aalborg universitet how can an existential...

Aalborg Universitet

How can an existential-phenomenological Bildung perspective throw light on thepotentials and workings of Problem-Based Learning?Feilberg, Casper

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Publication date:2018

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Citation for published version (APA):Feilberg, C. (2018). How can an existential-phenomenological Bildung perspective throw light on the potentialsand workings of Problem-Based Learning? The case of Danish psychology students and their embodiment ofthe habitus of the profession through processes of formation. 33. Abstract from PBL2018 INTERNATIONALCONFERENCE - PBL for the Next Generation , Santa Clara, United States.

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PBL2018INTERNATIONALCONFERENCEPBLfortheNextGeneration

Blendingactivelearning,technology,andsocialjustice

February16-19,2018,SantaClara,California,USA

CONFERENCEPROGRAM

TableofContents

WelcomefromtheConferenceChairs................................................................................................................

2

WelcomefromthePAN-PBLPresident...............................................................................................................

3

AreaMapofSantaClaraUniversity....................................................................................................................

4

OrganizingCommittees.......................................................................................................................................

5

2018ConferenceScheduleataGlance...............................................................................................................

6

Formatofsessions..............................................................................................................................................

7

InvitedSpeakers..................................................................................................................................................

8

ScheduleandLocationofSessions......................................................................................................................

10

Friday,2/16...............................................................................................................................................

10

Saturday,2/17...........................................................................................................................................

12

Sunday,2/18.............................................................................................................................................

22

Monday,2/19............................................................................................................................................

31

ListandAbstractsofPosters...............................................................................................................................

35

E-mailsofthePBL2018participants....................................................................................................................

40

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WelcomefromtheConferenceChairs

WelcometoSantaClaraUniversityandtoSiliconValley!

Prof.Dr.PedroHernández-Ramos

Co-Chair&HostSantaClaraUniversity,USA

ReinholdSteinbeck

Co-ChairIntoActions,USA

It is our pleasure to serve as co-chairs of the local organizing committee for the 2018 PBL International

Conference,withthetheme“PBLfortheNextGeneration:Blendingactivelearning,technology,andsocialjustice.”

WhenUlissesAraújo,PresidentofthePAN-PBLAssociation,approachedusinSpringof2017toexploretheopportunity for hosting the 2018 PBL International Conference in Silicon Valley,we immediately started to thinkaboutwhatanappropriatethemeforthisconferencemightbe.Giventhelocation,thecriticalroleoftechnologyinthedevelopmentandgrowthof thispartof theSanFranciscoBayareaandSantaClaraUniversity’s long-standingcommitmenttosocialjusticebecamemoresalient,andthethemequicklyemerged.Aswereflectedonthecurrentstate of education, learning, and pedagogy around the world and specifically the “PBL Universe,” it becameincreasingly clear to us that themostmemorable learning experiences for us as teachers/designers and for ourstudents are those where there are authentic, important connections to the real world—to the immediateexperiences in the environments where our students as learners can feel a sense of agency, value, andconsequencesfortheirwork.

IntheUnitedStatesandacrosstheworld,thereisagrowinginterestamongeducatorsandorganizations,such as the International Society for Technology in Education (ISTE), to move away from “traditional” forms ofteaching(e.g.,lecture),learning(e.g.,emphasisonmemorization),andassessment(e.g.,standardizedtests)towardsmoreactiveandengagingpedagogies(e.g.,project-basedlearning),formsofstudentlearning(e.g.,closelylinkedtothe‘realworld’),andwaysofassessingstudentachievement(e.g.,performances).Forexample,theISTEStandardsfor Students (https://www.iste.org/standards/for-students) envision students as “knowledge constructors,”“innovative designers,” “creative communicators,” and “global collaborators”—qualities, skills, and abilities thathave proven difficult if not impossible to develop in traditional learning settings. Furthermore, through theappropriate integrationof technologies intoourdesigns for learningexperienceswe can supportour students astheywork to become “empowered learners” and “digital citizens,”which arewidely recognizednowas essentialcharacteristicsforacademicandpersonalsuccessinthe21stcentury.

ReturningtotheU.S.forthefirsttimesinceitslaunchatSamfordUniversityinAlabama18yearsago,the

2018PBLInternationalConferenceexpandsPBLtoincludeotheractivelearningmethodologiesandalsoemphasizes‘active learning approaches’ for the conference itself. With guidance from the PAN-PBL Association, we havedeliberatelyplannedformultipleopportunitiestoengagewithyourpeersandwiththepresentersindifferentways.Therearequitea fewPaperSessions still, yetwehope that through interactions suchas thePBLStudio, Lounge,Roundtable, Authentic PBL Problem Trigger, and Workshops this conference will be a rewarding learning andnetworkingopportunityforallofyou.

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WelcomefromthePAN-PBLPresident

DearPBL2018Participants,

WelcometothePBL2018InternationalConference,apremierinternationalacademicgatheringthatbringstogetherscholars,practitioners,studentsandresearcherstosharetheirknowledgeandpracticesonProblem-BasedLearning and many other active learning methodologies, such as Project-Based Learning, Team-Based Learning,DesignThinking,andtheMakermovement.

The PBL Conference has its origins in the year 2000,when Samford University in Birmingham (Alabama,USA)organizedthefirstconference,aimingtoexploretheuseofPBL inundergraduate learning.Sincethen,eightothereditionshavetakenplaceindifferentuniversitiesandcountrieseverytwoyears:UniversityofDelaware,USA(2002), Instituto Tecnológico de Monterrey, México (2004), Pontifícia Universidad Católica del Perú (2006),Universidad de Colima, Mexico (2008), Universidade de São Paulo, Brazil (2010), Universidad Autónoma deOccidente,Colombia(2012),UniversidaddelBio-Bio,Chile(2014),andUniversidadedeSãoPaulo,Brazil(2016).

In 2017, the international academic group involved in these conferences, with the support of over 130colleagues from 23 countries, created the PAN-PBL Association of Problem-Based Learning and Active LearningMethodologies. PAN-PBL is a globalnon-profitprofessional associationaiming topromoteeducational forums forprofessionalsrepresentingawidevarietyofperspectivesandexperienceswithProblem-BasedLearningandActiveLearning Methodologies and to foster communication, cooperation, and scientific research for individuals andinstitutions.

WearethankfultoSantaClaraUniversityforhostingthe10thconferenceofthisseries,andthefirstundertheauspicesofthenewlycreatedPAN-PBLAssociation.LocatedintheheartofSiliconValley,SantaClaraUniversityis the oldest in California and is committed to promoting a more just and sustainable world, pursuing newtechnologies, encouraging creativity, engagingwith the surrounding communities, and sharing anentrepreneurialmindset. These goals were the source for the theme of the PBL2018 Conference: Blending active learning,technology,andsocialjustice.

For the PAN-PBL Association, this partnership and the chosen theme fit very well with the goals of theassociation toenhanceand reinvigoratehigher,professional, andbasic (K-12)educationbygenerating innovativeandinterdisciplinaryknowledge.Ihopeyouwillagreethatthefinalprogramfortheconferencereflectsthesegoals.

Finally, after a special thanks to Reinhold Steinbeck and Pedro Hernández-Ramos, co-chairs of theConference, for the hard work and friendship, and to Cristina Pataro for the program preparation, I wish toacknowledgeallthepartners,friends,colleagues,students,sponsorsandsupporterslistedintheprogram.SomanypeoplemadethisconferencepossiblethatIcannotlistthemall.Buttoeachandeveryoneofthemfortheirspecificroles,Igivethemmygratefulthanks.

Prof.Dr.UlissesF.AraújoPAN-PBLAssociationPresidentUniversityofSãoPaulo,Brazil

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AreaMapofSantaClaraUniversityKEYNOTES:Music&DanceBuilding,RecitalHall

SESSIONS:LucasHallandVariHallPRE-CONFERENCEWORKSHOPSATS.C.U.:GuadalupeHall

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OrganizingCommittees

ConferenceChairs PedroHernández-Ramos(co-Chair&Host)SantaClaraUniversity,USAReinholdSteinbeck(co-Chair)IntoActions,USA

InternationalAdvisoryCommittee

(PAN-PBLExecutiveBoard)

UlissesAraújo–UniversityofSãoPaulo,Brazil–PresidentLuisBretel–EducationalConsultant,Peru–FiscalCouncilDianaDolmans–MaastrichtUniversity,Netherlands–BoardMemberRenateFruchter–StanfordUniversity,USA–BoardMemberWoeiHung–UniversityofNorthDakota,USA–TreasurerAnetteKolmos–AalborgUniversity,Denmark–BoardMemberPauloMarcondes–FederalUniversityofSantaCatarina,Brazil–FiscalCouncilGlenO’Grady–AustralianNationalUniversity,Australia–BoardMemberMarkServa–UniversityofDelaware,USA–SecretaryReinholdSteinbeck–IntoActions,USA–FiscalCouncilSamsonTan–NanyangTechnologicalUniversity,Singapore–BoardMember

ScientificCommittee AnetteKolmosCarlosVegaBaroneCristinaSatiêdeOliveiraPátaroDaniëlleVerstegenDianaDolmansHallerSchunemannIaneFranceschetJulianaFranziJulianaPedreschiRodriguesGlenO’GradyLucasNobiloLuisBretelLykkeBrogaardBertelMarkServa

N.deJongNicolajRiiseClausenPauloMarcondesPauloRogérioMirandaCorreaPedroHernández-RamosReinholdSteinbeckRenateFruchterRicardoFernandesPátaroSanneRoversSamsonTanUlissesAraújoValeriaLacerdaValeriaAmorimArantesWoeiHung

ConferenceSecretariat

CristinaSatiêdeOliveiraPátaroDanielaHaertelDouglasPereiraRicardoFernandesPátaro

PromotionandOrganization

PAN-PBLAssociationofProblemBasedLearningandActiveLearningMethodologiesSantaClaraUniversity

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2018ConferenceScheduleataGlance

FRIDAY2/16 SATURDAY2/17 SUNDAY2/18 MONDAY2/19

9:00AM–4:00PM 8:30–10:00AM 8:30–10:00AM 8:30–10:00AM

Pre-ConferenceWorkshops

KeynoteSpeaker2 KeynoteSpeaker3 KeynoteSpeaker4

10:00-10:20AMBREAK

10:00-10:20AMBREAK

10:00-10:20AMBREAK

10:30AM-12:30PM 10:30AM–12:30PM 10:30AM–12:30PM

PaperSession1

Workshops

AuthenticPBLProblemTrigger

Lounge

PBLStudio

PaperSession4

Workshops


Lounge

PBLStudio

PaperSession7

Workshops


Lounge

PBLStudio

12:30–1:30PMLUNCH

12:30–1:30PMLUNCH

12:30–1:30PMCLOSINGCEREMONY

1:30-3:30PM 1:30-3:30PM

PaperSession2

Workshops


Lounge

PBLStudio

PaperSession5

Workshops


Lounge

PBLStudio

-

3:30–3:50PMBREAK

3:30–3:50PMBREAK

4:00–6:00PM 4:00–6:00PM

PaperSession3

Workshops


Lounge

PBLStudio

PaperSession6

Workshops


Lounge

PBLStudio

6:30–9:30PM 6:00–7:00PM 6:00–8:00PMOpeningCeremony

KeynoteSpeaker1

PAN-PBLAssociationGeneralAssembly

PosterSession

PotluckCulturalGathering

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FormatofSessionsLG-LOUNGEIntheLoungesessions,participantsareabletomeetmore informallywithexperts,keynotespeakers,andother invitedguests. The space for these sessions will be smaller and more intimate, and we envision not having more than twospeakersandonemoderator.Thespeakersareencouragedtoengageinconversationswiththeparticipants.ST-PBLSTUDIOPBLStudio sessionsarehands-onandprovideparticipantswithanopportunity to ‘makesomething’ that theycan takebackhome.Guidedbyexperts,participantsmightdesignamoduleforanonlinePBLcourse,arobot,asciencelabtool,oralearningactivitythatisbasedonactivelearningmethods.PBLStudiosessionsmaylastforoneortwo2-hoursessionsspreadacrossoneortwodays.RT-ROUNDTABLETheRoundTablesessionsfocusonspecifictopicsconcerningPBLorotheractivelearningmethods.Eachsessionlastsupto120minutes.ARoundTableisagatheringof6to12participantsinterestedinaspecifictopic.Moderatedbyanexpert,participantsdiscussanddeepentheirknowledgeaboutspecificissues.PD-PANELDISCUSSIONPanelDiscussionsare120-minutesessionscomprisedofpresentationsby3-5individualswhoaddressacommonthemeortopicinPBLorotherActiveLearningMethods.WS-WORKSHOPSWorkshops are 120-minute small-group interactive sessions that focus on a specific PBL or Active Learning Methodinterventionorassessmentemphasizingthedemonstrationandapplicationoftechniques,skills,etc.PT-AUTHENTICPBLPROBLEMTRIGGERAuthentic PBL problem triggers are 120-minute sessions where proponents will facilitate a group of conferenceparticipants towork throughaproblem.Theproponentprovides resources to support thegroup inquiry.Oneof theseresourcesideallyshouldbeanoriginalpieceofwork,tobeusedasaoneofanumberofresourcestoscaffoldthegroupdiscussion.PS-RESEARCHANDEXPERIENCESPAPERPRESENTATIONSPaper presentations are reports about research and/or the implementation and application of PBL or Active LearningMethods.Theycanbepresentedindividuallyorbyaninstitutionwithfourcomplementarypapers.PO-INTERACTIVEPOSTERANDPROTOTYPEPRESENTATIONSPosters are visual and graphic representations and Prototypes are original models of products, processes, and publicpoliciesthatcanbetestedpriortoconfirmitsfunctionality.Postersshouldrefertoresearchand/ortheimplementationandapplicationofPBLorActiveLearningMethods.

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InvitedSpeakers

KeynoteSpeakers

HenkSchmidtErasmusUniversityRotterdam,Netherlands

Henk Schmidt is a professor of Psychology at Erasmus University’s Faculty of Social Sciences andfounding dean of its problem-based psychology curriculum. From September 2009 until November2013, hewas theRectorMagnificusof ErasmusUniversityRotterdam, theNetherlands. Previously,Schmidt held academic positions as professor of cognitive psychology, faculty of psychology,MaastrichtUniversity, and as professorof healthprofessions education at the sameuniversity.Hisadministrative positions include both the deanships of the faculty of social sciences at ErasmusUniversity and the facultyofhealth sciencesofMaastrichtUniversity. In addition,hehasbeen thepresident of the Dutch Psychological Association (NIP), the chairman of the Dutch Society forResearch into Higher Education (CRWO), and the associate secretary general of the Network ofcommunity-oriented educational institutions for health sciences, a World Health Organization-supportedNGO.HewasR.SamuelMcLaughlinProfessoratMcMasterUniversity,Hamilton,Canada,and Prof. L. Verhaegen Professor at the Limburg University Centre, Diepenbeek, Belgium.Furthermore,hehasbeenavisitingprofessoratMcGillUniversity,Montreal,Canada;theUniversityofBern,Switzerland;andtheUniversityofCapeTown,SouthAfrica.

AmySmithFoundingDirector,D-Lab,2004MacArthurFellowMIT,USA

AmySmithisaseniorlecturerinMechanicalEngineeringatMIT.SheservedintheUSPeaceCorpsinBotswana and has also done field work in Senegal, South Africa, Nepal, Haiti, Honduras, Uganda,Ghana and Zambia. She won the BF Goodrich Collegiate Inventor's Award and the Lemelson-MITStudentPrizeforInventionforherworkincreatingtechnologiestoimprovethelivesofpeoplelivinginpoverty. In2002,she foundedMITD-Lab,aprogramwhich focusesonthedevelopment,design,anddisseminationofappropriatetechnologiesfor internationaldevelopment.ShealsofoundedtheInternational Development Innovation Network at MIT, the Innovations in International Healthprogram,andtheInternationalDevelopmentDesignSummit.Shewasselectedasa2004MacArthurFellow,recognizingherworkinthisareaandwasnamedoneofTimeMagazine’s100mostinfluentialpeople in2010 for theworkshe isdoing topromote local innovationand technologycreation.Hercurrentprojectsareintheareasofwatertesting,treatmentandstorage,agriculturalprocessingandalternative energy. She serves as co-director of D-Lab and is director of the InternationalDevelopmentInnovationNetwork.

KarenCatorCEOofDigitalPromise

KarenCator isPresidentandCEOofDigitalPromiseanda leadingvoice for transformingAmericaneducationthroughtechnology,innovationandresearch.From2009-2013,KarenwasDirectoroftheOffice of Educational Technology at the U.S. Department of Education, where she led thedevelopment of the 2010 National Education Technology Plan and focused the Office’s efforts onteacherand leader support. Prior to joining thedepartment,CatordirectedApple’s leadershipandadvocacyefforts in education. In this role, she focusedon the intersectionof educationpolicy andresearch,emergingtechnologies,andtherealityfacedbyteachers,studentsandadministrators.Shebegan her education career in Alaska as a teacher, ultimately leading technology planning andimplementation. She also served as Special Assistant for Telecommunications for the Governor ofAlaska.Catorholdsamaster’s in schooladministration fromtheUniversityofOregonand receivedthe2014CollegeofEducationDistinguishedAlumniaward.TheAmericanAssociationofPublishershas awarded Catorwith the 2014 Visionary Award. She received her bachelor’s in early childhoodeducation from Springfield College and received the 2015 Distinguished Alumna award. She is anAspen Pahara Fellow, the past chair for the Partnership for 21st Century Skills and has served onboardsincludingtheSoftware&InformationIndustryAssociation-Education.

JenniferMerrittDirectorofCommunity-BasedLearningfortheIgnatianCenterforJesuitEducation-SantaClaraUniversity,USA

JenniferMerritt,M.B.A.,Ph.D., servesas theDirectorofCommunity-basedLearning in the IgnatianCenter.SheisprimarilyresponsibleforoverseeingtheexecutionoftheArrupeWeeklyEngagementProgramaswellasThrivingNeighborsInitiative,SantaClaraUniversityCommunityPartnerships.SheearnedherB.A. fromVanderbiltUniversity,herM.B.A. fromNorthwesternUniversity's J. L.KelloggGraduate School of Management, and her Ph.D. in Social Foundations of Education from theUniversityofVirginia.Dr.Merritthasworked in industrymanagementwithJohnson&Johnsonandservedon the faculty at JohnCarrollUniversity in theDepartmentof EducationandAllied Studies,where she founded the campus-basedmiddle school and high school positive youth developmentprogram known as the Carroll-Cleveland Philosophers’ Program. Most recently, she served as theFacultyDirectorofMentoringandDiversityattheUniversityofVirginiaWomen’sCenter,whereshetaught “Women Peace and Justice,” “Teaching Philosophy in High Schools,” and “FacilitatingMentoring Relationships” while directing international education and research initiatives with theWomen's Center’s global partners in India and Africa and developing outreach programming foradolescentgirlsandwomenlocallyandglobally.

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FeaturedSpeakers

LeeShulman

StanfordUniversityEmeritus,USA

DianaDolmans

MaastrichtUniversityNetherlands

LarryLeifer

StanfordUniversity,USA

GlenO’Grady

AustralianNationalUniversity,Australia

RachelLotan

StanfordUniversityEmerita,USA

JohnMergendollerBuckInstituteforEducation,USA

MichaelM.GrantUniversityofSouth

Carolina,USA

RenateFruchter


PauloBlikstein


MarkServa

UniversityofDelaware,USA

ShelleyGoldman


ThomasRybergAalborgUniversity,

Denmark

UlissesAraújo

UniversityofSãoPaulo,Brazil

BrianFox

SanFranciscoUnifiedSchoolDistrict,USA

LuisBretel

EducationalConsultant,Peru

WoeiHung

UniversityofNorthDakota,USA

SallyKingstonBuckInstituteforEducation,USA

DanGilbert

Gilbert+Chittenden

BrandonL.WileyBuckInstituteforEducation,USA

SilviaFigueira

SantaClaraUniversity,USA

CarlosTeixeiraIllinoisInstituteofTechnology,USA

PedroHernández-RamosSantaClaraUniversity,

USA

BobLenz

BuckInstituteforEducation,USA

ReinholdSteinbeck

IntoActions,USA

SamsonTan

NanyangTechnologicalUniversity,Singapore

JimVanides

MontanaStateUniversity&EdFutures.org,USA

MichelleStecker

SantaClaraUniversity,USA

ConnieDavidson

CaliforniaStateUniversity,USA

MichaelSlade

CaliforniaStateUniversity,USA

AnthonyLeow

RepublicPolythechnic,Singapore

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ScheduleandLocationofSessions

FRIDAY2/16

PRE-CONFERENCEWORKSHOPSWorkshop19:00–14:00

MeaningfulMaking:AHands-onIntroductiontoFabLearnLabsandMakerspaces

Location:StanfordTLTLStanfordUniversityCampus

PartnerInstitution:FabLearnandtheTransformativeLearningTechnologiesLab(TLTL)atStanfordUniversity’sGraduateSchoolofEducationFacilitator:Dr.PauloBlikstein(DirectorTransformativeLearningTechnologiesLab)Thisworkshopoffers participants an introduction to FabLearn, aneducationalmakerspace lab, a research collaborative, a globalnetwork, and a vision of learning for the 21st century. The workshop includes hands-on activities that allow participants toexperienceandreflectonhowmoderntechnologyallowsschools,libraries,communityorganizations,andotherlearningspacestoofferexperiencestolearnersthatarebothintellectuallyrichandexpressive.ParticipantswillalsohavetheopportunitytotourtheHasso Plattner Institute of Design, also known as the Stanford d.school, a place and a community where people use design todeveloptheirowncreativepotential.

