelo-Silver (16)
  Ricki Goldman (17)
  Jeffrey Wiseman (18)
  Lapki Chan (19)
  
  15. Department of Educational and Counselling Psychology, McGill University, Montreal, Canada
  16. School of Education, Indiana University Bloomington, Bloomington, IN, USA
  17. Department of Administration Leadership and Technology, New York University, New York, USA
  18. Center for Medical Education, McGill University, Montreal, Canada
  19. School of Biomedical Sciences, The University of Hong Kong, Hong Kong, China
  
• 丛书名：Learning and Collaboration Technologies
• ISBN：978-3-319-39483-1
• 刊物类别：Computer Science
• 刊物主题：Artificial Intelligence and Robotics
  Computer Communication Networks
  Software Engineering
  Data Encryption
  Database Management
  Computation by Abstract Devices
  Algorithm Analysis and Problem Complexity
  
• 出版者：Springer Berlin / Heidelberg
• ISSN：1611-3349
• 卷排序：9753

文摘

Problem-based learning (PBL) refers to a student-centered pedagogy in which students collaborate with each other to solve complex problems. There are many benefits to this approach, such as improving student problem-solving skills, developing group-work skills and motivation. However, it is built upon low student-teacher ratios, which places increased demands on instructors, making traditional forms of PBL costly to implement in large-enrolment courses). This suggests that it is important to find ways to extend expert facilitation to multiple groups. Based on this approach, we have implemented an online, asynchronous learning environment entitled HOWARD (Helping Others With Argumentation and Reasoning Dashboard) which aims to foster multiple small PBLs and boost their instructional capacity. Beyond supporting instructors to handle multiple groups at the same time, our computer-supported PBL environment can allow learners to connect across cultures and disciplines, enabling them to interact beyond boundaries of location, time and space.