This document defines project-based learning (PBL) and its key elements. PBL involves students investigating an open-ended question or problem over an extended period of time. The core elements include developing significant content and 21st century skills through student-driven inquiry, having a driving question to guide the project, incorporating student voice and choice, and presenting to a public audience. Studies show PBL improves standardized test scores and engagement.
Re-inventing Project Based Learning in the 21st centuryAmmar A. ElMerhbi
This is a presentation of PBL workshop for k12 teachers. The sessions starts with teachers's views of PBL, the backgroudn experience of PBL, shows them the difference between project based learnign and project oreinted learning, engages teachers in analyzing the success factors of a good pbl lesson via video, then they are presented with elements of pbl that need to be in place. Teachers then were engaged in activity to plan an interdisciplinary pbl lesson.
Feedback, Agency and Analytics in Virtual Learning Environments – Creating a ...Diogo Casanova
The project comprises of a review of the literature and current technical provision of assessment and feedback in Virtual Learning Environments (VLEs); and data collected from ‘Sandpits’ with students and lecturers in two HEIs in the UK. A ‘Sandpit’ is a type of creative design-thinking focus group where participants are stimulated by a narrative of a scenario around the use of a product, object or artefact and are encouraged to critique, discuss and re-design it (Frohlich, Lim and Ahmed, 2014; Casanova and Mitchell, 2017). These ‘Sandpits’ look to clarify the role of VLEs in assessment and feedback, through understanding students’ perceptions of feedback and how they are being addressed and understanding teachers’ perceptions of the constraints they face. We are exploring what is available, looking to improve interface designs and features, and present these to VLE product designers.
Workshop Breakdown
AM Schedule
Introductions, overview & review
So what?—Building a case for the flipped classroom
• Attention scarcity
• Filter failure
• Brain science
Now what?—Designing pre-class elements with edutech
• Content curation & TFC
• Content creation & TFC
• In practice—hands-on activity
Brief morning recap
PM Schedule
Afternoon overview
Now what?—Designing in-class elements
• Active & experiential learning
• Gamification
• The physical space
• In practice—hands-on activity
Tips, tricks & best practices
Wrap up & closing
FLIPPED CLASSROOM IN HIGHER EDUCATION WITHIN A VIDEOCONFERENCING CONTEXT : A ...Université de Sherbrooke
More and more institutions of higher education have videoconferencing and telepresence equipment to give users the feeling of being present around the same table in a synchronous manner. However, these facilities are not specifically adapted to the needs of the teaching profession, and teachers, pedagogical advisors and researchers need key to understand how to enhance the quality of teaching in such settings (Lameul & Loisy, 2014). In this context, it is crucial to build a repertoire of rigorous and critical knowledge about adapted pedagogical approaches, the effects of these devices on student learning (Albero, 2011) and emerging pedagogical innovations (Bédard & Béchard, 2009).
In order to reach this goal, we set up a design-based research project (Wang & Hannafin, 2005) called TOPIC (Telepresence as an Opportunity for Pedagogical Innovation and Conception). Among different trainings we designed based on a close collaboration between researchers and trainers, we designed a training which main goal was to bring teachers to develop 4 competencies related to teaching a flipped classroom in a videoconference context. This training we designed and taught was “flipped” and took place over 2 weeks, with participants in Australia, France and Quebec.
Re-inventing Project Based Learning in the 21st centuryAmmar A. ElMerhbi
This is a presentation of PBL workshop for k12 teachers. The sessions starts with teachers's views of PBL, the backgroudn experience of PBL, shows them the difference between project based learnign and project oreinted learning, engages teachers in analyzing the success factors of a good pbl lesson via video, then they are presented with elements of pbl that need to be in place. Teachers then were engaged in activity to plan an interdisciplinary pbl lesson.
Feedback, Agency and Analytics in Virtual Learning Environments – Creating a ...Diogo Casanova
The project comprises of a review of the literature and current technical provision of assessment and feedback in Virtual Learning Environments (VLEs); and data collected from ‘Sandpits’ with students and lecturers in two HEIs in the UK. A ‘Sandpit’ is a type of creative design-thinking focus group where participants are stimulated by a narrative of a scenario around the use of a product, object or artefact and are encouraged to critique, discuss and re-design it (Frohlich, Lim and Ahmed, 2014; Casanova and Mitchell, 2017). These ‘Sandpits’ look to clarify the role of VLEs in assessment and feedback, through understanding students’ perceptions of feedback and how they are being addressed and understanding teachers’ perceptions of the constraints they face. We are exploring what is available, looking to improve interface designs and features, and present these to VLE product designers.