Workshop29:00–16:00 APBLProjectSlice–AnImmersivePBLExperienceforK-12Professionals Location:GuadalupeHall260

SantaClaraUniversityCampusPartnerInstitution:TheBuckInstituteforEducation(BIE)Facilitator:JeanineLeys(NationalFaculty,BuckInstituteforEducation–BIE)AProjectSlicedemonstrateswhatit’sliketobealearnerinProjectBasedLearning,byengagingparticipantsinanimmersivePBLexperience—a“slice”of aproject. Schools anddistricts canuseaProject Slice tobuildunderstandingofPBL ina staffor schoolcommunity.ProjectSliceparticipantsengageaslearnersinatransformativeone-dayprojectthatmodelsthekeyfeaturesofthePBLprocess.Thedaymirrorstheflowofalargerproject,beginningwithanengaginglaunch/entryeventandauthenticdrivingquestion.Teamsworktogethertobuildknowledge,understandingandsuccessskills,anddevelopandcritiqueproductsandanswerstothedrivingquestion.Thedayculminateswithteampresentationsoftheirproducts,followedbystructuredreflectiononwhattheyhavelearnedaboutPBL.Atkeymomentsthroughouttheday,participantsareencouragedto“putontheirteacherhats”andreflectonthe pedagogicalmoves they are experiencing as PBL learners, as well as implications for their own contexts.Making Space forChange: Participants in this Project Slice explore thedrivingquestion, “How canwe redesign a public space to promote a socialbenefit?” Each team focuses on creating a plan for a public space (park, library, etc.) that facilitates a different goal, such asincreasingopportunitiesforcivilanddemocraticdiscourse,orenhancingpublichealthandphysicalfitness.

Workshop313:00–17:30

ADeepDiveintoPBLatStanfordUniversity:Inspiration,PrinciplesandIdeasforPBLatYourCampus

Location:StanfordEngineeringStanfordUniversityCampus

PartnerInstitution:PBLLabintheDepartmentofCivilandEnvironmentalEngineering,StanfordUniversity,CA,USAFacilitator:Dr.RenateFruchter(DirectorPBLLab,StanfordCenterforIntegratedFacilityEngineering),DanGilbert(Founder,Gilbert+Chittenden)PBL courses have grown consistently over 20+ years at Stanford University and are now a significant component in multipleacademic programs across schools. This workshop aims to expose and inspire participants by diverse PBL examples from theStanfordGraduateSchoolofEducation,theStanfordSchoolofEngineering,andtheHassoPlattnerInstituteofDesign(knownastheStanford d.school). We will discuss key principles of PBL formalized and implemented in the different programs and inviteparticipantstodevelop ideasthatconnectthoseprincipleswithspecificneedsandgoalsforcoursesandstudentsatparticipant’shome institutions. Finally, participants will have hands-on experiences with some of the latest collaboration technologies andlearningspacesthatarebeingusedtosupportinnovativeapproachestoPBL.Launchingthe25thgenerationofacutting-edgeglobalteamwork class at Stanford: https://news.stanford.edu/2017/10/25/launching-25th-generation-cutting-edge-global-teamwork-class-stanford/Participantswill:–HearstoriesofPBLinactionfromavarietyofdisciplinesatStanford–MakeconnectionsbetweenkeyPBLprinciplesandspecificexamplesofactivitiesindifferentcourses–Generate ideas towards implementingPBLprinciples at their institutions and/or courses and receive valuable feedback fromacommunityoflike-mindedleaders-BuildrelationshipswithPBLvisionariesfromotherinstitutions

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Workshop49:00–13:00 Team-BasedLearning:TakingPBLtotheNextLevel Location:GuadalupeHall203/204

SantaClaraUniversityCampusFacilitator:MarkA.Serva(AssociateProfessorofMIS&MISAdvisor,UniversityofDelaware,USA)Team-based learning is an inquiry-based pedagogy that has many similarities to PBL. Knowledge of TBL, however, can actuallyenhance PBL. TBL provides guidance on class structure, encouraging students to come to class prepared, and an alternative toproblemdesign.Thisworkshopwillbeverypracticalandveryhands-on:attendeeswilllearnhowtostructureaclass,ensuretheirstudentsarepreparedforclass,anddesignaTBLapplicationexercise.

OPENINGCEREMONY

KN16:30–9:30PM

KeynoteSpeakerJenniferMerritt

DirectorofCommunity-BasedLearningfortheIgnatianCenterforJesuitEducationSantaClaraUniversity,USA

Location:RecitalHallMusic&DanceBldg.

SantaClaraUniversity

SantaClaraUniversity’sThrivingNeighborsInitiative:UsingAProblem-BasedLearningApproachtoAdvanceSocialJusticeinOurCommunitiesandBeyond,OneRelationshipataTime

As a systematic teaching method, Problem-Based Learning (PBL) can help students to gain knowledge and skills by exploringauthenticquestionsinreal-worldcontextsanddevelopingproductsthatadvancescienceandtechnology.Withanapproachgearedtowardfostering“transformational”relationshipsbetweenuniversityandcommunitystakeholders,PBLcanalsomakeourworldamorejust,humane,andsustainableplaceaswewalkwithoneanotherinsolidarityandaccompaniment,respectthehumandignityofeachindividualonthejourney,seeoneanothereyetoeye,andopenourselvestotheunknownpossibilitiesofchangeinourownlives and in the community at large.Dr. JenniferMerrittwill shed light on thedisposition, attitudes and values that SantaClaraUniversityattemptstocultivateinuniversitystakeholdersasaJesuit,CatholicinstitutiondoingPBLworkwithpartnersinurbanSanJose.Togetherwithstudents,faculty,staff,institutionalcommunitypartners,localleadersandtheirchildren,Dr.Merrittwillrevealthemethods,pedagogies,andpracticesthathaveledtothecreationofacross-culturalandcross-disciplinaryPBLnetworkknownasTheThrivingNeighborsInitiative,exposesomeoftheembeddedchallengesfacedalongtheway,andofferthoughtsonthenotionof“community”asbothameansandanendinthepursuitofsocialjusticeandsocialchange.

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SATURDAY2/17

KN28:30–10:00AM

KeynoteSpeakerHenkG.Schmidt

ErasmusUniversity,Rotterdam,Netherlands

Location:RecitalHallMusic&DanceBldg.SantaClaraUniversity

Problem-basedLearning:StateoftheArtForty-nineyearsago,problem-based learning (PBL)was inventedatMcMasterUniversity’s FacultyofHealth Sciences inCanada.Wheredowestandalmosthalfacenturylater?Thetalkwilltakeaninternationalperspective.ThefirstpartwilldiscusseffectsofPBLonstudentlearningfromstudiesconductedworldwide.IsPBLstillaworthwhileendeavor?Thesecondpartwillintroducetwopedagogical ideas underlying PBL: activation of prior knowledge and situational interest arousal. And part three will deal withpracticalissues:Howtokeepacurriculumflexible?Howtointroduceblendedlearning?HowtokeeptheacademicstaffmotivatedafterthenoveltyofPBLwearsoff?

TributetoPeterBouhuys

10:00–10:20AM BREAK VARIHALLLOBBY

PANELDISCUSSIONPD1.110:30–12:30

BarriersandAffordancesforActiveLearningApproachesinHigherEducation:ExamplesfromEducationintheProfessions

Location:LUCAS126

Lee Shulman (Professor of Education Emeritus, Stanford University / President Emeritus, The Carnegie Foundation for theAdvancementofTeaching)RachelLotan(ProfessorEmerita,StanfordUniversity,USA)RenateFruchter(DirectorofthePBLLab,StanfordUniversity,USA)Moderator:UlissesAraújo(UniversityofSãoPaulo,Brazil/PAN-PBLPresident)Teachingand learning inprofessionssuchasmedicine, law, teachingandengineeringare inherentlyproblem-based.Yetmuchofprofessional education is didactic and non-interactive. We will examine the circumstances that make problem-based learningdifficultinhighereducation,theconditionsunderwhichprofessionaleducationmightchange,andevenexplorethepossibilitythatPBLmaynotnecessarilybethepedagogyofchoiceinmanysituations.

LOUNGELG1.110:30–12:30 TipsfromResearch&PracticeforeffectivePBLinK-12settings Location:

LUCAS207JohnMergendoller(SeniorFellow,formerExecutiveDirector,BuckInstituteforEducation,USA)andSallyKingston(SeniorDirector,Research&Evidence,BuckInstituteforEducation,USA)Join the experts fromBIE for a discussionof lessons from research andpractice for effective useof PBL in K-12 classrooms andschools.

AUTHENTICPBLPROBLEMTRIGGERPT1.110:30–12:30 Creativeproblemsolvinginbiomedicalengineering* Location:

WEIGANDROOMOrganizer:JuliaScott(SantaClaraUniversity,USA)Inbiomedicalengineering,wesolvemedicalproblemswithengineeringprinciples.Forstudents,thiscallsonincrementalpracticeindrawingconnectionsbetweenbasicsciences—biology,chemistry,physics—andinnovatinguponthem.Theymust identifythekeyproblemandrealizeasolutionthatistechnologicallyattainable,safeforthepatientandenvironment,affordabletomanufacture,andaccessibletothetargetpopulation.Participantswillexperiencetheprocessthatstudentsundergointheirprojectassignmentsbyworkingthroughaspecificunsolvedmedicalproblem.Active learningandcreativethinkingtechniqueswillbeutilizedtoshowhowtheycansupporteffectivedevelopmentofsolutions.

*Itwouldbeveryhelpfulifparticipantshavealaptoptousetosearchforinformationintheworkshop

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PT1.210:30–12:30 NoSilverBullets:LeadingProblem-basedLearningSchoolTransformation Location:

LUCAS309Organizer: Paul Sutton (Pacific Lutheran University, USA), Annie Kuo (Stanford University, USA), Elizabeth Wright (Penn StateUniversity,USA)While recent research has demonstrated the potential positive outcomes of implementing problem- and project-based learning,schools and districts largely limit PBL implementation and experimentation to specific courses or specific units within courses.However, for PBL to fully realize its potential, public school and district leaders should take bolder approaches to PBLimplementationinschools.Inthisproblemofpracticesession,weuselessonslearnedfromourrecentstudyofapublicschooltochallengeparticipantstocreativelyandcollaborativelysolvethreeofthemostpersistentproblemsthisschoolfacedoverfiveyearsofPBLadoptionandimplementation.

WORKSHOPS

WS1.110:30–12:30 ExperienceExperientialLearning–ChampiontheChange

Location:VARI133Language:ENGLISH

Organizer:AshleyAult(TheHarbourSchool,HongKong)Innovation occurs when students are presented with the opportunity to observe, participate and solve relevant problems.Educators/participantswillworkonteamsandexperiencetheprocessoffirstobservingtheworldthroughavarietyofperspectives,communicate and identify a global or community issue to address. Iwill firstmodel a project that I ranwithmyMiddle Schoolstudents that tackled thehousingcrisis inHongKong. Iwillprovidesteps foreducators tochallenge their students, involve theircommunities,expertsandtechnologytocreatestudent-driven,solutionfocussed,inquirybasedprojects.

WS1.210:30–12:30

ProblematizaçãodapráxisdocentenoEnsinoSuperiorpormeiodevivêncialúdica

Location:VARI134Language:PORTUGUÊS

Organizers:FabianaClaudiadeVasconcelos França,Geisa Sant’Ana,ManuelaCostaMelo (Escola SuperiordeCiênciasda Saúde,Brasília,DF,Brasil)Introdução: As Instituições de Ensino Superior têm investido em projetos pedagógicos com a inclusão de metodologias ativas.Objetivo:Compreenderaessênciadaproblematizaçãocomoestratégiadeensinoeaprendizagemnousodasmetodologiasativas.Método:workshoputilizandovídeo,atividadelúdica,exposiçãodialogadabaseadonotrinômio:problema–explicação–solução.Aatividadeseráorganizadapara90minutos,comaproximadamente25participantes,divididosempequenosgrupos,nasequênciadeapresentação,desenvolvimentoeconclusão.ResultadosEsperados:espera-sequearealizaçãodesta intervençãopossacontribuircomacréscimosparaasdiscussõesquepermeiamaProblematizaçãonaeducaçãosuperior.

PAPERSESSION1

PS1.110:30–12:30

Location:LUCAS208

Language:ENGLISH

DesignthinkingandinstructionaldesignarticulationforproblemsolvingindistanceeducationAndreaFilatro,CarolinaCostaCavalcanti(UnaspVirtualCampus,SãoPaulo,SP,Brasil)Designthinking isan innovationapproachcomposedofaprocess,amindset,methodsandstrategiesthataimtoputpeopleandtheir needs at the center of the problem-solving process. In parallel, instructional design is the process of identifying a learningproblemanddesigning,developing,implementingandevaluatingasolutiontoit.ThisarticlearticulatestheuseofDTandIDinthedesignaglobaldistancelearningcourse,mappinglimitsandpossibilitiesofeachapproachtothecreationofinnov-ativesolutionstoaspecificproblem,andindicatingasacommonbasisthecontributionsofhumancentereddesignineducation.Connectingworlds:MakingvirtualmobilityworkforthegreatergoodHercoFonteijn(MaastrichtUniversity,Maastricht,Netherlands),AuliaIskandarsyah,RosieHinduan(UniversitasPadjadjaran,Bandung,Indonesia)Virtualmobilitystimulatedstudentstoengageinonlineteamworkandboostglobalcitizenshipcompetences.Everyyearsince2013over100masterstudentsinBandung,IndonesiaandMaastricht,TheNetherlands,focusonhumanitarianworkandjointlyproducePBLteachingmaterialsand interventionproposals.Since2016over500bachelorstudents inBandungandMaastrichtexperiencehow intercultural peer-to-peer learning can enrich research findings on topics likemoral judgment and decisionmaking. Virtualcollaborative problem solving, uncertainty management, perspective taking, and leadership and intercultural competencies arestrengthened.Evaluationresultsandpossibleobstaclestosuccessfulimplementationofvirtualmobilitywillbediscussed.AReflectiveePortfolioProjectastheCulminatingMastersDegreeExperiencePedroHernández-Ramos(SantaClaraUniversity,SantaClara,CA,USA)Since 2014, students completing theMaster of Arts in Interdisciplinary Education degree at Santa Clara University could opt tocreate a reflective electronic portfolio (instead of conducting an action research project) as the culminating experience in theprogram. A total of 27 students have completed the program this way. This paper summarizes the accompanying instructor’sobservationsregardingthetypesofstudentsbestsuitedforthisoption,opportunitiesandchallengesderivedfromtheelectronicplatform selected (Digication), insights about the students’ learning of reflective writing, and on the use of ePortfolios as asummativeassessmenttool.

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Problem-BasedLearninginaMOOCDaniëlleVerstegen,HercoFonteijn(MaastrichtUniversity,Maastricht,Netherlands)Problem-BasedLearningisaneffective,widelyusedlearningformat,butinthetraditionalformatitdependsheavilyonface-to-facemeetingsandtutorguidance. Inonlineorblended,oftenpost-academicprograms,neitherofthosemightbefeasible,maybenotevendesirable.WehavedevelopedaMOOCaboutProblem-BasedLearning(PBL) followingtheprinciplesofPBL.ThePBLMOOCwas first successfullyexecuted in2015,and for thesecond time in2017.Designandevaluation resultsof thePBLMOOCwillbediscussed.

PS1.210:30–12:30

Location:LUCAS307

Language:ENGLISH

Students’experiencesofdesignthinkinganddistributedscaffoldinginmiddleschoolToddWass(TheChildren'sSchool,Atlanta,GA,USA)This qualitative case study sought to understand how students experienced and responded to design thinking and distributedscaffoldingas studentsnavigatedadesign challengeby creatingapublicart installationhonoringagroup thatpromotedhumanrights.Thisresearchsoughttoexplainhowthedistributedscaffoldingembeddedwithindesignthinkingfurtheraidedstudents intheir learning andworkproduction. This study reported:How students’ experiencedand responded todistributed scaffolds thatwereplacedintocurriculumunitstohelpstudentsreflect;Howstudentsdemonstratedsocialstudiesskillandcontentknowledge;andhowstudentsworkedthroughreal-worldhuman-centeredproblemstowardsviablesolutions.ActiveProject-BasedLearningInDiverseCommunitySettingsCherylBowen(SantaClaraUniversity,SantaClara,CA,USAThisactiveproject-basedlearning(PBL)presentationreportsonthedesignofaservice-learningkeysignatureassignmentthatwascreatedforablendedlearningcourseatSantaClaraUniversity.Fourprojectexamplesindiversecommunitycontextswillhighlightthepurposeof the service,how it connects local educationalenterpriseswithunderserved communities, andhow it exemplifiestransformationallearningforparticipantsandrecipientsina)Google’sBOLDTeens,b)TheFreshFoodExchangeatHuffElementarySchool,c)TheBuildingBridgesBetweentheCashionCulturalLegacyandtheCommunityProject,andd)PartnersinArms:TheCAMPCollegeProgramBuddySystemProject.Mission:citizen.AcaseofelementaryschoolstudentswhoexercisedcitizenshipwiththecitycouncilmenPatrickDuarte(UniversityofSãoPaulo,SãoPaulo,SP,Brazil)According to Araújo (2007), citizenship has historically had themeaning of meeting political and social needs. However, in thepresent context, this understanding does not contemplate the complex character of human relations. To assume children'seducationbasedoncitizenshipistocherishdemocracy,justiceandtheactiveparticipationofmembersofsociety—thisisthebasisofthe"Mission:Citizen."Thisprojecthasledstudentstoparticipateactivelyinsocietybyengagingwiththecommunitysothattheycanreflectonsocialproblems,culminatingintheproductionofreportstobebroughttotheattentionofthemunicipallegislativebranch.PBLasaModelforDifferentiationintheLanguageArtsMatthewCallahan(HillbrookSchool,CA,USA)Thispaper,co-presentedwithcurrentmiddleschoolstudents,willdiscusshowproject-basedlearningservesasamodelforgenuinedifferentiation, providing what many educators term a “low floor, high ceiling” experience for students in the language artsclassroom.Many formsof traditional differentiation seek simply to engage learners forwhom the standardmaterialmight posechallenging,whileproperlyintegratedPBLprovidesopportunitiestodrawinnotonlystudentswhomightotherwisebeleftout,butalsotoengagetheadvancedstudentsofEnglish.

PS1.310:30–12:30

Location:VARI135

Language:ESPAÑOL

ABPyconstruccióndepazenlaescuelaCarolaGómezMedina(UniversidaddeLosAndes,Bogotá,Colombia),LibiaPaolaMartínezRincón,LauraElizabethMolanoPeña(FundaciónparalaReconciliación,Bogotá,Colombia)Entrelosaños2015y2017,11institucioneseducativasdeLatinoaméricaimplementaronunproyectoparalaconstruccióndepazenlaescuela.Conunabordajedetiposocio-críticoysocio-construccionista,eltrabajoconsistióentransformarrelacionesyestructurasdentrodelascomunidadeseducativas,apartirdelaidentificaciónyseleccióndeunproblemadeinterésparalacomunidad.Unadelaspreguntasde interésen la investigación fue¿qué seentiendepor “problema”en la comunidadeducativay cómo incideestacomprensión en el logro de trasformaciones? Los resultados evidencian comprensiones diversas que dificultan alcanzartransformacionespertinentes.Delahistoriadevidaalateoría:UnaexperienciadeABPenlaenseñanzadelaPsicologíaReginaTagliabue(UniversidadPeruanadeCienciasAplicadas,Lima,Perú)Este trabajo relata una experiencia realizada en el segundo curso de Psicología del Desarrollo con alumnos de la Carrera dePsicologíade laUniversidadPeruanadeCienciasAplicadasUPC.Losalumnostrabajaronengruposdetrespersonasyelaboraronuna monografía sobre del proceso evolutivo de un adulto mayor, cuya historia de vida sería construida a partir de tresconversaciones-entrevistasaprofundidadconsuentrevistado.Conunaguíaconstruidaenclaserealizaronlasentrevistasyduranteelsemestrefueroncontrastandolosdesarrollosteóricosdecadaetapaevolutivaconloscontenidosdelahistoriadevidadeladultomayor.

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ABPenLaboratoriosdeQuímicageneralMaríaFelipaCañasCano(UniversidaddePiura,Perú)La enseñanzadeQuímica, tradicionalmente, asocia la base teórica y la práctica en el laboratorio. Esteúltimo, debería conseguiraprendizajessignificativos,sinembargo,hacealgúntiemposevieneplanteandoquesilametodologíageneralizadaesbásicamentefacilitarguías,esoloconvierteenseguir“lareceta”.QuímicaGeneralsetrabajaenbaseaABP.Dadaesarealidad,unaformadesermáscongruentes,hasidoplantearyllevaracaboquecadagrupodeestudiantes,segúnsuavance,propongasupropioexperimentoquerespondaalgunadelasinterrogantesdelproblemaABPqueresuelvendurantetodoelsemestre.

12:30–1:30PM LUNCH ONYOUROWN

LOUNGE

LG2.11:30–3:30 TheWisdomofPractice Location:

LUCAS126Lee Shulman (Professor of Education Emeritus, Stanford University / President Emeritus, The Carnegie Foundation for theAdvancementofTeaching)Moderator:GlenO’Grady(AustralianNationalUniversity,Canberra,Australia)Come,visitandchatwithLeeShulmanaboutteaching,learning,andlearningtoteach.

PANELDISCUSSIONPD2.11:30–3:30 AchievingPBLExcellence:TransformativeTeachersandFocusedSchools Location:

LUCAS207JohnR.Mergendoller,BrandonL.Wiley,BobLenz,&SallyKingston(BuckInstituteforEducation,USA)Over the last 30 years, the Buck Institute for Education has prepared several hundred thousand teachers to use Project-basedLearningeffectivelywith their students. Inaddition, ithasworked inpartnershipswithboth large (LosAngelesUnified,NashvillePublic Schools, etc.) and smallAmerican schooldistricts to implementProject-based learningacross schools, subjects, andgradelevels. This symposiumpresents the lessons BIE has learned from thiswork, and our understanding ofwhat is necessary to useProject-basedlearningeffectivelyasatooltoimprovestudents'learningandtheirlives.

AUTHENTICPBLPROBLEMTRIGGERPT2.11:30–3:30 ScaffoldingaCommunity-based,InterdisciplinaryProjectExperience Location:

LUCAS309Organizer:RichardVaz,PaulaQuinn(WorcesterPolytechnicInstitute,USA)This session will illustrate an approach to guiding students through a community-based, interdisciplinary research projectexperience.Participantswillbegivenanactualproblemstatementfromacommunitypartner,andwillwork inteamstodevelopgoalstatements,identifyareasforresearch,considerstakeholderperspectives,andanticipateresults.Theexperiencewill thenbeanalyzedtoconsiderthecurriculardesignelementsandassignmentsneededtokeepstudentsontrack,provideformativefeedback,andassess studentperformanceonanauthentic, open-endedproject. Examplesofproject schedulesandgrading rubricswill beshared.

