Scaffolding Course Research Assignments to Incorporate Information Literacy S...nadinefanderson
This presentation describes a pilot project between a librarian and four faculty members at the University of Michigan-Dearborn to scaffold course research assignments and systematically incorporate information literacy skills. The faculty found students were overwhelmed by typical final research papers. So assignments were restructured into smaller graded components reflecting research process steps. These scaffolded assignments were implemented across 12 courses in behavioral sciences. Assessments found students' research skills and final papers improved. Both students and faculty found the assignments helpful. The presentation concludes assignment scaffolding is an effective and sustainable way to embed librarian expertise into courses.
This document provides an overview of project-based learning (PBL) through an agenda for a workshop on the topic. It discusses why schools implement PBL, what PBL is and isn't, how to design PBL units, and managing PBL projects. Key aspects covered include defining projects, their components, grading projects, and the realities of implementing projects. The document aims to give educators a taste of PBL through exercises and designing a sample unit to use the following year.
This document provides guidance to a student on their mandatory Personal Project for the Middle Years Programme. It explains that the Personal Project allows students to explore a self-chosen topic of interest while developing independent learning skills over 6-8 months. Students must create a process journal, final product or outcome, and project report to demonstrate their work. They will be assigned a supervisor for guidance but are responsible for the independent work.
This document discusses project work requirements and recommendations for the IPT preliminary and HSC courses based on the syllabus. It provides details on what the syllabus specifies for projects in each course, as well as suggestions for implementing two projects in the preliminary course and two to three projects involving multimedia, decision support systems, and communications in the HSC course. It also addresses developing quality projects and assessing student performance.
Scaffolding Course Research Assignments to Incorporate Information Literacy S...nadinefanderson
This presentation describes a pilot project between a librarian and four faculty members at the University of Michigan-Dearborn to scaffold course research assignments and systematically incorporate information literacy skills. The faculty found students were overwhelmed by typical final research papers. So assignments were restructured into smaller graded components reflecting research process steps. These scaffolded assignments were implemented across 12 courses in behavioral sciences. Assessments found students' research skills and final papers improved. Both students and faculty found the assignments helpful. The presentation concludes assignment scaffolding is an effective and sustainable way to embed librarian expertise into courses.
This document provides an overview of project-based learning (PBL) through an agenda for a workshop on the topic. It discusses why schools implement PBL, what PBL is and isn't, how to design PBL units, and managing PBL projects. Key aspects covered include defining projects, their components, grading projects, and the realities of implementing projects. The document aims to give educators a taste of PBL through exercises and designing a sample unit to use the following year.
This document provides guidance to a student on their mandatory Personal Project for the Middle Years Programme. It explains that the Personal Project allows students to explore a self-chosen topic of interest while developing independent learning skills over 6-8 months. Students must create a process journal, final product or outcome, and project report to demonstrate their work. They will be assigned a supervisor for guidance but are responsible for the independent work.
This document discusses project work requirements and recommendations for the IPT preliminary and HSC courses based on the syllabus. It provides details on what the syllabus specifies for projects in each course, as well as suggestions for implementing two projects in the preliminary course and two to three projects involving multimedia, decision support systems, and communications in the HSC course. It also addresses developing quality projects and assessing student performance.
Architectural design studio responsibilities and expectationsctlachu
This document discusses the philosophy and strategies of architectural design studio teaching. It emphasizes that studio teaching is an active learning approach where students direct their own learning, rather than a traditional classroom. Good studio teaching involves project-based learning, clear expectations, and feedback to help students develop problem-solving and design skills. Faculties should demonstrate design examples, facilitate peer critique, and make mid-course adjustments to improve outcomes. The goal is to ignite students' passion for design and critical thinking.
Flipping heck! how can we engage students in the lecture experience?SEDA
This document discusses efforts to increase student engagement in lectures through a flipped classroom model. It describes an initial implementation that saw decreased student satisfaction and worse performance compared to previous cohorts. Further changes were made based on additional research, including removing references to "flipped" and introducing clearer expectations. While attendance remained low, module evaluations were positive. However, peer observations rated engagement aspects lower than student evaluations, suggesting a mismatch. The document concludes by discussing literature finding that students often have preconceived notions of passive lectures and that engagement may be influenced by interests, time, and understanding of professional expectations.
The document discusses collaborative action research as a scientific method for teachers. It describes action research as systematic, deliberate, fully documented, and repeatable research that teachers conduct on their own practice. The key aspects of action research involve observing students closely, framing research questions based on what is observed and what the literature says, implementing plans and collecting data, analyzing and reflecting on results, and sharing findings to improve teaching.
Textbook!!organizational behavior a practical, problem solving amayank272369
This document provides an overview of the third edition of the textbook "Organizational Behavior: A Practical, Problem-Solving Approach" by Angelo Kinicki. Some of the key changes and additions to the third edition include new exercises and assessments in the Connect online platform, refreshed examples and content in each chapter, and additional features such as application-based activities and videos. The summary also outlines several specific changes made to individual chapters, such as new discussions of topics like diversity, social perception, motivation, teams, and performance management.