Workshop Breakdown
AM Schedule
Introductions, overview & review
So what?—Building a case for the flipped classroom
• Attention scarcity
• Filter failure
• Brain science
Now what?—Designing pre-class elements with edutech
• Content curation & TFC
• Content creation & TFC
• In practice—hands-on activity
Brief morning recap
PM Schedule
Afternoon overview
Now what?—Designing in-class elements
• Active & experiential learning
• Gamification
• The physical space
• In practice—hands-on activity
Tips, tricks & best practices
Wrap up & closing
FLIPPED CLASSROOM IN HIGHER EDUCATION WITHIN A VIDEOCONFERENCING CONTEXT : A ...Université de Sherbrooke
More and more institutions of higher education have videoconferencing and telepresence equipment to give users the feeling of being present around the same table in a synchronous manner. However, these facilities are not specifically adapted to the needs of the teaching profession, and teachers, pedagogical advisors and researchers need key to understand how to enhance the quality of teaching in such settings (Lameul & Loisy, 2014). In this context, it is crucial to build a repertoire of rigorous and critical knowledge about adapted pedagogical approaches, the effects of these devices on student learning (Albero, 2011) and emerging pedagogical innovations (Bédard & Béchard, 2009).
In order to reach this goal, we set up a design-based research project (Wang & Hannafin, 2005) called TOPIC (Telepresence as an Opportunity for Pedagogical Innovation and Conception). Among different trainings we designed based on a close collaboration between researchers and trainers, we designed a training which main goal was to bring teachers to develop 4 competencies related to teaching a flipped classroom in a videoconference context. This training we designed and taught was “flipped” and took place over 2 weeks, with participants in Australia, France and Quebec.
Strategies that Promote Collaboration Onlinecyberjo
An overview of strategies used to promote collaboration online. Case study: an online learning extension & enrichment centre, for 7-15 year old students, as classroom groups and individuals.
Contoh Merdeka Belajar dalam Pembelajaran DaringUwes Chaeruman
Dua contoh model pembelajaran Lee & Hannafin (2016), dan Sugata Mitra (2010). Model ini mendorong pengembangan generasi Indonesia kedepan yang mandiri.
Flipped Instruction: Flipping it Without Flipping OutLHoustonMemphis
List of Educational Objective(s) for the Session (be sure these indicate learning outcomes):
* Define the flipped instruction approach and how it can foster student success.
* Identify strategies to enhance instruction using the flipped instruction approach.
* Explore opportunities for applying flipped instruction theory in lesson planning and delivery.
* Describe practical uses of the flipped instruction approach in food service systems management courses.
The Cube and The Poppy: Participatory approaches for designing technology-enhanced learning spaces. Presentation at the 2015 ALT conference in Manchester
O estudo teve como objetivo avaliar o uso da Flipped Classroom como metodologia pedagógica na Educação a Distância, exclusivamente em fóruns do LMS Moodle. Os resultados possibilitaram reconhecer os referenciais teóricos da Flipped Classroom e do Inverted Mastery Learning, bem como os princípios que as sustentam: Ambiente Flexível, Cultura de Aprendizagem, Conteúdo Intencional ou Dirigido e Educador Qualificado, e se os mesmos foram empregados no planejamento e estruturação do fórum de discussão abordado nesta pesquisa.
For this Learning Object of Unit 2, I decided to explore what are the Online Teaching Techniques used by the teachers at NKI and how they interact with their students throw the NKI's LMS - SESAM.
Diana Laurillard: The Conversational Framework - an approach to Evaluating e-...Yishay Mor
Diana Laurillard's presentation for the formative e-assessment project's dessimination event:
http://projects.lkl.ac.uk/feasst/april-28th/
A version of this presentation with animations is available at:
http://www.slideboom.com/presentations/63498/CF-for-Feasst
Strategies that Promote Collaboration Onlinecyberjo
An overview of strategies used to promote collaboration online. Case study: an online learning extension & enrichment centre, for 7-15 year old students, as classroom groups and individuals.
