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Il Project Based Learning nella scuola: implicazioni, prospettive e criticità | Riotta | Journal of e-Learning and Knowledge Society The PDF file you selected should load here if your Web browser has a PDF reader plug-in installed (for example, a recent version of Adobe Acrobat Reader). If you would like more information about how to print, save, and work with PDFs, Highwire Press provides a helpful Frequently Asked Questions about PDFs. Alternatively, you can download the PDF file directly to your computer, from where it can be opened using a PDF reader. To download the PDF, click the Download link above. Fullscreen Fullscreen Off This work is licensed under a Creative Commons Attribution 3.0 License. Journal of e-Learning and Knowledge Society | ISSN (online) 1971 - 8829 | ISSN (paper) 1826 - 6223 © 2014 Je-LKS - Italian e-Learning Association (SIe-L).

The Power of a Project Often discussed in conjunction with service learning, inquiry-based learning, or problem-based learning, project-based learning is becoming a very popular and highly-effective pedagogical tool for teachers. Although it refers to much more than the mere creation of a project, PBL is used in a multitude of ways and in a wide variety of educational settings. Most teachers and schools opt to employ PBL as a means of engaging learners in critical thinking and hands-on approaches to learning new content. How is PBL Different from a Basic Thematic Unit Plan? Although the overall purpose of PBL is the integration of multiple subjects into one project, it is not simply a bunch of lessons based on one topic, culminating in a project at the end. Here are some specific ways in which PBL differs from other types of teaching methods: Examples of Successful Projects The term project-based learning is used in many ways, and teachers have varying opinions on what exactly constitutes a project.

TwinSpaces - Home The main aim of this project is to explore pupils’ potential and discover their talents. Helping children to discover what they are good at promotes healthy self-esteem and is essential to their future success. The children need to try many things before they gravitate toward a set of skills that involve their own abilities, therefore we will create opportunities for kids to explore different objects, activities and people. Un’esperienza multidisciplinare di Project Based Learning Collaborativo con Moodle e Cloud (*) | A cura di: Giuseppe Fiorentino ( - Accademia Navale di LivornoDaniela Rotelli e Maria Accarino (, Laboratorio di Cultura Digitale, Università di Pisa (* peer reviewed) Si presenta un’esperienza di Project Based Learning Collaborativo (PBLC) realizzato nell’A.A. 2012/13 con gli studenti del corso di Tecnologie per la Didattica, insegnamento del Corso di Laurea in Informatica Umanistica dell’Università di Pisa. Il progetto si è concretato nella realizzazione di un corso Moodle di (auto) formazione sulla grammatica italiana, una sfida stimolante per chi era alle prime armi con gli strumenti e i metodi dell'e-learning, ma anche un’attività interdisciplinare che ha valorizzato le competenze informatiche e umanistiche del che il CdL promuove. Keywords: Project Based Learning collaborativo, raccordo scuola-università, auto-formazione, blended learning, Moodle. 1. 2. 2.1. 2.2. a. b. c. d. e. 3. 3.1. a. b. c. d. 4.

11 Essential Tools For Better Project-Based Learning by Katre Laan from The rise of technology used in classrooms has made learning much more interactive. The emergence of iPads to browser-based tools in project-based learning, take teaching to a new level in the 21st century. For students, the core aim of project-based learning is to put theory into practice and gain new skills throughout the process. A major advantage of digital tools used is better engagement in the classroom. Browser-based tools and several apps used in education are especially useful for researching, storytelling and collaborative video making. Handy mobile devices allow students to be inspired when outside classroom by creating and sharing ideas and creations instantly. Especially in the case of project based learning, the passive ‘teacher tell students’ teaching has turned to a more ‘hands-on’ approach with students finding the best ways to present their own results. Here is a mini guide to some of the project based learning tools. 1) Mindmeister