This document provides guidance on formulating research problems and questions. It discusses identifying a research problem, developing research questions, and selecting a topic. Key points include:
- Research starts by addressing a question or problem and requires unbiased data collection and analysis.
- Good research questions are clear, specific, answerable, and interconnected to be substantially relevant.
- Steps for identifying a research problem include drawing from experience, reviewing literature, and identifying paradoxes or areas for improvement.
- Factors to consider when selecting a topic include relevance, current knowledge, emerging areas, and feasibility of conducting the research.
This document discusses designing online lessons for all learners based on principles of Universal Design for Learning (UDL). It emphasizes using multiple means of representation, action and expression, and engagement to support students' recognition, strategic, and affective networks in the brain. Key aspects of UDL-aligned lesson design addressed include identifying essential understandings and questions, incorporating technology tools, and using an Understanding by Design framework with backward design. The goal is to create inclusive online instruction that considers learner diversity and neuroscience principles to meet the needs of more students.
Aligning ATL skills with MYP projects achievement levelsalisonyangkis
The document describes achievement levels for research, planning, thinking, communication and social skills related to completing a project. It provides descriptors for limited, adequate, substantial and excellent skills at each level. For each skill level, examples of possible demonstrations of applied thinking and learning skills are given. The skills cover areas like investigating and finding information, self-management, problem solving, communicating with others, and working with a supervisor.
Textbook!!organizational behavior a practical, problem solving arock73
This document provides an overview and summary of the third edition of the textbook "Organizational Behavior: A Practical, Problem-Solving Approach" by Angelo Kinicki. The summary includes:
1) New features have been added to better integrate the problem-solving approach and connect key concepts to students' personal and professional lives through cases, videos and activities.
2) Each chapter has been updated with new research examples, but the overall structure remains the same with applications of concepts.
3) The Connect online platform now includes assignable case analyses, videos, simulations and a capstone case to help students apply their knowledge.
4) In summary, this edition aims to enhance the student
The document discusses assessment and evaluation in education. It distinguishes between assessment for learning (formative assessment) and assessment of learning (summative assessment), noting that the primary purpose of assessment is to improve student learning. It provides examples of different assessment strategies and tools that can be used, including rubrics, to support teachers and engage students.
An Overview of Selected Learning Theories about Student LearningSanjay Goel
1. The document discusses several learning theories and frameworks including Bloom's Taxonomy, SOLO Taxonomy, and Perry's model of intellectual development. It also summarizes various studies on how students learn and what skills they develop through different educational experiences like projects, lectures, and exams.
2. Bloom's Taxonomy categorizes cognitive skills into remembering, understanding, applying, analyzing, evaluating, and creating. Studies found exams mostly tested lower-order skills while projects better developed higher-order skills.
3. The SOLO Taxonomy describes how student responses integrate information from being disconnected bits to coherent wholes as understanding increases.
Collaborative action research is a process where educators systematically examine their own practices using research techniques to improve student learning. It involves teams of practitioners working together to investigate issues relevant to them. There are typically five phases: (1) identifying problems, (2) planning actions, (3) collecting data, (4) analyzing data, and (5) planning for future actions based on results. Collaborative action research is advocated for because it allows educators without research expertise to improve, and collaboration facilitates discussion of issues and perspectives.
This three-sentence summary provides the key information about the document:
The document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It details the various assessments students will complete, such as projects, journals, and a portfolio, which will evaluate their understanding and application of concepts learned. Upon passing all assessments, students will gain skills in areas like problem solving, idea generation, and expressing opinions through academic work.
The document reviews research on the efficacy of project-based learning (PBL) in 3 sentences:
PBL has been shown to improve student learning outcomes compared to traditional instruction, with studies finding that PBL students perform equally well or better on standardized tests of content knowledge. Research also indicates PBL can help close achievement gaps for underserved groups. Multiple studies found PBL students gained as much or more content knowledge while also improving other skills like problem-solving abilities compared to traditionally taught students.
Third READ Conference, Eschborn, GermanyJimmy Keng
National examination results in Singapore are used in three key ways to support student learning: 1) Ensuring close alignment between the curriculum and examinations; 2) Providing school performance data to identify areas for improvement; and 3) Informing student placement into appropriate pathways. Over time, the uses of assessment have expanded from a sole reliance on examinations to incorporating multiple assessment methods to better support each student's learning.
This document appears to be a presentation about project-based learning given by two head teachers, Johanna Ashton and Clarinda Brown, at Cumberland High School on November 28, 2011. It discusses various aspects of implementing project-based learning such as using data to drive projects, working in groups, leveraging existing school structures, creating flowcharts and posters, developing student leadership, seeing issues from different perspectives, effective communication, networking, starting small and allowing the process to take time, ensuring staff understand and support changes for sustainability, and maintaining consistent effort.
Project-based learning (PBL) involves students working in groups on interdisciplinary projects over an extended period of time. PBL improves students' skills, increases completion and retention rates, and is most effective when implemented in the first year. Students respond positively to PBL, enjoying working in groups, receiving feedback, and meeting with mentors. However, early implementations suffered from disorganization which stressed students. Improved preparation, managing expectations, and modeling team behaviors led to better student perceptions in the following year. While more work is needed, PBL appears to provide benefits despite implementation challenges.
