Project-Based Learning

Learning Experiences From An Interdisciplinary and Cross-Institutional Innovation Project As Part of a Robot Festival

by Lars Bojen

Teaching Physics Using Appropriate Technology Projects

by Joshua Pearce

The Physics Teacher, 45, pp. 164-167, 2007.

Appropriate technologies able to be easily and economically constructed from readily available materials by local... more Appropriate technologies able to be easily and economically constructed from readily available materials by local craftspeople have a central role in the alleviation of poverty in the developing world. However, research and development of these technologies are generally apportioned relatively modest support by the developed world’s institutions, in part because the operation of many of these appropriate technologies is dependent on relatively well-under-stood science accessible even to introductory college physics students. This paper describes a project-based assignment used to capitalize on this opportunity to motivate students to learn physics by offering them a chance to make concrete contributions to the optimization of appropriate technologies for sustainable development.

Education Must Change: Time for PBL?

by IOLC Conference

Hajrulla Veneranda
Lecturer, University of Vlora, Albania
hajrulla@univlora.edu.al

The Effect of Project Based Learning on Learning Outcomes in the 5th Grade Social Studies Course in Primary Education

by Halil Eksi

Mehmet GÜLTEKİN
Educational Sciences: Theory & Practice
5 (2) • November 2005 • 548-556

The 2004 Turkish primary school curriculum based on the principles of constructivist
theory is intended to bring... more The 2004 Turkish primary school curriculum based on the principles of constructivist
theory is intended to bring different educational viewpoints into teachinglearning
process. As a consequence of the integration of constructivist theory into
Turkish primary school curriculum, one of the many student-centered approaches,
project-based learning approach is planned to be implemented in the teachinglearning
process according to the 2004 program. Project-based learning is an
approach constructed on the tangible outcome that students produce either on their
own or in small groups. This study investigated the effects of project-based learning
upon learning outcomes in social studies courses among fifth grade by using quantitative
and qualitative methods. In the quantitative phase, a pre-and-post test control
group design was used and the effects of project-based learning on the learners’ success
were observed. In the qualitative phase, a semi-structured interview was used
to learn the opinions of learners and teachers involved in the study. The results
showed that there was a significant correlation between the academic successes of
experimental and control groups. In addition, participants and teachers indicated
that project-based learning increased the success by providing students with various
skills and making learning more enjoyable, entertaining, and meaningful. However,
few problems were also reported such as arguments between group members and
difficulties in carrying out the project.

Use of project-based learning in increasing students' vocabulary knowledge & communicative ability

by Azadeh Shafaei

Shafaei, Azadeh and Poorverdi, Mona and Parvizi, Behnaz (2007). Use of project-based learning in increasing students' vocabulary knowledge & communicative ability. In: The Second Biennial International Conference on Teaching and Learning of English in Asia : Exploring New Frontiers (TELiA2), 14-16 June 2007, Holiday Villa Beach & Spa Resort, Langkawi. Faculty of Communication and Modern Languages, Universiti Utara Malaysia, Sintok, pp. 1-11. ISBN 978-983-42061-2-3

A Project Based Learning Model's Effectiveness on Computer Courses and Multiple Intelligence Theory

by Halil Eksi

Nesrin ÖZDENER, Tuğba ÖZÇOBAN
Educational Sciences: Theory & Practice
4 (1) • Mayýs / May 2004 • 164-170

With the philosophy of the natural and supernatural power of all children, multiple intelligences,
already... more With the philosophy of the natural and supernatural power of all children, multiple intelligences,
already important in education, has recently gained a different perspective. In the present study,
the project based learning model was compared with the traditional learning model. The study
was formed in project based learning model, to understand the reflection of grouping of similar
and different intelligence types on students’ success. While the influence of areas of intelligence
on project production was identified, the importance of students’ individual interests, abilities,
and intelligence areas have been observed. Pre-test and post-test group activities by considering
the students’ different intellingence areas were performed among 75 6th grade students majoring
in primary education. The results show that the project based learning model has a positive
effect on students success and that choosing the proper teaching method suitable to students
individual interests and abilities is very important.

