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Uncovering the Secrets of Digital PBL

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Kaitlin Fisher

on 22 October 2012

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Transcript of Uncovering the Secrets of Digital PBL

to DIGITAL PBL Uncovering the Secrets! P roject
B ased
L earning Digging Deeper... So, what does PBL stand for? How does the "Digital" part fit in? Digital PBL (or Technology PBL) takes current technologies and digital media and applies them to the fundamental principles behind PBL.
Works on developing "21st Century Skills" (Rogers, et al., 2010, pg. 893)
Technology offers a way to simulate real-life situations and connecting classroom content to the outside world (Barak and Asad, 2012, pg. 81)
Multimedia can be used as a way for students to organize and present their research (Change and Lee, 2010, pg. 961) Okay, that sounds like a pretty good idea. But WHY should we it? How do we apply Digital PBL in our classrooms? Adria Steinberg's (1997) six "As" of design
Academic rigor:
How do the projects address key learning concepts or standards?
How do the projects use a real-world context and address issues that matter to the students?
Applied learning:
How do the projects engage students in solving semi-structured problems calling for abilities needed in teamwork, collaboration, etc.?
Active exploration:
How do the projects extend beyond the classroom and connect to work internships, field-based investigations, and community explorations?
Adult connections:
How do the projects connect students with adult mentors and coaches from the wider community?
Assessment practices:
How do the projects involve students in regular assessment of their work in light of personal, school, and real-world standards of performance? Are there any difficulties or setbacks to Digital PBL? Although there are several obstacles discussed in the literature on Digital PBL, I think that there is definitely a way to integrate its basic principles into any classroom by blending it with teacher-led instruction.
Some difficulties discussed in the literature include:
Teacher training
Software, internet complications
Insecurity when communicating assessment
Helping students adjust to a new style of learning
Requires a high level of metacognition
Creating a project that is not too close-ended or too abstract--must make a connection between activities and underlying conceptual knowledge Bibliography Barak, M., & Asad, K. (2012). Teaching image-processing concepts in junior high school:
boys' and girls' achievements and attitudes towards technology. Research in Science and Technological Education, 30(1), 81-105. Retrieved October 7, 2012, from the ERIC database.
Chang, L., & Lee, G. C. (2010). A team-teaching model for practicing project-based
earning in high school: collaboration between computer and subject teachers. Computers & Education, 55, 961-969. Retrieved October 7, 2012, from the ERIC database.
Lattimer, H. (2011). Project-based learning engages students in meaningful work. Middle
School Journal, 43(2), 18-23. Retrieved October 7, 2012, from the ERIC database.
Park Rogers, M. A., Cross, D. L., Gresalfi, M. S., Trauth-Nare, A. E., & Buck, G. A. (2011).
First year implementation of a project-based learning approach: the need for a ddressing teacher's orientations in the era of reform. International Journal of Science and Mathematics Education, 9, 893-917. Retrieved October 7, 2012, from the ERIC database.
Ranker, J. (2008). Making meaning on the screen: digtial video production about the
Domincan Republic. Journal of Adolescent & Adult Literacy, 51(5), 410-422. Retrieved October 7, 2012, from the ERIC database.
Trauth-Nare, A. (2011). Assessment for Learning. Science Teacher, 78(1), 34-39. Retrieved
October 7, 2012, from the ERIC database.
Waks, S., & Sabag, N. (2004). Technology project learning versus lab experimentation.
Journal of Science Education and Technology, 13(3), 333-342. Retrieved October 7, 2012, from the ERIC database. Based on constructivist theory (Piaget)
Considered an approach to teaching in which students are asked to respond to real-world situations and questions through an extended inquiry process (Lattimer and Riordan, 2011, pg. 18)
"Active occupation on the part of the learner" (Waks and Sabag, 2004, pg. 335) Digital media has created new types of reading practices (non-linear)--it helps students develop "new literacies" (Ranker, 2008, pg. 410)
We must recognize that the linguistic mode is not the only mode available for learning and exploring meanings (aka "multimodality" (Ranker, 2008, pg, 411)
Creates a student-centered classroom (Trauth-Nare, 2011, pg. 35)
MOTIVATES LEARNING! (Barak and Asad, 2012, pg. 81)
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