project based learning: virtually authentic dr. kerry rice, boise state university barbara frey,...
TRANSCRIPT
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Project Based Learning: Virtually Authentic
Dr. Kerry Rice, Boise State University
Barbara Frey, Connections Academy
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Agenda
1. Introductions2. The “Teacher” in Online Teaching3. Constructivist practices in a digital age4. LCP’s + PBL = Best Practice5. Lesson Development
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The “TEACHER” in Online Teaching
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How are constructivist practices translated to the online environment?
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From Theory to Practice
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Virtual Learning Scaffolding Model
• Student-centered• Engaging• Construct active
learning• Supports learning
through varied instructional tools and strategies
Learner Autonomy
Learner AutonomyLearner
Autonomy
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Technology
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Learning Portals
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Communication Tools
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Writing and Reflection Tools
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Collaboration Tools
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Web-Based Multimedia Tools
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Networking Tools
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Instructional Teaching Aids
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Tool-Centered vs. Learner-Centered
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21st Century Skills
LCP’s PBL Best Practice
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Learner Autonomy
Active Participation
Collaboration and
Community Building
Authentic Assessment
21st Century Skills
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Supported through:• Scaffolding and careful guidance • Instructional learning aids • Modeling and prompting• Coaching strategies• Reflective thinking and problem
solving
The ability and motivation to take responsibility for one's own learning.
Learner Autonomy
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Learner AutonomyLearner
AutonomyInteractive Simulations
John Travoltage web-based simulation at Phet
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Interactive Learning AidsLearner Autonomy
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Learner AutonomyLearner
Autonomy
Multimedia
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Learner AutonomyLearner
Autonomy
Negotiated Inputs and Outcomes
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Learner AutonomyLearner
Autonomy
Reflection
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Supported through:• Authentic projects and assessments• Role assignments• Teamwork• Peer review• Strategies to structure activities
(consensus building, Tuning Protocol, Fishbowl Method)
Strong feelings of community have been shown to promote a greater sense of well-
being among learners as well as increases in engagement, cooperation, commitment to
group goals, information flow, and satisfaction in group interactions.
Collaboration and
Community Building
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Collaboration and
Community Building
Collaborative Resources
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Collaboration and
Community Building
Collaborative Spaces
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Collaboration and
Community Building
Online Instructional Spaces
• Role Play• Think-Pair-Share by assigning email pals or
“web-buddies”• Modify fishbowl by dividing the class into 2
groups, allowing group 1 to contribute the first half of the week and group 2 to contribute the second half.
• Writing Roulette – each learner adds to expanding class story
• Class voting and polling• Debate• Consensus building• Student generated discussion questions• Peer review
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Collaboration and
Community Building
Online Social Spaces
• Virtual Icebreakers• Share favorite Websites• “Student lounge”, “Recess”• Question Cafe • PLC’s
http://teacherstream.org
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Global Spaces
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Multiplayer Gaming
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Supported through:• Authentic, collaborative, inquiry-
based projects• Negotiated learning outcomes • Active research in the field• Partnerships with the outside
community
Interactions within the learning community as well as engagement
with the content being studied.
Active Participation
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Active Participation
• Discussion leader• Resource provider• Tech support• Class Twitter
contribution• Role play games
Role Assignment
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Active Participation Choice
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Active Participation Real-Time Communication
• Live presentations and lectures
• Guest speakers• One-on-one tutorials and
mentoring• Group discussions and
activities• Informal chat sessions• Question and answer • sessions
Adobe Connect
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Active Participation
Structured Learning Paths
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Supported through:• Timely and consistent
instructor and peer feedback• Reflection• Authentic purpose• Dissemination to “real-world”
audiences
Instructional environments that promote a process rather than an end product necessitate the
development of assessments that are progressive rather than summative.
Authentic Assessment
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Authentic Assessment
• Written assignments • Participation in online discussions• Publication of student work /presentations• Online quizzes and questions• Experiential activities, such as role-play• Collaborative assignment work • Debates• Portfolios• Reviews• Online Exams (open-book; structured; timed• Journals and reflection• Complete a simulation or win a game
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Authentic Assessment
Make it Visible
“I started making this website because I had the Idea of instead of just doing a project paper for my class I could spread my information around the continents...”
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Authentic Assessment
Make it Meaningful
http://www.mathalicious.com/?p=1547
http://www.mathalicious.com/?p=1694
Cell Phone Extravaganza
Warranty For You
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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)
21st Century Skills
• 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
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Learner Autonomy
Active Participation
Collaboration and
Community Building
Authentic Assessment
21st Century Skills
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46
Map It Project Example
• Math and Geography• Hands-on• Real-time communication
LiveLesson ® activities focus on the student’s immediate environment using functions such as:
• chat • interactive whiteboard, • voice over IP• Polling
• Delayed-time activities– Word processing, presentation software, email
and message boards • complete a chart or study guide• read a book • write in their math journal• Post in the message board
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# Activities Construct Tools
Guiding Questions: Why is it important to have standardized measurements? How can measurement and spatial relation skills be applied to principals of navigation?