LESSONS LEARNED FROM IMPLEMENTATION OF LEARNING BY DESIGN METHOD IN A LEARNING MANAGEMENT SYSTEM FROM THE INSTRUCTORS PERSPECTIVE

by Evrim AKMAN KADIOĞLU

A qualitative longitudinal  study, presented in  5th International Computer & Instructional Technologies Symposium, 22-24 September 2011 Fırat University, ELAZIĞ- TURKEY

In this study the benefits and considerations related to implementation of "Learning by Design" (LBD) method... more In this study the benefits and considerations related to implementation of "Learning by Design" (LBD) method through a Web-based learning environment were investigated from the instructor`s perspective. LBD is a project based learning approach on the basis of case based reasoning and problem based learning approaches. The case course of the study, Foundations of Distance Education, was given in blended form containing faceto-face sessions and web based instructional activities.  The students were assigned to design a course site within LBD approach. The information gathered from the instructor in three different semesters were evaluated and compared. The 2010 and 2011 summer implementations of the course had some differences in technical and administrative level. These modifications were led by the  previous experiences  from the former implementations of the course. The outcomes of these differences were also investigated. It was  emphasized that the project work had as a positive effect  on  the students’ learning. Taking role in the design of a course with iterative processes was accepted to be effective in learning of the subject. It was also  mentioned that this type of LBD implementation required a technical support. It was observed that the instructor has the sole responsibility of maintaining the servers, besides being the instructor.
Keywords: Learning by design, Learning management system, Project based learning, Collaborative instruction, Constructivism

MIT CASTOR Satellite: design, implementation, and testing of the communication system

by Alessandra Babuscia

Don’t leave me alone: effectiveness of a framed wiki-based learning activity

by Nikolaos Tselios

Tselios, N., Altanopoulou, P., & Komis, V. (2011). Don’t leave me alone: effectiveness of a framed wiki-based learning activity. WikiSym 2011, International Symposium on Wikis and Open Collaboration, pp. 49-52, Mountain View, California, October 3-5, 2011.

In this paper, the effectiveness of a framed wiki-based learning activity is examined. A one-group pretest–posttest... more In this paper, the effectiveness of a framed wiki-based learning activity is examined. A one-group pretest–posttest design was conducted towards this aim. The study involved 146 first year university students of a Greek Education Department using wikis to learn basic aspects and implications of search engines in the context of a first year course entitled ‘Introduction to ICT”. Data analysis showed significant improvement in learning outcomes, in particular for students with low initial performance. The average students’ questionnaire score jumped from 38.6% to 55%. In addition, a positive attitude towards using wikis in their project was expressed by the students. The design of the activity, the context of the study and the results obtained are discussed in detail.

Learning-in-community: reflections on practice

by Janet Marsden

Griffiths, M.D. (2007). The way to motivate. Times Higher Education Supplement, April 13, p.13.

by Mark Griffiths

Weighing the Risks with the Rewards: Implementing Student-centered Pedagogy within High Stakes Testing

by Michael M Grant

Co-authored with Janette Hill. Published in R. Lambert & C. McCarthy (Eds.) Understanding teacher stress in the age of accountability (pp. 19-42). Greenwich, CT: Information Age Publishing.

There is a growing research base to support teacher use of student-centered learning strategies. However, this... more There is a growing research base to support teacher use of student-centered learning strategies. However, this research comes at a time when high-stakes testing is the focus of much of the work in schools in the United States. This chapter examines the risks teachers take when implementing student-centered pedagogy within these contexts. Based on previous and current research we describe a framework for understanding these risks, emphasizing the challenges teachers face. Additionally, we examine how each of these factors affects teachers, offering examples from teachers and the literature where appropriate. Finally, recommendations for the successful implementation and reduction in teacher stress are presented.

