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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.
  • Ascd2010

    1. 1. PBL in Cyberspace: Where Constructivism Meets Technology!<br />Dr. Kerry Rice, Assistant Professor, Boise State University<br />Barbara Frey, Founding Principle of Colorado Connections Academy<br />
    2. 2. Agenda<br />Introductions<br />Constructivist practices in a digital age<br />Examples from Higher Education<br />Examples from K-12<br />Resources<br />Wrap up<br />
    3. 3. What is Online Learning?<br />It IS…<br />Learning that takes place partially or entirely over the Internet<br />Inquiry-based<br />Interactive <br />Collaborative<br />It is NOT…<br />Print-based correspondence<br />Broadcast TV and radio<br />Satellite Videoconferencing (“yoked” or “hub & spoke”)<br />Videocassettes<br />Stand-alone computer software<br />
    4. 4. LCP’s<br />PBL<br />BestPractice<br />21st Century Skills<br />
    5. 5. How are constructivist practices translated to the online environment?<br />
    6. 6.
    7. 7.
    8. 8.
    9. 9. Active Participation<br />Collaboration and Community Building<br />Learner Autonomy<br />Authentic Assessment<br />21st Century Skills<br />
    10. 10. Department of Educational Technology,<br />Boise State University<br />
    11. 11. Communication Tools<br />
    12. 12. Collaboration Tools<br />
    13. 13. Writing and Reflection Tools<br />
    14. 14. Web-Based Multimedia Tools<br />
    15. 15. Virtual Icebreakers Project<br />
    16. 16. The ability and motivation to take responsibilityfor one's own learning.<br />Learner Autonomy<br />Supported through:<br />scaffolding and careful guidance <br />learning aids <br />modeling and prompting<br />coaching strategies<br />reflective thinking and problem solving<br />
    17. 17. Learner Autonomy<br />Learner Autonomy<br />Project Based Learning Handbook (2nd Edition), The Buck Institute for Education.<br />
    18. 18. Learner Autonomy<br />Project Based Learning Handbook (2nd Edition), The Buck Institute for Education.<br />
    19. 19. Learner Autonomy<br />
    20. 20. Learner Autonomy<br />
    21. 21. Learner Autonomy<br />“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.”<br />
    22. 22. Collaboration and Community Building<br />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.<br />Supported through:<br />authentic projects and assessments<br />role assignments<br />teamwork<br />peer review<br />strategies to structure activities (consensus building, Tuning Protocol, Fishbowl Method)<br />
    23. 23.
    24. 24. Collaboration and Community Building<br />
    25. 25. Collaboration and Community Building<br />
    26. 26. Active Participation<br />Interactions within the learning community as well as engagement with the content being studied.<br />Supported through:<br />Authentic, collaborative, inquiry-based projects<br />negotiated learning outcomes <br />active research in the field<br />partnerships with the outside community<br />
    27. 27. Active Participation<br />
    28. 28. Active Participation<br />
    29. 29. Active Participation<br /><br />
    30. 30. Instructional environments that promote a process rather than an end product necessitate the development of assessments that are progressive rather than summative. <br />Authentic Assessment<br />Supported through:<br />instructor and peer feedback<br />reflection<br />dissemination to “real-world” audiences<br />
    31. 31. Authentic Assessment<br />
    32. 32. Authentic Assessment<br />
    33. 33. 21st Century Skills<br />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)<br />Supported in PBL through:<br />Habits of Mind<br />Communication<br />Collaboration<br />Technology<br />Task- and Self-Management<br />Problem Solving and Critical Thinking<br />Design<br />Supported in e-Learning through:<br /><ul><li>Information communication technologies
    34. 34. text-based tools and web-based video/audio tools support communication,
    35. 35. critical thinking,
    36. 36. collaboration and
    37. 37. problem solving.