TwinSpaces - Pek, the Traveller Flea, is an eTwinning project (which is part of Comenius, the EU program for school learning). The final result is a comic made among several European schools, published in all their languages, in PDF, web and paper. In edition #3 take part teachers and students from: ☼ IES San Clemente, Santiago de Compostela (Galicia, Spain) ☼ IES Miguel Ángel González Estévez, Vilagarcía de Arousa (Galicia, Spain) ☼ Escola Secundária de Gama Barros, Cacém (Sintra, Portugal) ☼ IES Rey Don García, Nájera (, Spain) ☼ Lycée Louis Blériot, Trappes (France) ☼ Střední škola průmyslová a umělecká, Hodonín (Czech Republic) ☼ Liceo Classico "S. ☼ I.S.I.S. ☼ SOU "Georgi Izmirliev", Gorna Oryahovitsa (Bulgaria) ☼ The National Secondary School of Humanities and Arts Konstantin Preslavski, Varna (Bulgaria) ☼ Kerimbey İlköğretim Okulu, () The project’s aims are: → To know about European places and languages. → To learn to create stories in a collaborative way and how to convert them into comics. Work process:

Your Edu Action - L'azione di educare ed imparare Cos’è il project based learning? Il PBL è un approccio all’insegnamento che pone maggiormente l’accento sull’apprendimento da esperienze complesse, orientate verso il raggiungimento di uno scopo o di un obiettivo specifico, al contrario dell’approccio accademico tradizionale che promuove la memorizzazione meccanica di molteplici nozioni alienate dai loro usi concreti nel mondo reale. L’obiettivo che si pone il PBL è quello di fornire alle giovani generazioni gli strumenti mentali necessari per far fronte alla complessa e mutevole natura dell’economia basata sull’informazione che dovranno prepararsi ad affrontare. La scuola ti ha mai insegnato come verificare, dubitare e mettere in discussione ogni fonte di informazione? Nelle aule attuali, gli studenti lavorano a compiti semplici in cui è importante innanzitutto la memorizzazione di brevi definizioni; lavorano da soli, scrivono solo per l’insegnante, e raramente fanno delle presentazioni. Le competenze di cui si parla sono: Conclusioni

Integrated Projects = Deeper Learning Here's how one school designs rigorous projects that blend STEM with other core subjects. See how this strategy might work for you. MC2 STEM High School has fabrication laboratories ("fab labs") where students learn to use advanced equipment such as the "shop-bot" (left) that they can use for their interdisciplinary project-based-learning assignments. Credit: Zachary Fink MC2 (Metropolitan Cleveland Consortium) STEM High School is a year-round public school in Cleveland, Ohio. The MC2 STEM curriculum was designed to meet three important criteria: aligned with Ohio Academic Content Standards connected to higher-education courses relevant and responsive to industry needs What is Transdisciplinary Project-Based Learning? The PBL instruction (PDF) at MC2 STEM is built on rigorous ten-week projects called capstones (PDF). Importantly, all capstones have real-world relevance (PDF). How To Design Integrated Projects What do you think about this Schools That Work story?

Developing a Competency Framework - Learning Skills from Linking Company Objectives and Personal Performance © VeerBinkski Objectives should align across the oganization. You're probably familiar with the phrase ‘what gets measured gets done.' Defining and measuring effectiveness – especially the performance of workers – is a critical part of your job as a manager. The question is: How do you define the skills, behaviors, and attitudes that workers need to perform their roles effectively? Some people think formal education is a reliable measure. All of these are important, but none seems sufficient to describe an ideal set of behaviors and traits needed for any particular role. A more complete way of approaching this is to link individual performance to the goals of the business. Defining which competencies are necessary for success in your organization can help you do the following: Ensure that your people demonstrate sufficient expertise. How can you define the set of practices needed for effective performance? Developing the Framework

Feedback, feed-forward, peer-assessment and project-based learning Last year when I began my Masters of Ed, my lecturer told me that I should read about ‘feedback’. She encouraged me to look at the work of Black and Wiliam (Inside the Black Box being their most well known and eloquent paper on feedback and assessment), Hattie (his book Visible Learning on the effect sizes of a variety of teaching methods revealed ‘feedback’ has the most significant impact on learning) and Petty (who used the research of Hattie and made it practical for the classroom in his book ‘Evidence Based Teaching’). I think I’ll always be grateful for her suggestions as they opened a world of ideas for me regarding assessment, feedback and project-based learning. One of the biggest criticisms of project-based learning is that it is a constructivist pedagogy and constructivism has been shown to have some flaws. So the focus here then, is on assessment again. My students have been working on some written responses to texts as part of their lastest projects. Like this: