![Page 1: Case of Learner-centred, project-based course](https://reader035.vdocuments.us/reader035/viewer/2022070302/54854830b47959ce0c8b4dcc/html5/thumbnails/1.jpg)
Phenomenon-Based Learning
Holistic approach to real-life topicshttp://ilmiopohjaisuus.ning.com/group/
hyvinvointivaltioparastasuomalaistadesignia2122009
Esko Lius 24th August 2014, Prevallë KosovoKosovo Twinning project, CC-BY, [email protected]
![Page 2: Case of Learner-centred, project-based course](https://reader035.vdocuments.us/reader035/viewer/2022070302/54854830b47959ce0c8b4dcc/html5/thumbnails/2.jpg)
Phenomenon-Based Learning
• combines project-based learning andinquiry-based learning
• curriculum area collaboration• authentic, meaningful contexts• usually extends beyond the ordinary formal
learning environment towards the community
![Page 3: Case of Learner-centred, project-based course](https://reader035.vdocuments.us/reader035/viewer/2022070302/54854830b47959ce0c8b4dcc/html5/thumbnails/3.jpg)
Phenomenon-Based Learning
• Not about teaching • Not about certain curriculum contexts
• About learning something that is important to students, individually
![Page 4: Case of Learner-centred, project-based course](https://reader035.vdocuments.us/reader035/viewer/2022070302/54854830b47959ce0c8b4dcc/html5/thumbnails/4.jpg)
Case: “Welfare State”
• Upper secondary phenomenon-based topic• Not a ready-designed “course” as such• In this case mostly online• The student’s approaches are very personal
and differ from each otherwill give study credits to subjects / curriculum topics
that are present in that particular learning processaffects assessment
• A topic that has a personal relation to every student (in Finland)
![Page 5: Case of Learner-centred, project-based course](https://reader035.vdocuments.us/reader035/viewer/2022070302/54854830b47959ce0c8b4dcc/html5/thumbnails/5.jpg)
![Page 6: Case of Learner-centred, project-based course](https://reader035.vdocuments.us/reader035/viewer/2022070302/54854830b47959ce0c8b4dcc/html5/thumbnails/6.jpg)
Case: “Welfare State”
The crew• two teacher-tutors giving individual support• variety of upper secondary teachers
(according to needs)• two external experts (sociologists)• other external resources that students found
along their studies
![Page 7: Case of Learner-centred, project-based course](https://reader035.vdocuments.us/reader035/viewer/2022070302/54854830b47959ce0c8b4dcc/html5/thumbnails/7.jpg)
![Page 8: Case of Learner-centred, project-based course](https://reader035.vdocuments.us/reader035/viewer/2022070302/54854830b47959ce0c8b4dcc/html5/thumbnails/8.jpg)
Preparations
No content / learning material / detailed study plan
![Page 9: Case of Learner-centred, project-based course](https://reader035.vdocuments.us/reader035/viewer/2022070302/54854830b47959ce0c8b4dcc/html5/thumbnails/9.jpg)
1. Primers for “Welfare State”
![Page 10: Case of Learner-centred, project-based course](https://reader035.vdocuments.us/reader035/viewer/2022070302/54854830b47959ce0c8b4dcc/html5/thumbnails/10.jpg)
2. Reflect on these and discuss online
• What is a “welfare state”? What do you regard as welfare, and what is the role of the state in it?
• What emotions or thoughts did the primers bring to your mind? or: What is a particularly important theme of the welfare state for you?
• Formulate one question about welfare state that you’d like to know more about.
![Page 11: Case of Learner-centred, project-based course](https://reader035.vdocuments.us/reader035/viewer/2022070302/54854830b47959ce0c8b4dcc/html5/thumbnails/11.jpg)
…processing the topic…
• concepts • own take on the subject– different teacher resources involved to help in
different project works• discussing and sharing the process online• assessment– self-assessment– peer-assessment– teacher-assessment– credits: eg. 60% sociology, 20% history, etc.
![Page 12: Case of Learner-centred, project-based course](https://reader035.vdocuments.us/reader035/viewer/2022070302/54854830b47959ce0c8b4dcc/html5/thumbnails/12.jpg)
“Single-parenthoodIn Finland”
”Apartment prices appear to change according to waves”
”Design as aComponent ofWelfare State”
![Page 13: Case of Learner-centred, project-based course](https://reader035.vdocuments.us/reader035/viewer/2022070302/54854830b47959ce0c8b4dcc/html5/thumbnails/13.jpg)
Learning outcome shared in online-PLE
![Page 14: Case of Learner-centred, project-based course](https://reader035.vdocuments.us/reader035/viewer/2022070302/54854830b47959ce0c8b4dcc/html5/thumbnails/14.jpg)
Peer discussion andpeer assessment
![Page 15: Case of Learner-centred, project-based course](https://reader035.vdocuments.us/reader035/viewer/2022070302/54854830b47959ce0c8b4dcc/html5/thumbnails/15.jpg)
Learning outcomes
• Students were very motivated• Fear for open social media use was overcome• Helping students in technical issues/questions
kept us busy until we learned to help them to help each other
• Requires more guidance and resources than ordinary teacher-talk method
• Suits distance-learning well• Generated deep and meaningful learning