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Explore the PBS method for diagnosing crop problems through interactive scenarios, interviews, and budget constraints. Enhance student learning with customized feedback and a builder for scenario creation. Integrates well with lectures or as standalone practice.
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Computerized Problem-Based Scenarios in Practice- A Decade of DIAGNOSIS Terry Stewart, Ray Kemp and Paul Bartrum Massey University, New Zealand
Computerized Problem-Based Scenarios in Practice – A Decade of DIAGNOSIS • Why the PBS approach? • Diagnosing a plant problem is more than just an identification of the causal agent • How could we give students practice at an holistic approach?
Computerized Problem-Based Scenarios in Practice – A Decade of DIAGNOSIS • Diagnosis for Crop Problems • Uses the “adventure game” concept. • Students must conduct interviews, tests and interpret observations. They then provide a recommendation. This is marked by a tutor • Encouraged to work within a budget. • Tracking provides customized feedback. • A “builder” allows scenarios to be created or modified by the tutor • Embedded in a course of lectures and practical classes or can be used stand-alone.
Computerized Problem-Based Scenarios in Practice – A Decade of DIAGNOSIS
Computerized Problem-Based Scenarios in Practice – A Decade of DIAGNOSIS
Computerized Problem-Based Scenarios in Practice – A Decade of DIAGNOSIS
Computerized Problem-Based Scenarios in Practice – A Decade of DIAGNOSIS • Summary • A “Problem-solving” exercise • Forces integration of knowledge • Offers an “experience” it would be difficult to arrange in any other way • Approach has wide applicability • Software is useful, but having good scenarios and using them correctly with students is what provides the learning.
