Case of learned-centric, project-based learning

1. Phenomenon-Based Learning
Holistic approach to real-life topics
http://ilmiopohjaisuus.ning.com/group/hyvinvointivaltioparastasuoma
laistadesignia2122009
Esko Lius 24th August 2014, Prevallë Kosovo
Kosovo Twinning project, CC-BY, esko@lius.fi

2. Phenomenon-Based Learning
• combines project-based learning and
inquiry-based learning
• curriculum area collaboration
• authentic, meaningful contexts
• usually extends beyond the ordinary formal
learning environment towards the community

3. Phenomenon-Based Learning
• Not about teaching
• Not about certain curriculum contexts
• About learning something that is
important to students, individually

4. Case: “Welfare State”
• Upper secondary phenomenon-based topic
• Not a ready-designed “course” as such
• In this case mostly online
• The student’s approaches are very personal
and differ from each other
will give study credits to subjects / curriculum topics
that are present in that particular learning process
affects assessment
• A topic that has a personal relation to every
student (in Finland)

6. Case: “Welfare State”
The crew
• two teacher-tutors giving individual support
• variety of upper secondary teachers
(according to needs)
• two external experts (sociologists)
• other external resources that students found
along their studies

8. Preparations
No content / learning material / detailed study plan

9. 1. Primers for “Welfare State”

10. 2. Reflect on these and discuss online
• What is a “welfare state”? What do you regard
as welfare, and what is the role of the state in
it?
• What emotions or thoughts did the primers
bring to your mind? or: What is a particularly
important theme of the welfare state for you?
• Formulate one question about welfare state
that you’d like to know more about.

11. …processing the topic…
• concepts
• own take on the subject
– different teacher resources involved to help in
different project works
• discussing and sharing the process online
• assessment
– self-assessment
– peer-assessment
– teacher-assessment
– credits: eg. 60% sociology, 20% history, etc.

12. “Single-parenthood
In Finland”
”Apartment prices
appear to change
according to
waves”
”Design as a
Component of
Welfare State”

13. Learning outcome
shared in online-PLE

14. Peer discussion and
peer assessment

15. Learning outcomes
• Students were very motivated
• Fear for open social media use was overcome
• Helping students in technical issues/questions
kept us busy until we learned to help them to
help each other
• Requires more guidance and resources than
ordinary teacher-talk method
• Suits distance-learning well
• Generated deep and meaningful learning