Digital Portfolio

By CSUF MSIDT Scholar Bill Bennett

Bill Bennett

Bill Bennett

  • Instructional Technologist
    Associate Professor
  • Mt. San Jacinto College
  • Menifee, CA 92584

  • Education:
  • B.S. Vocational Ed., CSUSB
  • M.A. Career & Technology Education (CTE) - Coordination & Supervision, CSUSB
  • M.S. Instructional Design & Technology (IDT), CSUF

  • Professional Certifications:

My Stuff

My Info




YouTube Channel (Bill Bennett)

YouTube Channel (Internet Authoring)

YouTube Channel (Bennett Ranch)

My Favorites
My Graphic Designs
My Videos

Baby Hawks

Coitus Interuptus

Meow Meow Meow Meow


Bee In Flower

The Mr. Phil Show

Eddie Sghetti





Bennett Ranch's Hot & Sassy


Bennett's Majestic Testa rosa

Bennett's Tijuana Taxi

Bennett's Pretty in Paisley

Dottie Goes to the Dentist

Bennett's Reina Rojo

J. R. the Emu

Bennett's Joe Cool

Birth of the Black Pearl

Comcast Interview

MSJC BTC Preview

My World

My World II

Floral & Fruitful

Skies Over Woodcrest

Beard Shaving Dad

RHB Tribute

Perfect Pizza Commercial

Riverside Sings Competition

Video Place

John Sweller Cognitive Load

The Machine is Us/ing Us

A Day Made of Glass 2

Anything, Anything (I'll Give You)

Death By Bikini

"I Want To Kill You"

Route 66 by the Juice Weasles

Lovely Rita [Cover]

Making of Lovely Rita

Eleanor Rigby

Decimal To Binary Conversion


Numbering Systems

Dreamweaver Smart Objects

Creating a C# Sharp Console Project On Visual Studio for Mac Community

CSIS 111B Assignment 2 Hello Input Input

CSIS 111B Creating a C# Console Project in Visual Studio

CSIS 111B Binary Encoding

CSIS 111B Assignment 5 Hello (Input) (Input)

CSIS 111B Lesson 5 Data Types

CSIS 111B Midterm Assignment

CSIS 111B Lesson 7 Sorting Algorithms

CSIS 111B Creating a C# Console Project in Visual Studio

CSIS 111B Lesson 8 Repetition Structures

CSIS 111B Assignment 9 Decision Structures

CSIS 111B Binary Encoding

CSIS 111B Lesson 9 Decision Structures

CSIS 111B Lesson 10 Modular Programming

CSIS 111B Lesson 11 File I O

CSIS 111B Lesson 12 Exception Handling

CSIS 113B Lecture 3 - Decision Structures (Part 1)

CSIS 113B Demo

CSIS 113B Welcome

CSIS 113B Lecture 1 - Introduction to Java Programming

CSIS 113B Guided Practice 1

CSIS 113B Lecture 2 - Java Data Types (Updated)

CSIS 113B Guided Practice 2A

CSIS 113B Guided Practice 2B

CSIS 113B Lecture 3

CSIS 113B Lecture 3A - Decisions (part 1)

CSIS 113B Guided Practice 3A

CSIS 113B Lecture 3B - Decisions (part 2)

CSIS 113B Guided Practice 3B

CSIS 113B Lecture 4A - Repetition Structures (part 1)

CSIS 113B Lecture 4 - Decision Structures (part 2)

CSIS 113B Guided Practice 4

CSIS 113B Guided Practice 5

CSIS 113B Lecture 5 - Iteration (part 1)

CSIS 113B Lecture 6 - Iteration (part 2)

