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Online Supports for PBL Use

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Online features support PBL use among high school teachers in various reform settings. …

Online features support PBL use among high school teachers in various reform settings.

Presented at Annual Meetings of the Association of Educational Communications and Technology (AECT). Anaheim, CA. October, 2010.

Published in: Education
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  • PBE was effectiveboth deeper learning and standardized tests. Teachers liked it better. Students had a chance to practice 21cs.
  • Our definition is consistent with “inquiry” pr “problem-based” (e.g., Barron study in references)Teachers were instructed to substitute their preferred term (only 17% did)Gates study just uses “PBL” for project- or problem-basedWhy do we care about PBL? It’s “proven” in professional education (see Strobel & van Barnfeld reference)2) There is growing evidence in K-12 (see Does PBL Work? Reference, forthcoming PBE study from WestEd/IES)3) There is growing interest in high schools e.g. large scale implementation in West Virginia (1300 teachers so far)4) PBL is tied to other reforms (e.g., Ravitz, 2009; 2008) 21st Century Skills, teacher climate, student culture, inquiry practices, performance assessment, multi-disciplinary teaching, team teaching, etc.5) Constructivist-oriented (PBL-related) teaching is consistently correlated to Internet use in K-12 (e.g., Becker & Riel, 2008)
  • Listed from most prevalent to least prevalentWe asked for different levels of awareness and use, but any use vs. none consistently had the most predictive validity.
  • Online Features can inform teachers about PBL and provide resources to make PBL easier or better.PBL, in turn, can encourage use of technology (e.g., for collecting and analyzing data) There seems to be a mutually reinforcing relationship, but on the other hand, maybe a third variable (early adopter, teacher leader) predicts both, making the relationship “spurious”. This might be consistent with viewing PBL as a technology itself – a particularly complex one that can be quite “low tech” with regards to other technologies, but usually is not.See Riel & Becker, 2008 re: “teacher leaders” are more constructivist-oriented and use more technologyWhat makes people turn to technology – lack of resources for PD/collaboration (e.g., in large schools), or extensive resources/capacity for learning new things?
  • For examples of research across the PBL spectrum see the BIE web site. Click on “Research” for multiple studies from within BIE and other sources – Apple, University of Michigan, etc.Please let us know if there are other studies or resources we should be highlighting
  • Stay in touch!!If you register for the BIE site you can discuss this session bie.org-> Need to Know Forum- > Research -> What is the relationship between technology use & PBL?Or just paste in this URL -- http://www.bie.org/forums/viewthread/6/
  • Transcript