1 Read “How Big Is a Foot?” Think about the problem and how it was solved.
Active Participation Discussion forum; reflection journal
2 Participate in discussion of the book and reach consensus about the importance of standardizing measurement.
Collaboration and Community Building
Web conference tool (LiveLesson ®); polling and live chat
5 Problem solve how to use the measurement tools in the lesson.
21st Century Skills Instructional software (Teachlet®)
6 Read “Mapping Penny’s World” to learn how to construct maps to gain information about the environment.
Active Participation Discussion forum; reflection journal
7 Discuss ways measurement is used to construct maps through modeling and prompting.
Learner Autonomy Web conferencing tool (LiveLesson ®)
8 Create a Rough Map Sketch using spatial skills and map elements.
Active Participation
Digital drawing tool, fax, snail mail
9 Demonstrate learning through creation of map.
Authentic Assessments Web conference tool (LiveLesson ®); presentation tool; rubric
Map It Lesson Chart
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Message Board Responses
Message Boards > Colorado CA Schoolhouse > Teacher Message Boards: How Big is a Foot?• 2/21/2006 5:57 PM Sandra Reply • Quote • Edit •
1. The guy that made it had small feet. The King had large feet. 2. Because they didn't measure with the King's feet.3. They used a mold of the King's foot.4. 12"5. A ruler. Alex
• 5/2/2006 3:01 PM Ryan Reply • Quote • Edit • 1. The apprentice's feet were too small.2. They didn't have a yardstick.3. They made a copy of the king's foot.4. It was about one foot. It was about a foot on the yardstick picture.5. They use a yardstick. Ryan
• 5/2/2006 3:05 PM Ethan Reply • Quote • Edit • 1. The apprentice's feet were smaller than the king's feet.2. They didn't have any standard units of measuring.3. When the apprentice realized that the king's feet were bigger than his, a sculptor got a marble copy of the king's foot for the apprentice to use.4. It was obviously a foot. That's where they got the standard unit of measure, the foot.5. They use units of measuring such as yards, inches, and feet. Ethan
Collaboration and
Community Building
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Sample Benchmark ProjectsAuthentic
Assessment
Driveway
House
T
Alex’s map
KEY
• Chair• Bone• Tree• Trampoline• Table• Grass• Stones• Squeaky Toy
T
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51
Andrew’s Map
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# Activity Construct Tool
Guiding Questions: Global warming; Fact or Fiction? Should I reduce my energy consumption? Why?
1 Brainstorm what you know about global warming.
Active Participation Concept mapping tool, Web conference
2 Read text-based content, view images of global warming and listen to audio podcast overview of activities.
Learner Autonomy LMS content, Internet resources, podcast
3 View video on the effects of global warming. Learner Autonomy Internet resources
4 View video tutorials on how to use the tools in the lesson.
Learner Autonomy Scaffolding
Video creation and slide sharing tool
5 Participate in simulation on climate change. Active Participation Online simulation
6 Discuss change in perceptions about global warming and reach consensus on a definition of “carbon footprint.”
Collaboration and Community Building
Discussion forum, Web conference, Chat, Wiki, Blog
7 Measure kw/hour usage and determine energy consumption.
Active Participation Carbon footprint calculator
8 Find ways to reduce carbon footprint. Collaboration and Community Building, 21st Century Skills
Internet resources, global collaboration sites
9 Demonstrate learning through presentation and share with the community.
Active Participation, Authentic Assessment
Video or slideshow sharing tool, Web conference tool, Wiki, Blog
Reducing our Carbon Footprint Lesson Chart
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http://missbakersbiologyclasswiki.wikispaces.com/Louis
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How will your classroom be transformed?
Kerry RiceDepartment of Educational TechnologyBoise State [email protected]
Barbara FreyConnections [email protected]
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Resources• Boise State University, Department of Educational Technology:
http://edtech.boisestate.edu • PBL-Online:
http://pbl-online.org • Buck Institute for Education:
http://www.bie.org • Project Library:
http://www.bie.org/tools/links/pbl_in_practice • Mathalicious:
http://www.mathalicious.com/index.php • K-12 Online Teaching Strategies resource site:
https://sites.google.com/site/onlineteachingstrategies/ • Research Committee Issues Brief: Examining Communication and Interaction in Online
Teaching, iNACOL (September 2009)
• Blended Learning: The Convergence of Online and Face-To-Face Education• Partnership for 21st Century Skills. 2004. Framework for 21st century learning.
http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=120