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Responses to myths like "PBL isn't standards-based" and "PBL takes too much time."
Review of Kirschner, Sweller, and Clark's paper bashing constructivism, discovery, and problem-based learning, plus some context and research on the other side.
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Thus Kirschner, Sweller and Clark's paper is an important reminder for us to not carry Problem Based Learning (PBL) to its extreme. That is, while it has its strengths, learners often need a more direct approach in order to build a solid foundations before being presented with PBL.
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With the title blaring, “Why Minimal Guidance during Instruction Does Not Work” rather than, “Why Minimal Guidance during Instruction Does Not Work for Novice Learners,” the authors almost seem to ignore that PBL is a necessity in order to promote deeper levels of understanding.
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Comparison of problem-based learning and scenario-based learning, where problem-based learning is text-based case studies and scenario-based learning is interactive, dynamic, and time-limited.
Project-based learning example with a webquest for sales training. Created by Joe Deegan, permission OK so can be modified/reused by others
Jane Krauss on the changing roles of teachers and students with project-based learning
Project-based learning using technology to meet the standards
Pictures of project-based learning with digital tools
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This group illustrates what project-based learning can look like, especially when digital tools help students break free from the confines of teacher-driven and classroom-bound instruction.
High school students in California find their voice through multimedia and learn to make a difference through what they create and share
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"Media is the language of kids," Torres adds, saying that students who may not take to learning by reading a textbook or listening to a lecture often jump at the chance to understand complex concepts by presenting finished products in the form of a film or a Web documentary or a Microsoft PowerPoint presentation.
Example project from the Developing 21st Century Literacy Skills course. The assignment is to develop a project where students will develop and demonstrate 21st century literacy skills. In this project, students create a multimedia presentation with information about their state as if they are working in the visitor's bureau and trying to convince tourists to visit.
Ning community set up by the authors of Reinventing Project-Based Learning, used for a course. The group is currently dormant, but the archived discussions still have some interest and will likely provide some inspiration for the project-based learning with multimedia course I'm revising.
Resources to accompany the book Reinventing Project-Based Learning
Collection of resources for project-based learning with multimedia, including planning, implementation, and assessment
Resources for middle and high school project-based learning, including relevant research and a library of projects to build on
Profile of a Hawaiian school using technology and project-based learning to engage students and give them 21st century skills.
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"What the animation does is it assists the children in visualizing the action," explains Mitchell, who teaches language arts enrichment classes. "The animation is a way of them developing the picture so they relate that to the writing, to what they hear, what they see, what they feel." Technology, she adds, "gives you one more way of teaching something."
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"Looking for real-world relevance has to do with students being interested in what they do, knowing that it's useful outside of school," says Kaninau. "The experiences are not contrived or in isolation, but they're a part of a larger learning activity. Without those connections, it won't be meaningful, and it'll be forgotten tomorrow."
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Text from Downes' presentation critiquing the Kirschner, Sweller, and Clark article. Downes goes through a number of Kirschner et al's arguments, showing the internal inconsistency, lapses of logic, and lack of evidence. Citations included.
A response to the Kirschner, Sweller, & Clark article, specifically focused on demonstrating that problem based learning and inquiry learning are highly scaffolded, not "minimally guided." Research is cited showing the effectiveness of PBL.
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Stephen Downes presentation refuting the Kirschner, Sweller, & Clark article criticizing constructivism. Includes an introduction to connectivism. One of the fundamental flaws in the KS&C article is that it assumes that all inquiry and problem-based learning methods are "minimally guided," but these methods always include scaffolding. KS&C call scaffolding "direct instruction" and don't include that as part of constructivism.
- Christy Tucker on 2007-11-13
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A different take on simulations--this is a physical location with a Star Trek TNG style bridge. It uses immersive problem based learning to teach teamwork and leadership. This looks like it would be a lot of fun.
- Christy Tucker on 2007-03-05
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- Christy Tucker on 2007-11-13