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Toward Using Problem Based Learning In Teaching Computer Programming – Step 1: Developing Synchronized Multimedia Lectures Using Video And Powerpoint

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Conference

2004 Annual Conference

Location

Salt Lake City, Utah

Publication Date

June 20, 2004

Start Date

June 20, 2004

End Date

June 23, 2004

ISSN

2153-5965

Conference Session

Multimedia Engineering Education: Distance & Service Learning, Web-based Projects

Page Count

4

Page Numbers

9.1317.1 - 9.1317.4

Permanent URL

https://peer.asee.org/14005

Download Count

31

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Paper Authors

author page

Hazem Said

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session _3260__

Towards Using Problem-Based Learning in Teaching Computer Programming – Step 1: Developing Synchronized Multimedia Lectures Using Video and PowerPoint

Hazem Said and Fazal khan

Department of Mathematics, Physics and Computing Technology, University of Cincinnati

Introduction

This paper is motivated by the first author’s desire to implement Problem-based learning or Project-based learning (PBL) in his computer programming classes. PBL is a popular teaching pedagogy that emphasis student's understanding of the course contents. The classroom and instructor's role in PBL environment are different from traditional teaching pedagogy. Instructor tends to be more of a facilitator than a lecturer in a PBL environment1. One of the advantages of PBL is that it relates the classroom experience to real life experience in a way that allows students to appreciate what they learn1.

Preparation for teaching PBL courses is quite different. The course material should be presented in the form of problems or projects and enough references should be available for students. Classroom activities and group activities should also be planned and prepared to guide students in their learning.

In a typical PBL class, several problems or projects are used to cover the learning objectives of the class. Students are divided into groups and the problems are introduced to them. In a search for a solution to the problem, each group conducts research and consults references to understand the subject and solve the problem. The instructor’s role is more of a facilitator than a lecturer. The learning objectives of the class are achieved through students’ own search for a solution to the problems they are given.

The problems or projects a PBL environment plays an important role in achieving the learning objectives of the class. Group dynamics and instructor’s ability to play the role of a facilitator contribute significantly to the success of the class.

There are different models of implementing PBL in a classroom1. One model is where no lectures are presented and students learn only through problems and projects. Another model is a hybrid model where the classroom time is divided between mini-lectures, group presentations and group work.

The first author is believes that PBL will have significant impact on first-year students who are learning computer programming. However, the author also believes that

Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering Education

Said, H. (2004, June), Toward Using Problem Based Learning In Teaching Computer Programming – Step 1: Developing Synchronized Multimedia Lectures Using Video And Powerpoint Paper presented at 2004 Annual Conference, Salt Lake City, Utah. https://peer.asee.org/14005

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