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NTLT 2013 - Marjolein Schaddelee - Learning through project-based learning
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NTLT 2013 - Marjolein Schaddelee - Learning through project-based learning


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Learning through project-based learning

Learning through project-based learning

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  • 1. Learning through project-based learning Marjolein Schaddelee NTLT Conference 2013
  • 2. Project-based learning (PBL) - Why? - How? - What do the students think? - Outcomes and changes….
  • 3. Why PBL? WHY PBL?
  • 4. Kolmos (2010): Improvement of skills for students Higher completion and retention rates
  • 5. And if we needed convincing…. • First year is the best place to start (really?) • Staff reflection and student evaluations • Challenges are good for you • And … the outcome is…. (Yam & Rossini, 2010)
  • 6. How do we make it work? Planning: 5 interdisciplinary projects – 1 year – 8 papers
  • 7. What do the students think?
  • 8. What was working well in 2012 • “being helpful & friendly it’s ideal” • “having Friday off” • “working in groups” • “The feedback we get from our work is great and I can learn a lot from it” • “The course hours are good, it gives us time to work in our groups out of class” • “meeting with mentors is good” • ”working with different businesses”
  • 9. What were the issues in 2012 • “ …we feel we have been chucked in it” • “Be more organised” • “ …use Moodle as a medium…” • “keeping groups the same” • “The disorganisation and miss-communication between management & lecturers” • “we are getting a bit sick of one another” • “understanding the questions” • “stop treating us like guinea pigs”
  • 10. Changes for 2013 • Better preparation • Managing expectations • Modelling effective team behaviours TEAM LEARNING
  • 11. Student perceptions 2013 the story so far…. • “Moodle” • “Talk us through how to answer questions” • “helpful teachers” and “extra care” • “having a mentor” • “use of activity where we apply what we are learning to something” • “less group work, more individual assignment” • “couches, pizza”
  • 12. What did we learn? • Having a committed team • Generosity of skills and contributions • Making decisions by consensus • ‘Interdisciplinary’ is not an easy option • Even a self-managing team needs a coordinator AND THE TEAM IS STILL LEARNING….
  • 13. More work to do…. • Peer assessment? • Improvement of skills? • Completion and retention? • Benefits worth the costs?
  • 14. References Biggs, J. (1999). What the student does: Teaching for enhanced learning. Higher Education Research & Development, 18(1), 57-75. Kolmos, A. (2010). Premises for changing to PBL. International Journal for the Scholarship of Teaching and Learning, 4(1), 1-7. Michaelsen L.K., Knight A.B. & Fink L.D. (Eds). (2004). Team-based learning: A transformative use of small groups in college teaching. Sterling, VA, USA: Stylus. Smith Ducoffe, S.J., Tromley, C.L. & Tucker, M. (2006). Interdisciplinary, team-taught, undergraduate business courses: The impact of integration. Journal of Management Education, 30(2), 276-294. Thomas, J.W. (2000). A review of research on project-based learning. Retrieved from Yam, L.H.S. & Rossini, P. (2010). Implementing a project-based learning approach in an introductory property course. 16th Pacific Rim Real Estate Society Conference, Wellington, New Zealand, January 2010.