CSIS 113B Guided Practice 6A

CSIS 113B Guided Practice 6B

CSIS 113B Lecture 7

CSIS 113B Guided Practice 7A

CSIS 113B Guided Practice 7B

CSIS 113B Guided Practice 7C

CSIS 113B Lecture 8

CSIS 113B Guided Practice 8A

CSIS 113B Guided Practice 8B

CSIS 113B Lecture 9

CSIS 113B Guided Practice 9A

CSIS 113B Guided Practice 9B

CSIS 113B Guided Practice 9C

CSIS 113B Lecture 10

CSIS 113B Guided Practice 10A

CSIS 113B Guided Practice 10B

CSIS 113B Guided Practice 10C

CSIS 113B Lecture 11

CSIS 113B Guided Practice 11A

CSIS 113B Guided Practice 11B

CSIS 113B Guided Practice 11C

CSIS 115A How To Complete Prep Assignment

Fundamental Concepts of the World Wide Web

The Hypertext Transfer Protocol (HTTP)

HTML Introduction

Introduction to HTML

CSIS 115A Review Assignment 1 (RA1)

CSIS 115A Review Assignment 2 (RA2)

CSIS 115A Review Assignment 3 (RA3)

CSIS 115A Review Assignment 4 (RA4)

CSIS 117D Chapter 1 End of Chapter Exercise

CSIS 117D Lesson 1 Publishing

CSIS 117D Lesson 2 End of Chapter Exercise

CSIS117D Lesson 4 End of Chapter Excercise

CSIS 117D Chapter 5 End of Chapter Exercise

CSIS 117D Chapter 6 End of Chapter Exercise

CSIS 117D Chapter 7 End of Chapter Exercise

CSIS 117D Chapter 8 End of Chapter Exercise

CSIS 119A Lesson 8

Collision Versus Broadcast Domains

CSIS 202 Address Resolution Protocol (ARP)

CSIS 202 Chapter 1: The Data Communications Industry

CSIS 202 Chapter 2: Data Communications Concepts

CSIS 202 Chapter 3: Basic Data Communication Technology

CSIS 202 Chapter 4: Local Area Networks

CSIS 202 Chapter 5: Voice Communication Concepts and Technology

CSIS 202 Chapter 6: Wide Area Networking Concepts Architectures & Services

CSIS 202 Chapter 7: Local Area Network Communications Protocols

CSIS 202 Chapter 8: Advanced TCP/IP Network Design

CSIS 202 Chapter 9: Local Area Network Operating Systems and Remote Access

IP Address/Subnet Mask Relationship

CSIS 202 Chapter 11 - Network Management (part 1)

CSIS 202 Chapter 11 - Network Management (part 10)

CSIS 202 Chapter 11 - Network Management (part 11)

CSIS 202 Chapter 11 - Network Management (part 12)

CSIS 202 Chapter 11 - Network Management (part 5)

CSIS 202 Chapter 11 - Network Management (part 6)

CSIS 202 Chapter 11 - Network Management (part 7)

CSIS 202 Chapter 11 - Network Management (part 8)

CSIS 202 Chapter 11 - Network Management (part 9)

CSIS202 Chapter 11 - Network Management (part 2)

CSIS202 Chapter 11 - Network Management (part 3)

CSIS202 Chapter 11 - Network Management (part 4)

Network Management Part 1

Local Area Networks

CSIS 525 Review Assignment 10

CSIS 525 Review Assignment 11

CSIS 525 Review Assignment 12

CSIS 525 Review Assignment 13

Technology to Support Learning

Buffalo Annie

Miller/Davidson Theory

Batman and Robin 8mm

Floating Leaf



Class Assignments

IDT 550: Practicum
IDT 597: Project

Learning Objects Archive

Problem-Based Learning (PBL)

Problem-Based learning (PBL) is an instructional model (Savery & Duffy, 1995).

Howard Barrows is credited with developing the PBL instructional model.

Heuristics = problem solving strategies.

Problem-based Instruction (PBI) is facilitated problem solving.

  • Rooted in experience-based instruction (Savery, 2009, p. 147 para 5).
  • Organized around a complex problem that does not have a single answer.
  • Begins with presentation of problem rather than lecture or reading assignment.