Project-based learning (PBL) involves students working in groups on interdisciplinary real-world projects over an extended period of time. PBL aims to improve students' skills and increase completion and retention rates. Students provide feedback that working in groups, receiving feedback, and meeting with mentors are beneficial aspects of PBL. However, students also report issues with disorganization, unclear expectations, and working with the same groups for too long. In response, educators implemented changes like improved preparation, managing expectations better, and modeling effective team behaviors. While PBL requires more work, its benefits may be worth the costs if it helps students develop skills in a way that enhances learning and academic performance.
The document discusses integrating project-based learning with Web 2.0 tools in education. It describes project-based learning as a constructivist model where learning is social, collaborative, authentic, and students construct knowledge. When combined with Web 2.0 tools, this allows students to work on driving questions, in real-world contexts, while collaborating and creating artifacts. Benefits include increased motivation, focus, skills, and deeper understanding for students.
The document summarizes a project-based learning activity on collaborative software development using an agile process in a distributed environment. Students worked in teams over 4 months in 2010 and 2011 to develop software projects. In 2011, improvements were made such as introducing ticket-driven development, participation of industry professionals, and agile coaching to address challenges in 2010 related to project manager workload and student motivation. While some goals were achieved, maintaining student motivation and balancing work assignments remained problems.
Learning PBL by Doing PBL to Create PBLBill Dolton
This document discusses using project-based learning (PBL) and challenge-based learning to design curriculum. It recommends following the Understanding by Design framework, using differentiated instruction, research-based strategies, and formative assessment. Teachers should provide hands-on activities, problem solving opportunities in a broad range of challenges. Support for PBL implementation includes experiential learning, coaching, commitment, resources, collaboration, technology, assessment, sharing best practices, continuous improvement, recognition, and leadership. Next steps involve using these recommendations and asking questions.
Architectural design studio responsibilities and expectationsctlachu
This document discusses the philosophy and strategies of architectural design studio teaching. It emphasizes that studio teaching is an active learning approach where students direct their own learning, rather than a traditional classroom. Good studio teaching involves project-based learning, clear expectations, and feedback to help students develop problem-solving and design skills. Faculties should demonstrate design examples, facilitate peer critique, and make mid-course adjustments to improve outcomes. The goal is to ignite students' passion for design and critical thinking.
Flipping heck! how can we engage students in the lecture experience?SEDA
This document discusses efforts to increase student engagement in lectures through a flipped classroom model. It describes an initial implementation that saw decreased student satisfaction and worse performance compared to previous cohorts. Further changes were made based on additional research, including removing references to "flipped" and introducing clearer expectations. While attendance remained low, module evaluations were positive. However, peer observations rated engagement aspects lower than student evaluations, suggesting a mismatch. The document concludes by discussing literature finding that students often have preconceived notions of passive lectures and that engagement may be influenced by interests, time, and understanding of professional expectations.
The document discusses collaborative action research as a scientific method for teachers. It describes action research as systematic, deliberate, fully documented, and repeatable research that teachers conduct on their own practice. The key aspects of action research involve observing students closely, framing research questions based on what is observed and what the literature says, implementing plans and collecting data, analyzing and reflecting on results, and sharing findings to improve teaching.
Textbook!!organizational behavior a practical, problem solving amayank272369
This document provides an overview of the third edition of the textbook "Organizational Behavior: A Practical, Problem-Solving Approach" by Angelo Kinicki. Some of the key changes and additions to the third edition include new exercises and assessments in the Connect online platform, refreshed examples and content in each chapter, and additional features such as application-based activities and videos. The summary also outlines several specific changes made to individual chapters, such as new discussions of topics like diversity, social perception, motivation, teams, and performance management.
This document provides guidance on formulating research problems and questions. It discusses identifying a research problem, developing research questions, and selecting a topic. Key points include:
- Research starts by addressing a question or problem and requires unbiased data collection and analysis.
- Good research questions are clear, specific, answerable, and interconnected to be substantially relevant.
- Steps for identifying a research problem include drawing from experience, reviewing literature, and identifying paradoxes or areas for improvement.
- Factors to consider when selecting a topic include relevance, current knowledge, emerging areas, and feasibility of conducting the research.
This document discusses designing online lessons for all learners based on principles of Universal Design for Learning (UDL). It emphasizes using multiple means of representation, action and expression, and engagement to support students' recognition, strategic, and affective networks in the brain. Key aspects of UDL-aligned lesson design addressed include identifying essential understandings and questions, incorporating technology tools, and using an Understanding by Design framework with backward design. The goal is to create inclusive online instruction that considers learner diversity and neuroscience principles to meet the needs of more students.
Aligning ATL skills with MYP projects achievement levelsalisonyangkis
The document describes achievement levels for research, planning, thinking, communication and social skills related to completing a project. It provides descriptors for limited, adequate, substantial and excellent skills at each level. For each skill level, examples of possible demonstrations of applied thinking and learning skills are given. The skills cover areas like investigating and finding information, self-management, problem solving, communicating with others, and working with a supervisor.