WORKSHOPWS2.11:30–3:30 HowtoDesignPBLproblemsThatEnhanceDeepLearning?

Location:WEIGANDROOMLanguage:ENGLISH

Organizers:DianaDolmans,DaniëlleVerstegen,SanneRovers(MaastrichtUniversity,Maastricht,Netherlands)Highqualityproblemsarethekeysuccessfactorofproblem-basedcurricula.But,whatarecriteriaforeffectiveproblems?Whataremajorpitfalls?Theworkshopwill startwithan introductionabout thebasic ideasbehinddeep learningandcurrent instructionaldesign principles. Thereafter, participants will design problems in small groups for their own contexts. The problems will bediscussed and feedback will be given on how to further improve the problems. Participants will gain insight in how to designproblems fitted to the students’ level as well as how to increase problem complexity and align problems and other curriculumelements.

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WS2.21:30–3:30

BearsinaBoat:ModelingScience-ContentandLanguageDevelopmentthroughPBLforPreserviceElementaryTeachers


Organizers:PeterRillero,MalissaChavezThibault,MargaritaJimenezSilver(ArizonaStateUniversity,Anthem,AZ,USA)Bears in a Boat is a Problem-Based Enhanced-Language (PBELL) experience deepening conceptual understanding of floating andsinking.Wetaughtthislessonwithpreserviceelementaryeducationstudents,secondgradersontheUS-Mexicoborder,andinanurbansettinginPhoenixwitha largepopulationofthird-gradeELLs.Thesciencecontentoutcomesareforstudentstobeabletodescribethedifferencebetweenfloatingandsinking,tocreateaboatthatcanfloat,andtoexplainthatthemoreweightinaboatthedeeperitfloats.ContentscaffoldsincludemethodsforELLsandopportunitiesforlanguageuseanddevelopment.

PAPERSESSION2PS2.11:30–3:30

Location:LUCAS208

Language:ENGLISH

InnovativepedagogicalarchitecturesinaprofessionalmastersinBusinessAdministrationinBrazilJoãoPauloBittencourt(SomosEducação,SãoPaulo,SP,Brazil)This work aimed to analyze the use of Innovative Pedagogical Architectures in professional master courses in BusinessAdministration (PMBA) in Brazil, its current state, characteristics, strengths and challenges. The Pedagogical Architecture (PA)consists in four aspects: a) organizational, b) content, c) methodological, and d) technological (Behar, 2009; 2011). They areinnovativewhentheyprovideandinstigateactive,collaborativeandmeaningfullearning.ThetheoreticalframeworkwastestedinfourcasesinPMBAs,through34interviewsand40documentsrelatedtothecases.Theresultsenableteachersandstudentstofindtheirownwaytopromoteactive,meaningful,andcollaborativelearning.Rethinkingleisureandtourismprofessionaldevelopment:acreativelearningbasedonproblemsRicardoRicciUvinha(UniversityofSaoPaulo,SãoPaulo,SP,Brazil)This paper aims at examining the prominence of the appliance of Problem-based Learning method in the leisure studies field,emphasizingtheexperimentsdevelopedbytheLeisureandTourismBachelorship,UniversityofSaoPauloBrazil.TheresultsimpliesthatsuchstudieshavebeenconsolidatedasarealpossibilityforinterventionsintheEastregioncommunityofSaoPaulo-Brazil,inprograms focused on the leisure field development, especially for poor inhabitants, mobilizing the group for a significantstrengthening of the relationship between the thematicworkmarket, and also stimulating it for a reflection on citizenship andconnectivitywiththelocalcommunity.UsingFuzzyAnalyticHierarchyProcesstoAssignWeightstoProjectBasedLearningOutcomesinthePerspectiveoftheIndustryProfessionalsAbdullahMughrabi,SayedSoleimani(AustralianCollegeofKuwait,Kuwait),NawarMughrabi(LiverpoolUniversity,England,U.K.)CourselearningoutcomesshouldbethecentreofattentionwhenitcomestoachievingtheintendedlearningofasubjectutilizingaProject-BasedLearning(PBL)approach.ThelearningoutcomesofthePBLcoursesareorientedtowardsachievinganarrayofgoalsincluding the enhancement of industry relevance and preparing the student for real-life scenarios. Since increasing industryrelevance is one of the biggest drivers of PBL courses, this study aims to improve grading quality through assigningweights tolearning outcomes by the industry professionals to reflect each learning outcome’s importance in the practical setting of theindustry.Community Consulting Projects: Team-Based Service as an Undergraduate Learning Laboratory for Effective BusinessCommunicationsDeirdreFrontczak(SantaClaraUniversity,SantaClara,CA,USA)Undergraduatebusinesseducationoftenfocusesonbuildingcoreskills inmajorareassuchasaccounting,marketing, informationsystemsand finance.Yet increasingly,employersexpect strength in “soft” skills thatallow foreffectivecollaborationandprojectimplementation in the real business environment. At Santa Clara University, undergraduate business students developcommunicationskillsthroughdesigningandimplementingateam-basedCommunityConsultingProject(CCP),workingwithanon-profit or socially responsible business with whom students partner throughout the course. This project fosters not onlycommunicationandproblem-solving skills,butalso interpersonal andcollaborativeabilities studentswill needuponentry to thebusinessworld.

PS2.21:30–3:30

Location:LUCAS307

Language:ENGLISH

PBLasacatalyzerforthedevelopmentof21stcenturyworkplaceskills:Astudents'perspectiveAlexanderSchlag(IberiaAirlines,Madrid,Spain)A 2016 initiativeof a Spanish airline to trainmaintenancepersonnel has resulted in a three-yearVETprogramwith 40%on-siteworkplace learning.PBLwaschosenasamethodofholistic learningandtopromotethedevelopmentof21stcenturyworkplacecompetencies, mainly team work, communication, problem analysis, and life-long learning capabilities. For its inaugural run,workplace trainersandstudentswereexposed tonarrative inquiryas thequalitative researchmethodofchoice.First resultsarepresentedtoillustratethestudents'perspective.

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StructuringPBLaroundstudents'ownprojectsLarsBirchAndreasen(AalborgUniversity,Aalborg,Denmark)ThePBLapproachatAalborgUniversity,Denmark,combines individualcourseswithstudents’ownprojects.Howmaythedigitaltoolsandresources,whichareincreasinglyusedbystudentsaswellasteachers,influencetheorganizationofcourses,projects,andtheoverallsemesterstructure?Intheresearchproject“FuturedirectionsforPBLinadigitalage”(2017-2020),a“flippedsemester”approachwillbe investigated,takingstudent-chosenproblemsasthestartingpointfor integratingknowledgeresources,courses,andprojectworktoimprovestudents’learning.FlippedPBLcurriculum—creatingthenextgenerationofPBLlearningprinciplesUllaKonnerup(AalborgUniversity,Aalborg,Denmark)AAU is internationally recognized for its relianceonproblem-andproject-based learning (PBL).Aspartof theuniversity´squalityassuranceofeducation,thePBLprinciplesarereviewedonanongoingbasis.TocontinuedevelopingPBLtothecompetenciesofthefuture,AAUhas invested4.2million Eurosdividedamong23projects.A first step is to integrate IT directly into thePBLmodel.Based on one of the project´s teaching cases, an ongoing 6-week course, this paper will demonstrate and reflect how flippedcurriculumandonlinelearningactivitiescanintegrateICTinthePBLprinciplesinhighereducation.Boostingstudents'empathyTarsilaCiminoCarvalho,AnaGabrieladeLimaPereira,DiegoLeonardoSilva(MapleBearBilingualSchool,SãoPaulo,SP,Brasil)Asaninitialstep,studentswereexposedtosomeblindpeoplereallivestounderstandalittlebitmoreabouttheirneeds,difficultiesespeciallytheonerelatedtotransportsandmobility.TheirparentswereencouragedtodownloadanappcalledBemyeyes,whichconnectsblindandnotblindpeoplethroughvideocallstohelpthemwithsimpledailytasksandbydoingthatfacilitatestheirlives.Sotheaimoftheprojectwouldbetobuildempathyfromstudentswiththeblindcommunitybycomingupwithpracticalsolutionsthatcouldmaketheblindpeople’sliveseasier.

PS2.31:30–3:30

Location:VARI135

Language:PORTUGUÊS

OpapeldoDiretorcomofomentadordousodemetodologiasativasnoâmbitodasunidadeseducacionaisdoSenacSãoPauloMarioAugustoCostaValle(SENAC,SãoPaulo,SP,Brasil)O presente artigo se propõe a apresentar a experiência de um projeto criado e vivenciado por um grupo de seis Diretores deunidadeseducacionaisdoSenacSãoPaulo,ediscutirestapráticaapartirdos resultadosalcançados,propondoreflexõessobreaimportânciadogestornaconstruçãodeumaescolainovadoraedemocrática.Oobjetivodoprojetofoipromoveroengajamentodeoitenta por cento dos funcionários de suas unidades, administrativos e docentes, no Projeto PonteS, que tem o objetivo depromover conversas educacionais a partir de metodologias ativas e significativas, visando concretizar a proposta pedagógicainstitucional.ProjetoCRIARpromovendoaçõesnoprogramaCasadaFísicadaUniversidadeFederaldoAmazonasElioMolisaniFerreiraSantos,KarlaSusianedosSantosPereira(UniversidadeFederaldoAmazonas,Manaus,AM,Brasil)O projeto CRIAR, que dissemina metodologias ativas de ensino-aprendizagem, promove ações para a formação dos alunos dediversoscursosde licenciaturadaUFAM,queatuamcomomonitoresnoprogramadeextensãoCasadaFísica (CDF).ACDF,queatende alunos do Ensino Básico de Manaus em aulas prioritariamente experimentais, está passando por uma reformulaçãoincentivadapelosprópriosmonitores,paraagregar,apartirde2018,metodologiasativasbaseadasemresoluçõesdeproblemas,desenvolvimentodeprojetoseaprendizagemcriativa.Apresentaremosaestruturaçãodessescursoscomaintençãodefomentaradiscussãoedereceberfeedbacksquepossamajudarnamelhoriadoprojeto.AprendizagemBaseadaemProblemaseporProjetos:experiênciasnaescolaprimáriadiantedequestõescontemporâneasRicardoFernandesPataro,CristinaSatiêdeOliveiraPátaro(UniversidadeEstadualdoParaná,CampoMourão,PR,Brasil)OtrabalhoapresentaexperiênciascomaABPP,AprendizagemBaseadaemProblemaseporProjetos, realizadasnaescolabásicabrasileira.AABPPéumaabordagemcentradanoalunoqueintroduznaescolaoestudodeproblemassociaisatuais,vistoscomopossibilidadesdeeducaçãomoralatravésdeumproblemaeaprendizagembaseadaemprojetos.Asexperiênciasescolhidasparaapresentação no presente artigo centram-se em cinco anos de trabalho pedagógico realizado com estudantes de uma escolaprimáriabrasileira.Oobjetivoédestacarcomoessametodologiaativadeaprendizagempermiteoenvolvimentoético,umavezqueaescolaseconectacomtemassocialmenterelevantes.Osresultadosmostramcomooconhecimentodisciplinarpodeserelacionaraproblemasdomundoreal,afimdeeducarpersonalidadesmoraisquepossamlidarcomconflitosedesafiossociais.AtivandooNúcleoRegionaldoAmazonasdaRedeBrasileiradeAprendizagemCriativaElioMolisaniFerreiraSantos,KarlaSusianedosSantosPereira(UniversidadeFederaldoAmazonas,Manaus,AM,Brasil),NiviaMariaCruzCarvalho(CentroEducacionalSéculo,Manaus,AM,Brasil),KamilaSarmentoBrito(BarcoHacker,AM,Brasil),MarisaAlmeidaCavalcante(UniversidadeFederaldoAmazonas,Manaus,AM,Brasil)O Núcleo Regional do Amazonas da Rede Brasileira de Aprendizagem Criativa começou a ser implementado em 2017.Apresentaremos os desafios e as soluções encontradas ao longo desse processo. Apesar de problemas como a falta decomputadores e até de energia elétrica em diversas comunidades do interior, que dificultam a expansão da Rede pelo estado,muitasaçõeseducativasdiferenciadasevaliosasqueseencontravamisoladaspodemagoraseconectaratravésdaRede,ganhadovisibilidadeeforçaparabeneficiaraindamaispessoasdaregião.

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LOUNGELG3.14:00–6:00 DesigningGroupworkmeetsDesignThinking Location:

LUCAS126RachelLotan (ProfessorEmerita,formerDirector,StanfordTeacherEducationProgram/STEP,StanfordUniversityGraduateSchoolofEducation,USA)ShelleyGoldman(Professor,DirectorREDLab,StanfordUniversityGraduateSchoolofEducation,USA)Moderator:ReinholdSteinbeck(ManagingDirector,IntoActions,USA)Design Thinking and Complex Instruction are pedagogical approaches in search of each other. Both have as their goal thedevelopmentofproblem-solvingandcriticalthinkingskills.Designthinkingtakesonproblemsolvingwithaneyetoinnovationandacommitmenttoempathydriven,human-centeredapproaches.Muchclassroomworkwithdesignthinkingisfocusedonrealworldproblemsolving.ComplexInstructionaimstoequalizeparticipationamongmembersofsmallworkinggroupsbyproposinghowtocraft groupworthy tasks, how to organize the classroom for productive interactions, and how to recognize and make publicintellectualcontributionsbyallmembersofthegroup.Howmighttheycombineintheclassroom?

LG3.24:00–6:00 Project-BasedLearning,Design&SocialImpact Location:

LUCAS207AmySmith(SeniorLecturerinMechanicalEngineeringandFoundingDirector,MITD-Lab.2004MacArthurFellow)SilviaFigueira(AssociateProfessor,SchoolofEngineeringandDirector,FrugalInnovationHub,SantaClaraUniversity,USA)CarlosTeixeira(AssociateProfessor,IllinoisInstituteofTechnology,InstituteofDesign,USA)Moderator:MichelleJ.Stecker(AdjunctAssistantProfessorandDirectorofEducationandActionResearch,MillerCenterforSocialEntrepreneurship,SantaClaraUniversity,USA)How do you createmulti-disciplinary project-based experiences that provide powerful enabling environments inwhich studentslearn to design products and services thatwill change the lives of theworld’s poorest citizens? Learn from someof the leadingglobaleducatorswhohavebeenworkingattheintersectionof learning,design,andsocial impact,offeringcoursesandprogramsthatemphasizeexperientiallearning,collaboration,real-worldprojects,community-leddevelopment,andscalability.

AUTHENTICPBLPROBLEMTRIGGERPT3.14:00–6:00 ProblemInvestigationinFirstGrade:TacklingRealWorldIssuestoMakeaDifference Location:

LUCAS309Organizer:LauraNielsen,BillSelak(HillbrookSchool,USA)Wewillsharethe8-weekProblemInvestigationunitwedidwithfirstgradelearnersatHillbrookSchool.Wewilldescribethedesignthinkingprocess thatour studentswent through to identify issues inourcommunity, researchchosen topics,planhowto tackleissues,prototypesolutions,testandreviseaproductandlaunchtheirideas.Weplantodemonstratehowwewereabletohavefirstgrade students work collaboratively in problem investigation teams to address real world issues such as the decline of beepopulations,theplightofshelteredanimals,andtheneedsofthelocalhomelessshelterpopulations.

WORKSHOPWS3.14:00–6:00

DevelopingVoice,Cross-CulturalUnderstanding,andCreativeCommunicationthroughTransnationalYouthRadio


Organizer:DanaWalker,DeborahRomero(UniversityofNorthernColorado,USA)Thisworkshopintroducesparticipantstoprojectbasedlearningthroughtransnationalyouthradio,andpreparesparticipantstouseradiostorytellingandradioartsforteachingorcommunity-basedactionatthelocalandgloballevels.Theworkshopbeginswithanoverviewofthecurrenttransnationalyouthradioresearchprojectthat linksColoradoandCatalunya.Participantsthenengage inhands-on activity involving collaborativemultimedia radio production that combines research, analysis, interaction, imagination,andcreativecomposition.Discussionwillexplorewaystoapplythemethodologyandconceptualframeworkoftransnationalyouthradiotoarangeofprojectbasedlearningcontexts.

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WS3.24:00–6:00 ArcodeMaguerez:UmaFerramentadaMetodologiadaProblematização

Location:VARI133Language:PORTUGUÊS

Organizer:LaraMabelleMilfontBoeckmann,Ana SocorrodeMoura,MariaAureni de LavorMiranda (SchoolofHealth Sciences,FederalDistrict,Brazil),FredericoCaetanodeMoura(UnifiedEducationalCenterofBrasilia,FederalDistrict,Brazil)OArco deMaguerez é uma ferramenta de ensino-aprendizagemnaMetodologia da Problematização e vem sendo utilizado emalgumasInstituiçõesdeEnsinoSuperior,hajavistaexperiênciaaplicadanacidadedeBrasílianoBrasilnaEscolaSuperiordeCiênciasda Saúdenos cursosde EnfermagemedeMedicina.Neste contexto, o docente atua comoum facilitadorda aprendizagem, eoestudante é ativo e com propriedade desenvolve suas potencialidades e fortalezas para atuar na busca efetiva de resolução deproblemas e situações de contextos reais. O Arco de Maguerez é estruturado em cinco etapas: observação da realidade;identificaçãodepontos-chavedoproblema;teorização;formulaçãodehipótesesdesoluçãoparaoproblemaemestudo;práticasde intervenção na realidade a fim de transformá-la.Objetivo: Aplicar o Arco deMaguerez como ferramenta daMetodologia daProblematização em caso simulado. Estratégia: conduzir um workshop utilizando recursos audiovisuais e textos para discussãodialogada.Resultadosesperados:SocializaraexperiênciacomousodaMetodologiadaProblematizaçãopormeiodaferramentadoArcodeMaguereznaconstruçãodoconhecimentoemumcontextosimulado,numaperspectivaintegradadasdiferentesetapasdoarcode formaenvolver os participantes ativamente emumaprática quepossibilite a soluçãodeproblemas e transformaçãodasituaçãoapresentadapormeiododesenvolvimentodoraciocíniocríticoereflexivoparaumaaprendizagemsignificativa.


Location:LUCAS208

Language:ENGLISH

Comparinghowdifferentinquiry-basedapproachesimpactlearningoutcomesAndrewTawfik(UniversityofMemphis,Memphis,TN,USA),WoeiHung(UniversityofNorthDakota,GrandForks,ND,USA),PhilippeJ.Giabbanelli(NorthernIllinoisUniversity,DeKalb,IL,USA)There are currentlymany variations of inquiry-based learning, including problem-based learning (PBL), lecture prior to problem-solving,andcase-basedlearning(CBL).However,eachprescribesdifferentlevelsofstudent-centeredness.ThisstudylookedattheeffectsofCBL,lecturepriortoproblemsolving,andPBLonstudentsconceptualknowledge,causalreasoning,andself-efficacy(N=91).Whilenosignificantdifferencewasfoundonself-efficacy,theresultsfoundthatthePBLgroupsignificantlyoutperformedtheCBL group on conceptual knowledge. In terms of causal reasoning, the PBL group outperformed the other conditions on overallnumberofconceptsandcorrectlyidentifiedconnections.CanProjectBasedLearningfuture-proofourstudents?InsightsfromquantitativeresearchRobynHorsley(StPhilip'sChristianCollege,Newcastle,Australia),GlenO'Grady(AustralianNationalUniversity,Canberra,Australia)Theexpectationofstudentstoday,forthefuture,isthattheyshouldbeabletoapplyknowledgetorealworldsituations.Ithasbeenarguedthatthiscapacityisunderpinnedbyhighlevelsofcriticalthinking,writtenandoralcommunication.Thereisalittleempiricalresearch as to howProject-Based Learning (PBL) can facilitate learning gains in these capacities inmiddle school settingswithinAustraliaandhowthesegainsrelatetoacademicgrades.ThisresearchpresentsinitialfindingsofaproposedlongitudinalstudythatwillfollowparticipantsundertakingelelmentsofPBLfromYear8throughtotheendofYear12.EnglishLearnerExperienceinMainstreamProblem-BasedLearningClassrooms:AMixed-MethodsStudyAnnieCameyKuo(StanfordUniversity,Stanford,CA,USA)Thismixed-methodsstudyexaminedtheexperienceofEnglishlearners(ELs)toproblem-basedlearningintheirmainstreammath,science,andsocialstudieshighschoolclassrooms.UsingacombinationofsurveyandfocusgroupdataofELswithvaryinglinguisticandacademicbackgrounds,theanalysisfocusesonsocio-materialpracticesandaffectivevariablesinPBL.Findingssuggestthattheexaminationof three areaswhenplanning and implementingPBLwithheterogeneousmainstreamclassrooms improves thePBLexperience:havinganawarenessoftheELstudentexperience;leveragingtherichlinguisticandpriorknowledgeofELsasastrengthandresource;anddifferentiatingsupportsforELs.Synapse-BasedLearning(SBL)-NewMethodofTrainingonSmallGroups:arandomizedcontrolledstudyAriovaldoAlbertodaSilvaJunior,RafaelAlbertodaSilva(SynapseConsultancy-ActiveLearningTraining,BeloHorizonte,MG,Brazil),CassioIbiapina(UniversidadeFederaldeMinasGerais,BeloHorizonte,MG,Brazil),AntonioCarlosdeCastroToledoJr.(Unifenas,BeloHorizonte,MG,Brazil),StefanoPuntoni(ErasmusUniversityRotterdam,Rotterdam,Netherlands)Synapse-Based Learning (SBL) is anew learningmethoddeveloped for technical/continuingmedical education. It’sbasedonPBLprinciplesbut incorporatesCialdini’s socialproofprincipleandRogers’diffusionof innovations theory.SBL is, therefore,ahybridmethod that uses mini-lecture and problem-discussion in small groups, through seven steps: welcome, icebreaker,contextualization, problem-situation, problem-diagnosis, decision-making, and problem-solution. Two controlled randomizedstudiestestedSBLtechnicaleducationonsustainableagriculturalpracticesamongagriculturaltechniciansandsmallcoffeegrowers.Inbothstudies,SBLwassuperiortotraditionallecturesandcontrolgroupinlearning,andinthesecondstudySBLwassuperiorforpromotingdeep-learning.

