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  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 />