Textbook!!organizational behavior a practical, problem solving arock73
This document provides an overview and summary of the third edition of the textbook "Organizational Behavior: A Practical, Problem-Solving Approach" by Angelo Kinicki. The summary includes:
1) New features have been added to better integrate the problem-solving approach and connect key concepts to students' personal and professional lives through cases, videos and activities.
2) Each chapter has been updated with new research examples, but the overall structure remains the same with applications of concepts.
3) The Connect online platform now includes assignable case analyses, videos, simulations and a capstone case to help students apply their knowledge.
4) In summary, this edition aims to enhance the student
The document discusses assessment and evaluation in education. It distinguishes between assessment for learning (formative assessment) and assessment of learning (summative assessment), noting that the primary purpose of assessment is to improve student learning. It provides examples of different assessment strategies and tools that can be used, including rubrics, to support teachers and engage students.
An Overview of Selected Learning Theories about Student LearningSanjay Goel
1. The document discusses several learning theories and frameworks including Bloom's Taxonomy, SOLO Taxonomy, and Perry's model of intellectual development. It also summarizes various studies on how students learn and what skills they develop through different educational experiences like projects, lectures, and exams.
2. Bloom's Taxonomy categorizes cognitive skills into remembering, understanding, applying, analyzing, evaluating, and creating. Studies found exams mostly tested lower-order skills while projects better developed higher-order skills.
3. The SOLO Taxonomy describes how student responses integrate information from being disconnected bits to coherent wholes as understanding increases.
Collaborative action research is a process where educators systematically examine their own practices using research techniques to improve student learning. It involves teams of practitioners working together to investigate issues relevant to them. There are typically five phases: (1) identifying problems, (2) planning actions, (3) collecting data, (4) analyzing data, and (5) planning for future actions based on results. Collaborative action research is advocated for because it allows educators without research expertise to improve, and collaboration facilitates discussion of issues and perspectives.
This three-sentence summary provides the key information about the document:
The document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It details the various assessments students will complete, such as projects, journals, and a portfolio, which will evaluate their understanding and application of concepts learned. Upon passing all assessments, students will gain skills in areas like problem solving, idea generation, and expressing opinions through academic work.
The document reviews research on the efficacy of project-based learning (PBL) in 3 sentences:
PBL has been shown to improve student learning outcomes compared to traditional instruction, with studies finding that PBL students perform equally well or better on standardized tests of content knowledge. Research also indicates PBL can help close achievement gaps for underserved groups. Multiple studies found PBL students gained as much or more content knowledge while also improving other skills like problem-solving abilities compared to traditionally taught students.
Third READ Conference, Eschborn, GermanyJimmy Keng
National examination results in Singapore are used in three key ways to support student learning: 1) Ensuring close alignment between the curriculum and examinations; 2) Providing school performance data to identify areas for improvement; and 3) Informing student placement into appropriate pathways. Over time, the uses of assessment have expanded from a sole reliance on examinations to incorporating multiple assessment methods to better support each student's learning.
This document appears to be a presentation about project-based learning given by two head teachers, Johanna Ashton and Clarinda Brown, at Cumberland High School on November 28, 2011. It discusses various aspects of implementing project-based learning such as using data to drive projects, working in groups, leveraging existing school structures, creating flowcharts and posters, developing student leadership, seeing issues from different perspectives, effective communication, networking, starting small and allowing the process to take time, ensuring staff understand and support changes for sustainability, and maintaining consistent effort.
Project-based learning (PBL) involves students working in groups on interdisciplinary projects over an extended period of time. PBL improves students' skills, increases completion and retention rates, and is most effective when implemented in the first year. Students respond positively to PBL, enjoying working in groups, receiving feedback, and meeting with mentors. However, early implementations suffered from disorganization which stressed students. Improved preparation, managing expectations, and modeling team behaviors led to better student perceptions in the following year. While more work is needed, PBL appears to provide benefits despite implementation challenges.
Project-based learning (PBL) involves students working in groups on interdisciplinary real-world projects over an extended period of time. PBL aims to improve students' skills and increase completion and retention rates. Students provide feedback that working in groups, receiving feedback, and meeting with mentors are beneficial aspects of PBL. However, students also report issues with disorganization, unclear expectations, and working with the same groups for too long. In response, educators implemented changes like improved preparation, managing expectations better, and modeling effective team behaviors. While PBL requires more work, its benefits may be worth the costs if it helps students develop skills in a way that enhances learning and academic performance.
The document discusses integrating project-based learning with Web 2.0 tools in education. It describes project-based learning as a constructivist model where learning is social, collaborative, authentic, and students construct knowledge. When combined with Web 2.0 tools, this allows students to work on driving questions, in real-world contexts, while collaborating and creating artifacts. Benefits include increased motivation, focus, skills, and deeper understanding for students.
The document summarizes a project-based learning activity on collaborative software development using an agile process in a distributed environment. Students worked in teams over 4 months in 2010 and 2011 to develop software projects. In 2011, improvements were made such as introducing ticket-driven development, participation of industry professionals, and agile coaching to address challenges in 2010 related to project manager workload and student motivation. While some goals were achieved, maintaining student motivation and balancing work assignments remained problems.
