This document discusses implementing project-based learning (PBL) in blended and online environments. It reviews the essential elements of PBL, including driving questions, student voice and choice, need to knows, in-depth inquiry, revision and reflection, and public audiences. It provides an example of a blended PBL project where students created a logo or game. The document also discusses challenges of implementing true PBL online, such as ensuring courses use standards, providing flexibility, aligning online content and learning management systems to PBL, and assessing both team and individual work.

1. Blended Learning throughBlended Learning through
PBLPBL
@betamiller

4. How do we implement PBL in an
online/ blended environment?

5. Need to Knows

6. By the end of this session you
will:
 Review Essential Elements of PBL
 Uncover current practices in online/ blended
education.
 Look at a sample PBL Project and its essential
elements in the Blended/ Online Environment
 Process possible roadblocks for true PBL
implementation online and in blended learning

7. 7

12. 12

13. =

14. =
“Solution”

16. Use
Blended Learning
to

18. “It takes lecture out of the
room…and then when they go
into the classroom, they are now
liberated to communicate with
each other…The real magic is
that class has so much
potential…For me the deepest
learning happens with Project-
Based Learning…”
- Salman Khan

19. Problem/Problem/
Project BasedProject Based
LearningLearning
ConstructivistConstructivist
PrinciplesPrinciples
Collaboration
Figure 1.1 – “Engaging the Online Learner.” Conrad and Donaldson

20. In-Depth
Inquiry
Student
Voice & Choice
Driving
Question
Need to
Know
Revision
&
Reflection
Public
Audience
© Buck Institute for Education

21. Significant
Content

22. 21st
Century
Skills

23. In-Depth
Inquiry

24. Driving
Question

25. Need
To
Know

26. Student
Voice &
Choice

27. Revision
&
Reflection

28. Public
Audience

29. = Blended LearningBlended Learning

32. Course created modules and content
Teacher created group products and project

33. Driving Questions:
How do we create a new logo for a
company?
How do we create a model game that
advertises the awesomeness of our school?
How can we as game designers make a
game together?

34. Public Audience
They received letters from school or
company asking for help!

35. Need To Know and In-Depth Inquiry

37. Revision and Reflection
CRITICAL FRIENDS CONSULTANCY PROTOCOL
PRESENTERS Presentation: Information about Product
EVERYONE Clarification: Audience asks short clarifying questions
AUDIENCE Good Things: Audience shares what they liked about the
project
Wonders: Audience shares their concerns and questions for
consideration
Next Steps: Audience shares ideas about resources and ways
to enhance the project
PRESENTERS Reflection: Group reflects on useful feedback, Shares next
steps

38. Student Voice and Choice

39. How do we debunk myths and
stereotypes of World Religions?

40. How do we make sure our online activity
doesn’t mess up the rest of our lives?

41. How do we help our parents pick the best
cell phone plan for us?

42. How can we create a social media
campaign to support a local business?

43. How do we prepare the CDC for a
Zombie Apocalypse?

44. How do we write poetry to create
awareness about homeless youth in
our community?

46. Know Thyself

47. Network of Experts

48. Benchmarks and Formative Assessments

49. Flexibility

50. Align Online Content to Project

51. Align LMS to PBL

52. Teach and Assess Collaboration

53. Virtual Classrooms for Collaboration

55. ?

56. Set in Stone?

57. 57

58. Need to Knows

59. twitter.com/betamiller
andrew@andrewkmiller.com
www.andrewkmiller.com

60. Challenges and Implications
• Courses may not be using Standards or
Proficiency Based Grading
• Flexibility needed in Course Delivery
and Structures
• Team and Individual Assessments
• Authentic Audience
• Managing Benchmarks and Flexibility
for Students
• LMS needs to match PBL pedagogy