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  • The use of asynchronous and synchronous tools to facilitate learningTeachers assume role of facilitator and co-learners
  • What Does PBL Online Look Like in a Digital Age?
  • Social and participatory cultureAlso a rich environment for interaction, collaboration, reflection
  • more than ever, tools are helping us provide more learner-centric educational environments.
  • WikisConcept mapping
  • EvernoteGlogsBlogs
  • VideoAnimationsSimulationsVoki/site palsVoiceThreadSlidesharePrezi
  • Project wiki vs. public wikiWiki’s are a great tools for promoting learner autonomy. Student’s take control of their wiki, practice using the tool in a safe environment. Then they move on to a public wiki.
  • To support reflection students are required to submit a learning log after each major activity. Sometimes prompts are given, sometimes they are not.
  • As we explore research learners can post their findings on our citeulike or diigo site. Peer tutoring and feedback (students and teachers), student teachers, professional learning communities, community service
  • Add tools for younger children here – you might want to take the lead here.
  • Online Schools May not be what you think“an educational organization that offers K-12 courses through Internet-based methods, with time and/or distance separating the teacher and learner”Gregg VanourekSeptember 2006, Issue Brief
  • Provide experiences required to construct knowledgeBuild online communities fosters gains in learning.Emulate real world experiencesThe web-based learning environment requires a constructivist learning setting fora healthy learning environment to exist. National Association for the Education of Young Children (NAEYC) position paper states that “used appropriately, technology can enhance children’s cognitive abilities”. The paper further states that when technology is used appropriately it “supports and extends” traditional materials. Engaging the student in the online learning experience facilitates metacognition. (Zucker 2005) Activities should include practice and performance skills. Using simulations, cooperative interactions, modeling, time to think and reflect help strengthen metacognitive skills.Clements (1999) maintains that "Technology can change the way children think, what they learn, and how they interact with peers and adults". He also recommends technology as a tool for improving children's learning through exploration, creative problem solving, and self-guided instruction (Clements & Samara, 2003). Hutinger and Johanson, supported by research by Clements (1999), point out that the enabling component of computers assists children in transforming concrete ideas into symbolic form.
  • Transcript

    • 1. PBL in Cyberspace: Where Constructivism Meets Technology!
      Dr. Kerry Rice, Assistant Professor, Boise State University
      Barbara Frey, Founding Principle of Colorado Connections Academy
    • 2. Agenda
      Introductions
      Constructivist practices in a digital age
      Examples from Higher Education
      Examples from K-12
      Resources
      Wrap up
    • 3. What is Online Learning?
      It IS…
      Learning that takes place partially or entirely over the Internet
      Inquiry-based
      Interactive
      Collaborative
      It is NOT…
      Print-based correspondence
      Broadcast TV and radio
      Satellite Videoconferencing (“yoked” or “hub & spoke”)
      Videocassettes
      Stand-alone computer software
    • 4. LCP’s
      PBL
      BestPractice
      21st Century Skills
    • 5. How are constructivist practices translated to the online environment?
    • 6.
    • 7.
    • 8.
    • 9. Active Participation
      Collaboration and Community Building
      Learner Autonomy
      Authentic Assessment
      21st Century Skills
    • 10. Department of Educational Technology,
      Boise State University
    • 11. Communication Tools
    • 12. Collaboration Tools
    • 13. Writing and Reflection Tools
    • 14. Web-Based Multimedia Tools
    • 15. Virtual Icebreakers Project
    • 16. The ability and motivation to take responsibilityfor one's own learning.
      Learner Autonomy
      Supported through:
      scaffolding and careful guidance
      learning aids
      modeling and prompting
      coaching strategies
      reflective thinking and problem solving
    • 17. Learner Autonomy
      Learner Autonomy
      Project Based Learning Handbook (2nd Edition), The Buck Institute for Education.
    • 18. Learner Autonomy
      Project Based Learning Handbook (2nd Edition), The Buck Institute for Education.
    • 19. Learner Autonomy
    • 20. Learner Autonomy
    • 21. Learner Autonomy
      “As I read through the reading materials for this week I kept a bit of a journal in a Google Doc. In doing so I noticed a change in my thinking that came from thinking about learning communities with remembrances of classes where community was not present.”
    • 22. Collaboration and Community Building
      Strong feelings of community have been shown to promote a greater sense of well-being among learners as well as increases in engagement, cooperation, commitment to group goals, information flow, and satisfaction in group interactions.
      Supported through:
      authentic projects and assessments
      role assignments
      teamwork
      peer review
      strategies to structure activities (consensus building, Tuning Protocol, Fishbowl Method)
    • 23.
    • 24. Collaboration and Community Building
    • 25. Collaboration and Community Building
    • 26. Active Participation
      Interactions within the learning community as well as engagement with the content being studied.
      Supported through:
      Authentic, collaborative, inquiry-based projects
      negotiated learning outcomes
      active research in the field
      partnerships with the outside community
    • 27. Active Participation
    • 28. Active Participation
    • 29. Active Participation
      http://k12principles.pbworks.com/4-6+Principles
    • 30. Instructional environments that promote a process rather than an end product necessitate the development of assessments that are progressive rather than summative.
      Authentic Assessment
      Supported through:
      instructor and peer feedback
      reflection
      dissemination to “real-world” audiences
    • 31. Authentic Assessment
    • 32. Authentic Assessment
    • 33. 21st Century Skills
      A major challenge facing educators in the 21st century "is how to design our educational system... in order to produce graduates who are better prepared to take up jobs in a knowledge-based environment characterized by a pervasive use of information communications technology" (Bodomo 2006, ¶1)
      Supported in PBL through:
      Habits of Mind
      Communication
      Collaboration
      Technology
      Task- and Self-Management
      Problem Solving and Critical Thinking
      Design
      Supported in e-Learning through:
      • Information communication technologies
      • 34. text-based tools and web-based video/audio tools support communication,
      • 35. critical thinking,
      • 36. collaboration and
      • 37. problem solving.
