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Building Knowledge Together: Interactive Course Exhibits as Project-Based Learning
The document discusses interactive course exhibits created as project-based learning at Virginia Tech, emphasizing the benefits of extending learning, creating tangible knowledge, and engaging students in various contexts. It outlines good practices in undergraduate education, including encouraging faculty-student contact, developing student cooperation, and promoting active learning. The authors also reflect on challenges and future directions for enhancing the learning environment and the scalability of these initiatives.
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Building Knowledge Together: Interactive Course Exhibits as Project-Based Learning
- 1. Building Knowledge Together InteractiveCourse Exhibits As Project-based Learning Brian Mathews Scott Fralin Lauren Pressley VIRGINIA TECH
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- 5. Soviet Course withAmy Nelson
- 6. Cancer Course withJill Sible
- 7. Digital Showcases First YearExperience: History
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- 14. We work witha course to create something for a public audience.
- 15. Exhibits live invarious pop- up spots around the Library.
- 16. Components are available& customized for each course.
- 17. Sometimes we curatecourse content & make it available within the commons.
- 18. • Extends learning. •Creates tangible knowledge. • Invites students to think about information in different context.
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- 20. We always hostan opening reception.
- 21. Students and facultyhave had a positive experience.We interview them, photograph their works, write a campus news story, and post their content on our website.
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- 24. 24 1 2 3 4 5 6 7 Good practice inundergraduate education:
- 25. 25 1 encourages contact betweenstudents and faculty 2 3 4 5 6 7 Good practice in undergraduate education:
- 26. 26 1 encourages contact betweenstudents and faculty 2 develops reciprocity and cooperation among students 3 4 5 6 7 Good practice in undergraduate education:
- 27. 27 1 encourages contact betweenstudents and faculty 2 develops reciprocity and cooperation among students 3 encourages active learning 4 5 6 7 Good practice in undergraduate education:
- 28. 28 1 encourages contact betweenstudents and faculty 2 develops reciprocity and cooperation among students 3 encourages active learning 4 gives prompt feedback 5 6 7 Good practice in undergraduate education:
- 29. 29 1 encourages contact betweenstudents and faculty 2 develops reciprocity and cooperation among students 3 encourages active learning 4 gives prompt feedback 5 emphasizes time on task 6 7 Good practice in undergraduate education:
- 30. 30 1 encourages contact betweenstudents and faculty 2 develops reciprocity and cooperation among students 3 encourages active learning 4 gives prompt feedback 5 emphasizes time on task 6 communicates high expectations 7 Good practice in undergraduate education:
- 31. 31 1 encourages contact betweenstudents and faculty 2 develops reciprocity and cooperation among students 3 encourages active learning 4 gives prompt feedback 5 emphasizes time on task 6 communicates high expectations 7 respects diverse talents and ways of learning Good practice in undergraduate education:
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- 52. Also, our PR/ marketingteam 52
- 53. You’re probably wondering: Howmuch time does this take? How much does it cost?
- 54. 4 months 4 -30+ hours $1,000 Post its 54
- 55. It’s hard to measure impact& engagement. No clear sign of success.
- 56. Our current effortis not scalable. Requires a lot of time, planning, and customization.
- 57. Enhances the learningspace.
- 58. People ask aboutthem once they are gone.
- 59. Looking Ahead: GiantMonitor in the Library Lobby?
- 60. Looking Ahead: NewGeneral Education Curriculum?
- 61. Looking Ahead: CuratingA Classroom Building?
- 62. Building Knowledge Together InteractiveCourse Exhibits As Project-based Learning Brian Mathews Scott Fralin Lauren Pressley VIRGINIA TECH