This interactive presentation was prepared for the faculty of the School of Interdisciplinary Science and Innovation at Kyushu University. The workshop was held December 22-23, 2017.

1. Project-Based Learning
(PBL) Workshop 2017
Brent A. Jones
Konan University, Hirao School of Management
Presented to faculty and staff at Kyushu University, School of
Interdisciplinary Science and Innovation

2. Task One - Project Titles and Overviews
Task Two - Learning Outcomes &
Assessment
Task Three - Milestones and Deliverables
Task Four - Debriefing and Reflection

3. Match the project titles to the appropriate
overviews.
Discuss with your team which projects would
likely be most/least successful. Explain why.

4. Match the project titles to the appropriate
overviews.
Discuss with your team which projects would
likely be most/least successful. Explain why.
C
A
D
B

5. Clear, descriptive titles and overviews help
direct the project and set the
boundaries/scope.

6. Project - English Education
& The English OZONE
Spring 2015

10. Schedule
Weeks 1 – 3 Introduction, Historical
Background, Project Planning
Weeks 4 – 7 Research, Fieldwork
Weeks 8 – 12 Data Analysis, Preparing Case
Studies, Self-Study Materials
Weeks 13 – 15 Final Preparation, Presentations,
Project Reflection

11. English Education
- Historical Perspectives
- Current Trends
- Japan
- Other Countries
- Case Studies

16. Trouble with topic?
Trouble with outcomes?
Expertise gap?
Tendency to work alone?
Lack of critical peer assessment?
Power of one or two individuals?
Low individual accountability?

17. Don’t give up after the first try.

18. (1) clear goals and guiding activities;
(2) a variety of resources (e.g., museums, libraries, Internet, videos,
lectures) and time for students to share, reflect, and apply resources,
while debating over information discrepancies;
(3) participation structures and classroom norms that increase the use
of evidence and a culture of collaboration (i.e., framing debates as
productive conflicts, using public performances);
(4) formative assessments that provide opportunities for revision; and
(5) summative assessments that are multidimensional and
representative of professional practice.
Barron, B., & Darling-Hammond, L. (2008)

19. Projects are structured differently from regular
lectures or workshops. Students will work
together to investigate and learn about the
project theme/topic as well as to develop new
skills related to researching, analyzing, project
management and multimedia presentations.
The instructor will serve as a guide and critical
collaborator.

20. Choose one of the projects, discuss with your
team what students should gain from the
project, and decide three learning outcomes
and assessment methods.

21. Students will be evaluated on (1) how well
they demonstrate an understanding of
English language education at both macro
and micro levels, (2) their contributions to
each phase of the team project, (3) project
documentation, (4) a final presentation,
and (5) a reflection paper.

22. How did it go?

23. DOCUMENTARY
FILMMAKING
SPRING 2017

24. PUBLIC VIEWING

25. Miyamizu

28. Nishinomiya City
Inter-University
Cooperation
Center

30. Fukuju

32. Japanese
Candle
Link to movie on Vimeo

33. Public display of results can boost
psychological investment in projects.

34. Oral Histories Project
Spring 2016 - Brent A. Jones

36. Historical Overview

37. Evergreen Protective Association volunteer recording an oral history at Greater
Rosemont History Day.

38. Project Outline
Preparation - Learning about OHs, planning
project, making contacts, learning technical side,
research
Fieldwork - Interviewing, transcribing, follow up
(confirming, second interviews)
Analysis - Coding, Interpreting, Reporting,
Archiving

43. Macro structure helps both the teacher and
learners with time management.

44. Brainstorming
Overall Topic of NISHINOMIYA
- Keep an open mind
- Think of problems, issues, human interest
- Cast the net wide

45. Topics/Themes
NIA Volunteer Group
Nishinomiya-Snowball
Ashiya Inter School
Foreign Residents
Entrepreneurs
Tigers Nigun Support
Mukogawa/Homeless
Asahi Beer Factory
Sake Factories
Handicapped (Asano)
Omotenashi (Shoji Yuki)
CUBE Graduates
Jurinji/Kabotoyama
Kobe Airport
Nihon Shoku
WW II
Luminare
Injinkan
Koyama (Sanda-Sweets)
Hiro Arikawa (Hankyu)
Taniho (Washi)
ACCJ (Arthur Matsumoto)

46. Turning (some) control over to learners helps
boost a sense of autonomy and emotional
investment.

47. Interviewing
Considerations
- Quiet Room
- Record a lead
(Date/Time/Place/Participants)
- Agree on Length
- Good Listening/Good Questions
- Stick to agreement - respect interviewee but dig
deeper - interviewee’s rights - get complete picture
- candid & meaningful
- Release Form

48. Interviewing
Qualities of a good interview
- Conversational in tone
- Comfortable
- Being a good (active) listener
- Helping the interviewee get their story out
- Well prepared (research)
- No technology issues

49. Go through the project management
documents, decide which ones your team
would use and in which order you would use
them. Also, include a short rationale (what’s
the purpose?).

58. Design in opportunities for early successes.

61. Get out of the classroom.

62. Discuss with your team what (if anything) you
learned about project-based learning today
and how you might use these ideas in your
own projects.

63. Finish with _______________ .

64. Structure
Clear, meaningful outcomes
Process Plus Product (PPP)
Deliverables
Scaffolding
Teacher enthusiasm
Autonomy vs Control
Timely, Meaningful Feedback
Using the good parts of seminars (zemi) - e.g. reporting back to the whole group
(peer critique)

65. Buck Institute - www.bie.org
Edutopia - www.edutopia.org
YouTube - Search CUBE English (Program)
CUBE on Vimeo - vimeo.com/245848606
Beer Project Website - www.waei.com/beer