PS3.2 Location: Language:

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4:00–6:00 LUCAS307 ENGLISHPerceptions and Attitudes towards Blended Learning for Civil Engineering Courses: A Case Study of Students at University ofIbaguéJorgeMontoya(UniversityofIbague,Ibagué,Tolima,Colombia)This paper presents a case study of students’ perceptions and attitudes towards a Blended Learning course in Mechanics ofMaterials. It identifies the perceptions and attitudes that blended learning provides to students’ learning experiences andinvestigatesnegative impressions inblendedMechanicsofMaterialscourses fromthe learners’perception. In thisapproach, theprofessorvideotapedpartoftheclassandassignedthemtostudentstowatchandstudyindependently.Thisstudyconcludesthatstudentshavegoodperceptionsandattitudes towardsBL.Theyconsider thatclass time isused inamoreeffectiveandefficientway,comparedtotraditionalengineeringcoursesapproaches.PBLandlearningofsocialresponsibilityNicolajRiiseClausen,AnetteKolmos,JetteEgelundHolgaard(AalborgUniversity,Aalborg,Denmark)Themainpurposeofthisarticleistoanalyzeifthereisaconnectionbetweenproblem-andproject-basedlearningandthestudents’development of social responsibility. This is analysed through a cohort study started in 2010 as the generation of engineeringstudentsenrolled.AalborgUniversityhasthehighestdegreeofPBLintheirstudiescomparedtootherDanishuniversitiesandtheanalysisisbasedonacomparisonbetweenstudentsfromAalborgandtheremainingdanishuniversities.Thearticledrawsforwardacorrelationbetweendevelopmentofthestudentssocialresponsibility,ethicsandsocialawarenessandtheirengagementataPBLuniversity.POGILandreflection:aperfectduotoincreasestudents´performanceinaGeneralChemistrycourseforEngineeringcareersAlejandraRattiParandelli,MauricioPower(UniversidaddeIngenieríayTecnología,Lima,Perú)TeachingandlearninginEngineeringinthe21stcenturyrequirestheutilizationofactivelearningtechniques.AtUTEC,only49%to59% of the students passed the General Chemistry course offered for freshmen. Hence, the challenges were to increase theperformanceofstudentsandfindactivemethodologiestoteachthecourse.TheimplementationofPOGILwasshowntoimprovestudentperformancefrom54to85%approximately.Additionally,byusingreflection,engineeringstudentshavetheopportunitytorecognizetheneedoflifelonglearningandtheimportanceofchemistryintheirdailyliferegardlessofcareerfield.ExploringtheLimitsofAuthenticityinEntrepreneurialEngineeringEducationChristopherKitts,AnneMahacek,MikeRasay(SantaClaraUniversity,SantaClara,CA,USA)Over thepast twodecades,manyengineering educationprogramshave sought to improve the educational authenticity of theirprograms through hands-on, team-based projects and real-world engineering experiences. The benefits of such initiativesnotwithstanding,theexperiencesofsuchprogramstypicallyfallquiteshortofwhatengineersdointhe“realworld”—developingandproducingengineeredproducts/services thatcreatequantifiablevalue for real customersaspartofa competitive, sustainedenterprise. In this paper, we describe our efforts to provide such unique experiences, pushing the limits of authenticity inengineeringeducationandcreatingpositivelearningoutcomesforourstudents.

PS3.34:00–6:00

Location:VARI135

Language:PORTUGUÊS

AplicaçãodoarcodeMaguereznaatençãoàsaúdedacriançahospitalizadaFabianaClaudiadeVasconcelosFrança,ManuelaCostaMelo,AnaGabriellaSilvadosSantos,AnndreyaMarquesdeSouzaRodrigues,KanandaKarlaAndradeFreitas,LuanaNunesLima,PamelaUaquiAlvinodosSantos,RodrigoAugustoGonçalvesFonseca,GeisaSant’Ana(EscolaSuperiordeCiênciasdaSaúde,Brasília,DF,Brasil)Introdução: Internaçãohospitalaréexperiênciaangustianteao indivíduo,esentimentospodemestarpotencializadosaotratar-sede criança. Objetivo: Aplicar Arco de Maguerez na atenção à saúde da criança. Método: com embasamento teórico nospressupostosMetodologiadaProblematização,utilizou-sedeassociaçãoentreetapasdoArcodeMaguerez, propostoporNeusiBerbel. Desenvolvida no hospital-ensino,Distrito Federal, Brasil.Ocorreu emmarço e abril de 2017. Participaram seis discentes.Resultado:ForamdesenvolvidasasetapasdoArcodeMaguerez:Observaçãodarealidade;Pontoschave;Teorização;Hipótesesdesolução; Aplicação à realidade. Considerações finais: Atividade demonstrou ser estratégica e buscou a visão crítica reflexiva dodiscente.UmcursodeMedicinanosertãodoRioGrandedoNorte-umaevolução,umarevolução!GersonBarbosadoNascimento,JaneCristinaMedeiros(EscolaMulticampideCiênciasMédicasdoRioGrandedoNorte,Caicó,RN,Brasil)AinstalaçãodocursodeMedicinaefetivou-secomoenvolvimentodediversossegmentos.Foramrealizadasreuniõeseaudiênciaspúblicaseacrescidascontribuiçõesdesetores:classemédica,sistemadesaúdeecomunidade.Buscou-seumcursovoltadoparaasdemandasdesaúdedapopulação;eaqualificaçãodosegressosparaatuarememtodososcenários.Ressalta-searelevânciasocialda criação desse curso no interior do Estado do Rio Grande do Norte, voltado para a superação das dificuldades existentesatualmente e para a formação de profissionais mais comprometidos. Merecem destaque aspectos inovadores, como aresponsabilidadesocialeaadoçãodemetodologiasativasdeensino.Espiralconstrutivistanapós-graduação:umrelatodecaso

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RaquelCesario,AnaGabrielaRosaAndradeAsevedo,AndreaCristinaJunqueiraSouza,CibeleGomesdosSantos,DaniloLanfredi,DéboraNassifAlvesRodrigues,JulianaRissidaSilveiraCalsani,SandraAparecidaFerreiraGuerra,WilsonCunhaJúnior(Uni-FACEF,Franca,SP,Brasil)Oobjetivoérelataraexperiênciacomousodaespiralconstrutivistaemumadisciplinade30horaspresenciais,emumprogramademestradocomcurrículotradicional.Aapresentaçãocaracterizaráoprocessodeplanejamentoeexecuçãodadisciplina,abordandooseu impactosobreestudantese facilitadoraediscutindoasvivênciaseresultadosà luzdosreferenciais teóricosdisponíveisnocampodaandragogiaedapedagogiaproblematizadora.Aexperiênciadeinserçãodaespiralconstrutivistanapós-graduação,eemumadisciplinadecurtaduraçãofoimuitopositiva,aprofundouaexperiênciadaprofessoraedeveserreplicada.TrajetóriadeEstudantesNegrosApósoCursodeGraduaçãonaUniversidadeFederalFluminenseDeiseGuilherminadaConceição(UniversidadeFederalFluminense,RiodeJaneiro,RJ,Brasil)OpresenteestudotemcomoprincipaltemáticaaanálisedoimpactodoscursosdegraduaçãodaUniversidadeFederalFluminensesobreamobilidadesocioeconômicadeestudantesnegros.Sabemosquehistoricamenteapopulaçãonegrapossuimenosanosdeescolaridade se comparada à população branca, e que o acesso à educação pode desdobrar-se em vantagens.O objetivo destetrabalhoé,utilizandoobancodedadosdaCoseac/Uff,mapearosatoressociaisenvolvidosnesteprocesso,istoé,osprofissionaisnegrosqueingressaramnoscursosdegraduaçãodaUffnoanode2004everificaroimpactodoscursosdegraduaçãonasvidasdossujeitos.

6:00–7:00 PAN-PBLASSOCIATIONGENERALASSEMBLY Location:LUCAS126General Assembly of the PAN-PBL Association of Problem-Based Learning and Active LearningMethodologies. All PBL2018 Conference participants are invited to participate and discuss thefutureperspectivesoftheAssociation.

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SUNDAY2/18

KN38:30–10:00AM

KeynoteSpeakerAmySmith

SeniorLecturerinMechanicalEngineeringandFoundingDirectoroftheMITD-Lab


SantaClaraUniversityProjectBasedLearning:Who’sattheHelm?

Whose problem is it?Who identifies the challenges and needs?Who shapes the projects we work on?Who’s involved in thesolution?Hands-onproject-based learningcanbeatransformationalexperienceforbothstudentsandthecommunitypartners iftheprojectsare the“rightones”and thebeneficiary is firmlyat thehelm.This talkwill shareD-Lab’sphilosophiesofdesignandapproaches to community-driven, project-based learning through case studies and hands-on activities. Examples of D-Lab’sexperiencesintheclassroomandinthefieldwillillustratehowdesignandexperientiallearningcanbeusedasaneffectivetoolforcommunitydevelopment,individualtransformationandasastrategyforpovertyalleviation.


LOUNGELG4.110:30–12:30 TakingDesignThinkingtoSchool–TheiLabattheSanFranciscoUnifiedSchoolDistrict Location:

LUCAS126ShelleyGoldman(Professor,DirectorREDLab,StanfordUniversityGraduateSchoolofEducation,USA)BrianFox(Director,iLab,SanFranciscoUnifiedSchoolDistrict)Moderator:ReinholdSteinbeck(ManagingDirector,IntoActions,USA)The iLabwas establishedby the San FranciscoUnified SchoolDistrict to develop a district-wide innovative system. The iLab is aphysicalspace,aprocess,andacurriculumthatfostersinnovationacrosstheorganization.Itleverageshumancentereddesignasasignaturepractice.TheiLabstrivestoinspirecollectivegenius,developaninnovationculture,andempowerallpeopleinthedistricttoeffectivelyeducateandsupporteachandeverychild.ThissessionwilltakeuphowtheiLabimplementsthedistrictvision,howdesignthinkingisworkingasaprocess,andwhatlessonsarebeinglearnedabouthowaninnovationculturehelpsmeetequityandachievementgoals.

PBLSTUDIOST4.110:30–12:30 IntroducingtheCollaborativeE-LearningDesignMethod Location:

LUCAS309Organizers:ThomasRyberg,UllaKonnerup(AalborgUniversity,Aalborg,Denmark)In this interactive sessionwewill introduce the Collaborative E-Learning Designmethod and participantswill be given firsthandexperienceinworkingwiththemethod.ThemethodfacilitatesdesignofICT-supportedornetworkedlearningactivities.Itdividesthedesignprocessintothreephasesandusesspecifictoolsandtechniquesineachphase.Itdrawsonexistingtechniqueswhichareoften employed within iterative design processes such as card sorting and rapid prototyping; however, it entails some novelelements. Firstly, it seeks to address the gap between theoreticalmodels of learning and actual learning designs. It does so bypromoting negotiation and reflection among teachers by leading them to identify core pedagogical values, and focusing onembedding these in the actual design. Secondly, it specifically supports a collaborative approach to the design processeswhereteamsofparticipants (ideallywithdifferentdisciplinarybackgrounds)co-develop learningdesigns.Thirdly,anaccompanyingwebbased software toolmakes it easy to redesign the cards used as part of themethod. Thismakes themethodboth scalable andapplicableindifferentcontexts.

WORKSHOPWS4.110:30–12:30 TransformingOnlineLearningintoActiveLearning–adesignworkshop*


Organizer:JimVanides(MontanaStateUniversity&EdFutures.org,USA)Doyouteachonlineandlongformorelearner“engagement”?Areyoudesigninganonlinecourseandwanttomakeitexcitingandeffective?Joinusforafast-paced90-minutedesignexperiencebasedontheprinciplesofdesignthinking,project/problembasedinstructionaldesign,andactivelearning.Bringyourexistingcoursesyllabusorcourseideaasweexplorewhatittakestotransformonlinelearning.Thisisaparticipatoryworkshop–soenrollmentislimitedto20attendees.Comeforthefun–andleavewithafreshviewofhowtogivestudentsinyourcourseanextraordinaryexperience.

*Eachparticipantneedstocomewithanonlinecourseinmind,eitheronethatexistsandcanberedesigned,oracourse-idea

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WS4.210:30–12:30 UsePBLToCreateA100%StudentMadeBookofBilingualNarratives


Organizer:BayardNielsen(NotreDameHighSchool,SanJose,CA,USA)UsePBLtoexploreasocial justiceissue,bridgeculturaldivides,andcreatehardempathybywritingbilingualnarrativesbasedoncommunity interviews. Create a structured collaborative space where students write individually and in groups, and offer peerfeedback.Giveimmediateformativefeedbacktoanystudentwithorganizedsharingpermissionsforalldocuments.Finally,createaprofessional,100%student-writtenandeditedepublicationwithnumerousleadershipopportunities,especiallyfornativespeakers.Learnallstepsandtoolsneededtostarttomorrow.Anaward-winningbilingualexamplewillbeshared.


Location:LUCAS208

Language:ENGLISH

Realisticsimulatedscenariosasaproblematizationstrategyinwomen’shealthLaraMabelleMilfontBoeckmann,AnaSocorrodeMoura,MariaAurenideLavorMiranda(SchoolofHealthSciences,FederalDistrict,Brazil),FredericoCaetanodeMoura(UnifiedEducationalCenterofBrasilia,FederalDistrict,Brazil)Theaimofthepresentstudywastosharetheexperienceofapplyingarealisticsimulatedscenarioaspartofthewomen’shealthmoduleoftheundergraduatenursingprogramoftheSchoolofHealthSciences,inApril2017,FederalDistrict,Brazil.Eightstudentsand two tutors participated in the study. The simulated problem scenario consisted of a consultation conducted with low-riskpregnantwomeninlaborusinganobstetricmannequin.Theresultsshowedthatthestudentsreachedtheobjectiveandeffectivelysolvedtheproblem.Conclusion:Therealisticsimulatedscenarioprovidedacreativeenvironmentreproducingreal-lifeexperiencesthatfosteredmeaningfullearning.Useof360degreevideoinBachelorHealthSciencesprogram:RealitytransferintoclassNynkedeJong,SilkeMetzelthin(MaastrichtUniversity,Maastricht,Netherlands)Second year students in the Bachelor Health Sciences at Maastricht University may follow the specialisation on ‘Policy,Management,andEvaluationofCare.’Practicalexperience is thespearheadof this specialisation.For studentsmore insight intohomecareisdesirable,asthereisanincreasingnumberofcommunity-dwellingolderadults.However,organizingfieldtripsinhomecareischallengingtoduelargestudentnumbersandtheimpactonclientsprivatelife.A360-degreevideowasproducedtobring‘homecare’intoclass.ThevideoisintegratedinaProblem-BasedLearningcase.OutcomesofastudyconductedinSeptember2017willbepresented.Using Concept Mapping through problem-based learning to facilitate lifelong knowledge of risk factors for cardiovasculardiseases:CaseuniversityofAlgiersNasserDrareni(UniversityBlida02Elaffroun,Blida,Algeria)Inencouraginglearnerstoassesstheirownknowledge,torecognizedeficiencies,andtoremedythoseshortcomingsthroughtheirowninvestigationsmanyeducationalprogramsincorporateconceptmappingthroughproblem-basedlearningtopromotelearners’learning;however,PBLprovidesthemwithanexplicitmodelforlifelonglearning.UsingconceptmappingthroughPBLofriskfactorsforcardiovasculardiseases,learnerslearnhowtolearnandhowtoasktherightquestionstoarriveatsolutions.Thisstudyexploredthe use of concept mapping through PBL to assist the study, and sought to analyze whether this method could improveundergraduatelearners’understandingoftheriskfactorsofcardiovasculardiseaseandtheirlifelongskills.IntrinsicmotivationofmedicalstudentsfromamedicalschoolwithactivemethodologyintheNortheastofBrazil:cross-sectionalstudyPedroTadeuÁlvaresCostaCaminhadeAzevedo,AnaRodriguesFalbo,GilliattHanoisFalboNeto(FaculdadePernambucanadeSaúde,Recife,PE,Brasil)Thispaperreportsonacross-sectionalstudywith276medicalstudentstoidentifyintrinsicmotivationusingtheIntrinsicMotivationInventoryandanalyzingassociatedfactorswithinthetutorialgroupsetting.Consideringalltheperiodsassociatedfactorswereage(lessthan20-years-old)andnothavingparentalinfluenceorpressurewhenchoosingthecourse.Associatedfactorsforstudentsinthe2ndtermwerefinancialdependance,notexperiencingparentalpressuretochoosethecourse,andthoseonthe10thtermhadtriedonecollegeentranceexam.

PS4.210:30–12:30

Location:LUCAS307

Language:ENGLISH

PBLApproachforCommunityInterpretersRobynDean,RobertQPollard(RochesterInstituteofTechnology,USA)Observation-SupervisionisaPBLapproachdesignedtoimproveinterpreters’preparednessforworkinsettingslikedoctors’officesandcourtrooms.Observation-Supervisionsendsinterpretersintoinvivoservicesettingstoobserveprofessionalsandtheirclients.Insteadofthetypicalvocabulary-centeredtrainingapproachcommoninprofessionaldevelopment,interpretersinsteadlearnaboutbroad, as well as nuanced elements and dynamics of the work setting itself. This latter component occurs during trainer-ledsupervision sessions that follow observations. This paper explores the unique designs of this PBL application for communityinterpretersinadditiontotheresearchfindingsfromagovernment-fundedprojectformentalhealthinterpretertraining.

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TheimpactsofPBLonproficiencyandsocialskills:EvidencefromundergraduatesinEconomicsinBrazilPriscillaTavares,LilianFurquim(FGV/EESP,SãoPaulo,SP,Brazil)In2013,theSãoPauloSchoolofEconomics(Brazil) implementedahybridmodelofPBLthatcombinesproblemsandprojectsforEconomicsundergraduates.Thisprocesspromotessignificantchangesinanorganization’scultureandimpactsteachers,students,parents, staff, and the community as a whole. In this paper, we discuss the evaluation instruments and the observed results(qualitative and quantitative) on students’ performance and soft skills as well as students' and teachers' perceptions of PBL'sadvantagesandweaknesses.TheseresultsarecloselylinkedtothespecificPBLmodeladoptedatEESP,whichisalsodescribed.ActiveLearningforAdults:ReportinganExperienceinMarketingCourseAlexandreBorbaSalvador,AnaAkemiIkeda(UniversityofSãoPaulo,SãoPaulo,SP,Brazil)This article presents and discusses active learning methods and it reports the knowledge obtained in the application of acombinationofactivelearningmethods.Theaimofthisstudyistobroadentheunderstandingofactivelearningand,consequently,toprovideteachersandresearcherswithusefulinformationfortheprofession.ThisexperienceoccurredinamarketingsubjectofanMBAcourse.Theanalysiswascarriedoutintengroupsofaneight-classsubject,involvingproblembasedlearning(PBL)sessions,acasediscussionsession,agroupproject,andanindividualtestapplication.

PS4.310:30–12:30

Location:VARI134

Language:ENGLISH

TowardsaflippedsemesterPBLapproach:Across-caseanalysisofflippedcurriculuminitiativesatAalborgUniversityLykkeBrogaardBertel(AalborgUniversity,Aalborg,Denmark)This paper presents initial findings from the project ‘Towards a flipped semester PBL approach’which is part of the larger ‘PBLFuture’ research initiative.AalborgUniversity isworking todevelopnextgenerationblendedPBL learningmodelsandprinciples.Thissubprojectspecificallyexplorespossibilitiesandchallengesrelatedtotheorganizationofandinterplaybetweencourses,self-directedstudyactivitiesandsupervisedprojectworkinflippedcurriculuminitiatives.Initialfindingsfromacross-caseanalysisof8initiativeswillbepresentedwithregardtoteachers’goals,planningandpreparationprocessesandchallengesaswellasstudents’experiences.BotaprafazerUNIFEI:LearningandCompetingforGoodReasonsFabioRobertoFowler,CarolinaRenóRibeiro,AngelinadeLimaRosendo,LeticiaTenórioGonçalves,JulianaCaminhaNoronha(UniversidadeFederaldeItajubá,Itajubá,MG,Brazil)Theconstitutionalamendmentprojects(PEC6787/16andPEC287/16)forthe laborandsocialsecurityreforms inBrazilcertainlywillaffecteducationalinstitutions.Besidestechnicalskills,graduatesshouldalsohavemanagerialandso-calledsoftskills,whicharecharacteristicsusuallyfoundinsuccessfulentrepreneurs:groupwork, leadership, interpersonalrelationships,creativity, flexibility,ethics, learning to learn, working under pressure,motivation, etc. Thiswork aims to compare Project-Based Learning (PBL) andEntrepreneurship Education (EE), and their application in the Universidade Federal de Itajubá (UNIFEI). It is an annualentrepreneurshipcompetitionthroughoutsocialactionprojectsinvolvingmorethan700universitystudents.StudentPurposeanditsrelationtoAcademicPerformanceandCareerDecisionSelf-EfficacyAnaCarolinaShinoda,HamiltonLuizCorrea,FlavioHourneauxJúnior,FernandoNascimento(UniversityofSaoPaulo,SãoPaulo,SP,Brazil)PauloFreiredefended the importanceofconsciousness througheducation.Theconscience regardingone’sPurposemaybeveryimportantforrealstudentengagementinactivelearningmethods.ThisstudyaimedatunderstandingthepurposedevelopmentinBrazilian students and its relation to academic performance and self-efficacy in career decisions. A survey of 93 undergraduatestudentswasconducted. Itwas foundthatonly25%of thestudentshave identifiedapurposeandthat thisconsciousnesshasapositive influence on their self-efficacy in career decisions. However, no relation was found between purpose and academicperformance.