    • 1. MORE PBL, MORE FEATURES
      Teachers who use PBL to a greater extent use more online features
      Mean # of
      Features Used
      Amount of time spent on PBL, in selected course
    • 2. Assessing the impact of
      ONLINE SUPPORTS ON PBL use
      in US High Schools
      Jason Ravitz Julie Blazevski
      Buck Institute for Education Hypothesi
      Novato, CA Ann Arbor, MI
      jason@bie.orgjulie@bie.org
    • 3.
    • 4. Why study PBL?
      Strong theoretical basis
      Evidence of effectiveness
      Emphasized in small high school reform
      PBL is the most frequently cited strategy
      Biggest hurdles are instructional
      Need for more sophisticated PBL in K-12
      Need for supports for PBL
      Or else PBL will not be used, or used effectively
    • 5. "It appears that small schools are fostering more personal and supportive contexts for both teachers and students, but they do not appear to be spurring increased instructional reform”
      - Kahne, Sporte, de la Torre & Easton (2006)
    • 6. “Among the schools in this initiative that reported efforts to implement a common pedagogy across all classes, Project Based Learning (PBL) is the most commonly cited instructional strategy”
      – GATES Funded Evaluation (AIR/SRI)
    • 7. Institute of Education Sciences – Newsflash (August, 2010)
      Problem-based curriculum boosts high school students' knowledge of economics
      http://ies.ed.gov/ncee/edlabs/projects/project.asp?ProjectID=89
    • 8.
    • 9. A design view of PBL
      “a systematic teaching method that engages students in learning essential knowledge and life-enhancing skills through an extended, student-influenced inquiry process that is structured around complex, authentic questions and carefully designedproducts and tasks”
      Mergendoller, et al., 2006
    • 10. Today’s PBL
      Looks nothing like the ‘Project Method” popularized by William H. Kilpatrick (1918), in the early 20th century
      Nor does it look like “discovery learning” or “minimally-guided instruction”, popularized later 20th century
      High Tech High School (hightechhigh.org/projects/)
      Envision Schools (envisionprojects.org)
      Expeditionary Learning schools (elschools.org)
      New Tech Network (newtechnetwork.org)
    • 11. But….it’s not easy
      Teachers need
      Professional development
      Resources
      Structural change (time)
      Assessment reform
      Do they need online technologies too?
    • 12. SURVEY POPULATION1200 PBL using teachers400 valid responses35% response
    • 13. SURVEY POPULATION
      • Academic teachers in public US High Schools
      • 14. Large, comprehensive schools
      • 15. Small High Schools (Start-ups and Conversions)
      • 16. Reform Models
      • 17. Invested in PBL
      • 18. Received BIE Materials or Workshops
      • 19. Confirmed use of PBL for “core” academics
      • 20. Math, Science, Social Studies or English
    • Partner Organizations
      • New Technology High schools
      • 21. High Tech High schools
      • 22. Edvision Schools
      • 23. Envision Schools
      • 24. North Carolina New Schools Project
      • 25. Center for Effective School Practices (NJ/OH)
      • 26. San Diego City “Renewal” Schools
    • 27. Research Questions
      In different kinds of high schools and across academic subjects…
      • What is the prevalence of PBL use, preparedness and
      challenges?
      • What is the prevalence of online feature use for PBL?
      • 28. To what extent is online feature use related to PBL use,
      preparedness and challenges?
    • 29. PBL INVOLVES:
      • Extended investigation
      • 30. In-depth inquiry
      • 31. Student self-direction or choice
      • 32. Presentation of results or conclusions
    • ONLINE FEATURES
      • Resource Lists
      • 33. Project Libraries
      • 34. Design & Management Tools
      • 35. Collaboration Tools
      • 36. Student Feedback
      • 37. Teacher Feedback
      • 38. Access to Experts
    • PREVALENCE
    • 39. PBL Use and Conditions by School Type
      PBL & High School Reform
      %
    • 40. PBL Challenges by School Type
      % of teachers “moderate” or “major” challenge
    • 41. When compared to other schools,
      2X
      more Large School Teachers were
      Challenged by lack ofProfessional Development
      2X
      fewer Reform Model Teachers were
      Challengedby lack of Time in Curriculumfor PBL
    • 42.
    • 43. When compared to other schools,
      2-3X
      fewer Large School Teachers
      ReceivedOnline Feedback about projects
      3X
      more Reform Model Teachers
      have had Studentsget Online Feedback
    • 44. RELATIONSHIPS
    • 45. MORE PBL, MORE FEATURES
      Teachers who use PBL to a greater extent use more online features
      Mean # of
      Features Used
      Amount of time spent on PBL, in selected course
