10. The Learner completes each activity-structure in order, takes the associated post-test, and submits the
results to the system.
11. The System records the results, grades the post-test, and updates the learner's profile.
Extensions:
1a. System may not recognize the student id and/or password.
4a. Learner may opt to take the pre-assessment at another time.
9a. System nay not locate any activity-structures that match the learner's deficits or learning profile.
10a. Learner may not complete an activity-structure in a single session.
10b. Learner may not take or complete the post-test.
11a. Learner may fall below criteria on the post-test.
2.4 A Problem-Based Learning Task for Information Sciences and Technology
Narrative: At Penn State, students in Information Sciences and Technologies are involved in courses which
emphasize problem-based learning. In any given course, a number of problem-based learning activities are
completed. Preparation for these problems includes an introduction to course objectives, policy and structure,
principles of problem-based learning, and sample group problem-solving activities. For any given problem-based
learning activity, students are assigned to teams and presented with a problem description, objectives, document
and presentation requirements, an outline of associated topics, and evaluation rubrics. Students are then assigned a
number of discrete learning tasks which address all areas of the overall problem. These tasks include participation
in discussion activities, access to subject matter experts, reviewing online content and resources, and online
quizzing. Once students have completed all of the discrete tasks, students are evaluated by delivering their problem
solution in the form of an in-class presentation and a response document, together with discussion activity
participation, self- and peer-assessment, and online low-stakes quizzes.
Actors: Student
Stakeholders and Interests:
Student - learns about the subject area and achieve an acceptable grade.
Instructor - helps students develop team problem-solving skills related to information sciences and
associated technologies.
University - enables students to demonstrate knowledge of skills and content for accreditation.
Preconditions:
1. Student understands course requirements and process.
Trigger: Provision of ill-structured problem description with rubric for successful completion of problem.
Main Success Scenario:
1. Student logs onto system.
2. System identifies student and presents problem description.
3. System directs students to problem resources.
4. Students divide problem responsibilities. Is this to say that students self-assign to various discrete tasks?
Also, is there an assumption that between Steps 4 and 5, the students actually complete said tasks?
5. Students assemble parts to answer problem definition for response document and presentation.
6. Students consult with instructor regarding outstanding issues.
7. Students submit document and give presentation.
8. Feedback and evaluation from instructor, experts, and peers.
9. Students complete low-stakes quizzes.