Problem-based learning (PBL) is a pedagogical model that has its roots in constructivism (Dabbagh, Jonassen & Yueh, 2000). Dabbagh et al. (2000) define PBL as "the learning that results from the process of working toward the understanding or resolution of a problem"(p. 2). The main purpose of PBL is immersing learners in complex real-world problems with little information about the problem and the resources needed to solve the problem in order to engage learners in relevant information finding and self-directed learning. PBL prepares learners to take ownership of their learning, become active, cooperative learners, use critical thinking and problem solving skills for life-long learning, and at the same time learn facts about the subject matter under study (Dabbagh & Banana-Ritland, 2005; Kolodner, Camp, Crismond, Gray, Holbrook, Puntambekar & Ryan, 2003). Since PBL is rooted in constructivist theory, its characteristics parallel with constructivist principles. For example, learners take ownership of their learning by defining the problem; they set their own objectives for their learning process, what they know and need to know about the problem, and how to acquire the missing information. Moreover, in PBL, learners do not solve problems independently; rather, they work in small groups because only the group has the required knowledge and important skills to solve a problem (Kolodner et al., 2003; Dabbagh, Jonassen & Yeah, 2000). It is important to emphasize that learners in PBL do not start with learning facts from textbooks; rather, they acquire new knowledge as they actively engage in solving a problem (Kolodner et al., 2003). Thus, instructors become facilitators of the learning process and responsible for creating complex, real-world and ill-structured problems to engage learners in collaborative problem solving. The approach for designing and developing the online problem-based learning environment that will be demonstrated in this presentation follows the aforementioned PBL characteristics to ensure pedagogical effectiveness. The complex real-world problem evoked by this online PBL environment is the massive effects of flooding that inflict urban cities, and in particular, the flooding that struck the city of Jeddah in Saudi Arabia on January 22, 2011. In this approach, learners are asked to provide preventive solutions for the flooding so it will not cause the same destruction the next time it occurs. Learners are expected to: 1- generate hypotheses about what caused the flooding problem; 2- identify what they know and need to know about the problem 3- set group goals and strategies for problem-solving; 4- search for relevant resources, and test their hypotheses. The target audience is comprised of senior undergraduate students in Civil Engineering at King Abdulaziz University, Jeddah, Saudi Arabia. These learners have experienced the flooding which makes the problem relevant to them socially and emotionally, motivating them to pursue solutions to the problem. The knowledge domain of this online PBL environment combines different learning domains. Learners will need to learn and apply knowledge from the following content areas: Environmental Engineering, Hydrology, Hydraulics, Watershed Management, and Water Resources Planning and Management. Specifically, learners engaged in this online PBL environment will be able to: 1- Develop coherent understanding for the interdisciplinary leaning domains. 2- Restore Jeddah's infrastructure by planning a complete and adequate surface runoff system, estimate the quantity of material, the amount of time, and the approximate cost for their plan. 3- Cultivate flexible thinking, reasoning and problem-solving skills within the area of civil engineering. 4- Upgrade self-directed learning, self-motivation, and communication skills through working in groups to collect data and to generate and test hypotheses. 5- Transfer new knowledge to other real-world situations. 6- Enhance self-evaluation through reflecting on learning process. In order to achieve the aforementioned learning outcomes, learners will engage in the following online learning activities: 1- Collaborative problem-solving activities using this wiki http://floodsolutions.pbworks.com to: A. Collect literature reviews from relevant sources: Internet, ministries and agencies. B. Search for related data: I. Hydrological: precipitation, duration, surface runoff, intensity, and date of the flood. II. Metrological: humidity, temperature, evaporation, and transpiration. III. Images of the flood damages. C. Start thinking about using well developed models to solve the problem. 2- Reflective activities using this blog site http://floodsolution.onmason.com/ to share group works and analyses with other groups and the instructor. 3- Learners will frame and model the flood problem using preliminary and final engineering designs for the surface runoff system. Self-reflection is the main assessment for this PBL approach. Learners are expected to use the blog site to share and reflect on their hypotheses, data collection/resources, photographs of flood damages, and analyses for the problem. Furthermore, the wiki is assigned for team work. Learners are required to cooperate with their team members to solve the flooding problem. The instructor will evaluate the group work in the wiki focusing on each group's framing of the problem and engineering designs for the surface runoff system, taking into account technical and general specifications. The goals of this presentation are to (a) describe the grounded design approach of this online PBL environment; (b) illustrate how this learning environment can be applied to solve real-world problems in online learning contexts; and (c) persuade the audience of the effectiveness of implementing PBL in almost any subject domain. This presentation will benefit instructional designers who are interested in innovative and grounded designs of PBL. Moreover, this presentation attracts educators who are searching for new, active learning environments that engage learners in collaborative learning. Additionally, the audience will experience a prototype that uses wikis and blogs to facilitate PBL. The presentation will walk the audience through the design process using the wiki and blog sample sites. Handouts illustrating the grounded design approach used to develop this PBL will be provided. To engage the audience, a list of PBL characteristics will be provided at the beginning of the presentation to prompt the audience to analyze the prototype as it is being demonstrated and then vote on whether these characteristics have been successfully integrated using the online learning technologies. [The reference list will be added later because the proposal will exceed the 1000 word].