PS4.410:30–12:30

Location:VARI135

Language:PORTUGUÊS

JogoSociológico:OCrimedeCamurupáUipirangiCâmara(OPET-FaculdadeseCentroUniversitário,Curitiba,Brasil),PauloAndréLaudaSilvaCâmara(FGV,Curitiba,Brasil)Apartirdasimulaçãodeumcenáriodecrimenumacomunidadeimagináriarepletadeestereótipos,diversosteóricosdaSociologiaemprestarãoseusnomesaospersonagense suasprincipais ideias tecerãoaspistasnecessárias, tantoparaodesvendamentodocrime, como para a compreensão de como se regula o campo jurídico. Essa escolha inovadora se justifica por aliar afetividade,cognição,desafiospessoaisecolaboração,elementostãoimportantesnoprocessodeensinoeaprendizagem.Ecoformação:aconstruçãodeestratégiasdeintervençãocompartilhadanoambienteescolarRosanaGonçalvesdaSilva(SecretariadeEducaçãodoDistritoFederal,Brasil)OartigoapresentaelementosdeumaEcoformação-pesquisadesenvolvidaemumaescolapúblicadeensinofundamentalsituadaemBrasília,DistritoFederal,Brasil.OobjetivofoidesenvolverumprocessoformativointerativobaseadonaLinguagemPoéticaenaEcologiaHumana,noPensamentoComplexoenosprincípiosdaCartadaTerra,juntoaprofessoraseestudantesdosanosiniciais.Aexperiênciaatravessoucamposdeconhecimentodistintos,asexpressõesartísticaseosconhecimentoscientíficosetradicionais.Apartir do Método da Complexidade (MORIN, 1997), as estratégias interventivas envolveram metodologias multidimensionais ealgunsprincípiosbásicospropostospelaPBL,resultandonaproduçãodoconhecimentonocotidianoescolar.

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MetodologiadeProjetosnoensinodePsicologiaSocialHallerSchunemann(CentroUniversitárioAdventistadeSãoPaulo,SãoPaulo,Brasil)A disciplina de Psicologia Social, no curso de Psicologia, tem como objetivo estudar as relações interpessoais, a partir dasperspectivasdeidentidade,discriminaçãoesoluçãodeconflitos.Destaforma,consideramosumadisciplinaadequadaparaconciliarosaspectosdosconteúdoscomumametodologiadeensinobaseadaemdesenvolvimentodeprojetosemequipes.Osalunosforamorganizados em equipes de trabalho. Ao longo do semestre, foram desenvolvidos dois projetos com os temas de Identidade -DiscriminaçãoeSoluçãodeConflitos.Aestruturadoprojetofoiorganizadaapartirdeumafundamentaçãoteóricaeasugestãodepropostasdeintervenção.Maisqueumametodologia,umaescolaativa–aexperiênciadoSESIParanáRosileiFerrarini,RaqueldeOliveiraeSilvadoNascimento,LiliandeFátimaCorreaLuitz(SESI/PR-ServiçoSocialdaIndústria,Curitiba,PR,Brasil)AmetodologiadasOficinasdeAprendizagem,adotadapeloServiçoSocialda Indústria (Sesi),Paraná,Brasil éaplicadanoensinomédio.CriadaporMárciaC.Rigon,foiimplantadanaaberturadosdoisprimeiroscolégios,noanode2005,ehojeestádifundidaem53Unidades,atendendoa cercade12.000alunos.Maisqueumametodologiaativade salaaula,demandoua reorganizaçãodomodo de funcionar da escola, assentada nos seguintes pilares: o aprender por desafios, a interdisciplinaridade e atransdisciplinaridade,umcurrículoporsegmentostemáticos,gruposnãoseriados,oensinarpelapesquisaeotrabalhoemequipepelosalunos.

12:30–1:30PM LUNCH ONYOUROWN

PANELDISCUSSION

PD5.11:30–3:30 PBLandActiveLearninginOnlineandBlendedLearningEnvironments Location:

LUCAS126TamaraCarleton(CEO,InnovationLeadershipBoardandLecturer,StanfordContinuingStudies,StanfordUniversity,USA)UlissesAraújo(Professor,UniversityofSãoPaulo,Brazil)JimVanides(FormerGlobalEducationProgramManageratHPandOnlineInstructorforhands-oninquiry-basedphysicseducationatMontanaStateUniversity)Moderator:KeithYocam (Lecturer,DepartmentofEducationandOnlineEducationManager,MarkkulaCenter forAppliedEthics,SantaClaraUniversity,SantaClara,CA,USA)Howdoyoudesignonlineandblendedlearningexperiencesthatemphasizehands-on,collaborative,andappliedprojectwork?Howdoyoualignaflexibleandcollaborativelearningplatformwiththepowerofcoaching,peerevaluation,socialinputandmentorshipfor formal and informal feedbackwith? These are someof thequestions that this panelwill explore. Examples include StanfordUniversity’sflagshipglobalinnovationcourseofferedthroughStanfordContinuingStudies,ahands-oninquiry-basedphysicscourse,andcoursesdesignedfortheVirtualUniversityofSãoPaulo.

PBLSTUDIO

ST5.11:30–3:30 InteractiveScaffoldingofThresholdConcepts Location:

LUCAS309Organizer:GlenO’Grady(AustralianNationalUniversity,Canberra,Australia)In this studio participants will undertake a series of activities supporting the design and implementation of “hard” and “soft”scaffoldingtoenhancestudents’understandingofthresholdconcepts.InProblem-basedandProject-basedlearningthe“problem”or “project” is the trigger for student learning. Scaffolds are thenused to support student learning that is necessary to respondeffectively to the trigger. Scaffolds are often needed to foster a “deep” understanding of key disciplinary concepts. Using aKnowledge/ExperienceIntegrationLearningModelitispossibletodesign“interactiveactivities”thatsupportindividualandgrouplearning.InthisStudio,wewillworktogethertoexamineandunderstandInteractiveScaffolding.

AUTHENTICPBLPROBLEMTRIGGERPT5.11:30–3:30 InteractiveDiscussion:RemovingBarrierstoHighlyEffectivePBLwithTechnology Location:

WEIGANDROOMOrganizer:JamesGoodell,DeniseLawson,BridgetThomas(QualityInformationPartners,USA)Participants will engage in an interactive discussion framed by a process model and conceptual design for a mobile app thatincorporates competency-based education (CBE) and formative assessment processes into PBL implementation. Can technologylightentheburdenforeducatorsandbringahighleveloffidelitytoPBLimplementationthatmightnototherwisebepossible?Joinusasweexaminethisquestion.

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WORKSHOP

WS5.11:30–3:30 CreatingStudentChangeAgentsthroughPersonalizedandProjectBasedLearning


Organizer:NatalieWoods(EducationElements,USA),RhondaHill(BuckInstituteforEducation,USA),JamesDallas(LoudounCountyPublicSchools,USA)SchoolsanddistrictsoftenfeeltheneedtochoosebetweenimplementingProject-BasedLearningorPersonalizedLearning.Duringthis interactiveworkshop,participantswillexplorehowdistricts connectPBLandPL toempower teachersandstudents tomakemeaningfulcontributions to theworld.Focusedonthe tangibleandpractical,participantswill leave theworkshopwithadeeperunderstanding of thewhat and how of designing classroom and school experiences to promote authentic PBL and PL. This willinclude designing instructionalmodels, ideas on how to integrate PBL and PL best practices, and tools to put into practice rightaway.

WS5.21:30–3:30 EscapeCLASSroom


Organizer:PaulaCarolei,GabrieldaSilvaBruno,HenriqueEvangelista(UniversidadeFederaldeSãoPaulo,SãoPaulo,SP,Brasil)Theworkshopwill have twomoments: Experimentation andAdaptation. Experimentation: a 45-minute experience of an EscapeRoomgamethat takesplace inaclassroomscenario fromwhichparticipantsmustescapebysolvingchallengesdesigned fromaframeworkofescapesandfromresearchconductedwithchildrenandadolescentsaboutwhatmakesthemfleefromtheclassroom.Allchallengesfollowastructuringnarrativeandrequireinvestigativeskillsinordertobesolved.Adaptation:45minutestodiscusstheexperienceandfillaframeworkproposingadaptationsofthedynamicstoitscontext.

PAPERSESSION5

PS5.11:30–3:30

Location:LUCAS208

Language:ENGLISH

Problem-Based Learning andTeacher Training:ACase Studyof the Impactof PBLonCandidatePerceptionsduring their FieldExperienceCharlesWynn(KennesawStateUniversity,Kennesaw,GA,USA)Thispaperpresentationsharesanempiricallytestedproblem-basedlearning(PBL)modelthatincludesametacognitivephasethatguides students to recognize andpractice advanced cognitive skills, and reports results of a case study inwhich the researchersanalyzed the impact of the PBL model introduced in a social studies methods course on the practices and perceptions of 12preservice teachers (PSTs) during their field experience. Findings suggest that PBL, supported by modeling and metacognitivetraining, had a transformative impact on PSTs' relationships with their students, student outcomes, and their operationalunderstandingofhowtoguidestudentstobecomeeffectivedecision-makers.TheEffectsofSubjectPresentationTypeonStudentMotivation:APBLImplementationinSpeech-LanguagePathologyElainePyle(MinnesotaStateUniversityMoorhead,Moorhead,MN,USA),WoeiHung(UniversityofNorthDakota,GrandForks,ND,USA)Students have been observed as underprepared or skipping steps during the PBL process due to fatigue or low motivation(Czabanowska, et al., 2012). One way to explore this issue is to consider variables of the problem. This study consideredpresentationmodalityoftheproblemsubject(i.e.,keycharacterinvolvedinproblem)onstudentmotivationwithinthecontextofSpeechandVoiceScience.Theresults showedthe frequencyofengagementbehaviorsgraduallydeclined.Althoughengagementlevelsdeclinedandfatigueappearedtoplayarole,moststudentsidentifiedacombinationofhighersubjectpresence(i.e.,audio-visual,face-to-face)andchallengingcontentasmotivating.AconstructionofwormcompostturnedinanEntrepreneurshipexperienceMarciaNobueSacay,AnaPaulaLopes,LuciaMorais,MarcíliaKawata,RosáliaMotta,SoniaReigado,ThaísSarra(PioneiroEducationalCenter,SãoPaulo,SP,Brazil)Fourth grade' students were invited to develop a startup from the study of solid waste from organic materials. They testedconditions to figure out which treatment the decomposition process is more efficient and built a worm compost box in theclassroomchoosingonlythebestconditions.Themajorstepbeganwhentheyaskedwhatitcouldbedonewiththeproductsofthecompostbox.Thequestionswereperfecttointroduceentrepreneurshiptothem.Theycreateastartup,withmarketing,financialandinnovativeproductdepartmentsthathadthegoalofbuildingaprototypetomarketslurryandhumus.ImplementationperspectivesofactivemethodologiesatColégioMaristaJoãoPauloIIRodrigoAlvesXavier,PedroAssumpçãodaCostaeSilva,SabrinaCrisóstomoRocha,AndréPessoaFonseca,GabrielRemingtonSouzaPereira,JorgeMonteirodosSantos,LeonardoHenriqueSantosSimões,LuizGustavoMendes,MarcosScussel(ColégioMaristaJoãoPauloII,Brasília,DF,Brasil)Marista JoaoPaulo II school is implementingan activemethodology-based teachingproposal. The school started the conceptualstudies about those methodologies and further initiated the elaboration and implementation process, as a hybrid teachingapproach. Herewe address evidences difficulties, and possibilities of hybrid teaching from the educators’ perspective. The datawere collectedvia analytic gradesandquestionnaires for furtherqualitative interpretation. The researchwasdesignedas a casestudy.Theresultsshowthemainconstraintsandbenefitsofthehybridteachingimplementation.

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PS5.21:30–3:30

Location:LUCAS307

Language:ENGLISH

TheeffectofmanagersinEducationalSystemsmanagement:AstudyofsupervisoryactioninpublichighschoolsinthestateofSãoPauloMariaCamilaMourãoMendonçadeBarros(FundaçãoGetúlioVargas,SP,Brazil/LemannCenteratStanford,USA)ThispaperfocusesontheimplementationofEducationalPolicyandinvestigatesmonitoringasaninternalmanagementprocessofcontinuouscontrolof inputs,processes,andoutputsinordertoidentifystrengthsandweaknesses,formulatepracticalproposals,andtakethenecessarystepstoreachtheexpectedresult.Thisapproachisessentialtolinkthedrive-resultsystemorientationwiththeschoolcultureandthestudents’academicachievement.ItispresentedaqualitativestudydevelopedinsixpublicschoolsattheStateofSãoPaulo,selectedbyeducationalresultsfrom2011to2016.Butdoesitwork?Problem-basedLearning(PBL)inanAmericanPublicHighSchoolPaulSutton,RandyKnuth(PacificLutheranUniversity,Tacoma,WA,USA)PBLhasrecentlyexperiencedaresurgencewithschoolleaderswhoareexperimentingwithwaystoincreasestudentengagementandmotivation through authentic problem-solving while also explicitly teaching the conceptual knowledge, understanding, anddisciplinary practices promoted by the Math and English Language Arts Common Core State Standards (CCSS) and the NextGenerationScienceStandards(NGSS).ThispresentationshareshowapublichighschoolimplementedPBLpracticesandpedagogiesacrosscorecontentcourses inMath,Science,SocialStudies,andEnglishclassrooms,and thecorresponding impacts thathadonstudentperformanceonmultipleadvancedplacement(AP)courses.ANewModelofProblem-basedLearning:Four Interrelated IlluminativeConceptsforFreshWaysofThinkingAboutandDoingPBLTerryBarrett(UniversityCollegeDublin,Dublin,Ireland)Theproblemisconceptualisedasaprovokerofaliminalspacebetween1)currentlevelsofknowingandnewlevelsofknowing,2)habitualformsofprofessionalactionandformsofprofessionalactionnewtothelearnerand3)satisfactionwithcurrentidentitiesandadesiretoexploreotherpossibleidentities.PBLstudentsmovewithinandbeyondtheliminalspacespromptedbytheprobleminthreeinterrelatedways.Theseare:usingthePBLtutorialasapotentialsitefordialogicknowing,findingandbeinginflowinthePBLprocess,andexperiencinglearningashardfun.ConceptMappinginGeographyTeaching:FosteringActiveLearningLeandroCampelo,StelaC.BertholoPiconez,PaulaCristinaLameu,ÉdisonTrombetadeOliveira(UniversityofSãoPaulo,SãoPaulo,SP,Brazil)Conceptmappingisapowerfultooltofostermeaningfullearning.Activelearningcombinedwithotherstrategiesandtechnologies(e.g.,CmapTools)canchangetheclassroomandhaveabigimpactonstudents.Inthispaper,theuseofactivelearningwithconceptmappingcombinedwithpeerreviewallowsstudentstobeprotagonistsoftheirownlearning.Theresultsshowthatthestudentsweremoreinvolvedandthattheclassroomhaschangedcompletely,facilitatingmeaningfullearning.

PS5.31:30–3:30

Location:VARI135

Language:ESPAÑOL

TranformarlacotidianidadescolarapartirdepropuestasinnovadorasdelosestudiantesSantiagoVasquez,PatriciaValenzuela(ColegioLosNogales,Colombia)Esta ponencia presenta proyectos soñados y desarrollados por estudiantes, con el acompañamiento de los profesores delDepartamentodeEspañoldelColegioLosNogales,paratransformarsucotidianidadescolar.ElPlanEstratégicodelcolegiodefiniócomo objetivo el desarrollo a través del currículo dehabilidades del siglo XXI para aprender e innovar. Estos proyectos son elresultado de un proceso enfocado no sólo en desarrollar habilidades comunicativas sino también habilidades de creatividad,innovaciónysolucióndeproblemas.Conestaexperienciadeimplementacióndemetodologíasactivasdeaprendizaje,centradasenelestudiante,secompartiráamiembrosdediferentescontextos,reflexiones,retosylogros.Influencia de los estilos de enseñanza-aprendizaje de profesores y estudiantes universitarios en su habilidad para adquirirconocimientosMichelleMuñoz-Carrasco(UniversidaddelBio-Bio,Chile/UniversidaddeConcepción,Chile),PamelaJara-Zapata(UniversidaddeConcepción,Chile),MarielaValdés-Soto,PatriciaArancibia-Avila(UniversidaddelBio-Bio,Chile)Los cursos cuyos objetivos son eminentemente prácticos requieren de docentes con estilos de enseñanza que favorezcan losprocedimientosyalparecerpodríanoestarvinculadoalestilodeaprendizajedelestudiante.Undocenteconestilodeenseñanzapredominantemente funcional y otro con estilo mixto dirigieron dos grupos de estudiantes cuyos estilos de aprendizaje eranvariados.Concluimosqueelestilodeenseñanzafuncionalfavorecelaenseñanzadeactividadesprácticasjuntoconelrendimientoacadémico,másqueeldocenteconestilomixto,sinnecesariamentecoincidirconlosestilosdeaprendizajedelosestudiantes.InfluenciadelaestrategiadeconstruccióndemapasconceptualesenelrendimientoacadémicodeestudiantesuniversitáriosPamelaJara-Zapata(UniversidaddeConcepción,Chile),MichelleMuñoz-Carrasco(UniversidaddeConcepción,Chile/UniversidaddelBío-Bío,Chile),M.DoloresLópez(UniversidaddeConcepción,Chile),PatriciaArancibia-Avila(UniversidaddelBío-Bío,Chile)Lasestrategiasdidácticascentradasenelestudiante logranaprendizajessignificativos.Nuestroestudiodemuestraque losmapasconceptualessonunaexcelenteestrategiaeducacionalparamejorarlosrendimientosacadémicosdeestudiantesuniversitarios.Lamuestra de estudio consistió en 25 estudiantes que habiendo reprobado la asignatura de química general, se encuentranrealizándolaporsegundavez.Duranteelprogresodelcursoselesinstruyóparaconstruirmapasconceptualesconloscontenidosreprobados,paraserevaluadosconvencionalmenteenformaposterior.Nuestrosresultadosdemuestranquelaaplicacióndeestaestrategiamejorólosrendimientosacadémicosdetodoslosestudiantesporsobredospuntoslanotadeaprobación.

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EncuestadesatisfacciónsobrelametodologíaPPLaestudiantesdeFísicaIIIdelI-Término2017-2018FlorencioPinela,JorgeRobleroWong,JosėSacarelo,DanielaGuzmán(EscuelaSuperiorPolitécnicadelLitoral,Guayaquil,Ecuador)Elpropósitodeesteestudio fueconocerelgradodesatisfacciónque tienen losestudiantesenunaclaseactiva. Laencuesta fueanónimayselarealizóalfinaldelsemestreentodosloscursosdefísicaIII.delI-Término2017-2018sobrelaimportanciadecadauna de las actividades que se realizan en la metodología PPL (project peer learning). Entre las actividades realizadas tenemos:Perusall (lectura previa al inicio de cada capítulo), Learning Catalytics realizado al inicio de cada capítulo, laboratorio, tutorial,problemasresueltos,resolucióndeproblemas,resumendecapítuloypruebadesalida.

3:30–3:50PM BREAK VARIHALLLOBBY

ROUNDTABLERT6.14:00–6:00 Roundtablesession Location:

LUCAS126PBLversusTBL:TherelativemeritsofeachMarkServa(UniversityofDelaware,EUA)DesigningProblemsforPBLWoeiHung(UniversityofNorthDakota,EUA)Lasdiversasformasde“ABP”ysusefectosenelaprendizaje?(Enespañol)LuisBretel(ConsultantinEducation,Perú)StaffDevelopmentintheTeachingofPBLAnthonyLeow(RepublicPolytechnic,Singapore)

LOUNGELG6.14:00–6:00 MeettheEditors Location:

LUCAS207MichaelGrant(EditoroftheInterdisciplinaryJournalofPBL-IJPBL)ThomasRyberg(EditorofJournalofProblem-BasedLearninginHigherEducation)ComeandchatwithMichaelGrantandThomasRyberg,editorsof twomajor journalsspecialized inProblem-BasedLearningandActiveLearningMethodologies,aboutpublishingpoliciesandopportunities.

AUTHENTICPBLPROBLEMTRIGGERPT6.14:00–6:00 TERF:A3Dplatformforanimmersivelearningexperience* Location:

LUCAS309Organizers:UlissesAraújo(UniversityofSaoPaulo,SãoPaulo,SP,Brazil),LucasNobilo,FabianaMarquesCosta(UNIVESP,SãoPaulo,SP,Brazil),RicardoSudário,MarcosSoledade(Quantica,Brazil),RonTeitelbaum(3DICC,USA)TechnologyandProblem-BasedLearninghaveakey role in theprocessofcreatingnewways forunderstandingeducation in the21stCentury.The initialgoal is topresentsomeemergingtechnologies (suchas3Dplatforms)enteringtheclassroom,whicharedisruptinganeducationalmodelcreated200yearsago.Asecondgoal is topresentsomeexamplesofprofessionaldevelopmentprograms that articulate these emerging technologies with active learningmethodologies,with Problem-Based Learning, DesignThinking,andtheMakerCultureapproachasthemaintoolstorethinktime,spaceandrelationsineducation.

*Eachparticipantshouldcometothesessionwithacomputernotebook.

WORKSHOP

WS6.14:00–6:00 Problem-BasedLearningOnline:AHappyMarriage?


Organizer:DaniëlleVerstegen,NynkedeJong,DianaDolmans(MaastrichtUniversity,Maastricht,Netherland)Traditionalformsofface-to-faceProblem-BasedLearning(PBL)workwellinsituationswherestudentsareon-campusandstudyfull-time, but how dowe cater formaster-level or post-academic studentswho areworking professionals and live far away?Manyonlinecoursesfallbackonteacher-led“old-fashioned”instructionaldesigns.Thereare,however,successfulexamplesofonlinePBLin adapted formats. Participants work on instructional designs for online PBL in their own setting and/or cases presented byfacilitators.Thefacilitatorswillsharetheirexperienceswiththreeexamples:asmall-scalesynchronousPBLcourse,amiddle-scaleasynchronouscoursebasedonPBLprinciples,andaPBLMOOC.

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WS6.24:00–6:00

OpenData/OpenMinds:TellLocalStoriesUsingwithMaps,PaperCircuitsandIlluminatedVisualizations


Organizer:ElisabethSylvan,DavidCole(NEXMAP,SanFrancisco,CA,USA)Inthishands-onworkshop,participantswilllearntosupportlearnersintheirunderstandingofcivicorenvironmentaldataoverlayedonvirtualmaps,developnarrativesaboutwhattheylearn,andilluminatetheirlearningsusingpapercircuitry.ParticipantswillleavetheworkshopwiththeknowledgeandtoolstousethematerialsandapproachintheirownPBLpractices.