    • 46. Online Features Correlated to PBL Preparedness
      -0.05
      -0.10
      Correlations
    • 47. Correlation Between PBL Use & Features Use
      0.60 Math
      0.57 Social Studies
      0.40 Interdisciplinary
      0.36 Science
      0.19 English
    • 48. When compared to other teachers,
      2x
      fewer Large School Teachers
      who used online collections of projects
      were challenged by lack of PBL examples or models
      3x
      fewer Large School Teachers
      who used online collections of PBL resources
      were challenged by lack of Professional Development
    • 49. Preparedness for Tasks by Use of Features
      Comparisons of the % of those whoused the feature who felt “well prepared”
      followed by the % of those who did not use the feature who felt “well prepared” , within school type (R=Reform Network, S=Small School, L=Larger, comprehensive)
    • 50.
    • 51. When compared to other teachers,
      50%
      more Small School Teachers
      who design & manage projects online
      feel well prepared for each PBL-related Task
      50%
      more Reform Model Teachers
      who link to experts online
      feel well prepared for most PBL-related Tasks
    • 52. When compared to other teachers,
      100%
      of Large School Teachers
      who received online feedback from others
      Felt Well Prepared to…
      • Teach as assess skills beyond academics
      • 53. Facilitate and manage groups
      • 54. Promote depth of student work
      • 55. Meet state standards
      • 56. Plan and design new standards
      vs. about 50%
      who did not receive online feedback
    • 57. In Reform Model Schools
      Online Feature Use is related to…
      β=
      0.20 Preparedness
      -0.21 FewerChallenges
      0.25 Time Spent on PBL
      After controlling for teacher professional engagement,
      school wide emphasis on PBL, and interdisciplinary instruction
    • 58. In non-reform Model Schools
      Online Feature Use is related to…
      β=
      0.38 Preparedness
      -0.20 FewerChallenges
      After controlling for teacher professional engagement,
      school wide emphasis on PBL, and interdisciplinary instruction
    • 59. Which came first PBL or Technology?
      PBL is a technology
      Innovativeness
      = one construct?
      Does that make the
      entire relationship
      spurious?
      Do you have to be an early adopter or teacher-leader?
    • 60. “Technology is the answer
      …but what was the question?” (Ely, 1991)
      A. Can we support more effective use of PBL?
      (by using new technologies)
      B. Can we support more effective use of new technologies?
      (by using PBL)
      Don’t drop the egg! (Solis, 2010)
    • 61. Future Research
      How does PBL use differ when new technologies are used?
      How does new technology use differ when PBL is used?
    • 62. REFERENCES
      Barron, B. & Darling-Hammond, L. (2008).  Powerful Learning: What We Know About Teaching for Understanding. http://www.bie.org/research/study/powerful_learning
      Buck Institute for Education (2010). Does PBL Work? http://www.bie.org/about/does_pbl_work
      Mitchell, K., Shkolnik, J.,Song, M, Uekawa, K., Murphy, R., Garet, M., & Means, B. (2005).  Rigor, relevance, and results: The quality of teacher assignments and student work in new and conventional high schools.  Washington, D.C.: American Institutes for Research and SRI International.   http://smallhs.sri.com/documents/Rigor_Rpt_10_21_2005.pdf.
      Ravitz, J. (2009a). Does Project Based Learning Help Foster Communities of Learners in Small US High Schools? Paper presented at meetings of of the European Association for Research on Learning and Instruction. Amsterdam, NL. August 29, 2009. http://www.bie.org/research/study/BIE_EARLI_2009
      Ravitz, J. (2008). Project Based Learning as a Catalyst in Reforming High Schools. Paper presented at Annual Meetings of the American Educational Research Association. NY, NY: http://www.bie.org/research/study/AERA_2008
      Riel, M. & Becker, H. (2008). Characteristics of teacher leaders for information and communication technology. In J. Voogt & G. Knezek (eds.) International Handbook of Information Technology in Primary and Secondary Education, 397-417. http://mindmaps.typepad.com/files/08-riel-becker-teacher-leadership-tech.pdf
      Strobel, Johannes and van Barneveld, Angela (2008) "When is PBL More Effective? A Meta-synthesis of Meta-analyses Comparing PBL to Conventional Classrooms," Interdisciplinary Journal of Problem-based Learning , 3(4). :http://docs.lib.purdue.edu/ijpbl/vol3/iss1/4
    • 63.
    • 64. bie.org/research
      biepbl.blogspot.com
    • 65. jason@bie.org
      twitter.com/biepbl
      twitter.com/jasonbie
      youtube.com/biepbl

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