      • 38. Computer technologies
    • Active Participation
      Collaboration and Community Building
      Learner Autonomy
      Authentic Assessment
      21st Century Skills
    • 39. K-12 PBL in Cyberspace
    • 40. Introducing Connections Academy
      Leading provider of K-12 virtual curriculum, technology, and school management services
      Founded by Sylvan® in 2001, first full-time virtual schools opened in 2002
      Partners with school districts, state departments of education, and charter schools to operate virtual public schools and provide online courses
      Serving an estimated 25,000 K-12 students in 2009-10
    • 41. Connections Academy
      Connections Academy was the first program of its kind to be certified by the Commission on International and Trans- Regional Accreditation
      School Specific Accreditations:
    • 42. From Theory to Practice
    • 43. Constructing Knowledge in K-12 Online
      Problem based learning, student centered teaching, collaboration, small group work and authentic performance based assessments all contribute to student academic performance (Lowes, 2005).
      Online learning can broaden the experiences and background of the learner.
    • 44. Learner Autonomy
      Virtual Learning Scaffolding Model
      Learner Autonomy
      Learner Autonomy
      Learner Autonomy
      Student-centered learning
      Engage the learner
      Construct active learning
      Supports learning through varied instructional tools and strategies
    • 45. K-12 Learning Management Systems
    • 46. K-12 Instructional Teaching Aids
      http://www.connectionsacademy.com/curriculum/instructional-tools.aspx
    • 47. K-12 Instructional Teaching Aids
      http://www.connectionsacademy.com/curriculum/elementary-school/educational-materials.aspx
    • 48. K-12 Communication and Collaboration
    • 49. Multiplayer Gaming
    • 50. Map It Project
      Map It project was developed through a technology grant awarded to Connections Academy by the Denver Public Schools Information Literacy & Technology Department.
      Targets students in kindergarten through second grade
      Builds skills in math and geography using on-line and off-line instruction.
      Engages students in activities that connect what they do and see everyday with real world mathematical and geographical experiences.
      46
    • 51. Project OverviewBased on Learner Centered Principals and PBL Attributes
      Integration
      Math and geography-based children’s literature with hands-on related activities
      Cutting-edge technology tools.
      Real-time visual and verbal communication:
      teacher-to-students
      teacher to student
      student-to-student discussion in a small group setting.
      47
    • 52. Collaboration and Community Building
      Active Participation
      Project Overview
      LiveLesson®activities focus on the student’s immediate environment using functions such as:
      chat
      interactive whiteboard,
      voice over IP
      polling
      Word processing, presentation software, email and message boards
      48
    • 53. Off-Line Lessons
      21st Century Skills
      After each asynchronous lesson students are asked to perform one of the following learning activities:
      complete a chart or study guide
      read a book
      write in their math journal in order to prepare for their next LiveLesson®
      Prepare for a discussion with the teacher and the other students in the group
      Post in the message board
      49
    • 54. On-Line LessonsEach synchronous lesson also builds on skills from the previous lesson
      Teacher Led Discussion
      Document Sharing
      Student Presentation
      Polling
      Chat
      50
    • 55. Lesson Chart Constructs in Italics
    • 56. Active Participation
      Lesson One- How Big is A Foot?
      Read the book, How Big is A Foot? by Rolf Myller
      • Complete the study guide reproducible making notes
      • 57. Post the answers to the study guide questions in the
      Message Board
      Prepare for LiveLesson ™
      • Write in Math Journal explaining why measurement is so important.
      52
    • 58. Message Board Responses
      Collaboration and Community Building
      Message Board : View Thread
      Message Boards > Colorado CA Schoolhouse > Teacher Message Boards: How Big is a Foot?
      2/21/2006 5:57 PM Sandra Reply • Quote • Edit •
      1. The guy that made it had small feet. The King had large feet. 2. Because they didn't measure with the King's feet.3. They used a mold of the King's foot.4. 12"5. A ruler. Alex
      5/2/2006 3:01 PM Ryan Reply • Quote • Edit • 1. The apprentice's feet were too small.2. They didn't have a yardstick.3. They made a copy of the king's foot.4. It was about one foot. It was about a foot on the yardstick picture.5. They use a yardstick. Ryan
      5/2/2006 3:05 PM Ethan Reply • Quote • Edit • 1. The apprentice's feet were smaller than the king's feet.2. They didn't have any standard units of measuring.3. When the apprentice realized that the king's feet were bigger than his, a sculptor got a marble copy of the king's foot for the apprentice to use.4. It was obviously a foot. That's where they got the standard unit of measure, the foot.5. They use units of measuring such as yards, inches, and feet. Ethan
      53
    • 59. Collaboration and Community Building
      Lesson 5 LiveLesson®
      Standard vs. Non-StandardMeasurement
      54
    • 60. Sample Benchmark Projects
      Authentic Assessment
      55
    • 61. Alex’s Map
      56
    • 62. Alex’s Key
      57
    • 63. Andrew’s Map
      58
    • 64. Marieke’s Map
      59
    • 65. Katie’s Map
    • 66. Chaz’s map
    • 67. Resources
      Connections Academy:http://www.connectionsacademy.com/
      Boise State University, Department of Educational Technology:http://edtech.boisestate.edu
      PBL Website:http://pbl-online.org
      PBL Co-Laboratory: http://pbl-online.org/CoLab/PBLCL-01.login.php
      K-12 Online Teaching Strategies resource site:https://sites.google.com/site/onlineteachingstrategies/
      krice@boisestate.edu
      bfrey@connectionsacademy.com

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