Location:LUCAS208

Language:ENGLISH

MathematicalModelingandEnvironmentalEducationElitonMoura(UniversityofSaoPaulo,SãoPaulo,SP,Brazil),DeiveAlves(FederalUniversityofTocantins,TO,Brazil),AlexMedeirosdeCarvalho(FederalInstituteofEducation,ScienceandTechnologyoftheTriânguloMineiro,MG,Brazil),ArlindoJoseSouzaJúnior(FederalUniversityofUberlândia,MG,Brazil)ThisarticleisaprojectdevelopedatafederalschoolinBrazil.Theobjectivewastoencouragestudentswhoattendedthe1styearofHighSchooltointeractwithmathematicsinthedevelopmentofprojectsrelatedtoenvironmentaleducation.Theproductionofthedata was based on four actions: problem formulation, the study of resolution, evaluation and creation of the prototype, builtcollectively. We seek to understand how the technology used in a toilet favors the saving of water in a residence. The workcontinuedcomparingacommonmodelofBrazilianbathroomandaprototypebuiltbythestudents.Problem-basedLearningintheMathematicsClassrooomSheliaMcGeeIngram,TommySmith(InfinityTeachingandLearning,USA)Despite the significant amount of research on problem-based learning (PBL), there is only a scarce amount of research on it insecondaryeducation.ThepurposeofthisstudywastoexaminetheperceptionsofsecondaryschoolmathematicsPBLfacilitatorsontheir facilitator training, classroom experiences, roles, skills, and implementation challenges. Survey data were collected. Thefindingsrevealedthatastrongmajorityofparticipants indicatedthattheirPBLtrainingwaseffectiveathelpingthemunderstandthePBLphilosophy,andthetrainingprovidedthemwithsufficientinsightintohowtomanagethesmallgrouplearningprocess.BuildingaphotovoltaicchargeratschoolElitonMoura(UniversityofSaoPaulo,SãoPaulo,SP,Brazil),DeiveAlves(FederalUniversityofTocantins,TO,Brazil),AlexMedeirosdeCarvalho(FederalInstituteofEducation,ScienceandTechnologyoftheTriânguloMineiro,MG,Brazil),ArlindoJoseSouzaJúnior(FederalUniversityofUberlândia,MG,Brazil)This article describes a school project that aimed to encourage students to interact with mathematics in the development ofprojects related to environmental education. The data production was based on four actions collectively constructed: problemformulation,resolutionstudy,evaluationandcreationoftheprototype.Inthisproject,westudiedamodel/simulatorofexpensesinthe rechargeof a cell phoneand the construction,by the students,of a chargerwitha solarpanel, that could rechargewithoutdamagetotheenvironment.TeachingZoologybasedonPBLMethodVininaSilvaFerreira(FederalUniversityofSãoFranciscoValley,Petrolina,PE,Brazil)IutilizedthePBLmethodtoimprovetheteachingofProtostomes,includedinthe2°yearofanundergraduatecourseofBiologicalSciencesintheFederalUniversityofSãoFranciscoValley,Pernambuco,Brazil.Thesubjectsapproachedincludethestudyofecology,morphology,andphylogenyof invertebrateanimals.During thesecondsemesterof2017, studentswereencouraged to respondand elaborate problem situations involving the subjects of this discipline.Afterweworkedusing this newmethod, the studentsresponded to a survey. They considered that PBL was better than traditional methods because it increased their learning andmotivationinclass.

PS6.24:00–6:00

Location:LUCAS307

Language:ENGLISH

Rockville:TransformingGraduateEthicsEducationthroughGame-BasedLearningScotHeadley,DanielleBryant(GeorgeFoxUniversity,Oregon,USA),Charity-MikaWoodard(PittsburgStateUniversity,USA),SherriSinicki(GeorgeFoxUniversity,Oregon,USA)What resultedwhenadoctoral level course in ethics, equity, and justicewas transformed froma lecture/discussion format to agame-based learning design? Relive the tale of Rockville, an American community beset by racial tensions and poverty whilediscoveringhowagroupofeducators,whoweregraduatestudentsinthiscourse,learnedwiththeirhearts,aswellastheirheads.Thepresentationprovidestherationale,changeprocess,courseplan,experienceandanassessmentofthecourse.

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Creativity,FlowandMindfulnessinProblem-basedlearning:ConceptualUnderstandings,DiscourseAnalysisResearchandPracticeStrategiesTerryBarrett(UniversityCollegeDublin,Dublin,Ireland)Developingthenextgenerationofcreativepeopleisvitalforachievingpersonal,work,andsocialjusticegoals.Thispaperbeginsbyexploring insightsgainedfromanunderstandingoftheconceptual interrelationshipbetweencreativity,flow,andmindfulness.AsstudenttalkintutorialsisattheheartofthePBLprocess,wediscusswhatwecanlearnfromadiscourseanalysisstudyofstudents’naturallyoccurringtalkaboutthePBLprocess.Thesetheoreticalandresearchperspectivesprovidepointerstopracticalenhancersincludingdesigningproblemswithahighlevelofchallenge.Anumberofthesepracticalstrategiesareillustratedwithexamples.ActivelearningmethodologiesandeducationforpurposeValériaAmorimArantes(UniversityofSãoPaulo,SãoPaulo,SP,Brazil)InthisexperiencepaperwepresenttheresultsofacoursebeingofferedattheGraduatePrograminEducationoftheUniversityofSao Paulo in the last two years, named “Purpose, citizenship and education”. In this coursewe have been forming educationalprofessionals frommany areas of knowledge to develop purposeful programs based on Problem-Based Learning, Project-BasedLearning, and Design Thinking, aiming to help individuals actively construct their life purposes. We will presente the productsdesignedbythecourse’sstudents,includingapps,websites,andcommunity-focusedprograms.Developmentofyouthpurposesinhighschool:ananalysisofaproposalbasedonProblemandProjectBasedLeaning(PPBL)VivianePinheiro,ValériaAmorimArantes(UniversityofSaoPaulo,SãoPaulo,SP,Brazil)ThisworkaimstoanalyzeaproposalbasedonProblemandProjectBasedLearning(PPBL)forthedevelopmentof92highschoolstudent’s senseofpurpose inaBrazilian school in SãoPaulo. Theanalysis focusedon the constructionofprototypes inareasofprofessionalactivity that theywish to follow in the future,withaview toaddressing socialproblems.As results,weverified thegreatparticipationofthestudentsandrecognitionthattheprocesswasbeneficialfortheirformation,providingreflectionsabouttheconnectionsbetweenprofessionalcareerandethicalbehaviorinsociety.

PS6.34:00–6:00

Location:VARI135

Language:PORTUGUÊS

Osereoagirtransformador-paramudaraconversasobreeducaçãoLançamentointernacionaledebatedolivro“Osereoagirtransformador-paramudaraconversasobreeducação”,quereúneasexperiências das primeiras 15 escolas reconhecidas pelo programa Escolas Transformadoras no Brasil, iniciativa da Ashoka,correalizadanoBrasilpeloAlana.Apublicaçãotrazpesquisas,entrevistaseconstruçãodeconteúdosqueretratamasexperiênciasdessas escolas, que são contadas e recontadas para disseminar osmotivos pelos quais elas são consideradas transformadoras ecomotrabalharamparasetornaremreferênciasemeducaçãoemsuascomunidadesenopaís.AntonioLovato(Ashoka,Brasil)ManoelAndradeNeto(UniversidadeFederaldoCeará,Fortaleza,CE,Brasil)FernandoLeão(EscolaVilaVerde,Brasil)

6:00–8:00PM POSTERSESSIONANDPOTLUCKCULTURALGATHERING Location:VARIHALLLOBBYPosterPresentations:SeetheabstractsonPage35.For thePotluckCulturalGathering, pleasebring any food, or drinks, that represent your countryand culture. Also, if you play an instrument, sing, dance or want to present any other culturalaspectofaspecificcountryandculture(e.gshortmovies,orslides)youarewelcometosharewiththeotherparticipants.

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MONDAY2/19

KN48:30–10:00AM

KeynoteSpeakerKarenCator

PresidentandCEOofDigitalPromise


SantaClaraUniversityThePrinciplesofPowerfulLearning

Powerful learnersaskgreatquestions, leveragetechnology,andconnectandsharewithotherswhocansupport themorbenefitfrom their learning. They identify their challenges, display ownership, build agency, gain knowledge, and develop college andworkforceskills.Theyareempoweredtotakeaction–andthentheyassess,adjustandreflectalongtheway.Intheend,theysharetheir victories and lessons learned. The challenge-based learning (CBL) approach is all about powerful learning. It is grounded inwhatweknowfromthelearningsciencesandpresentsaframeworkthatbothdevelopsskillsthatlastalifetimeanddriveslearnersto takeaction. Ina timeofuncertaintyandchange,peopleneedtheability toapproachproblemswithconfidenceandput theirsolutionstowork.Thissessionwillexploretheresearch,framework,andthefiveprinciplesofPowerfulLearning.


LOUNGELG7.110:30–12:30

DancingwithAmbiguity:CollaborationversusCooperation

Location:LUCAS126

Larry Leifer (Professor, Mechanical Engineering, Director, Stanford Center for Design Research/CDR and HPI-Stanford DesignThinkingResearchProgram)“DancingwithAmbiguity”isthefundamentalnatureofre-designingthefuture.Itwillarriveifwedonothing(maybeevendesignedbybadpeople). For some35+years,Professor Leifer,oneof the foundingmembersof theStanfordd.school,hasbeen studyingengineeringdesignteamschallengedtodeliverbreak-throughinnovationforthefutureofsponsoringcompanies.Hisresearchhasrevealedthatmostcorporateorganizationsaredesignedtoassurecooperation,“dowhatisexpected.”Todeliverbreakthrough,theunexpected,wedemandextremecollaboration,“agreeingtodisagree.”Haveyouchallengedaspeakerrecently?

PBLSTUDIOST7.110:30–12:30 HarnessingTechnologyinEngaging21stCenturyLearnersinActiveLearning* Location:

LUCAS309Organizer:SamsonTan(HeadoftheCentreforInnovationinLearningattheNationalInstituteofEducation,Singapore)At this PBL Studio session, Dr. Tan will share a framework that supports educators in effectively adopting pedagogies in thecurriculum for achieving the objective the 21st century competency outcomes. Inherently, this framework enables educators toharness the affordances of technology in designing courses that encapsulate six dimensions (Borderless, Anytime, anywhere,personalized,Co-learning,Seamless,andmultimodal)oftechnology-enhancedlearningexperience.Dr.Tanwilltaketheparticipantsthrough several examples of how this framework is adapted in course development, followed by a hands-on session using thisframeworktoadapttheircourse.ThechoiceofeducationaltechnologyisGoogleClassroom(andGoogleApps).

*Eachparticipantshouldcomewiththefollowingtothesession:Acomputernotebook,aGoogleaccount,acourse/lessonforthehands-onsession,andasmartphone/tablet(optional)

ST7.210:30–12:30 UrbanTechCampforEducatorsMatters Location:

WEIGANDROOMOrganizers:ConnieDavidson&MichaelSlade(CaliforniaStateUniversity,CA,USA)Urbaneducationisunique!UrbanTechCampforEducatorsisaprofessionaldevelopmentmodelbornoutoftherealitythaturbaneducators are less likely to attend (due to lack of monetary support)quality technology conferences. In this presentationparticipants will be exposed to the Project-Based conference curriculum and the layered approach adopted to scaffold teacherknowledgeintegratingtechnology,content,andapplication.Participantswillbegivenanoverviewofthecurriculum,askquestionsabouttheimplementation,andviewpastprojects.Thesessionisacombinationofpresentation,conversation,andapplication.

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WORKSHOP

WS7.110:30–12:30

DesignThinkingasanActiveLearningMethodology:FromNeedFindingtoProblemFinding


Organizer:JohnNash(UniversityofKentucky,Lexington,KY,USA),DanGilbert(Gilbert+Chittenden,USA)“If Iweregivenonehourtosavetheplanet, Iwouldspend59minutesdefiningtheproblemandoneminuteresolvingit” (AlbertEinstein).Strongempathyskillshelpeducatorsgaindeeperinsightintoframingmeaningfullearningopportunitiesforthe“P”ofPBL.Attendingthissessionwillhelpyoudefinestronger,morerelevantproblemsforyouandyourstudentstoworkonandleadotherteachersthroughthisprocesswhenyoureturnhome.ParticipantswillleavethissessionwiththeskillstoleadPBLactivitiesthatareinnovative,impactful,andinspiring.


Location:LUCAS207

Language:ENGLISH

KnowledgeinAction:BuildingaProfessionalCommunityforProject-BasedLearningAnnMarieBaines,NathanWarner(GeorgeLucasEducationalFoundation,USA)Inthissession,LucasEducationResearchwillpresentanoverviewofaproject-basedlearningprogramthatfocusesoncontinuousimprovement to encourage teacher agency over project-based curriculum. Through research-practice partnerships in five large,urban school districts, this approach builds a professional learning community to support teachers in customizing curriculum toplacetheirstudents’needsandvoicesatthecenterofthelearningprocess.Thispresentationdescribeskeytakeawaysabouttheprofessional development required to effectively enact project-based learning, highlighting the importance of building andmaintainingstrongpartnershipswithdistrictleadersandteachers.LearningMathematicsThroughACommunityBasedExperienceKathleenStoehr,KathySun(SantaClaraUniversity,SantaClara,CA,USA)Thispaperreportsonhowgraduatestudentsinanelementaryteacherpreparationprogramworkedinsmallgroupstodeepentheirknowledgeaboutmathematicsteaching,theirelementarystudents,andthelocalcommunitytheirschoolserved.Workingtogether,the students brainstormed ideas to design problem solving mathematics tasks that were explicitly related to their communityinvestigation.Studentspresentedtheirfindingsthrougha“CommunityFaire”andindividuallyreportedonwhattheylearnedabout1)theirstudents,theirstudents’families,andtheircommunities;2)whattheylearnedaboutthemselves;and3)thebenefitsandchallengesofthistypeofmathematicsteaching.TheSocialInnovators'Framework:DevelopingSkillsinYouthtoSolvetheWorld’sMostComplexProblemsBarbaraFreeman(UniversityofCalifornia,Berkeley;WorldBank,USA),RobertHawkins(WorldBank,USA)Globalgrandchallenges(inequality,climatechange)areacceleratinginseverityandcomplexity.EvokeistheWorldBank’saward-winning game that uses storytelling, gamemechanics and social networks to drive collaborative social innovation and empoweryoungpeopletodevelopreal-worldsolutionstoproblemsintheirlocalcommunities.TheSocialInnovators’Framework,aproject-basedlearningmethodologygroundedinthebeliefthatallyouthhavethepotentialtobeagentsofchange,isthecornerstoneofEvoke.Inthissession,wediscusstheskillsframework,howskillsaredevelopedandoperationalizedinactivitiesandmeasured,andthesignificantfindingsofanimpactevaluation.

PS7.210:30–12:30

Location:LUCAS208

Language:ENGLISH

SRLandPBL-Howdostudentsprepare?SanneRovers,AniquedeBruin,RenéeStalmeijer(MaastrichtUniversity,Maastricht,Netherlands)Self-regulatedlearning(SRL)isbecomingincreasinglyimportantinmoderneducationandcanbeespeciallydauntingforstudentsinaPBLcurriculum.Asstudentsoftenuseineffective,surface-levelstrategies,itisimportanttounderstandwhatconstituteseffectiveSRLinPBL,tobeabletoimprovethisskillinlessaptstudents.Focusgroupswereorganizedwithhighself-regulatingstudentsinamedical PBL curriculum, asking them to explain how they prepare for tutorial groupmeetings and exams. Although a variety ofstrategies were reported, a common theme appeared to be a focus on a continuous self-monitoring and regulating ofunderstanding.ExploringActiveLearningStrategiesforProceduralKnowledgeAcquisitionJonathanPuhl,WoeiHung(UniversityofNorthDakota,GrandForks,ND,USA),JiraratSitthiworachart(KingMongkut'sInstituteofTechnologyLadkrabang,Thailand)Proceduralknowledge,withitslonghistoryandresearch,hasgonelargelynarrowinitsbreadthofanalysiswithitsstudysamples,oftentimes focusingon theelementary andmiddle school levels.Utilizingnew formsof technology, both in the aspectof activelearningandassessment,proceduralknowledgecouldbemoreusefulthanoriginallythoughtforhighereducation,inthisinstanceundergraduate students. This pilot study aims to change this focus into a broader picture by considering the implementations,assessmentstyles,andoverallimpactofproceduralknowledgewithinactivelearningforuniversitystudents.Structuredguidelines forbedside teachinggrounded in theCognitiveApprenticeshipModel: supportiveviewsof teachersand

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learnersHegladeMeloPrado(InstitutodeMedicinaIntegralProfessorFernandoFigueira,Recife,PE,Brasil),GilliattFalbo(FaculdadePernambucanadeSaúde,Recife,PE,Brasil)Bedsideteaching(BST)isconsideredoneimportantactivityinmedicaleducation,yetnotmuchisknownabouteffectivestructuresto conduct it. The authors considered BST as an example of situated learning and designed guidelines based on the CognitiveApprenticeshipModel(CAM)tohelpclinicalteacherstobetterprovidelearningatthebedside.Opinionsofteachers,residents,andstudents on how well the structured guidelines fitted CAM, their effectiveness, appeal, and acceptability were investigated.According to them, guidance was well in line with CAM’s guidelines for effectiveness, appeal and acceptability presented highratings,somebarrierswereidentified,andsomeimprovementsrecommended.FlippedClassroominaEuropeanPublicHealthProgram:IncreaseofknowledgeacquisitionNynkedeJong,IngeG.P.Duimel-Peeters(MaastrichtUniversity,Maastricht,Netherlands)MaastrichtUniversityisknownbecauseofitsProblem-BasedLearning(PBL)‘seven-stepapproach’.Ina4-weeksmodule‘AgeinginEurope,’flippedclassroomprincipleswereimplementedinordertoimprovetheunderstandingofthetopic‘diversity’.Followingtheexpertinthisfield,studentsdidnotreadanddiscussthecontentproperly.Doweblamethetutorsofthetutorialgroups?No,thiscontentneedsspecialexpertise.Videoclips, literatureandanassignmentwereusedtodelivercontentoutsidetheclassroom. Ingroupsof26students,3-5fellowstudentscollaborated inclassandelaboratedthecontentwiththeexpert.Finalgradesshowedimprovements.

PS7.310:30–12:30

Location:LUCAS307

Language:ENGLISH

DeschoolEducationorReinventtheSchool?EduardoChaves(UniversityofCampinas,Campinas,SP,Brazil)Itishightimewerecognizeinpracticewhatwealreadyknowintheory:educationandschoolingarenotthesamething.IvanIllich’sDeschoolingSocietywaswrittenalmost50yearsago,atatimewithoutInternet,microcomputers,mobilesmartphonesandsocialnetworks. And yet, we continue to spend billions of dollars offering more and more schooling and less and less education.Technologiesavailabletodayallowustobringpersonalizededucationtoscale,offeringeveryonethebenefitsofproblem-oriented,project-based, active, interactive and collaborative education, focused on defining and implementing our life project, inenvironmentsthatarenotschool-centered.How can an existential-phenomenological Bildung perspective throw light on the potential and workings of Problem-BasedLearning?ThecaseofDanishpsychologystudentsandtheirembodimentofthehabitsoftheprofessionCasperFeilberg(AalborgUniversity,Aalborg,Denmark)Whatisthepurposeofhigherlearningandtheidealsoftheuniversity?Whattraitscharacterizethehabitusoftheprofessionthatthe students enter after completing their studies? Including such Bildung-perspectives (Gadamer) and profession-perspectives(Bourdieu)makesitpossibletoarriveatadeeperunderstandingoftheworkingsandpotentialofProblem-BasedLearning,andofthe demands that this educational philosophy places on the institution, supervisors, and students. Through case studies it isdemonstrated that project work contributes to psychology students’ embodiment of the habits of the profession by settingprocessesofformationfree,creativemimesis(Kemp),andpeer-support.StrugglingforCompetency-BasedTeachingandLearninginPoliticalScience:RedesigningaBrazilianB.A.ProgramTerrieGroth(UniversityofBrasília,Brasilia,DF,Brazil)The B.A. in Political Science at theUniversity of Brasília (UnB) is the first and (until very recently, the only) of its kind in Brazil,celebratingnearlythirtyyears.Thispaperbrieflyexploresthehistoricalevolutionofthisprograminacountrywitharelativelysmallbutactiveandassertivecommunityofpoliticalscientists.ThemajorfocusisonthecurrentinternalpoliticalprocessoftheInstituteofPolitical Scienceas it struggles to review, redesign, and reintegrate thediverseaspectsof itsundergraduateprogram,movingawayfromcoursecontenttocompetencies.

