Online Supports for PBL Use

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

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

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

"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)

“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)

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

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

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)

But….it’s not easy
Teachers need
Professional development
Resources
Structural change (time)
Assessment reform
Do they need online technologies too?

SURVEY POPULATION1200 PBL using teachers400 valid responses35% response

SURVEY POPULATION
Academic teachers in public US High Schools
Large, comprehensive schools
Small High Schools (Start-ups and Conversions)
Reform Models
Invested in PBL
Received BIE Materials or Workshops
Confirmed use of PBL for “core” academics
Math, Science, Social Studies or English

Partner Organizations
New Technology High schools
High Tech High schools
Edvision Schools
Envision Schools
North Carolina New Schools Project
Center for Effective School Practices (NJ/OH)
San Diego City “Renewal” Schools

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?
To what extent is online feature use related to PBL use,
preparedness and challenges?

PBL INVOLVES:
Extended investigation
In-depth inquiry
Student self-direction or choice
Presentation of results or conclusions

ONLINE FEATURES
Resource Lists
Project Libraries
Design & Management Tools
Collaboration Tools
Student Feedback
Teacher Feedback
Access to Experts

PREVALENCE

PBL Use and Conditions by School Type
PBL & High School Reform
%

PBL Challenges by School Type
% of teachers “moderate” or “major” challenge

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

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

RELATIONSHIPS

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

Online Features Correlated to PBL Preparedness
-0.05
-0.10
Correlations

Correlation Between PBL Use & Features Use
0.60 Math
0.57 Social Studies
0.40 Interdisciplinary
0.36 Science
0.19 English

When compared to other teachers,
2x
who used online collections of projects
were challenged by lack of PBL examples or models
3x
who used online collections of PBL resources
were challenged by lack of Professional Development

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%
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

100%
of Large School Teachers
who received online feedback from others
Felt Well Prepared to…
Teach as assess skills beyond academics
Facilitate and manage groups
Promote depth of student work
Meet state standards
Plan and design new standards
vs. about 50%
who did not receive online feedback

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

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

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?

“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)

Future Research
How does PBL use differ when new technologies are used?
How does new technology use differ when PBL is used?

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

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Online Supports for PBL Use

by Buck Institute for Education on Jun 20, 2011

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