Terry Stewart

Enhancing problem-based learning designs with a single e-learning scaffolding tool: Two case studies using Challenge FRAP

Problem-based learning (PBL) is a powerful instructional approach. By working through assessable complex problem-solving tasks learners can be encouraged to actively engage in investigation and inquiry and to use high level cognitive thought processes to solve real-life problems in professional contexts. A critical element of a successful PBL design is the inclusion of instructional support, such as scaffolding, to guide and assist the learner through the reasoning process that is crucial to successful problem-solving. The e-learning tool ‘Challenge FRAP’ (Form for the Recording of the Analysis of Problems) is client-based public domain authoring software which facilitates the use of scaffolding, the provision of progressive feedback and can promote student reflection at key decision-making points. This paper illustrates the benefits of such an e-learning scaffolding tool through two PBL case studies; one group-based PBL task in science and technology and one self-directed PBL task in plant pathology.

Integrating Web-Delivered Problem-Based Learning Scenarios to the Curriculum.

This article reports on a small-scale research project (n=56) that investigated student educational gain. For the purposes of this study, gain is defined as an increase in the score that students obtain for pre/post intervention tests. Students received authentic exposure to the process via a web-delivered problem-based scenario. The students were randomly allocated to case and control groups. No statistically significant differences in educational gain were recorded between the two groups. However, the research highlights the requirement to fully integrate problem-based learning (PBL) work into a curriculum. It also confirms findings from other research that students engage well with PBL and enjoy the learning process using this methodology.

Development of Meloidogyne naasi on endophyte-infected and endophyte-free perennial ryegrass

An experiment in pots showed lower numbers of galls and female Meloidogyne naasi in the roots of perennial ryegrass (Lolium perenne) infected with the endophytic fungus Acremonium lolii than in endophyte-free ryegrass. There was no effect of fungus or nematode infection on shoot or root dry weight.

DIAGNOSIS — A novel, multimedia, computer-based approach to training crop protection practitioners

The multimedia computer package DIAGNOSIS provides a training aid to students of crop protection for pest and disease diagnosis. The program simulates field and laboratory scenarios, in which students must actively seek clues and interpret observations on the cause of plant problems. Output may consist of text, graphics and video. The software allows the simple construction of local scenarios by individual tutors. Once students have recorded their diagnosis, justification and recommendations for action, they receive an automatic debriefing on their problem-solving approach. Student input is recorded to disk for later assessment by the tutor.

CHALLENGE-an authoring tool for problem-based scenarios, delivered alone or over the WWW

CHALLENGE is an authoring tool designed for constructing and presenting problem-based scenarios to students of any level in any subject domain, either locally or across the Internet. Students can explore the scenario, examine objects and move them from location to location, interview people, conduct tests and undertake research. Information is provided by hypertext, images, sound or video either local or external. The exercise can be used as a basis for class discussion, or students may submit an analysis for marking by the tutor. Students can even create their own scenarios. The program tracks student activity and provides a tutor-supplied tailored debriefing dependant on that activity. Multichoice assessment is also catered for. This paper describes the features of the software.

DIAGNOSIS, a Microcomputer-Based Teaching Aid

The MS-DOS computer package DIAGNOSIS was constructed as an aid for teaching plant disease diagnosis to crop protection students. The program places students into field and laboratory scenarios, where they must look for clues to the causes of plant disorders. After giving and justifying a diagnosis, students then receive an automatic debriefing on their problem-solving approach. Student input is recorded to disk for later assessment by the tutor. Output may consist of text and graphics, and the software allows the simple construction of local scenarios by individual tutors

Learning by Creating: Letting the Student Do the Work.

There is evidence to suggest that mature students, perhaps studying at home where human tutors are not readily available, learn particularly effectively in a problem-solving environment. Also, they appear to be especially responsive to analogies and metaphors. We seek to exploit these effects by requiring students to transform problems into alternative forms before solving them. Three examples are given of domains where the student has to convert the formulation into an equivalent diagram. Arguably, the process of performing this transformation increases their understanding of the subject area.

Computerised problem-based scenarios in practice-a decade of DIAGNOSIS

The paper discusses aspects of problem-based scenarios (PBS) for teaching based on experiences with a computer package called DIAGNOSIS. This package has been used for teaching the diagnosis of plant pests and disease problems for a decade. The software is described, and its evolution in response to changing demands and software platforms is also covered.

An expert system for diagnosis of pests, diseases, and disorders in apple crops

Abstract A prototype expert system is being developed to diagnose pests, diseases, and disorders in apple trees. The system has the dual aims of supplying diagnostic advice to apple growers and teaching students to diagnose problems effectively. Notable features of the system include: clear separation between heuristic knowledge and domain/real world facts, a flexible certainty factor system, and a user-friendly environment.

Pest and disease management in Hawke's Bay, New Zealand apple orchards : results of an advice-givers survey

Abstract Twenty‐seven Hawkes Bay, New Zealand apple (Malus domestica Borkh.) pest and disease control “advisers” including horticultural merchant and New Zealand Apple and Pear Marketing Board (NZAPMB) field representatives, private consultants, and apple plant protection scientists (The Horticulture and Food Research Institute of New Zealand Ltd (HortResearch)) were interviewed over the 1993/94 growing season to determine their role in growers’ pest and disease spray decision‐making. Horticultural merchant representatives considered themselves to be the main spray decision‐maker for 40% of growers. In the opinion of the latter, 50% of growers expected the horticultural merchant representative to know more about the problems in the orchard than they did themselves. Plant protection scientists and (increasingly) NZAPMB representatives play an important role in strategic pest and disease advice to the industry. Growers are very well serviced in the Hawke’ s Bay region which has led to an expectation of “fr...