Getting a grip on project-based learning: Theory, cases and recommendations

by Michael M Grant

published in Meridian: A Middle School Computer Technologies Journal, 5.

Project-based learning is centered on the learner and affords learners the opportunity for in-depth investigations of... more Project-based learning is centered on the learner and affords learners the opportunity for in-depth investigations of worthy topics. The learners are more autonomous as they construct personally-meaningful artifacts that are representations of their learning. This article examines the theoretical foundations of project-based learning, particularly constructivism and constructionism, and notes the similarities and differences among implementations, including project-based science (Blulmenfeld et al., 1991), disciplined inquiry (Levstik & Barton, 2001) and WebQuests (Dodge, 1995). In addition, an anatomy of a model case will be considered using a WebQuest example developed by the author, describing seven characteristics common among the various implementations of project-based learning. Finally, practical advice and recommendations for project-based learning are discussed, including beginning slowly with the implementation, teaching students to negotiate cooperative/collaborative groups and establishing multiple forms of performance assessments.

Educational design and online support for an innovative project-based course in engineering design (2006)

by Belinda Allen

Co-authors: Iain McAlpine (first author), Carl Reidsema

A new course in Engineering Design and Innovation used a project-based learning approach to facilitate learning the... more A new course in Engineering Design and Innovation used a project-based learning approach to facilitate learning the design process, the development of design thinking and the skills required to solve open-ended design problems. The course involved over 950 first year students, in the Faculty of Engineering at the University of New South Wales. Students were enrolled in nine schools of engineering in the faculty. A WebCT Vista course was used to support student learning in design teams and to integrate and manage the course. Online facilitation methods were used to support student learning during several phases of the design process. Online peer assessment and review processes were used to encourage reflective learning and be time-efficient for academic staff. The paper includes survey data from the first offering of the course.

Integrating Soft Skill Competencies Through Project-based Learning Across the Information Systems Curriculum

by Patricia Sendall

Integrating Soft Skill Competencies Through Project-based Learning Across the Information Systems Curriculum

by Patricia Sendall

Integrating Soft Skill Competencies Through Project-based Learning Across the Information Systems Curriculum

by Patricia Sendall

Individual Differences and Learning Artifacts: A Case Study in Eighth Grade Geography

by Michael M Grant

Tracing Individual Differences through the Artifacts of Learning

by Michael M Grant

PowerPoint and the invisibility of contingency in project organizing

by Dennis Schoeneborn

University of Zurich, IOU Working Paper No. 124, available at: http://ssrn.com/abstract=1833943.

The emerging process view in organization studies conceptualizes organizations as fluid streams of organizing. If,... more The emerging process view in organization studies conceptualizes organizations as fluid streams of organizing. If, however, organizations are conceived as consisting of something as ephemeral as processes, the question arises how the organization is then able to interconnect the very processes that constitute its existence. For studying this issue of connectivity we draw on one particular stream of process theorizing, that is, the theory of social systems by Niklas Luhmann. He argues that organizations are fundamentally grounded in paradox: they continuously require both to visibilize and to invisibilize the inherent contingency (i.e. alternativity) of processes in order to allow for interconnectivity between them. In this paper, we therefore examine one organizational form where the connectivity between processes is particularly at stake: the project organization. We present the findings of an empirical case study at a globally operating business consulting firm. The study involved the quantitative and qualitative analysis of 565 textual documents collected from cross-project learning databases as well as 14 qualitative interviews. We found that usually all that remains after a project has been completed is a collection of highly condensed PowerPoint documents. The narratives contained in those documents focused on consistency (e.g. highlighting "best practices" or "success stories") rather than contingency (e.g., doubts, mistakes, or alternative paths considered). Consequently, the processuality and contingency of each project remained opaque to non-participants. This also found expression in established practices of hiding the elephant, i.e. disguising the vast contingencies inherent to the processes that constitute the organization.