    38. 38. Computer technologies</li></li></ul><li>Active Participation<br />Collaboration and Community Building<br />Learner Autonomy<br />Authentic Assessment<br />21st Century Skills<br />
    39. 39. K-12 PBL in Cyberspace<br />
    40. 40. Introducing Connections Academy<br />Leading provider of K-12 virtual curriculum, technology, and school management services<br />Founded by Sylvan® in 2001, first full-time virtual schools opened in 2002<br />Partners with school districts, state departments of education, and charter schools to operate virtual public schools and provide online courses<br />Serving an estimated 25,000 K-12 students in 2009-10<br />
    41. 41. Connections Academy<br />Connections Academy was the first program of its kind to be certified by the Commission on International and Trans- Regional Accreditation<br />School Specific Accreditations: <br />
    42. 42. From Theory to Practice<br />
    43. 43. Constructing Knowledge in K-12 Online<br />Problem based learning, student centered teaching, collaboration, small group work and authentic performance based assessments all contribute to student academic performance (Lowes, 2005).<br />Online learning can broaden the experiences and background of the learner.<br />
    44. 44. Learner Autonomy<br /> Virtual Learning Scaffolding Model<br />Learner Autonomy<br />Learner Autonomy<br />Learner Autonomy<br />Student-centered learning<br />Engage the learner<br />Construct active learning<br />Supports learning through varied instructional tools and strategies<br />
    45. 45. K-12 Learning Management Systems<br />
    46. 46. K-12 Instructional Teaching Aids<br /><br />
    47. 47. K-12 Instructional Teaching Aids<br /><br />
    48. 48. K-12 Communication and Collaboration<br />
    49. 49. Multiplayer Gaming<br />
    50. 50. Map It Project <br />Map It project was developed through a technology grant awarded to Connections Academy by the Denver Public Schools Information Literacy & Technology Department.<br />Targets students in kindergarten through second grade<br />Builds skills in math and geography using on-line and off-line instruction. <br />Engages students in activities that connect what they do and see everyday with real world mathematical and geographical experiences.<br />46<br />
    51. 51. Project OverviewBased on Learner Centered Principals and PBL Attributes<br />Integration<br />Math and geography-based children’s literature with hands-on related activities <br />Cutting-edge technology tools. <br />Real-time visual and verbal communication:<br />teacher-to-students <br />teacher to student<br />student-to-student discussion in a small group setting.<br />47<br />
    52. 52. Collaboration and Community Building<br />Active Participation<br />Project Overview<br />LiveLesson®activities focus on the student’s immediate environment using functions such as: <br />chat <br />interactive whiteboard, <br />voice over IP<br />polling<br />Word processing, presentation software, email and message boards <br />48<br />
    53. 53. Off-Line Lessons <br />21st Century Skills<br />After each asynchronous lesson students are asked to perform one of the following learning activities: <br />complete a chart or study guide<br />read a book <br />write in their math journal in order to prepare for their next LiveLesson®<br />Prepare for a discussion with the teacher and the other students in the group<br />Post in the message board<br />49<br />
    54. 54. On-Line LessonsEach synchronous lesson also builds on skills from the previous lesson<br />Teacher Led Discussion<br />Document Sharing<br />Student Presentation<br />Polling<br />Chat<br />50<br />
    55. 55. Lesson Chart Constructs in Italics<br />
    56. 56. Active Participation<br />Lesson One- How Big is A Foot?<br />Read the book, How Big is A Foot? by Rolf Myller<br /><ul><li>Complete the study guide reproducible making notes
    57. 57. Post the answers to the study guide questions in the</li></ul>Message Board <br />Prepare for LiveLesson ™<br /><ul><li>Write in Math Journal explaining why measurement is so important.</li></ul>52<br />
    58. 58. Message Board Responses<br />Collaboration and Community Building<br />Message Board : View Thread<br />Message Boards > Colorado CA Schoolhouse > Teacher Message Boards: How Big is a Foot?<br />2/21/2006 5:57 PM Sandra Reply • Quote • Edit • <br /> 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 <br />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<br />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<br />53<br />
    59. 59. Collaboration and Community Building<br />Lesson 5 LiveLesson® <br />Standard vs. Non-StandardMeasurement<br />54<br />
    60. 60. Sample Benchmark Projects<br />Authentic Assessment<br />55<br />
    61. 61. Alex’s Map<br />56<br />
    62. 62. Alex’s Key<br />57<br />
    63. 63. Andrew’s Map<br />58<br />
    64. 64. Marieke’s Map<br />59<br />
    65. 65. Katie’s Map<br />
    66. 66. Chaz’s map<br />
    67. 67. Resources<br />Connections Academy:<br />Boise State University, Department of Educational Technology:<br />PBL Website:<br />PBL Co-Laboratory:<br />K-12 Online Teaching Strategies resource site:<br /><br /><br />