Contoh Merdeka Belajar dalam Pembelajaran DaringUwes Chaeruman
Dua contoh model pembelajaran Lee & Hannafin (2016), dan Sugata Mitra (2010). Model ini mendorong pengembangan generasi Indonesia kedepan yang mandiri.
Flipped Instruction: Flipping it Without Flipping OutLHoustonMemphis
List of Educational Objective(s) for the Session (be sure these indicate learning outcomes):
* Define the flipped instruction approach and how it can foster student success.
* Identify strategies to enhance instruction using the flipped instruction approach.
* Explore opportunities for applying flipped instruction theory in lesson planning and delivery.
* Describe practical uses of the flipped instruction approach in food service systems management courses.
The Cube and The Poppy: Participatory approaches for designing technology-enhanced learning spaces. Presentation at the 2015 ALT conference in Manchester
O estudo teve como objetivo avaliar o uso da Flipped Classroom como metodologia pedagógica na Educação a Distância, exclusivamente em fóruns do LMS Moodle. Os resultados possibilitaram reconhecer os referenciais teóricos da Flipped Classroom e do Inverted Mastery Learning, bem como os princípios que as sustentam: Ambiente Flexível, Cultura de Aprendizagem, Conteúdo Intencional ou Dirigido e Educador Qualificado, e se os mesmos foram empregados no planejamento e estruturação do fórum de discussão abordado nesta pesquisa.
For this Learning Object of Unit 2, I decided to explore what are the Online Teaching Techniques used by the teachers at NKI and how they interact with their students throw the NKI's LMS - SESAM.
Diana Laurillard: The Conversational Framework - an approach to Evaluating e-...Yishay Mor
Diana Laurillard's presentation for the formative e-assessment project's dessimination event:
http://projects.lkl.ac.uk/feasst/april-28th/
A version of this presentation with animations is available at:
http://www.slideboom.com/presentations/63498/CF-for-Feasst
Project-based learning (PBL) is a unique approach to learning that provides pupils with the opportunity to experience working collaboratively. It also helps students use critical thinking skills to solve real-world problems. This presentation aims at demonstrating how projects can help EFL students improve their language skills by developing a series of outside-the-classroom assignments designed to reach a desire collaborative environment where students can interweave speaking, reading, listening and writing in a fun but constructive manner. By working together students can also recycle, review and retain new information given in class.
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------------ -----------------
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
Model Attribute Check Company Auto PropertyCeline George
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2. What is Project Based Learning?
BIE.org defines PBL as “a teaching
method in which students gain
knowledge and skills by working for
an extended period of time to
investigate and respond to a
complex question, problem, or
challenge”.
Video example 1:32
4. 1. Significant Content
PBL focuses on developing useful
knowledge and skill in relation to
standards
Projects should include literacy standards
for reading, writing, listening and speaking
Projects focused on academic goals by
applying real life inquiry
5. 2. 21st century competencies
Focus on building “real-life” skills
Focus on real world problem solving skills
Push to develop better critical thinking
skills
Teaches students how to collaborate with
others in “real world” situations
Teaches students how to creatively find
solutions in “real life” situations
Preparation for life after school
6. 3. In depth inquiry
Student driven research and
understanding
Encourages students to ask questions
Students will find knowledge more
meaningful
NOT finding information on a website and
tacking to a poster
Inquiry follows trails, finding answers leads
to development of new questions
7. 4. Driving Question
The initial question to activate the project
Open-ended, complex, linked to core
curriculum
Needed to keep projects on track
Necessary! A project with no driving
question(s) is like an essay with no thesis.
8. 5. Need to know
Students develop an understanding that they
need to know concepts and skills to ultimately
answer the driving question
Students develop this understanding through in
depth inquiry
Should begin with an event that generates interest
and curiosity
Announcing a project by distributing a packet of
paper will normally turn students away
How to establish a need to know: lively interest
based discussions, videos, current events.
9. 6. Voice and choice
THE MOST IMPORTANT ELEMENT!!!