Learning PBL by Doing PBL to Create PBLBill Dolton
This document discusses using project-based learning (PBL) and challenge-based learning to design curriculum. It recommends following the Understanding by Design framework, using differentiated instruction, research-based strategies, and formative assessment. Teachers should provide hands-on activities, problem solving opportunities in a broad range of challenges. Support for PBL implementation includes experiential learning, coaching, commitment, resources, collaboration, technology, assessment, sharing best practices, continuous improvement, recognition, and leadership. Next steps involve using these recommendations and asking questions.
This document discusses problem-based learning (PBL) pedagogy and its application to a Calculus curriculum. PBL aims to develop students' problem solving skills through inquiry-driven problems. It encourages creativity, communication, collaboration and critical thinking. PBL is directly related to Common Core standards involving problem solving, reasoning, argumentation and using appropriate tools. The document outlines aspects of PBL including discourse, assessment, pedagogy and creating a safe environment for risk-taking. Challenges of applying PBL to the AP Calculus syllabus are also discussed.
Students in the director's seat: Teaching and learning across the school curr...Matthew Kearney
Schuck, S. & Kearney, M. (2004). Students in the director's seat: Teaching and learning across the school curriculum with student-generated video. (This study was funded by a UTS Industry Links Research Grant with Apple Computers Australia. )
This project investigated the value and use of student-generated digital video for enhancing pedagogy in K-12 schools. It aimed to identify, examine and analyse pedagogical practices in relation to use of this technology in five case schools. A further aim was to articulate the principles, contexts and approaches underlying these practices. An understanding of the practices and approaches which enhance or constrain pedagogy in these five cases will contribute to a future larger study. Principles of good practice developed in this study will be used to inform future research on models for enhancing pedagogy with digital video in education.
This article discusses the implementation of problem-based learning (PBL) in the mechanical engineering program at Bahrain Polytechnic. The curriculum was designed with PBL embedded through short projects in the first two years, building up to a full-time year 3 design project modeled after an authentic industry experience. Both individual and group components were included to develop foundational knowledge and employability skills. The learning environment was an open workshop simulating industry. An evaluation assessed the impact of the PBL approach on graduate quality and employability through surveys of students and analysis of graduate destinations data. The research aimed to provide evidence on the efficacy of PBL and share lessons learned in implementing PBL in mechanical engineering.
Project-based learning (PBL) engages students in solving real-world problems through extended inquiry. It develops deeper learning skills like critical thinking, collaboration, and communication. High-quality PBL includes complex, student-influenced questions; carefully designed products and tasks; and scaffolding as needed. Teachers can implement PBL by determining learning objectives, developing authentic projects around driving questions, and assessing student mastery of skills through multiple measures rather than just final products. PBL prepares students for the future by developing skills like self-directed learning that will be essential for their success.
The document discusses the concept of "Literacy 2.0" which represents a shift from literacy 1.0's focus on access to information to literacy 2.0's focus on finding, using, producing, and sharing information with a global audience. It asserts that students must go beyond traditional literacy skills and develop abilities like locating, evaluating, and sharing information accurately in today's environment of information overload. The Common Core standards aim to support these changes by including information literacy skills and recognizing technology as part of literacy.
The document discusses tying project-based learning (PBL) and the Common Core State Standards together through the lens of teacher evaluation. It explores how the skills needed to be a proficient PBL learner are the same as those required by the Common Core, such as being able to research, use media, think critically, and develop strong content knowledge. An example is given of a 3rd grade classroom where students engaged in an inquiry-driven PBL project on penguins that incorporated many Common Core standards and elements of active student engagement evaluated in teacher reviews. The main points are that PBL and the Common Core prepare students for the 21st century, distinguished active engagement is essential to both, and the three systems of Common Core,
Online PBL: Is this like e-learning with more problems?Nadia Naffi, Ph.D.
Davidson, A.-L., Naffi, N. (2014). Online PBL: Is this like eLearning with more problems? E.scape, Knowledge, Teaching, Technology. Conference theme: Innovations in teaching: getting the most out of online learning. Concordia University. http://www.concordia.ca/events/conferences/escape-2014/master-class-series.html
Putting the Passion in PBL: October 2013 Illinois Science ConferenceStacy Slater
This document provides an overview of a workshop on integrating Problem Based Learning (PBL) into standards-based curriculum. The workshop objectives are to provide background on PBL and how to create PBL projects. The agenda includes introductions, a PBL overview, and examples of PBL projects. The document then discusses various components of designing and implementing PBL including developing essential questions, building background knowledge, research approaches, student groupings and final products, and assessment.
Project-based learning (PBL) is a teaching method where students explore real-world problems and challenges while working in collaborative groups. It develops cross-curricular skills and integrates technology. PBL inspires deeper engagement and knowledge retention compared to traditional textbook learning. Students develop confidence, self-direction, and skills like organization, research, communication, and seeing community impact. Effective PBL includes defining the problem, project purpose and criteria, participant roles, and evaluations of both the learning process and products. The teacher acts as a facilitator rather than director, allowing student ideas and action to drive learning and their development of skills like critical thinking, problem-solving, teamwork and communication.