Six characteristics of Problem-Based learning developed by Barrows:

  1. Learning is student centered
  2. Learning occurs in small groups
  3. Teachers are facilitators or guides
  4. Problems form the original focus and stimulus for learning
  5. Problems are a vehicle for the development of clinical problem solving skills.
  6. New information is acquired through self-directed learning


  • Means-end analysis

Inquiry-based Approaches:

  • Disequilibration (Piaget)
  • Perturbation (Dewey)

Problem-Solving Process

  1. Identify the problem
  2. Investigate the cause(s) of the problem
  3. Specify problem properties
  4. Develop possible solutions(s) to problem

A Summary of the Process of Problem-Based Learning

  1. The problem is encountered first in the learning sequence, before any preparation or study has occurred.
  2. The problem situation is presented to the student in the same way it would present in reality.
  3. The student works with the problem in-a manner that permits his ability to reason and apply knowledge to be challenged and evaluated, appropriate to his level of learning.
  4. Needed areas of learning are identified in the process of work with the problem and used as a guide to individualized study.
  5. The skills and knowledge acquired by this study are applied back to the problem, to evaluate the effectiveness of learning and to reinforce learning.
  6. The learning that has occurred in work with the problem and in individualized study is summarized and integrated into the student's existing knowledge and skills.

Barrows, Howard S., Tamblyn, Robyn M., 1980, Problem-based learning: An approach to medical education. New York: Springer Publishing.

A Summary of the Process of Self-Directed Study

  1. During the problem encounter, all questions, insecurities, or holes in knowledge should be noted down as learning issues
  2. Whenever work with the problem has to stop due to lack of knowledge or understanding, the learning issues should be reviewed and a study plan devised, relative to the goals of the curriculum.
  3. The study plan should be sensitive to the specific learning needs and background of the learner.
  4. Learning resources can be books, monographs, journals, cadavers, specimens, models, faculty experts, field trips, and audiovisual units, as appropriate (those emphasized are available to physicians generally).
  5. At an agreed time, the learning acquired would be brought back to the problem.

Barrows, Howard S., Tamblyn, Robyn M., 1980, Problem-based learning: An approach to medical education. New York: Springer Publishing.

Learning from problems is a condition of human existence. In our attempts to solve the many problems we face every day, learning occurs. In looking for offices in an unfamiliar building, or addresses in an unfamiliar town, we eventually find our way. In filling out income tax statements, learning occurs, just as in trying to find out why the car won't start. Although we may not be consciously aware, these problem situations are all learning experiences that are providing us with information and knowledge that we can apply to future problems. The more opportunity we have to use this information in our day-to-day activities, the more ingrained and unforgettable it becomes. We may recall occasions when we have provided a friend or colleague with very helpful and even sophisticated information about a problem he is attempting to solve. Although that information may seem to have just "popped" into our mind as our friend attempted to solve his problem, a little reflection will reveal that we acquired it from our own experience with a similar problem. No doubt, problem-based learning is the basic human learning process that allowed primitive man to survive in his environment. Facts related to us by others or information we have read ourselves rarely seem to have the tenacity of the information we have gained from our own daily confrontation with problems. It would be safe to say that the great wealth of information we possess in our memory banks has remained there as a consequence of having worked with problems we have been faced with in such life situations as school, work, social situations, and our hobbies. Problem-based learning is the learning that results from the process of working toward the understanding or resolution of a problem. The problem is encountered first in the learning process!

There is nothing new about the use of problem solving as a method of learning in a variety of educational settings. Unlike what occurs in real-life situations, however, the problem usually is not given to the student first, as a stimulus for active learning. It usually is given to the student after he has been provided with facts or principles, either as an example of the importance of this knowledge or as an exercise in which the student can apply this knowledge.

Barrows, Howard S., Tamblyn, Robyn M., 1980, Problem-based learning: An approach to medical education, pp. 1-2. New York: Springer Publishing.