Information literacy at UR, workshop 2 2014
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Integrating Information Literacy education at program level, University of Rwanda. Workshop 1. Facilitator: Anna Stockman, Blekinge Institute of Technology
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Project Based Learning.pptx
A teaching approach used for problem-solving skills, and collaborative learning skills which leads towards self-directed learning
Features of Project-based learning; 1. Student-centered 2. Interdisciplinary ...
Features of Project-based learning; 1. Student-centered 2. Interdisciplinary ...Future Education Magazine
PBL stands for project-based learning, which is a student-centered pedagogy that incorporates an active classroom approach. The idea behind this method of teaching is that students would gain a more in-depth knowledge via the active investigation of real-world issues and obstacles. Learning Outcomes and Assessment - Achieving Constructive Alignment Treforest...
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MAY Project-based Learning.pptx
This document discusses project-based learning (PBL), a teaching method where students design and carry out an extended project that results in a tangible product or presentation. It is intended to make learning more active and relevant. The key points are:
1) PBL involves students planning and completing a project on a topic of their choice, rather than passively receiving information.
2) Teachers guide students and facilitate learning, while students take responsibility for their own work.
3) Projects incorporate principles like freedom, reality, activity and experience to make learning more meaningful.
4) Successful projects follow steps like planning, execution, documentation and evaluation.
Passionbased Inquiry
The document discusses how schools need to shift from a teaching focus to a learning focus and prepare students for the 21st century by redefining themselves. It introduces project-based learning as a framework that engages students through hands-on exploration of real-world problems and fosters collaboration. Guidelines are provided for planning and implementing project-based learning units that integrate content areas and involve defining essential questions, planning learning experiences, organizing the environment, and conducting authentic assessments.
Group Project: A Methodology by Vinod
The document describes the project method, an educational approach where students learn by conducting an investigative project or long-term task. It traces the origins and development of the project method from 1900 to today. Key aspects covered include characteristics like student choice, real-world application, and a facilitative teacher role. The document also outlines types of projects, principles, procedures, roles and merits/demerits of the project method.
Field-Based Learning
This keynote presentation will provide an overview of field-based learning - an active, inquiry-based teaching and learning strategy where teaching and learning is extended beyond the classroom/laboratory walls and where students are exposed to real-world teaching and learning settings in the broader community. In field-based learning, students learn by hands-on application of course content and though direct interaction with the environment rather than solely through textbooks and lectures.
Pblconstructivism
The document discusses constructivist teaching approaches and project-based learning using technology. It provides an overview of constructivism and how students learn by actively constructing their own knowledge. Project-based learning allows students to solve complex, real-world problems and take ownership over their learning. When implemented with technology, constructivist activities and project-based learning can provide diverse learning opportunities that develop higher-order thinking skills. The document also provides guidance on planning and assessing technology-enhanced, project-based learning activities.
Pblconstructivism
The document discusses constructivism and project-based learning as approaches for teaching students with technology. It provides an overview of constructivism, describing how students construct their own knowledge and learn best when actively engaged. Project-based learning allows students to solve real-world problems in collaborative groups while developing cross-curricular skills. When planning projects, teachers should establish essential questions, ensure topics are relevant, and involve students in the planning process. Technology can support these approaches by providing pathways for diverse learning and allowing students to examine problems from multiple perspectives.
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- 2. Expected learning outcomes • familiar with the notion “constructive alignment” • able to select appropriate teaching and learning activities to support chosen intended outcomes At the end of this session participants should be:
- 3. Constructive alignment John B. Biggs has treated the subject in several books and articles. One example: Biggs, J. 1996, "Enhancing teaching through constructive alignment", Higher Education, vol. 32, no. 3, pp. 347- 364. Constructive alignment – what is it?
- 4. Constructive alignment – congruence between • What the teacher intends learners to be able to do, know or understand (can be described as outcomes) • How they teach i.e. the activities • How they assess
- 5. Constructive alignment New learning and knowledge builds on old understanding – rarely a „blank slate‟ Learning is not just adding knowledge but bringing change or transformation to pre-existing concepts to refine understanding and linkages – hence notion of „deep learning‟ (Video)
- 6. Constructive alignment What the teacher intends students to learn: “outcomes” Planning starts with clear learning outcomes and the aim of planning is to align our learning activities with these. Rationale: the planning of learning experiences and assessment of student learning has a significant impact on students‟ approaches to learning. Consider the disciplinary contexts
- 7. Constructive alignment How will the intended learning outcomes be communicated to students, staff and external audiences? Use language which students can understand