Project-Based Learning in Classroom: 5 Best Steps To Start | Future Education...Future Education Magazine
5 Steps to Get Started With Project-based Learning: 1. What is the goal? 2. Choose a specific problem or question 3. Plan and facilitate the process 4. Demo time! 5. Reflection
The document discusses going beyond behavioral objectives in curriculum planning to include problem-solving and constructivism. It argues that problem-solving objectives and expressive activities have advantages over behavioral objectives by being more reflective of real-life problems, integrating multiple domains, and allowing for more student input and open-ended learning. The document provides tips for writing problem-solving objectives and guidelines for constructivist learning, including engaging students in identifying problems, modeling problem-solving processes, encouraging independence, and being sensitive to student confidence levels.
This document provides an overview of the actor-oriented transfer (AOT) perspective and how it can be applied to understand students' information literacy processes. AOT examines students' decision-making and reasoning for using certain approaches over others. The presenter discusses how AOT differs from traditional views of transfer in focusing on students' perspectives and performance in authentic contexts. Examples of AOT research methodologies involving interviews and observations are provided. Key AOT terminology like "focusing phenomena" and "personal salience" are explained. The presenter's own AOT-based research exploring students' motivation for developing information literacy skills is summarized. The document concludes by guiding attendees in developing their own AOT-based research questions and methodology.
Planning for PBL Implementation session 2.pptxNabaeghaNajam1
The document provides guidance on implementing project-based learning in 6 steps:
1) Start with an essential question that engages students in an open-ended real-world problem.
2) Design the project to address content standards and involve students in planning activities.
3) Create a schedule that is flexible but includes benchmarks and time for completion.
4) Monitor student and project progress through team and project rubrics.
5) Assess outcomes through self-assessment, feedback, and student-teacher conferences.
6) Evaluate the experience through individual and group reflection on what worked and needs improvement.
Scaffolding Course Research Assignments to Incorporate Information Literacy S...nadinefanderson
This presentation describes a pilot project between a librarian and four faculty members at the University of Michigan-Dearborn to scaffold course research assignments and systematically incorporate information literacy skills. The faculty found students were overwhelmed by typical final research papers. So assignments were restructured into smaller graded components reflecting research process steps. These scaffolded assignments were implemented across 12 courses in behavioral sciences. Assessments found students' research skills and final papers improved. Both students and faculty found the assignments helpful. The presentation concludes scaffolded assignments are a strategic and sustainable way to embed librarian expertise into courses.
This ePortfolio documents the work Eric Tellschow completed in the Successful Teaching Online Mentoring Program (STOMP) at Harper College. It includes a community building activity, time management tips, and a final project applying backwards design principles to create a lesson plan for a Social Process Theories course. The final project includes learning objectives, an assessment, rubric, and lesson explaining how a Social Process Theory explains a current crime or criminal behavior based on a media article. Eric learned that this exercise gave students exposure to applying criminological theories to explain crimes in a real-world context.
Project based learning approach a real expereinceRajeev Ranjan
“Project Based Learning; a Real Learning Experience” ” is an integrated learning approach. A project is meaningful if it fulfils two criteria. First, students must perceive it as personally meaningful, as a task that matters and that they want to do well. Second, a meaningful project fulfils an educational purpose. Well-designed and well-implemented PBL------------ -----------------
This document summarizes a seminar on creating objective-based syllabi. It discusses the basic elements that should be included in a syllabus, such as course information, learning goals, and assignments. It then explains what constitutes an objective-based or learning-centered syllabus, noting that it clearly outlines intended learning outcomes and how they will be measured. The document provides suggestions for developing learning outcomes and assessments. It emphasizes the importance of planning the course rationale, content, activities, and resources to engage students and achieve the specified learning objectives.
This document discusses curriculum design using a project-based learning (PBL) approach. It defines PBL as a teaching method that engages students through inquiry-based projects centered around essential questions. Five key criteria for PBL projects are outlined, including being central to the curriculum and focused on driving questions. The document also discusses designing curriculum using Understanding by Design framework, employing formative and summative assessments, and developing driving questions and authentic projects for students.
This document discusses curriculum design using a project-based learning (PBL) approach. It defines PBL as a teaching method that engages students through inquiry-based projects centered around essential questions. Five key criteria for PBL projects are outlined: they are central to the curriculum, focused on driving questions, involve constructive investigation, are student-driven, and feel realistic. The document provides examples of PBL projects and emphasizes the importance of assessment, collaboration, and reflection in the PBL process.
The document discusses three teaching methods: project method, role play, and brainstorming. It provides details on how each method works, including definitions, principles, steps, roles of teachers, advantages, and limitations.
The project method involves students working in groups to complete constructive activities related to real-life problems. It is student-centered and develops problem-solving skills. Role play allows students to take on roles and spontaneously react to situations to build empathy. Brainstorming engages students in freely generating ideas around a topic. All three methods aim to make learning more active, social, and relevant to students' lives compared to traditional lecture-based teaching.
