PBL for a Digital Age

Project Based Learning for a Digital Age

Kerry Rice, Ed. D. Department of Educational Technology

Boise State University

Agenda

1. Introductions2. Defining PBL3. Cool Tools4. Let’s Play!

PBL vs. PBL

Problem-Based Learning• Ill-structured

problems• Scenario-based• Instructor-led• Case-study• Individual or group• Classroom-based• Expected outcomes

Project-Based Learning• Authentic projects• Results in a product• Student-led• Negotiation and

Choice• Individual or group• External sources• Open-ended

7 Essentials for PBL

1. Need to Know (meaningful entry event)2. Driving Question3. Student Voice and Choice4. 21st Century Skills5. Inquiry and Innovation6. Feedback and Revision7. Publicly Presented Product

Larmer, J. & Mergendoller, J. (2010). 7 essentials for project-based learning. Educational Leadership, 68(1).

21st Century Skills21st Century Skills

LCP’s PBL Best Practice

A major challenge facing educators in the 21st century "is how to design our educational system... in order to produce

graduates who are better prepared to take up jobs in a knowledge-based environment characterized by a pervasive

use of information communications technology" (Bodomo 2006, ¶1)


• Global awareness• Digital, information, media

and social literacy• Financial, business and

economical literacy• Creativity• Critical thinking and

problem solving

• Communication and collaboration

• Flexibility and adaptability

• Initiative and self-direction

• Leadership and responsibility

• Productivity and accountability

How does technology enable us to teach

better???

Technology Allows…

• Repetition• Individualization• Pace• Multiple

representations• Metacognition• Motivation• Interests• Level playing field

• Resource sharing• Collaborative

knowledge construction

• Participatory culture• Learning styles

Centre of the Cell http://www.centreofthecell.org/interactives/flu/index.php

Learner Autonomy

Active Participation

Collaboration and

Community Building

Authentic Assessment


PBL Essentials Activity Construct Tool

Guiding Questions: Global warming; Fact or Fiction? Should I reduce my energy consumption? Why?

1. Need to Know Entry Event

Watch video on the effects of Global Warming or participate in simulation on climate change.

Active Participation Internet ResourcesOnline simulation (National Geographic Global Warming Effects Map)

2. Driving Question Brainstorm possible avenues for investigation and/or solutions.

Learner Autonomy Concept mapping tool

3. Student Voice and Choice

Negotiate key activities and project outcomes.

Learner Autonomy Survey instrumentsMultiple representations of learning

4. 21st Century Skills Planning teams develop task lists and job roles.

Collaboration and Community Building

Project management tools.

5. Inquiry and Innovation

Discuss change in perceptions about global warming and reach consensus on a definition of “carbon footprint.” Measure kw/hour usage and determine energy consumption.

Active Participation, Learner Autonomy

Game (Global Warming Interactive)Class wiki or blogCarbon footprint calculatorGlobal collaboration sites

6. Feedback and Revision

Self-evaluation, peer-evaluation, reflection, learning log, teacher evaluation. Process and product.

Authentic Assessment, Active Participation

Discussion forum, Chat, Wiki, Blog, voicethread.

7. A Publicly Presented Product

“How to Reduce Your Carbon Footprint” presentations delivered to school, displayed on the Web, posted in a Blog, etc.

Active Participation, Authentic Assessment

Video or slideshow sharing tool, Wiki, Blog

Reducing our Carbon Footprint

http://missbakersbiologyclasswiki.wikispaces.com/Louis

PBL

http://pbl-online.org

How will your classroom be transformed?

Kerry RiceDepartment of Educational TechnologyBoise State [email protected]

Let’s Play!https://sites.google.com/site/digitalagepbl/home

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