Edutopia Review 1

Running head: EDUTOPIA REVIEW

Edutopia Review

Benjamin Stewart

TEC 560

Ms. Gina Phipps

February 25, 2007

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Abstract

This paper looks at project-based learning (PBL) and the outreaching positive affects this

type of learning has on the student. Videos taken from Edutopia (2007) website show

how PBL are currently being used in the classroom. They show clearly how the

importance of (1) learning about other cultures, (2) the integration of second language

acquisition, and (3) holding high expectations for our students all are an extension of

what makes PBL just a valid option in the educational design. PBL is then compared and

contrasted to traditional learning as they pertain to teacher/student roles, syllabus

objectives, assessment, and learning activities. School partnerships show how students

can witness firsthand different cultures of other countries through extended field trips.

The paper concludes by stressing the importance of PBL and the use of technology as it

relates to the students’ lives.

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Edutopia Review

Learning through project-based learning (PBL) focuses more on the process than

on the product of learning. It is not about getting the “correct” answer rather how did the

learner or learners get to the answer. George Lucas has created a foundation that

supports the Edutopia website that centers on the innovation of schools (2007). Various

videos focusing on the important of PBL and their positive affects on students follow:

Video Descriptions

Ken Ellis reports several projects that lend themselves well to the educational

environment through the use of technology. Ellis addresses the importance of team

teaching in his Vital Signs report (2006a). In my case, I have teachers that are adjunct

and are seldom able to get together to share ideas, let alone team-teach. This semester,

we implemented a team-teaching session that is required during the semester. Teachers

have access to UAA Fomento Yahoo Group (2007) that enables teachers to stay in contact

with one another and also helps them coordinate their own team-teaching session.

In his World Party report, Ellis shows how integrating technology in the school

system “levels the playing field” among English language learners (2006b). I try to

incorporate technology to my English language learners through various projects that

require the use of technology. For example, I have used chat rooms and forums as a way

for early English language learners to practice their social skills as they introduce

themselves to other English language learners from around the world. Technology offers

a way for learners to expand their practice beyond the confines of the classroom.

Finally, Ellis shows how technology can be used to form learning environments in

context. The Media Smarts report addresses how communication can be enhanced

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through various uses of media (Ellis, 2005). I have used digital cameras and editing

software in my Business English course that require learners to not only produce and

write a news update broadcast in the target language.

Compare and Contrast

The following chart best illustrates some differences in traditional learning

practices to those that involve project-based learning

Traditional learning Project-based learningTeaching role Teacher as all-knowing and

expertTeacher a mentor, coach, facilitator, tutor, etc.

Student role Passive learner: learner is “spoon fed” information

Active learner: reflects on own work; works individually and in groups to achieve objectives

Syllabus objectives Objectives are noncontextualized and have little relevance to the real world

Objectives are authentic and have relevance to the learner

Assessment Close-ended questions that are noncontextualized: multiple choice, true/false, matching, etc.

Alternative assessment methods are stressed: rubrics, portfolios, role-plays, discussions, peer reviews, journals, reflection

Learning Activities Focus on the product or end result

Focus on the process or the manner in which the objective was achieved

Forming Partnerships

The John Stanford International School conducts a school exchange program that

allows students to fully integrate themselves with students from a school in Puerto

Vallarta (Ellis, 2006b). Students become a complete part of the Mexican school culture

and are able to see firsthand how other students their ages live. This project-based

learning (PBL) activity involves not only the students but also parents and the community

through fund raising events. Simply learning about culture in books or online simply

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cannot replace the learning experience the students get through such an event. PBL

through partnerships gives teachers a chance to network with other teachers from other

cultures, which can put their own teaching experience into perspective.

The university where I teach has an exchange program with a university in

English where each year we receive a British exchange student that helps in our language

lab. Our English language learners really enjoy having native speakers around to help

them in their learning. Our university could also participate in exchange programs in the

United States as well. Students, who wish to pursue higher learning, should be able to do

so through partnerships with US universities. This might include specific curriculums

that are adapted to programs in the US. Cultural online courses could be another

partnership program that could benefit our learners. US universities could conduct US

culture courses and we could do the same for their students.

Creating Learning Situations

Besides just completing objectives through PBL, other learning situations can be

realized by the students. Cultural appreciation can be byproduct of working together in

groups. Working through conflicts and with those who have opposing views is another

important life skill that students must gain while in school. Critical thinking skills are

another learning tool transfers well to other areas of learning, both inside and outside the

classroom. Finally, establishing well-defined strategies and high expectations can lead to

a higher level of learning, regardless of the makeup of the classroom.

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Conclusion

Students experience a higher level of learning if they are presented with

opportunities to create meaning themselves. Project-based learning gives students these

opportunities. They learn to work together, compromise, and resolve conflict as they

work towards a common objective. Technology offers a wonderful took for students to

participate in project-based learning because students are naturally drawn towards the

various media that are available today. Media is seen as relevant since so much of the

students’ future relies on it.

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References

Edutopia. (2007). Retrieved on February 25, 2007 from http://www.edutopia.org/foundation/foundation.php

Ellis, K. (Producer, Writer, Director). (2005, July 13). Media Smarts. Retrieved on February 25, 2007 from http://www.edutopia.org/video/frame.php

Ellis, K. (Producer, Writer, Director). (2006a, May 15). Vital Signs. Retrieved on February 25, 2007 from http://www.edutopia.org/video/frame.php

Ellis, K. (Producer, Writer, Director). (2006b, March 1). World Party. Retrieved on February 25, 2007 from http://www.edutopia.org/video/frame.php

UAA Fomento Yahoo Group. (2007). Retrieved on February 25, 2007 from http://groups.yahoo.com/group/uaafomento/