Makes the project more meaningful to the
students
Students make decisions on what they will
create, resources they will use and how
they will structure their time
In the “best case scenario” students will
create their own driving questions
10. 7. Critique and Revision
Emphasizes creation of high quality products
and performances
Helps students not feel overwhelmed by
implementing stepping stones for feed back
Helps students understand that a first attempt
does not normally yield the best result
Creates an environment where students
approach professionals and their teachers for
guidance along the way.
Helps students manage complexity and time,
transform data, develop logical arguments for
their claims and generate meaningful
questions
11. 8. Public Audience
Students present their final project to an
audience including more than their
teacher and fellow classmates
Why? As an intervention for students who
do not take the project seriously.
Makes the project more meaningful and
ultimately creates better learned skill set.
Students will create more advanced
presentations when they know they are
presenting to audiences who will produce
many questions
12. PROBLEM Based Learning
Project based and problem based
learning are normally considered to be
the same.
Problem based learning is defined as
subject learning through problem solving
where students learn thinking strategies
and curriculum skills.
14. What about Common Core?
To meet demands of common core teachers need a
framework for designing units. In PBL, the project IS the
unit.
For students to meet demands of common core
standards, they must be able to BUILD knowledge and
skills. Through PBL, this building of skills is developed
through extensive inquiry.
Common Core requires teachers to shift from teaching
students to “find the right answer” to teaching students
how to search for meaning. PBL, once again, utilizes this
search through student driven inquiry.
Through PBL classrooms shift from traditional lecture to
problem solving and student driven education, aligning
with Common Core expectations.
15. Should time be used to allow
students to pursue their
investigations or to cover the state
guided curriculum?
ANSWER:
BOTH! There is an expectation of teachers to meet
state guidelines in curriculum, and there is evidence
supporting the idea of acquiring skills through
investigation. The most difficult “idea” surrounding PBL
is finding a way to implement a project that correlates
directly with the guidelines presented in Common
Core Standards. There is also this wonderful invention
called the internet with useful ideas and assistance
right at your fingertips.
16. What about administration?
It is definitely true that your schools administration
most likely will not be on board with PBL in your
classroom if PBL is not already being implemented
somewhere in your school.
ADVICE: Create your own project!!!!
Develop a presentation through research and inquiry,
gather examples, present evidence, ask for a chance.
Nothing is ever accomplished by wishing someone would
change their mind.
17. DOES PBL ACTUALLY WORK?
Studies done in 1993 over 10 schools
implementing PBL learning: 9 out of 10
showed significant improvement in
standardized test scores.
In IOWA, many schools went from well below
average to well above distinct average over
a 3 year period of implementing PBL
Many teachers report “pleasant surprises”
among lower ranking students after
implementing PBL
Studies show PBL raises math achievements
among ALL students, especially girls.
Student Reflection Video
18. Links for Useful Ideas
Math
edtecher.hubpages.com/hub/math-project-ideas-examples
Guidance for implementing PBL
Language Arts
Edtecher.hubpages.com/hub/english-projects-ideas-language-arts-
pbl
Guidance for implementing PBL
History
Edtecher.hubpages.com/hub/social-studies-projects-ideas-for-pbl
http://plpnetwork.com/2011/06/30/constructing-history-in-our-high-
school-project-based-classroom/
Science
Edtecher.hubpages.com/hub/project-based-learning-science-lesson-
plans.pbl
http://stem.browardschools.com/science/science_general/pbl/
19. Additional Resources
o Project example search engine:
o http://bie.org/project_search
o More information on PBL:
o http://bie.org/about/what_pbl
o http://edglossary.org/project-based-learning/
o http://creativeeducator.tech4learning.com/v09/articles/How_Proj
ect-Based_Learning_Develops_Drive_And_Mastery
o http://w.newtechnetwork.org/sites/default/files/news/pbl_researc
h2.pdf
o http://www.myteacherpages.com/webpages/bmarks/files/seven
%20essentials%20for%20project-based%20learning.pdf
o Resources for Parents
o http://www.edutopia.org/project-based-learning-parent-resources
o PROBLEM based learning information:
o http://eduscapes.com/tap/topic43.htm
o http://alpha.projectmash.org/groups/problem-based-learning-1
o PBL and Common Core
o http://www.edutopia.org/blog/pbl-role-shift-to-ccss-sara-hallermann
