Exploring project based learning
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This document discusses project based learning and compares two approaches. It explores project based learning from the perspectives of a teacher, instructional designer and student. Key aspects of project based learning discussed include using an essential driving question, incorporating hands-on authentic experiences, and emphasizing reflection and assessment. The Buck Institute and Galileo Educational Network models of project based learning are examined and found to commonly focus on inquiry, building knowledge and 21st century skills.
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* Recognize strategies for engagement
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Online learning workshop TESOL Arabia 2015
The document discusses key aspects of designing and managing online courses, including establishing a culture of learning, using Kemp's instructional design model, and addressing instructional problems, objectives, strategies, and delivery. It emphasizes defining learning outcomes and objectives, using evidence-based practices and formative assessment, and creating an engaging experience for students while reducing isolation. Examples are provided for each section to illustrate concepts. The overall message is that instructional designers should carefully consider factors like pedagogy, communication, and student experience when planning online courses.
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This document discusses using technology in early childhood classrooms. It describes how the presenter uses technology to make adaptations for students, create classroom resources, and make activities more engaging. Specific tools mentioned include Boardmaker for creating visual supports, videos and interactive websites for building background knowledge, and iPad apps for practicing skills in an engaging way. The presenter provides examples of how tools like Boardmaker, Starfall, and phonics apps can support learning and gives contact information for sharing resources.
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This document provides an overview of differentiated instruction, a teaching method where instruction is tailored to meet the individual needs of students. It discusses the history and traditional models of education that differentiated instruction aims to improve upon. Key aspects of differentiated instruction are defined, such as focusing on student readiness, interests, and learning profiles to modify lessons. Effective teaching strategies for differentiated instruction are also listed, including using learning stations, tiered activities, and choice boards. The document examines teacher and student roles in differentiated classrooms and provides examples of teachers implementing these methods.
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The document summarizes key trends in e-learning in higher education over time, including the development of learning management systems, social media, mobile technologies, and MOOCs. It discusses both the promise and limitations of new technologies, and advocates for a learning design approach to guide effective technology integration and pedagogical practices. The talk concludes by exploring implications for institutions, including the potential disaggregation of education into separate components like resources, pathways, support and accreditation.
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The document discusses education in the 4.0 era, which refers to the fusion of advanced technologies into the education process. It states that as the industrial revolution has transformed industries, a similar revolution is needed in education to take advantage of new opportunities. Key aspects of education 4.0 include personalized learning tailored to each student's needs, flexible learning that can take place anywhere and anytime, and evaluating students through projects rather than examinations. Overall, education must adapt to prepare students for the technological changes of the future.
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This document outlines a pilot project to implement eportfolios across a justice center program to improve assessment of program outcomes. The goals are to make outcomes more measurable, coherent across courses, and visible to students. Research shows eportfolios provide evidence of student learning over time through demonstrations of work. The project will develop appropriate outcomes, integrate them into coursework through assignments, and collect artifacts in a justice program eportfolio template. Challenges include getting student and faculty contributions and demonstrating learning across courses over time.
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The document discusses eportfolios, including why they are used, the process of creating them, different types, their purpose and features. It provides definitions of eportfolios as containers that collect student work in various media formats and as a process of selecting, reflecting on and presenting learning. Key points addressed are selecting appropriate eportfolio tools, considerations around ownership and control of the eportfolio after a student leaves school, and important questions schools should discuss regarding implementing eportfolios.
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This physical education class focuses on building workout routines this week, with no live classroom sessions. Students are assigned to build their own workout routine and can use private class discussions if they have any questions about the assignment. The core task is for students to independently create a personalized workout plan.
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This week's physical education class focuses on reviewing previously covered material without live instruction, as students review career content and are encouraged to post any questions to the private class discussion board.
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This document provides an overview of the requirements for a Physical Education course, including a breakdown of marks with 50% for activity, 25% for assignments and quizzes, and 25% for a weekly activity journal. Students must complete a certain number of hours of physical activity, with at least 30 hours in PE 10-3 and 55 hours in PE 10-5 externally supervised by a certified instructor who can verify the activities. Activity logs must be submitted periodically to track supervised physical activity hours.
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This document provides information about physical education and life skills courses for the start of term 3. It welcomes students to the new term and notes that it is the last term in junior high, with no marks from the previous terms carrying over, allowing students an opportunity to do well. It also lists the live room meeting time, a weekly activity quiz due this week, and an emotional support system assignment as part of the course work for week 19.
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Exploring project based learning
- 1. Exploring Project Based Learning EDTECH 541 Jovan Vujinovic Boise State University
- 2. Jovan Vujinovic Introduction • Teacher • Instructional Designer • Masters of Educational Technology Student
- 3. Teacher • On-line Senior & Junior High School • On-line Learning • Face to Face Learning • Blended Learning
- 4. Instructional Designer • Distributed Learning Resource Developer • Project Based Learning • Learning Management System Experience • Industry Consultant http://www.freepik.com/free-photo/multicolor- crayons_559958.htm
- 5. Masters of Educational Technology Student Boise State Department of Educational Technology • Educational Technology • Evaluation • Instructional Design • Integrating Technology into http://www.boisestate.edu/ Classroom Curriculum
- 6. What is Project Based Learning? http://www.youtube.com/watch?v=dFySmS9_y_0
- 7. Projects VS Project Based Learning
- 8. How Do We Get There? http://www.freepik.com/free-photo/lost_615192.htm
- 9. Approaches to Project Based Learning • Examine two schools of thought for Project Based Learning
- 10. Project Based Learning X 2 Buck Institute For Education Galileo Educational Network
- 11. Buck Institute For Education What is PBL? http://www.bie.org/about/what_is_pbl
- 12. Galileo Educational Network What is PBL?
- 13. Commonalities Buck Institute Galileo Inquiry Based Inquiry Based Driving Question & Scenario Experience: sets an authentic context Significant Content Knowledge Centered Revision & Reflection Understanding 21st Century Skills Knowledge Building
- 14. Constructing Project Based Learning http://www.freepik.com/free-photo/d-buildings-and-the-floor-plan_581578.htm
- 15. http://www.freepik.com/free-photo/studying- medicine_339061.htm Curricular Content / Knowledge Driven
- 16. http://education.alberta.ca/teachers/aisi/themes/21-century.aspx Skills / Competency Based
- 17. Driving Question & Scenario They provide the fundamental http://www.freepik.com/free-photo/compas_38284.htm organizing principles that bound an inquiry and guide the development of meaningful, authentic tasks. -Galileo Educational Network
- 18. http://www.freepik.com/free-photo/changing-tyres_661275.htm Authentic Hands On Experience
- 19. http://www.freepik.com/free-vector/thinking-brain-image-vector- material_608466.htm Reflection, Revie w & Assessment
- 20. I Hear You Like Examples? http://www.freepik.com/free-photo/school-boy-student-boy_600599.htm
- 21. Driving Question & Scenario
- 22. Assessment & Curricular Content
- 24. Reflection & Self-Assessment Buck Institute Links Galileo Network Links Teamwork Teamwork Work Plan Critical Thinking
- 25. Main Course Not Desert Teacher Project Design Rubric http://www.freepik.com/free-photo/lamb-chops-and- asparagus_618254.htm http://www.freepik.com/free- photo/banana-split_658406.htm