This document discusses project-based learning (PBL) and provides an example of a school PBL project. It begins by defining PBL according to various experts as an instructional approach where students actively investigate real-world problems and questions over an extended period of time. It notes key characteristics of PBL including being driven by an open-ended question, incorporating student voice and choice, and culminating in a realistic product or presentation. The document outlines benefits of PBL as well as potential challenges. It then describes typical roles of students and teachers in PBL. Finally, it provides an example school PBL project on creating a multimedia book, including activities, resources, deliverables, and assessment.
This course teaches students to use Communicative Language Teaching (CLT) theory to evaluate English textbooks. Students will survey English teachers about their preferences in textbooks and materials. They will then analyze two new textbook series based on the survey results. Students are expected to actively participate in their learning by applying CLT concepts. The goal is for students to be able to professionally assess textbooks and make recommendations for adoption based on strengths and weaknesses identified. Students will work collaboratively online and reflect on their learning through blogging.
Proactive Feedback Strategies in Online (and Offline) TeachingDavid Lynn Painter
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The curriculum as a site for SoTL inquiry in support of institutional transfo...CatherineOMahony7
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When undertaking a project, seven distinct stages have been identified that the project owner(s) go through. These are: the question, plan, research, produce, improve, present and evaluate. At each stage students may engage in a variety of activities. This multifaceted form of learning presents opportunities to participate in authentic and meaningful problems and to develop a range of skills along the journey. Reflecting upon these experiences, can encourage students to reconstruct what they have learned, and go on to confidently articulate the skills they have developed (or have yet to develop), and how they can apply these in other situations. Learning how to self-reflect on these experiences and developing a habit of doing so, can have a profound impact on learning. However for some this does not come easily and is often undervalued.
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Similar to CHER 2015 – If PBL is the answer, then what is the problem? (20)
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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CHER 2015 – If PBL is the answer, then what is the problem?
1. If PBL is the answer, then
what is the problem?
Hans Hüttel – Aalborg University, Denmark
Dorina Gnaur – VIA University College, Denmark
CHER 2015
Lisbon
2. PBL = Problem-Based
Learning
PBL arose in various settings and now exists in several
incarnations in higher education
In our work we consider project-organized PBL that is
used at the universities of Aalborg and Roskilde in
Denmark
3. PBL is becoming ritualized
Our findings indicate that PBL practice is becoming
increasingly ritualized; teachers and students often
appear to be “going through the motions” instead of
engaging in a problem-based approach.
4. A missed opportunity?
It is often argued that PBL is an efficient approach that will
encourage deep learning.
Many universities now try to adopt elements of PBL; some
universities in Asia (e.g. the National University of
Singapore, the Technical University of Malaysia and the
University of Hong Kong) now introduce forms of PBL as
their main approach to teaching.
If PBL becomes the victim of ritualization, then the
advantages of the approach may fail to materialize.
5. Where does the project-organized
PBL tradition come from?
Around 1970 several things happened:
A perceived need for graduates with more relevant and
specialized skills
The anti-authoritarian student movement
The German school of critical pedagocy (Negt, Wagenschein
et al.)
The University of Roskilde (1972) and the University of
Aalborg (1974)
7. What is project-organized
PBL?
• Students work together in groups
• The group chooses a problem setting
• The group analyzes the problem and, based on this, provides a problem
statement and an analysis of how to solve the problem
• The group attempts to solve the problem
• The problem analysis, methodological decisions and account of the
activities and reflections related to problem solving are most often
documented in a project report
8. What is project-organized
PBL ideally ?
1.Introduction and definition of the framework for the project work,
2.Introduction of methods and the general subject area,
3.Social introduction and group formation,
4.Choice of topic and problem to be worked on,
5.Formulation of the project idea,
6.Writing, evaluation and corrections of the project.
(Illeris, 1974)
9. What is project-organized
PBL ideally ?
Once you have formed a project group, you need to define a
problem together that you want to examine. The problem forms
the basis of your project and you are to a great extent responsible
for defining this yourselves within a set though often very broad
theme frame.
(AAU, official description of PBL practice)
10. What is project-organized
PBL in reality at AAU?
• A project takes a semester
• A semester coordinator collects project proposals from potential supervisors
before the start of the semester
• The project proposals are presented to the students at the semester
introduction
• Students form groups based on the project proposals
• At the end of the semester, the semester coordinator writes a final
evaluation report based on written comments from students and teachers/
supervisors
11. “PBL” as a ritual
An excerpt from an 4th semester evaluation report:
The students were well motivated this semester because the courses
fit together and the project work was mostly a check list.
12. “PBL” as a ritual
An excerpt from a 6th semester evaluation report:
The students have, like the students from the previous year,
very limited experience with independently developing a
problem statement in their project work. They see this semester
as “more loose”. Future semester coordinators should devote
some time to summarizing PBL at the start of the semester.
13. “PBL” as a ritual
An excerpt from an 8th semester evaluation report:
One rarely comes across an actual problem statement in reports. The problem is often
described with a clear delimitation and unambiguous content. Often simple scenarios
are described, in which the need for a solution appears unproblematic and absolute.
The reports frequently lack a chapter about the choice of theory and method. The
project is frequently seen as a large construction assignment with well-defined tasks
and known solution strategies.
Many students wish to choose their project from a project catalogue instead of stating
a problem themselves. The freedom involved in making one’s own decisions is
sometimes seen as a source of uncertainty.