PS7.410:30–12:30

Location:VARI135

Language:PORTUGUÊS

Experiênciasescolaresrevisitadasnaformaçãodeprofessores:asmetodologiasativasaplicadasàeducaçãobásicaTrajetóriasescolaresdealunosdoCursodePedagogiadaUniversidadeFederaldoTocantins(UFT),campusdeMiracema,duranteseu percurso escolar foram convertidas em objeto de estudo e reflexão crítico construtiva para a formação de professores. Oinstrumento de pesquisa selecionado foi um ensaio pautado no registro das memórias pessoais anteriores a seu acesso àuniversidade versando sobre experiências bem sucedidas durante a escolarização de cada um dos participantes. Ametodologiaadotadafoipautadanatransposiçãodidáticaadaptandoconteúdoseprogramasdaeducaçãobásicaempráticasdeensinoparaaformaçãosuperior.Oeixodasdiscussõesfoipautadoporumavisãosistêmicadaaprendizagemdaslinguagens,códigos,matemáticaesuastecnologiasconsideradasumdesafiohistóricodaescolarizaçãobrasileira.Orecorteassumiucomoescoporelatosoriundosde distintas escolas emmunicípios localizados ao norte do país desde os primeiros anos da educação básica aos anos finais doensinomédioassumindo-sedeformamaisdelimitadaaquestãodasespecificidadesregionaisdosestadosdoParáedoTocantins;estas diretrizes constituemas referências de umdiagnóstico preliminarmente elaborado adotadopor pressuposto dos trabalhosposteriormente desenvolvidos. O tema "Dificuldades de Aprendizagem: desafios e perspectivas na atualidade" foi a tônica queorientouapropostadasexperiênciasrevisitadasàluzdasmetodologiasativasdeaprendizagem.Compõemaequipedaproposição:

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a orientadora do processo, uma coautora emmetodologias, uma aluna em fase de conclusão do curso, dois alunos em estágiosupervisionadoemescolasbásicasdaregiãoequatroalunospesquisadores.MilaCristiedaSilvaTavares,BrigitteUrsulaStach-Haertel(UniversidadeFederaldoTocantins,MiracemadoTocantins,TO,Brasil)Fabio Pereira de Oliveira, Kadja Luanna Pereira Fernandes, Brigitte Ursula Stach-Haertel (Universidade Federal do Tocantins,MiracemadoTocantins,TO,Brasil)AndresonPatríciodaSilva,GustavoBarrosRodrigues,BrigitteUrsulaStach-Haertel(UniversidadeFederaldoTocantins,MiracemadoTocantins,TO,Brasil)GabriellaMartins,ElaneNayraBarbosa,BrigitteUrsulaStach-Haertel(UniversidadeFederaldoTocantins,MiracemadoTocantins,TO,Brasil)KalinaLigiaAlmeidadeBritoAndrade,BrigitteUrsulaStach-Haertel(UniversidadeFederaldoTocantins,MiracemadoTocantins,TO,Brasil)

12:30–1:30PM CLOSINGCERIMONY

12:30–1:30 PBLandActiveLearningMethodsaroundtheWorld:TrendsandPerspectives Location:LUCAS126

ParticipationofthePANPBLInternationalBoardmembers

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ListandAbstractsofPostersLocation:VARIHALLLOBBY

PO01:DesignThinking:dificuldadesdefazersuaimplementaçãoAnnaCristinaBarbosaDiasdeCarvalho(FaculdadedeTecnologiadeItaquera,SãoPaulo,SP,Brasil),ElaineLuiz(ETECAdhemarBatistaHemeritas,SãoPaulo,SP,Brasil),AntonioCarlosEstender(UniversidadedeGuarulhos,SãoPaulo,SP,Brasil),HelioHiroshiImagawa(ETECGetulioVargas,SãoPaulo,SP,Brasil)ODesignThinkingéumametodologiaouumconceitoqueauxilianacriaçãodenovasideias.Anecessidadedeinovaréumaexigênciademercadoeumahabilidadequenãosurgenaacademiacomumadisciplinaoucompalestras.Elasurgeapartirdomomentoqueoaluno consegue ter contato com a prática, quando ele tem a possibilidade de desenvolver produtos e discutir ideias a partir deproblemas.Ograndeproblemaécomofazerissosedesenvolverdiantedeumasériaderegrasqueexistemnasgradescurriculares.Oobjetivodessetrabalhoéapresentarasdificuldadesencontradas.PO02:DesignfortheCommunity:Perspectivesfromstudents,instructors,andcommunitypartnersLisaMartinez,JessicaKuczenski(SantaClaraUniversity,SantaClara,CA,USA)SantaClaraUniversityhasacommitmenttoeducatingcompetent,conscious,andcompassionatestudents.Engineeringeducationhasaneed formore realworld, hands-on, and team-based problem solving. Our proposal aims to showcase a collaboration between anengineering course (Community-Based Design) and SCU’s Food Justice Outreach Program, Bronco Urban Gardens, which hassuccessfully incorporated student learning and social justice through project-based learning. Overall we will discuss three differentperspectivesofthoseinvolvedwiththiscollaboration,specificallydetailingparticipationgoals,successdefinitions,andchallengesfromeachpointofview.Somespecificstudent-produceddesignsolutionswillbegivenasexamplesofthiseffort.PO03:DiretrizesparaaconstruçãodemódulosemumcursodeMedicinaJaneCristinaMedeiros,GersonBarbosadoNascimento(EscolaMulticampideCiênciasMédicasdoRioGrandedoNorte,Caicó,RN,Brasil)Paraqueocorraumaestruturaçãoadequadadosmódulos,torna-senecessáriaaestruturaçãodeumametodologiadeconstruçãodemódulosa ser seguidapor todososdocentes.NaEscolaMulticampideCiênciasMédicasdoRioGrandedoNorte, construímosumametodologiadeelaboraçãodemóduloscompostadasseguintesetapas:Organizaçãotemporaldomódulo(calendário);Conhecimentopréviodoconteúdolongitudinaldocurso;Identificaçãodostemasaseremabordadosnasgrandesáreas;Determinaçãodoeixoemqueo tema será abordado (Habilidades, Comunidade e/ou Tutorial); estruturação escrita de ummanual emduas versões (uma para osdocenteseoutraparaosalunos).PO04:SupportingLearnerTransitionfromSmalltoLargeGroupFormatFollowingaProblemBasedLearningMethodologyIrisMujica,JoannaPierazzo(McMasterUniversity,Ontario,Canada)Problem-BasedLearning(PBL)hasbeenimplementedinnursingeducationatMcMasterUniversitysincetheearly1970s.Throughouttheyearsgroupsizeshavebeenmodified.Thissessionwillprovideanoverviewoftheprinciplesandstrategiessupportingthetransitionfromsmallgroupto largegroupformatwhilestillmaintainingtheessenceofProblem-BasedLearning inatheoreticalundergraduatecourse.Participantswillhavetheopportunitytoexperiencehowthesestrategieswereimplementedandwillunderstandthedifferencebetweensmallgroupand largegroup in factorssuchasgroupfacilitation,classroommanagement; flowof information,synthesesofideasandstudentengagementinlearning.PO05:UsinggamesinclassesofmedicalschoolasatooltoeffectandimprovinglearningEmilianoEstevesdosSantos,IgorM.OliveiradaSilva,JoséF.Neto,MateusN.Carvalho,RaissaP.Nery,LeonamC.Oliveira(InstitutodeEducaçãoSuperiordoValedoParnaíba,Parnaíba,PI,Brazil)Gamification as a teaching tool has contributed to the learning process, through interaction and perception directly to knowledgeacquisition.Theobjectivewastodescribetheapplicationofelectronicgameinlearningofradiologicalanatomy,usingPowerPoint®,bycomparingnormalandanomalousradiologicalimagesoftheRespiratorySystem.Itwasobservedthattheunionbetweenreadingandsimultaneouscontemplationofradiographymadetheassimilationofknowledgeefficient.Therefore,theuseofgamificationinprocessoflearningradiographicanatomycanbeanimportanttoolformedicaltraining,especiallywhenitcomestoimprovingskillsandclinicalreasoning.PO06: ContinuousDesign at Santa ClaraUniversity: A Student-RunMicrofinance as a “Living Campus Laboratory” for SustainableCommunityDevelopmentLongLe,MegRose,MelanieVezjak(SantaClaraUniversity,SantaClara,CA,USA)Believinginbusinessasanoblevocationtoservethecommongood,acollaborationbetweenaprofessorandstudentswasformedinan international business course. Utilizing a project-based approach in microfinance, eco-friendly consumer products and ethicallyeffectiveservicesweredevelopedandsociallymarketed.Profitsfromsuchproductsandserviceshaveprovidedzero-interestloansfor"others," both locally and internationally. Underlying this project-based microfinance has been the use of design thinking, wherestudentsthroughempathyandcommunity-campuspartnershipcanprototypeandtestbettermicrofinanceideastomeettheidentifiedneedsfortargetedcommunities.Bydesigninga"livinglab"forthepurpose"totrainthebestfortheworld,"studentsas"makers"and"doers" of zero-interestmicrofinance can engage tomake business growth and innovation compatiblewith sustainable communitydevelopment.

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PO07:LearninginUnexpectedPlaces:DeliveringMirandainTranslationMoireCorcoran,JunQiu,CaitlinGardner,IgnacioMartinez,FarisZahrah,TiffiniTobiasson(IllinoisInstituteofTechnology,Chicago,IL,USA)InthefiftyyearssincetheMirandawarninghasbeenimplementedintheU.S.,we’vemadestridesinadultlearningandcomprehensionyetMirandadeliveryremainsthesame.Whileour initialdesignbrief focusedondeliveringMirandarightstoLowEnglishProficiencyindividuals,ourprototypes launchedadiscussionofdesigningtools forMirandadeliveryandcomprehension inatenseandnegativelearningenvironment.Fromvisualcueingcardstoaninteractiveapp,ourinterdisciplinaryteamofstudentsbroughteducation,law,anddesigntogethertoinnovateinanunexpectedlearningenvironment.PrototypesavailableinEnglishandSpanish.PO08:MáquinassimplesemumParquedeDiversõesMarciaNobueSacay,LuciaMorais,MarcíliaKawata,MeiredeFátimaPereira,RosáliaMotta,SoniaReigado(PioneiroEducationalCenter,SãoPaulo,SP,Brazil)Muitosconceitosdeciências,comomáquinassimples,tratadosno4oanodoEF-1,serãoretomadossomentenoensinomédio,oquemotivouostrabalhosdeconstruçãodosbrinquedosdeumParquedeDiversõesparaaprofundardeformalúdica,divertidaecriativaosconceitospresentesemnossodia-a-dia,comoasroldanas,alavancas,planoinclinado,rodaeeixo.Olivrodidáticoapresentaoassuntoemapenas4páginas,masvislumbramosapossibilidadededesafiarprofessoresealunosavivenciaraCiênciadeformaexperimentaleprática,rompendocomumritmoesistemaqueprezapoucoaaprendizagemmãonamassaecriativa.PO09:Implementaçãodemetodologiasativasnaeducaçãoprofissionalemsaúde:relatodeexperiênciasobavisãodaandragogiaFabianaClaudiadeVasconcelosFrança,SandraMonteiro,LéiaMelo,ZelindaTorri,TiagoVaz(SecretariadeEstadodeSaúdedoDistritoFederal,Brasília,DF,Brasil)Introdução: As metodologias ativas vêm sendo implementadas em vários segmentos da educação, promovendo transformaçõessignificativasnopapeldofacilitadoredoaprendiz.AAndragogiatrazbaseteóricaparacompreenderocomportamentodoadultonaaprendizagem.Objetivo:Apresentar aexperiênciade implementaçãodemetodologias ativasnaeducaçãoprofissionaldo serviçodeatendimento móvel de urgência do Distrito Federal. Método: por meio da educação permanente, utilizamos o brainstorming,aprendizagem baseada em problemas, dramatização, problematização, vídeos e aula expositiva problematizadora. Resultados: Asmetodologiasativasproporcionaramaos facilitadoresumavisãoampliadae inovadoradoensinoea transformaçãoda realidadenaeducaçãoprofissional.PO10:Project-BaseadLearninginaBraziliangraduateprogramofPsychologyDouglasPereira,CarolinePereira,UlissesAraújo(UniversidadedeSãoPaulo,SãoPaulo,SP,Brasil)ThisstudypresentstheresultsofanassessmentofstudentsthatstudiedinagraduateprogramofPsychologythatadoptedaProject-BasedLearning (PBL)methodology.Thedata came fromanevaluationof682 students,withdifferentagesand timeofprofessionalexperience,from22classes,in16Brazilianstates.Theinitialresultsindicateagreatsatisfactionabouttheuseofthemethodologywithpositivefeedbackaboutthecontributionforbetterunderstandingofthecontentandprofessionalgain,andexcellentfeedbackaboutthesubject.PBLmayprovideforstudentsagreaterengagementandunderstandingthroughouttheirprofessionaldevelopment.PO11:UsodeMapasConceptualescomoherramientadegestiónenequiposestratégicosValeriaQuintero(HospitalUniversitarioMontevideo,Uruguay),AnaDíaz(HospitaldeClínicas,Montevideo,Uruguay)ExperienciaenusodeMapasConceptualesparaidentificarpercepcionesdegestióndecambiodeunaOrganizacióndeEnfermería.Elproyecto reunióa42enfermerasestratégicasdeunHospitalUniversitario.Metodologíacualitativa, técnicaanálisisdecontenido.SeutilizaCMapToolsparaprocesamientodemapasyelaboracióndecategorías.Setrabajóenequiposqueelaboraron5mapasdeformacolaborativa. Las categorías halladas sonOrganización, Persona, yMétodos. Persona es la categoría que reúnemás expresiones demiedo, ansiedad, incertidumbre sobre esperanza y entusiasmo. La fortaleza está en la profundidad conceptual sobre Métodos yestrategias.LapercepciónsobrelaOrganizaciónesdeamenaza.PO12:DiscussiononMethodologytoGoupanddownLearningStepladderProperly:FromaComparativeStudyofSupervisioninPBLandRelationshipBuildinginService-LearningHironoriYamaguchi(RisumeikanUniersity,Kyoto,Japan),MogensJensen,CasperFeilberg(AalborgUniversity,Aalborg,Denmark)ThisstudyisacomparativestudybetweenJapanandDenmarkondesigninganactivelearningenvironment.Thisstudyfocusesonthemethodologyofteachinghumilityandcompassiontostudentsasreflectivelearners.WefoundadeepconnectionwithProject-OrientedProblem-Based Learning (POPBL) that emphasizes identity-constituting aspects to advanced Service-Learning, considered amethodologyforcultivatingcitizenship.Incomparison,weappliedthe"stepladder"(thetopstepisanalysis)modelwhichissimplifiedbythesecondauthorfrom“thedecisionladdertemplate”ofRasmussen(1976).PO13:Projetodevidanoensinosuperior:umapropostadeintervençãonobairroBrasilândiaDanielaHaertel,UlissesFerreiraAraújo(UniversidadedeSãoPaulo,SãoPaulo,SP,Brasil)A intenção deste estudo foi compreender a importância do engajamento social no ensino superior para auxiliar na visualização deprojetos de vida. Para atender esteobjetivo, observamos a atuaçãode8 alunosdo cursoduranteumapropostade intervençãonobairroBrasilândiaeentrevistamosestesalunos.Oresultadomostrouprimeiramentequeosestudantesconsideraramqueaexperiênciade imersãonobairroBrasilândiaos levouaterumanovacompreensãosobreaatuaçãodoprofissionaldearquiteturanasociedade.Apenasalgunsjovenssereferiramaprojetosdevida,emboratodoselestivessemconsideradoalgunsobjetivosdevidarelacionadosaprofissãoarquitetura.

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PO14:PromotingreflectionsregardingPurposeinLifewithDesignThinkingAnaCarolinaMessiasShinoda,UlissesAraújo(UniversidadedeSãoPaulo,SãoPaulo,SP,Brasil)AtUSPLestethereisadisciplecalled“ProblemSolving”.Inoneoftheclassesof2017thechosenthemetodeveloptheactivitieswas“Purpose”.Theproblemandproject-basedlearningapproach(PPBL)wasemployedthroughtheuseofDesignThinking(DT),insuchawaythateachgroupworkedinthesolutionofarealprobleminlife(focusinginelderly,youngpregnantgirlsandstudentsfromhighschool).ItwaspossibletorealizethatthemethodsupportedthestudentstoreflectupontheirownPurposesinLife.PO15:AprendizagemBaseadaemProblemasnoEnsinoFundamentalII:reflexõessobumaperspectivageocientíficaGabrielaFinco-Maidame,MariaJosédeMesquita(UniversidadeEstadualdeCampinas,Campinas,SP,Brasil)O trabalho parte de uma experiência adaptada e fundamentada na metodologia da Aprendizagem Baseada em Problemas, comenfoque geocientífico, parauma turmadononoanodoEnsino Fundamental deumaescolapúblicadeCampinas, SãoPaulo, Brasil.Analisa e discute, principalmente, habilidades relacionadas a atividades em equipes, baseadas nas produções da intervenção. Osresultados preliminares apontam sinais de êxito do uso da ABP, mas diagnostica algumas limitações decorrentes de habilidadescognitivaseinfraestruturaescolar.Contudo,osapontamentosindicamqueaABP,noEnsinoBásico,fornecesubsídiosparamotivarosdocentesanovasexperiênciascommetodologiasdeaprendizagemativas.PO16:InnovationandDesign-thinkingHighSchoolClasses-ACreativeRevolutionKristieLetter,JohnDouthit,IzzyHettmansperger,ChristinaPerez,NaomiBurns,RobertLetter(PeaktoPeakHighSchool,Lafayette,CO,USA)This poster session applies the structures of Design Theory to a project-based learning high school Innovation class. Students andteachers will highlight the project-based structures of empathy, ideation, prototyping, testing, and presentation as the successfulstructureinthisclass.Thisaward-winningclasshasrevolutionizedthecafeteria,designedafutureinnovationhub,inventedproducts,andchangedseveralsystemsattheirhighschool,allbyutilizingstudentchoiceandthebestpracticesofdesign.Thesetechniqueswillbenefitanyproject-basedlearningclassroom,andthestudentscanspeaktotheirperspectivesandprocess.PO17:MetodologiasativasdeaprendizagemparaoEnsinoSuperiorFabianaMarquesCosta,AnaCláudiaLoureiro(UniversidadeVirtualdoEstadodeSãoPaulo,SãoPaulo,SP,Brasil)A pesquisa teve como objetivo, sistematizar metodologias ativas de aprendizagem para auxiliar no desenvolvimento de ProjetosIntegradores (PI) dos alunos dos cursos de Engenharia e Licenciatura da UNIVESP, para solucionar problemas reais e complexos dasociedade.Entre2014e2017,foirealizadoumestudoqueresultouemumabasedeconhecimentocom30metodologiascomo:FlippedClassroom,Mentoria, Tech Back, Storytelling, entre outros. Estas foram compartilhadas gradativamente commediadores e alunos,auxiliando mais de 600 projetos. À medida em que mediadores apropriaram-se desse conhecimento e orientaram os alunos, aqualidadedassoluçõesapresentadasnosPIstornaram-semaiscriativaseinovadoras.PO18:"Whydowehavefeelings?":possibilitiesofaproject-basedlearningpracticetoawarenessoffeelingsandemotionsCristinaSatiêdeOliveiraPátaro,RicardoFernandesPátaro(StateUniversityofParana,CampoMourão,PR,Brasil)Thisposterpresentsthecontributionsofapedagogicalpracticeaimedtopromoteawarenessoffeelingsandemotions.Itanalyzedthedevelopmentofaproject-based learningpractice,approachingcurricular contents to the interestsandneedsof students,aswell asissuesofsocialrelevancefocusedonethicalformation.Theprojectwasconductedwithanelementaryschoolclass,basedonthetheme“FeelingsandFreedomofExpression”and targetingactivities for recognitionandexpressionof feelingsandemotions.Theactivitiesexemplifypossibilitieswithaffectivityinschool,bringingconsiderationsthatmayprovidethebasisfornewdiscussionsandpracticesineducation.PO19:AppsforExperientialLearningJoshWeiss,ShawnKim(StanfordGraduateSchoolofEducation,Stanford,CA,USA)ShawnKimandJoshWeissofStanfordGraduateSchoolofEducationdevelopedaseriesofexperience-drivenonlinelearningmodulesthat work in conjunction with in-class materials. Each module complemented a distinct audience: a seminar course for Policy andOrganizational Leadership Studies program, an executive education initiative, and a professional developmentworkshop on processimprovement. Thisproject isongoingasbestpracticesare furtherdocumented,UI/UX is iterated, andblended learningworkflow isrefined.PO20:Attention!Structureandcontent:twoprototypesforteachingPhysiologyatUFPRAnitaNishiyama,ThaisR.Guastale,BrunoH.Meyer,MariaVictóriaF.Barbosa,PedroD.Gomes,HelenaZanella,MarianaCarmin,AnaPaulaG.F.Santos(UniversidadeFederaldoParaná,Curitiba,PR,Brasil)Theobjectiveof thisworkwas toproduce instructionalmaterials forPhysiologyclassesbasedonethicalprinciplesof the3R's fromRussell& Burch (1959): Reduction, Replacement, and Refinement. The ideation process of Design Thinking resulted in 2 prototypesrelated to the theme “Attention:” the Portuguese version of the Stroop Test (http://pet.inf.ufpr.br/stroop/) and an E-book(https://dl.orangedox.com/Ebook).Thedidacticmaterial generatedmade itpossible to teachattention-relatedcontent inphysiologyclasseswithouttheuseoflabanimalswhichismoreinlinewiththeethicalclimateoftoday’sstudentbody.

