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Project Based Learning: Virtually Authentic Dr. Kerry Rice, Boise State University Barbara Frey, Connections Academy

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Page 1: VSS 2010 PBL Virtually Authentic

Project Based Learning: Virtually Authentic

Dr. Kerry Rice, Boise State University

Barbara Frey, Connections Academy

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Agenda

1. Introductions2. The “Teacher” in Online Teaching3. Constructivist practices in a digital age4. LCP’s + PBL = Best Practice5. Lesson Development

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The “TEACHER” in Online Teaching

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How are constructivist practices translated to the online environment?

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From Theory to Practice

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Virtual Learning Scaffolding Model

• Student-centered• Engaging• Construct active

learning• Supports learning

through varied instructional tools and strategies

Learner Autonomy

Learner AutonomyLearner

Autonomy

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Technology

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Learning Portals

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Communication Tools

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Writing and Reflection Tools

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Collaboration Tools

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Web-Based Multimedia Tools

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Networking Tools

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Instructional Teaching Aids

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Tool-Centered vs. Learner-Centered

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21st Century Skills

LCP’s PBL Best Practice

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Learner Autonomy

Active Participation

Collaboration and

Community Building

Authentic Assessment

21st Century Skills

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Supported through:• Scaffolding and careful guidance • Instructional learning aids • Modeling and prompting• Coaching strategies• Reflective thinking and problem

solving

The ability and motivation to take responsibility for one's own learning.

Learner Autonomy

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Learner AutonomyLearner

AutonomyInteractive Simulations

John Travoltage web-based simulation at Phet

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Interactive Learning AidsLearner Autonomy

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Learner AutonomyLearner

Autonomy

Multimedia

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Learner AutonomyLearner

Autonomy

Negotiated Inputs and Outcomes

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Learner AutonomyLearner

Autonomy

Reflection

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Supported through:• Authentic projects and assessments• Role assignments• Teamwork• Peer review• Strategies to structure activities

(consensus building, Tuning Protocol, Fishbowl Method)

Strong feelings of community have been shown to promote a greater sense of well-

being among learners as well as increases in engagement, cooperation, commitment to

group goals, information flow, and satisfaction in group interactions.

Collaboration and

Community Building

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Collaboration and

Community Building

Collaborative Resources

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Collaboration and

Community Building

Collaborative Spaces

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Collaboration and

Community Building

Online Instructional Spaces

• Role Play• Think-Pair-Share by assigning email pals or

“web-buddies”• Modify fishbowl by dividing the class into 2

groups, allowing group 1 to contribute the first half of the week and group 2 to contribute the second half.

• Writing Roulette – each learner adds to expanding class story

• Class voting and polling• Debate• Consensus building• Student generated discussion questions• Peer review

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Collaboration and

Community Building

Online Social Spaces

• Virtual Icebreakers• Share favorite Websites• “Student lounge”, “Recess”• Question Cafe • PLC’s

http://teacherstream.org

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Global Spaces

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Multiplayer Gaming

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Supported through:• Authentic, collaborative, inquiry-

based projects• Negotiated learning outcomes • Active research in the field• Partnerships with the outside

community

Interactions within the learning community as well as engagement

with the content being studied.

Active Participation

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Active Participation

• Discussion leader• Resource provider• Tech support• Class Twitter

contribution• Role play games

Role Assignment

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Active Participation Choice

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Active Participation Real-Time Communication

• Live presentations and lectures

• Guest speakers• One-on-one tutorials and

mentoring• Group discussions and

activities• Informal chat sessions• Question and answer • sessions

Adobe Connect

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Active Participation

Structured Learning Paths

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Supported through:• Timely and consistent

instructor and peer feedback• Reflection• Authentic purpose• Dissemination to “real-world”

audiences

Instructional environments that promote a process rather than an end product necessitate the

development of assessments that are progressive rather than summative.

Authentic Assessment

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Authentic Assessment

• Written assignments • Participation in online discussions• Publication of student work /presentations• Online quizzes and questions• Experiential activities, such as role-play• Collaborative assignment work • Debates• Portfolios• Reviews• Online Exams (open-book; structured; timed• Journals and reflection• Complete a simulation or win a game

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Authentic Assessment

Make it Visible

“I started making this website because I had the Idea of instead of just doing a project paper for my class I could spread my information around the continents...”

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Authentic Assessment

Make it Meaningful

http://www.mathalicious.com/?p=1547

http://www.mathalicious.com/?p=1694

Cell Phone Extravaganza

Warranty For You

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A major challenge facing educators in the 21st century "is how to design our educational system... in order to produce

graduates who are better prepared to take up jobs in a knowledge-based environment characterized by a pervasive

use of information communications technology" (Bodomo 2006, ¶1)

21st Century Skills

• Global awareness• Digital, information, media

and social literacy• Financial, business and

economical literacy• Creativity• Critical thinking and

problem solving

• Communication and collaboration

• Flexibility and adaptability

• Initiative and self-direction

• Leadership and responsibility

• Productivity and accountability

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Learner Autonomy

Active Participation

Collaboration and

Community Building

Authentic Assessment

21st Century Skills

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Map It Project Example

• Math and Geography• Hands-on• Real-time communication

LiveLesson ® activities focus on the student’s immediate environment using functions such as:

• chat • interactive whiteboard, • voice over IP• Polling

• Delayed-time activities– Word processing, presentation software, email

and message boards • complete a chart or study guide• read a book • write in their math journal• Post in the message board

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# Activities Construct Tools

Guiding Questions: Why is it important to have standardized measurements? How can measurement and spatial relation skills be applied to principals of navigation?