14. “PBL” as a ritual
Project proposals often focus on a “solution” (not on a problem):
In this project your task will be to build a system where word of
mouth is used for recommendation purposes. You are welcome
to use the data available online …
These data need to be correlated in order to create a recommender system
based on that. You will need to compare the algorithm at least with
collaborative filtering.
15. “PBL” as a ritual
Project proposals often focus on a “solution” (not on a problem):
To improve on this, we can take advantage of a compute cluster to parallelise the
task by verifying hundreds of models concurrently. Then, we can employ heuristics
for selecting "good" parameter variables to avoid exploring all combinations. This
is exactly what this project proposes.
The students should develop a small parameter sweeping client that uses an existing
RESTful web service to perform and distribute the model checking task using
UPPAAL… The students are expected to investigate heuristics and implement
heuristics for selecting parameters during the parameter sweep.
16. Who owns the project?
The students?
The supervisor?
Whoever wrote the project
proposal?
(Roskilde University, the 1970s)
17. Who owns the project?
In official parlance, project ownership is central to learning:
According to Illeris (1981), enquiry, on its own, does not constitute the basis for an
active process of acquiring knowledge through critical reflection: “A problem is
not a problem in a psychological sense if the person who has to work with it does
not experience it as a problem.” (p. 83, our translation). Therefore, participant
control is an interrelated principle. When students themselves define and
formulate the enquiry, they have a conscious relation of ownership to it, and they
experience it as a problem (anomaly), which implicitly encourages involvement
and motivation. Participant control and the ownership of the problem setting are
therefore seen as fundamental for the students' engagement in the learning process.
(Dirckinck-Holmfeld, 2009)
18. Three modes of learning
Reproductive learning
Productive learning
Creative learning
19. Reproductive learning
Uses conditioning models of learning, resulting in
routinized actions that are performed without much
conscious attention and control. Reproduction of
knowledge and methods becomes central.
Reproductive learning can create the impression that
learning = being able to reproduce (aka surface learning)
If someone else owns the project, students are more
tempted to use reproductive learning.
20. Creative and productive
learning
Creative and productive learning are forms of developmental learning.
Productive learners have to invent and test a solution to a given
problem based on knowledge about the task and about possible
alternative solutions
Creative learners need to develop and use their own authority to
evaluate outcomes and choose methods but also to define the task
and the conditions at hand; the learner must diagnose a situation that
may be unclear or puzzling.
This is what we expect graduates to be able to! One cannot be
creative by “going through the motions”.
21. Where does “PBL as ritual”
come from?
Students try to live up to expectations!
Project catalogues can be prepared beforehand and the
supervisor tend to “think about the entire project”.
Many supervisors think in terms of solutions and
products, not in terms of problems.
It is easy to think of standard solutions that are known to fit the
curriculum and are guaranteed to work!
22. What can we do to address
these concerns?
A change of practice: Get rid of project catalogues!
Supervisors need to reflect on what it means for a
project to be problem-based.
23. What can we do to address
these concerns?
Current experiments in the degree programme in
computer science:
No project catalogues for the 3rd and 4th semester
Project supervision focuses explicitly on problem
analysis and is supported by a status seminar after
one third of the semester has passed. The status
seminar focuses on the problem statement and the
choice of methods to be used.
24. What supervisors said
For both groups the status seminar was time well spent.
It helped the groups see their projects from another
angle and exposed substantial deficiencies in both
projects. I think it addressed some concerns in the
process at an early stage for both groups. The way the
groups handled the feedback was substantially different:
afterwards, group A had many questions about the
consequences of the choices that they had made [in
their project], whereas group B was more interested in
my opinions as to what the right choices would be.
25. What supervisors said
Group A were relatively quick to find their “own” project
and the rest of their analysis was to a large extent
characterized by them carrying the project by themselves
– my role was to help them with delimiting the problem
and with the search for information. Group B found the
format very difficult and sought a lot of inspiration in the
examples of projects that I had. This also meant that the
groups did not end up “owning” the project, and the
analysis phase was characterized by an expectation that I
would contribute with the essential insights.
26. What supervisors said
One group was very quick to think of an interesting
problem… The other group told me that they had
looked at old project reports and wanted to choose a
project topic from one of these even though they had
been told not to do this! This was fairly frustrating; I
told them that this was not acceptable and eventually
they chose a problem setting that I had mentioned. … I
am unfortunately still not sure if this group “owned”
their project the way they should have.
27. What students said
We carried out a survey among 4th semester students.
One student wrote:
Concerning the project report it can sometimes appear as if it is
the only purpose of the project. Since this is what one is assessed on
the basis of eventually.
This is another indicator of ritualization – the focus on
the product.
30. What can we do to address
these concerns?
Institutional support: Encourage problem-based PBL! Use
the semester descriptions to describe best practice in
this respect.
Technological support: Use technological tools that can
support the problem analysis of the project.
31. Further work
Institution-wide action research: Further experiments with
de-ritualization of PBL projects. Are the issues that
need to be addressed the same for all degree
programmes?
At the international level: Make institutions that adopt
PBL aware of the dangers of ritualization.