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PO21:e-du.c@[email protected]:oiníciodoprocessodeconsolidaçãodoprojeto-pilotoRodrigoFukugauti(EEComendadorEmílioRomi,SantaBárbarad'Oeste,SP,Brasil)Oobjetivodestetrabalhoéanalisaroprocessodeimplementaçãodoprojeto-piloto“e-du.c@[email protected]:umaexperiênciaapartirdo Ensino Híbrido”, comparando os resultados obtidos nos anos de 2016 e 2017. Para cumprir esta tarefa, foram realizadas umapesquisa bibliográfica, uma pesquisa documental e uma pesquisa de campo.Demaneira geral, no ano de 2016, foram constatadosresultadosnegativose,noanode2017,foramconstatadosresultadospositivos.Todamudançageraestranhamento.Entretanto,ofatoéquearesistênciadosalunosestásendovencida.Oprocessodeconsolidaçãopareceterseiniciadoeestáemcursoatualmente.PO22:Escolasemmuros,umaeducaçãoinovadorasustentadapelaculturadapazValquiriaMadureiraViscaino(SecretariaMunicipaldeEducaçãodeSãoPaulo,SãoPaulo,SP,Brasil)Tirarosmurosdaescolaéiralémdasconstruçõesarquitetônicas.AregiãodeHeliópolis,localizadaemSãoPaulo,Brasil,eraumaregiãoviolenta.ApósamortedeumaestudantedaEscolaMunicipalPresidenteCamposSalles,odiretorBrazRodriguesNogueira,emparceriacomaUNAS (UniãodeNúcleos,AssociaçõesdosMoradoresdeHeliópoliseRegião), criaramaCulturadaPaz.AEscoladaPontedePortugal(Pacheco,1976)foiinspiraçãoparaainovação.FundamentadanosprincípiosdaAutonomia,ResponsabilidadeeSolidariedade,os agentes educacionais criam metodologias ativas proporcionando o protagonismo dos estudantes e de toda a comunidade deHeliópolis.PO23:MetodologiasdaproblematizaçãonapráticapedagógicaempreceptoriaAnaSocorroMoura,LaraMabelleMilfontBoeckmann,MariaAurenideLavorMiranda,FredericoCaetanodeMoura(EscolaSuperiordeCiênciasdaSaúde,Brasília,DF,Brasil)Introdução: O preceptor de ensino atua no Curso de Graduação em Enfermagem na Escola Superior de Ciências da Saúde (ESCS),Distrito Federal, Brasil, integrando ensino-serviço-comunidade. Problematização propicia reflexão da prática do trabalho, comsucessivas aproximações aos objetos de aprendizagem e construção coletiva do conhecimento. Objetivo: Relatar a experiência dacapacitaçãodopreceptordeensinoemMetodologiadaProblematização.Método:RelatodeexperiênciadocursonaESCS,em2017,com 40 horas, 30 participantes. Abordado: Arco de Maguerez na Metodologia da Problematização. Resultados: Apropriação doconteúdo teórico-prático edashabilidades requeridasparapreceptoria. Conclusão:Ampliaçãodoolhar crítico-reflexivonoprocessoensino-aprendizagem.PO24: Problem-based learning methodologies in a postgraduate course in organizational psychology: a case study in a projectmanagementdisciplineFábiaMariaSilvaLinsdosSantos(SENAC,Brasil)Inthiscasestudy,theauthordescribeshowsheusedproblem-basedlearningmethodologiesinaprojectmanagementdisciplineinapostgraduate course in organizational psychology. Integration of knowledge and practice, collaboration and group work allowedstudents toapplyconcepts in theirprojectsand feel stimulated.At theend, studentsansweredaquestionnaire thathad theaimofknowingiftheclasseshadmotivatedthem.Twenty-oneoutof25studentsanswered"yes."Mostofthestudentsachievedgoodgradesintheirfinalprojectpresentations.Thisresultcouldnothavehappenedifallthetheoreticalcontentwherepresentedatonce.PO25:ProjetodeInovaçãonaLicenciaturaemQuímicadoIFSPCâmpusCapivariPalomaEpprechteMachadodeCamposChaves(InstitutoFederaldeEducação,CiênciaeTecnologiadeSãoPaulo,Capivari,SP,Brasil/UniversidadedeSãoPaulo,SãoPaulo,SP,Brasil),CarlosFernandesBarbosadaSilva,JoãoBatistadeMedeiros,ThalitaArthur(InstitutoFederaldeEducação,CiênciaeTecnologiadeSãoPaulo,Capivari,SP,Brasil)OCursodeLicenciaturaemQuímicadoIFSPCâmpusCapivariiniciouumprojetodeinovaçãopedagógicaenvolvendoflexibilizaçãodocurrículo,mudançadisruptivadametodologiaedaavaliaçãoe ressignificaçãodopapeldeprofessoreseestudantesnoprocessodeaprendizagem. São objetivos do projeto promover o protagonismo e a autonomia do estudante e alcançar a personalização daeducação,semperdersuadimensãocoletiva.Alémdeconstruirumareferênciapedagógica,pretende-semapearcaminhospossíveisdeinovaçãoemeducação,demodoaservirdeinspiraçãoereferênciaparaoutras instituiçõesquequeiraminovar.Opresentetrabalhoapresentaresultadosparciaisdoprojeto.PO26:PropostademetodologiaativanaPós-Graduação - blended learninge a saladeaula invertida: a experiênciadoMestradoAcadêmicodaEscolaSuperiordeCiênciasdaSaúdeGeisaSantAna,FábioFerreiraAmorim,BárbaradeCaldasMelo(EscolaSuperiordeCiênciasdaSaúde,Brasília,DF,Brasil)Introdução:AsaladeaulainvertidaouFlippedClassrooméumaferramentaquetemsuasraízesnoensinohíbrido.Objetivo:relatardeforma crítica-reflexiva a implementação da ferramenta educacional denominada “Sala de aula invertida” emuma disciplina de pós-graduação.Método:buscou-seprincipalmentetrabalharcomconteúdosconsiderandoosprecursoresdapedagogiaatéaatualidade.Divididasportemas,disponibilizadosfilmesevídeoscomobjetivospedagógicos,associadoareferênciabibliográficaquedirecionavaoaprendizadodoestudantesobreotemaproposto.Resultados:Aoinvertemosalógicadasaladeaula,oferecemosoportunidadesparapraticarhabilidadesdecomunicaçãoetrabalhoemequipe.

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PO27:GamificationusedasanactivelearningstrategywithelementaryandsecondaryschoolstudentsinaneglectedareaofPiauí–BrazilRebecaCoêlhoLinhares,AnaRachelOliveiradeAndrade,CássyGeovannaFerreiraMoura,IgorMatheusOliveiradaSilva,JulianaFernandesMoreira,LaísMesquitaMororóAragão,LuanaCristinaFariasCastro,MariaCarolinaOliveiraAzevedo,PaulaSabrinaMartinsBarros,YuriDiasMacedoCampelo,VanessaMenesesdeBritoCampelo(InstitutodeEducaçãoSuperiordoValedoParnaíba,Parnaíba,PI,Brazil)Inresponsetotherapidevolutionofhealtheducation,medicalschoolsareincorporatinganactivelearningmethodwherethestudentneeds to act proactively in order to achieve learning outcomes.Gamification is an engagingmethodology that represents an activelearningmethod.Throughthisapproach,studentslearnhowtosolvehealthcare-relatedsubjectsbasedonwhattheyhaveseen.Overthelastfewyears,gamificationhasdrawntheattentionofprofessorsandacademics,focusedonthequalificationofknowledge.Thereisanincreaseinteractivitylevel,whichisresponsiblefortheenhancementofthelearningprocess.PO28:AprendizajeActivoapoyadoentecnologíaydesarrollodeproyectosJorgeRobleroWong,FlorencioPinela,JoséSacarelo,LuisdelPozo,DanielaGuzman(EscuelaSuperiorPolitécnicadelLitoral,Guayaquil,Ecuador)El propósito de este póster fue presentar el diseño instruccional que usamos en la ESPOL y que ha permitido incrementarmuchashabilidades de los estudiantes en áreas como lectura, pensamiento crítico, pensamiento complejo, argumentación, liderazgo yexpresiónoral.Enlosproyectosyexposicióndeproblemasnosdimoscuentaqueestabandesarrollandocambiosensupersonalidad,enla forma de comunicarse y expresarse demostrando sus valores adquiridos. Nuestro diseño fue desarrollado en un ambiente deaprendizajeactivo,desdelaposicióndelassillashastalaseleccióndelosgruposdetrabajomedianteunsoftwareespecializado.PO29:ConceptualizacióndecamposmagnéticospermanentesusandoelmaterialeducativoJorgeRobleroWong,JorgeFlores(EscuelaSuperiorPolitécnicadelLitoral,Guayaquil,Ecuador)Elpropósitodeesteestudiofuedesarrollarenlosestudianteslahabilidaddeconceptualizaciónusandoelaprendizajecolaborativoenlaunidad de campo magnético con la ayuda de material educativo computarizado, usando investigación basada en diseño, con dosintervenciones, la primera prueba paramejorar el diseño y la segunda para realizar la investigación. El sistema que usamos fue lacombinación del aprendizaje social de Vigotsky y el constructivismo de Piaget. Los resultados obtenidos demostraron que, usandomaterialeducativoconmultimediaayudaalosestudiantesamejorarsurendimiento.PO30:IncidenciadelalecturapreviautilizandolaherramientadelecturaperusallenlainstrucciónenparesJorgeRobleroWong,FlorencioPinela,JosėSacarelo,DanielaGuzmán(EscuelaSuperiorPolitécnicadelLitoral,Guayaquil,Ecuador)El propósito de este estudio fue evaluar y analizar la incidencia de la lectura comprensiva, reflexiva, y el pensamiento crítico en lacomprensión de problemas conceptuales. La metodología del diseño instruccional de aprendizaje colaborativo con la ayuda de lasherramientas de lectura previa (Perusall) y de aprendizaje interactivo LC (learning catalytics). La lectura comprensiva, reflexiva y lasocializaciónenclasepermitierondesarrollaralgunashabilidadesblandas.Losestudiantesusaron“Peer instruction”deErickMazurylosresultadosobtenidosmuestranquelosestudiantesquetienenunalecturacomprensivayreflexivajuntoconelrazonamientocríticoaumentansignificativamentesurendimientoacadémico.

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E-mailsofthePBL2018participants

The following pages contain the names, institutional affiliation and the e-mails of the features speakers and thecorrespondingauthorsoftheposterandpaperspresented.

Author Institutionalaffiliation E-mail

AbdullahMughrabi AustralianCollegeofKuwait,Kuwait [email protected]

AlejandraRattiParandelli UniversidaddeIngenieríayTecnología–UTEC,Lima,Perú [email protected]

AlexMedeirosdeCarvalho FederalInstituteofEducation,ScienceandTechnologyoftheTriânguloMineiro

[email protected]

AlexanderSchlag IberiaAirlines,Madrid,Spain [email protected]

AlexandreBorbaSalvador UniversityofSãoPaulo,SãoPaulo,SP,Brazil [email protected]

AmySmith MITD-Lab,USA [email protected]

AnaCarolinaMessiasShinoda

UniversidadedeSãoPaulo,SãoPaulo,SP,Brasil [email protected]

AnaGabrieladeLimaPereira MapleBearBilingualSchool,SãoPaulo,SP,Brasil [email protected]

AnaPaulaLopes PioneiroEducationalCenter,SãoPaulo,SP,Brazil [email protected]

AnaSocorrodeMoura SchoolofHealthSciences,FederalDistrict,Brazil [email protected]

AndrewShahan KabeInternationalAcademy,CostaRica [email protected]

AnitaNishiyama UniversidadeFederaldoParaná,Curitiba,PR,Brasil [email protected]

AnnieCameyKuo StanfordUniversity,Stanford,CA,USA [email protected]

AnnMarieBaines GeorgeLucasEducationalFoundation,USA [email protected]

AnthonyLeow RepublicPolythechnic,Singapore [email protected]

AntonioCarlosdeCastroToledoJr.

Unifenas,BeloHorizonte,MG,Brazil [email protected]

AntonioCarlosEstender UniversidadedeGuarulhos,SãoPaulo,SP,Brasil [email protected]

AntonioLovato Ashoka,SãoBernardodoCampo,SP,Brasil [email protected]

AriovaldoAlbertodaSilvaJunior

SynapseConsultancy-ActiveLearningTraining,BeloHorizonte,MG,Brazil

[email protected]

ArlindoJoseSouzaJúnior FederalUniversityofUberlândia,MG,Brazil [email protected]

AshleyAult TheHarbourSchool,HongKong [email protected]

BárbaradeCaldasMelo EscolaSuperiordeCiênciasdaSaúde,Brasília,DF,Brasil [email protected]

BarbaraFreeman UniversityofCalifornia,Berkeley;WorldBank,USA [email protected]

BayardNielsen NotreDameHighSchool,SanJose,CA,USA [email protected]

BrandonL.Wiley BuckInstituteforEducation,USA [email protected]

BrianFox SFUnifiedSchoolDistrict,USA [email protected]

BrianO’Hara UTEC,Peru [email protected]

BrigitteUrsulaStach-Haertel UniversidadeFederaldoTocantins,MiracemadoTocantins,TO,Brasil

[email protected]

CarlosTeixeira IllinoisInstituteofTechnology,USA [email protected]

CarolaGómezMedina UniversidaddelosAndes,Bogotá,Colombia [email protected]

CarolinaCostaCavalcanti UnaspVirtualCampus,SãoPaulo,SP,Brasil [email protected]

CarolinePereira LOV,Brasil [email protected]

CasperFeilberg AalborgUniversity,Aalborg,Denmark [email protected]

CharlesWynn KennesawStateUniversity,Kennesaw,GA,USA [email protected]

CherylBowen SantaClaraUniversity,SantaClara,CA,USA [email protected]

ChristopherKitts SantaClaraUniversity,SantaClara,CA,USA [email protected]

ClaudiaRodriguez-Mojica SantaClaraUniversity,SantaClara,CA,USA [email protected]

ConnieDavidson CaliforniaStateUniversity,CA,USA [email protected]

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CristinaSatiêdeOliveiraPátaro

StateUniversityofParaná,CampoMourão,PR,Brasil [email protected]

DanGilbert Gilbert+Chittenden,USA [email protected]

DanaWalker UniversityofNorthernColorado,Greeley,CO,USA [email protected]

DanielaHaertel UniversidadedeSãoPaulo,SãoPaulo,SP,Brasil [email protected]

DanielleBryant GeorgeFoxUniversity,Oregon,USA [email protected]

DaniëlleVerstegen MaastrichtUniversity,Maastricht,Netherlands [email protected]

DeirdreFrontczak SantaClaraUniversity,SantaClara,CA,USA [email protected]

DeiseGuilherminadaConceição

UniversidadeFederalFluminense,RiodeJaneiro,RJ,Brasil

[email protected]

DeiveAlves FederalUniversityofTocantins,TO,Brazil [email protected]

DianaDolmans MaastrichtUniversity,Maastricht,Netherlands [email protected]

DouglasPereira UniversidadedeSãoPaulo,SãoPaulo,SP,Brasil [email protected]

EduardoChaves UniversityofCampinas,Campinas,SP,Brazil [email protected]

ElainePyle MinnesotaStateUniversityMoorhead [email protected]

ElioMolisaniFerreiraSantos UniversidadeFederaldoAmazonas,Manaus,AM,Brasil [email protected]

ElisabethSylvan NEXMAP,SanFrancisco,CA,USA [email protected]

ElitonMoura UniversityofSaoPaulo,SãoPaulo,SP,Brasil [email protected]

EmilianoEstevesdosSantos InstitutodeEducaçãoSuperiordoValedoParnaíba–IESVAP,Brazil

[email protected]

FábiaMariaSilvaLinsdosSantos

SENAC,Brasil [email protected]

FabianaClaudiadeVasconcelosFrança

EscolaSuperioremCiênciasdaSaúde,Brasília,DF,Brasil [email protected]

FabianaMarquesCosta UniversidadeVirtualdoEstadodeSãoPaulo,SãoPaulo,SP,Brasil

[email protected]

FabioRobertoFowler UniversidadeFederaldeItajubá,Itajubá,MG,Brazil [email protected]

FernandoLeão EscolaVilaVerde,Brasil [email protected]

FranciscaMiranda SantaClaraUniversity,SantaClara,CA,USA [email protected]

GabrielaFinco-Maidame UniversidadeEstadualdeCampinas,Campinas,SP,Brasil [email protected]

GeisaSant’Ana EscolaSuperioremCiênciasdaSaúde,Brasília,DF,Brasil [email protected]

GersonBarbosadoNascimento

EscolaMulticampideCiênciasMédicasdoRioGrandedoNorte,Caicó,RN,Brasil

[email protected]

GilliattHanoisFalboNeto FaculdadePernambucanadeSaúde,Recife,PE,Brasil [email protected]

GlenO'Grady AustralianNationalUniversity,Canberra,Australia [email protected]

HallerSchunemann CentroUniversitárioAdventistadeSãoPaulo,SãoPaulo,Brasil

[email protected]

HegladeMeloPrado InstitutodeMedicinaIntegralProfessorFernandoFigueira,Recife,PE,Brasil

[email protected]

HenkSchmidt ErasmusUniversity,Rotterdam,Netherlands [email protected]

HercoFonteijn MaastrichtUniversity,Maastricht,Netherlands [email protected]

HironoriYamaguchi RisumeikanUniersity,Kyoto,Japan [email protected]

IngeG.P.Duimel-Peeters MaastrichtUniversity,Maastricht,Netherlands [email protected]

IrisMujica McMasterUniversity,Ontario,Canada [email protected]

JamesDallas LoudounCountyPublicSchools,USA [email protected]

JamesGoodell QualityInformationPartners,USA [email protected]

JenniferMerritt SantaClaraUniversity,SantaClara,CA,USA [email protected]

JessicaKuczenski SantaClaraUniversity,SantaClara,CA,USA [email protected]

JimVanides MontanaStateUniversity&EdFutures.org,USA [email protected]

JoãoPauloBittencourt SomosEducação,SãoPaulo,SP,Brazil [email protected]

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JohnDouthit PeaktoPeakHighSchool,Lafayette,CO,USA [email protected]

JohnNash UniversityofKentucky,Lexington,KY,USA [email protected]

JohnR.Mergendoller BuckInstituteforEducation,USA [email protected]

JonathanPuhl UniversityofNorthDakota,GrandForks,ND,USA [email protected]

JorgeMontoya UniversityofIbague,Ibagué,Tolima,Colombia [email protected]

JorgeRobleroWong EscuelaSuperiorPolitécnicadelLitoral,Guayaquil,Ecuador

[email protected]

JoshWeiss StanfordGraduateSchoolofEducation,Stanford,CA,USA [email protected]

JuliaScott SantaClaraUniversity,SantaClara,CA,USA [email protected]

JunQiu IllinoisInstituteofTechnology,Chicago,IL,USA [email protected]

KarenCator DigitalPromise [email protected]

KathleenStoehr SantaClaraUniversity,SantaClara,CA,USA [email protected]

KathySun SantaClaraUniversity,SantaClara,CA,USA [email protected]

KeithYocam SantaClaraUniversity,SantaClara,CA,USA [email protected]

KristieLetter PeaktoPeakHighSchool,Lafayette,CO,USA [email protected]

LaraMabelleMilfontBoeckmann

SchoolofHealthSciences,FederalDistrict,Brazil [email protected]

LarryLeifer StanfordUniversity,Stanford,CA,USA [email protected]

LarsBirchAndreasen AalborgUniversity,Aalborg,Denmark [email protected]

LauraElizabethMolanoPeña FundaciónparalaReconciliación,Bogotá,Colombia [email protected]

LauraNielsen HillbrookSchool,USA [email protected]

LeandroCampelo UniversityofSãoPaulo,SãoPaulo,SP,Brazil [email protected]

LeeShulman StanfordUniversity,Stanford,CA,USA [email protected]

LibiaPaolaMartínezRincón FundaciónparalaReconciliación,Bogotá,Colombia [email protected]

LilianFurquim FGV/EESP,SãoPaulo,SP,Brasil [email protected]

LisaGoldstein SantaClaraUniversity,SantaClara,CA,USA [email protected]

LisaMartinez SantaClaraUniversity,SantaClara,CA,USA [email protected]

LongLe SantaClaraUniversity,SantaClara,CA,USA [email protected]

LuisBretel EducationalConsultant,Peru [email protected]

LykkeBrogaardBertel AalborgUniversity,Aalborg,Denmark [email protected]

ManoelAndradeNeto UniversidadeFederaldoCeará,Fortaleza,CE,Brasil [email protected]

ManuelaCostaMelo EscolaSuperioremCiênciasdaSaúde,Brasília,DF,Brasil [email protected]

MarciaNobueSacay PioneiroEducationalCenter,SãoPaulo,SP,Brazil [email protected]

MargaretLucero SantaClaraUniversity,SantaClara,CA,USA [email protected]

MariaCamilaMourãoMendonçadeBarros

FundaçãoGetúlioVargas,SP,Brazil/LemannCenteratStanford,USA

[email protected]

MaríaFelipaCañasCano UniversidaddePiura,Perú [email protected]

MarioAugustoCostaValle SENAC,SãoPaulo,SP,Brasil [email protected]

MarkServa UniversityofDelaware,USA [email protected]

MatthewCallahan HillbrookSchool,USA [email protected]

MeganHuneck EducationElements,CA,USA [email protected]

MichaelGrant InterdisciplinaryJournalofPBL–IJPBL [email protected]

MichaelSlade CaliforniaStateUniversity,CA,USA [email protected]

MichelleMuñoz-Carrasco UniversidaddeConcepción,Chile/UniversidaddelBío-Bío,Chile

[email protected]

MichelleStecker SantaClaraUniversity,SantaClara,CA,USA [email protected]

MogensJensen AalborgUniversity,Aalborg,Denmark [email protected]

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MoireCorcoran IllinoisInstituteofTechnology,Chicago,IL,USA [email protected]

NasserDrareni UniversityBlida02Elaffroun,Blida,Algeria [email protected]

NatalieWoods EducationElements,USA [email protected]

NathanWarner GeorgeLucasEducationalFoundation [email protected]

NicolajRiiseClausen AalborgUniversity,Aalborg,Denmark [email protected]

NynkedeJong MaastrichtUniversity,Maastricht,Netherlands [email protected]

PalomaEpprechteMachadodeCamposChaves

InstitutoFederaldeEducação,CiênciaeTecnologiadeSãoPaulo/UniversidadedeSãoPaulo,Brasil

[email protected]

PamelaJara-Zapata UniversidaddeConcepción,Chile [email protected]

PatrickDuarte UniversityofSãoPaulo,SãoPaulo,SP,Brazil [email protected]

PaulSutton PacificLutheranUniversity,Tacoma,WA,USA [email protected]

PaulaCarolei UniversidadeFederaldeSãoPaulo,SãoPaulo,SP,Brasil [email protected]

PaulaQuinn WorcesterPolytechnicInstitute,USA [email protected]

PauloAndréLaudaSilvaCâmara

FGV,Curitiba,PR,Brasil [email protected]

PedroHernández-Ramos SantaClaraUniversity,SantaClara,CA,USA [email protected]

PeterRillero ArizonaStateUniversity,Anthem,AZ,USA [email protected]

PriscillaTavares FGV/EESP,SãoPaulo,SP,Brasil [email protected]

RachelLotan StanfordUniversity,Stanford,CA,USA [email protected]

RaquelCesario Uni-FACEF,Franca,Brasil [email protected]

RebecaCoêlhoLinhares InstitutodeEducaçãoSuperiordoValedoParnaíba,Parnaíba,PI,Brazil

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RhondaHill BuckInstituteforEducation,USA [email protected]

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RicardoRicciUvinha UniversityofSaoPaulo,SãoPaulo,SP,Brazil [email protected]

RichardVaz WorcesterPolytechnicInstitute,USA [email protected]

RobertLenz BuckInstituteforEducation,USA [email protected]

RobynDean RochesterInstituteofTechnology,USA [email protected]

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