1 Read “How Big Is a Foot?” Think about the problem and how it was solved.

Active Participation Discussion forum; reflection journal

2 Participate in discussion of the book and reach consensus about the importance of standardizing measurement.

Collaboration and Community Building

Web conference tool (LiveLesson ®); polling and live chat

5 Problem solve how to use the measurement tools in the lesson.

21st Century Skills Instructional software (Teachlet®)

6 Read “Mapping Penny’s World” to learn how to construct maps to gain information about the environment.

Active Participation Discussion forum; reflection journal

7 Discuss ways measurement is used to construct maps through modeling and prompting.

Learner Autonomy Web conferencing tool (LiveLesson ®)

8 Create a Rough Map Sketch using spatial skills and map elements.

Active Participation

Digital drawing tool, fax, snail mail

9 Demonstrate learning through creation of map.

Authentic Assessments Web conference tool (LiveLesson ®); presentation tool; rubric

Map It Lesson Chart

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Message Board Responses

Message Boards > Colorado CA Schoolhouse > Teacher Message Boards: How Big is a Foot?• 2/21/2006 5:57 PM Sandra Reply • Quote • Edit •

1. The guy that made it had small feet. The King had large feet. 2. Because they didn't measure with the King's feet.3. They used a mold of the King's foot.4. 12"5. A ruler. Alex

• 5/2/2006 3:01 PM Ryan Reply • Quote • Edit • 1. The apprentice's feet were too small.2. They didn't have a yardstick.3. They made a copy of the king's foot.4. It was about one foot. It was about a foot on the yardstick picture.5. They use a yardstick. Ryan

• 5/2/2006 3:05 PM Ethan Reply • Quote • Edit • 1. The apprentice's feet were smaller than the king's feet.2. They didn't have any standard units of measuring.3. When the apprentice realized that the king's feet were bigger than his, a sculptor got a marble copy of the king's foot for the apprentice to use.4. It was obviously a foot. That's where they got the standard unit of measure, the foot.5. They use units of measuring such as yards, inches, and feet. Ethan

Collaboration and

Community Building

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Sample Benchmark ProjectsAuthentic

Assessment

Driveway

House

T

Alex’s map

KEY

• Chair• Bone• Tree• Trampoline• Table• Grass• Stones• Squeaky Toy

T

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Andrew’s Map

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# Activity Construct Tool

Guiding Questions: Global warming; Fact or Fiction? Should I reduce my energy consumption? Why?

1 Brainstorm what you know about global warming.

Active Participation Concept mapping tool, Web conference

2 Read text-based content, view images of global warming and listen to audio podcast overview of activities.

Learner Autonomy LMS content, Internet resources, podcast

3 View video on the effects of global warming. Learner Autonomy Internet resources

4 View video tutorials on how to use the tools in the lesson.

Learner Autonomy Scaffolding

Video creation and slide sharing tool

5 Participate in simulation on climate change. Active Participation Online simulation

6 Discuss change in perceptions about global warming and reach consensus on a definition of “carbon footprint.”

Collaboration and Community Building

Discussion forum, Web conference, Chat, Wiki, Blog

7 Measure kw/hour usage and determine energy consumption.

Active Participation Carbon footprint calculator

8 Find ways to reduce carbon footprint. Collaboration and Community Building, 21st Century Skills

Internet resources, global collaboration sites

9 Demonstrate learning through presentation and share with the community.

Active Participation, Authentic Assessment

Video or slideshow sharing tool, Web conference tool, Wiki, Blog

Reducing our Carbon Footprint Lesson Chart

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http://missbakersbiologyclasswiki.wikispaces.com/Louis

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How will your classroom be transformed?

Kerry RiceDepartment of Educational TechnologyBoise State [email protected]

Barbara FreyConnections [email protected]

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Resources• Boise State University, Department of Educational Technology:

http://edtech.boisestate.edu • PBL-Online:

http://pbl-online.org • Buck Institute for Education:

http://www.bie.org • Project Library:

http://www.bie.org/tools/links/pbl_in_practice • Mathalicious:

http://www.mathalicious.com/index.php • K-12 Online Teaching Strategies resource site:

https://sites.google.com/site/onlineteachingstrategies/ • Research Committee Issues Brief: Examining Communication and Interaction in Online

Teaching, iNACOL (September 2009)

• Blended Learning: The Convergence of Online and Face-To-Face Education• Partnership for 21st Century Skills. 2004. Framework for 21st century learning.

http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=120