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Website Creation PBL poster

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pavel Lieb

on 17 June 2014

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Transcript of Website Creation PBL poster

In this project I aimed to investigate whether creation of comprehensive and collaborative websites is a viable learning modality as it provides a number of multiple intelligence learning opportunities.

Five groups of students enrolled in Biology Honors course of a Los Angeles independent school participated in the study. 2 of the groups were taught using a traditional curriculum, while 3 other groups were given an additional project that involved selecting a disease to research in order to create an informative website.

Throughout the duration of the semester students were asked to populate their website with the information relevant to a specific unit covered in class.
Results indicated an improvement trend in test scores from Pre-test through the completion of the project. Post-project surveys also indicated that students enjoyed such project-based approach and found them to be a meaningful use of time.

While further studies are required in order to understand the specifics of this kind of a learning modality, the data from this project show that project-based website creation might be a valuable avenue of teaching in the contemporary classroom.
I have observed 2 patterns in the class-wide test means: either there was a discernable progressive increase in the test means (groups A, B, C, E), or there was not a pattern at all (pretest mean higher than Test 3) observed in group D. While the observed trends deserve mentioning, there is a number if inherent limitations with using tests as a measuring tool. The tests used were too heterogeneous (using multiple types of questions – from free response to multiple choice) to be completely controlled. It is very important to understand that the purpose of this study was to see whether a project such as website creation is a hindrance or a help to a student. Another inherent limitation was the fact that we in fact used arithmetic means for the entire class, whereas tracking individual student performance would probably provide a more adequate picture of the overall effects of this project. Thus, while the results do show a positive trend in test performance for the entire groups of students, they are still difficult to decipher in regards to individual students.Individual survey results shed some light on the general perception of the project by the students. Most students simply liked working on this project as indicated by their survey responses. Such collaboration also appeared to be an effective learning modality, as evidenced by student engagement and interactions with the teacher. Technological skills were the most important area of concern. Google Sites were chosen as the media to be used in this project because of the ease of use. Most students reported no difficulties using the software, and in cases were the software posed a challenge, students relied on their teammates to help them out. The associated Google programs were also constructive to the students learning, as in addition to Google Sites, students had also had to work with Google Scholar, Google Docs, and other programs, which were easy to learn. Thus, the concern about the time the students should be using to learn the material was spent on learning the software did not materialize. Limitations of the StudyStudents participating in the study are enrolled in a Jewish Day school and represent a very homogeneous group. Thus any kind of cultural or socio-economic bias cannot possibly be quantified. There was no way to account for the performance effects of such project on English Language Learners, as well as to account for cultural and socio-economic differences. Additionally, there was no way to control for the age and grade level, as Milken’s science program is not grade specific. Another important difference was that all groups meet at different times throughout the day – therefore this study can’t account for biological consequences of that, such as Block D class generally seemed roudy, as it met after lunch. Such behavioral challenge could have been probably facilitated by higher blood sugar levels, and thus higher level of hyperactivityFor many students another challenge is represented by the amount of time they spend on researching the material – while the very fact that there was a goal to that research, the facts originating from the scientific papers require a significant amount of time to “digest”, a time that some students felt that they could spend on reading the textbook. Thus exploring a potential “flipped classroom” model, in which textbook or lectures videos could be “absorbed” at home, while the project work would take place in the classroom with the teacher’s help.
Groups A, B, C - worked on the websites
Groups D, E - controls
Blue - pretest, Red - Test1, Green - Test2, Purple - Test 3
-Student groups that were tasked with constructing the websites have shown to continuously improve their tests grades.

-Students have indicated that they would prefer to work on this project in class, which could represent an interesting variation on a flipped classroom approach: learning the textbook material at home and working on the projects in class

-Most students felt that they were up to par with the skills required for this kind of a project – meaning that incorporating his kind of a project into a curriculum will not take time away from the actual learning due to the lack of technology skills.
Student-Generated Websites as a Supplement to Instruction: An Inquiry-Based Approach to Increase Student Achievement
Curricular Integration
Collected Data
Biology Honors, a year-long course
5 mixed-grade classes (10-12)
3 classes - experimental, 2classes - controls
-Students picked a disease to research
-With each Unit studied (for example, Cellular Physiolgy) students created a subpage describing the effects of the disease as it relates to the particular unit (for example - Cellular Physiology of Lupus)
-Test scores: from pretest (before the project) through the midterm (test 3- see results)
-Project Surveys
In this study I aimed to gain a better understanding of the overall effects of a Project Based Learning approach, in which the project was run in parallel with the main curriculum. The purpose of the study was to combine the modern teenagers’ preference for digital media with multiple intelligence learning approach in order to facilitate a better learning outcomes. I aimed to see the effects of incorporating such a project into a regular curriculum would produce. My assumption was that an open-ended project, which makes immediate use of the information learned in class, based in the media that teenagers are routinely engaged in, would be beneficial to the overall performance as indicated by the test grades. I also wanted to see just what the students honest opinions would be about such project.
please feel free to use the iPad and click on any field of this interactive poster in order to see it closer
Future Directions
- A controlled, individualized study to correlate quality of the individual project work with the test achievement
-To develop a curriculum utilizing a hybrid "flipped classroom" approach: learn the material at home and work on the website project during class time
-To work on incorporating the website work into the student's overall portfolio
-To develop an integrated/interactive component enabling a student to collaborate with an expert in the field
Examples of Student Work:
-CSU Northridge, Eisner College of Education
-Milken Community High School Science Department
-Milken Community High School students enrolled in Biology Honors
-John Perkins
by Pavel Lieb, in partial fullfillment of Master of Arts degree in Educational Technology
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