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Transformative Digital Learning Design
Exploration of transformative learning design through use of digital media & tools
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A Great Project Based Learning Checklist for Teachers

A Great Project Based Learning Checklist for Teachers | Transformative Digital Learning Design | Scoop.it

Via Gust MEES, Lars-Göran Hedström, Maggie Verster
Anne Whaits's insight:

Useful "check list" for PBL!

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jillyfrees's curator insight, May 6, 2013 3:15 AM

This ia a neat checklist to assess whether the project you set is worth the effort.

Michelle Gohagon's curator insight, May 14, 2013 1:45 PM

Great checklist for project-based learning

KiwiBelma's curator insight, August 18, 2013 6:16 PM

Just to remind myself :-)

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Venturing into Project-Based Learning

Venturing into Project-Based Learning | Transformative Digital Learning Design | Scoop.it

Jenny Luca, popular edtech blogger, teacher and librarian, describes her first foray into project based learning in her English classroom. A great reflective post in which Jenny shares the principles and practice of PBL. A lovely student assignment is also shared.

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Practical PBL: Design an Instructional Unit in Seven Phases

Practical PBL: Design an Instructional Unit in Seven Phases | Transformative Digital Learning Design | Scoop.it

You can transform your classroom. While there are many approaches to project-based learning, we have had the most success with the model our team developed -- a model called "The Seven Phases of a Project Cycle." Each and every one of our instructional units is designed using these seven phases.

To begin, ask yourself these questions:

* What instructional unit do I want to transform?

* What engaging, relevant, real-world problem could students attempt to solve that is related to the concepts and skills in the unit?

* What authentic roles can students take on to try solving this problem?

* How might students be asked to work collaboratively to try solving this problem?

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Practical PBL: The Ongoing Challenges of Assessment

Practical PBL: The Ongoing Challenges of Assessment | Transformative Digital Learning Design | Scoop.it

"In recent years, most students in my project-based AP Government classes have indicated, in both class discussions and anonymously on surveys, that they prefer project-based learning to a more traditional classroom experience. They find PBL more fun and believe that it leads to deeper learning. However, two types of students often resist this model..."


This post explores resistance to the PBL learning design and suggests how to overcome it. Furthermore, team dynamics and assessment are cited by students as the elements of PBL that most frustrate them. This post suggests ways of addressing these two concerns though a differentiated assessment method that includes: individual skills area, role-based assessment and 'weighted" scoring.

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Inquiry-Based Learning Design

Inquiry-Based Learning Design | Transformative Digital Learning Design | Scoop.it

The YouthLearn website offers a wealth of resources and guidelines to assist teachers in using technology, media and the inquiry process to inspire young minds through project-based learning.

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tammy bailey's curator insight, January 10, 2014 12:40 PM

This infographic is very helpful.

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What’s the Best Way to Practice Project Based Learning?

What’s the Best Way to Practice Project Based Learning? | Transformative Digital Learning Design | Scoop.it
Project Based Learning can mean different things to different people, and can be practiced in a variety of ways. For educators who want to dive in, the good news is that a rich trove of resources are available.

In order to create your own definition and practice, here are some parameters to consider. This diagram, enhanced by the critical eye of Brenda Sherry, can help you figure out what’s important to you and your students.
Anne Whaits's insight:

Well designed PBL supports deep, authentic learning that is student-driven and enables students to fully engage with the content.

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Student-Driven Multimedia Powered Project

Student-Driven Multimedia Powered Project | Transformative Digital Learning Design | Scoop.it

."..students can construct deep knowledge about a topic as they engage in building a multimedia project. If used efficiently, a well designed student-driven learning experience can take the place of traditional methods of teaching content..... Effective instructional technology integration calls for using technology as a tool for learning, not as an add on. To truly make a difference, there needs to be an adjustment in instructional practices. My suggestion is for teachers to abandon the role of "Content Deliverer" and take an approach in which they become a "Facilitator of Learning". 

 

Susan Oxnevad (@soxnevad) provides a great list of tips for designing an effective technology powered multimedia project and shares an exemplar of this with one of her student-driven multimedia projects in which the student demonstrated their construct of knowledge using ThingLink. The PBL nature of the learning design is beautifully illustrated through an essential driving question.

 

Read more and see it here: http://d97cooltools.blogspot.com/2012/10/common-core-connections-powerful.html

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What is PBL? | Project Based Learning | BIE

What is PBL? | Project Based Learning | BIE | Transformative Digital Learning Design | Scoop.it

"In Project Based Learning (PBL), students go through an extended process of inquiry in response to a complex question, problem, or challenge. While allowing for some degree of student "voice and choice," rigorous projects are carefully planned, managed, and assessed to help students learn key academic content, practice 21st Century Skills (such as collaboration, communication & critical thinking), and create high-quality, authentic products & presentations."

 

According to the Buck Institute for Education www.bie.org/ , rigorous, meaningful and effective Project Based Learning:

* is intended to teach significant content. 

* requires critical thinking, problem solving, collaboration, and various forms of communication.  

* requires inquiry as part of the process of learning and creating something new. 

* is organized around an open-ended Driving Question. 

* creates a need to know essential content and skills.

* allows some degree of student voice and choice.

* includes processes for revision and reflection.  involves a public audience. 

 

If we are serious about reaching 21st Century educational goals, PBL must be at the center of 21st Century instruction.  The project contains and frames the curriculum, which differs from the short "project" or activity added onto traditional instruction.  PBL is, "The Main Course, not Dessert."

 

The BIE site offers a wealth of information and tools to use in your learning design.

 

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PI Personal Inquiry: Designing for Evidence-based Inquiry Learning across Formal and Informal Settings

PI Personal Inquiry: Designing for Evidence-based Inquiry Learning across Formal and Informal Settings | Transformative Digital Learning Design | Scoop.it

"The University of Nottingham and the Open University are partners in a £1.2m project to help school students learn the skills of modern science. The three year project, funded by the UK ESRC and EPSRC research councils, is developing a new approach of 'scripted inquiry learning', where children aged 11-14 investigate a science topic with classmates by carrying out explorations between their classroom, homes and discovery centres, guided by a personal computer.

The aim is for children to understand themselves and the world in which they live, through a scientific process of gathering and assessing evidence, conducting experiments and engaging in informed debate. The handheld computers, monitored and supported by their teacher, will guide the students through the activities, which can change depending on the profile and input of each   individual taking part. Their activities will be based around topic themes — Myself, My Environment, My Community — that engage young learners in investigating their health, diet and fitness, their immediate environment and their wider surroundings. These topics are key elements of the new 21st century science curriculum that requires children to reason about the natural sciences as a complex system and to explore how people relate to the physical world.

The project has an international Advisory Panel to provide advice and  support."

PDF poster and leaflet available to download here:

http://www.pi-project.ac.uk/images/PI-poster-v73.pdf

http://www.pi-project.ac.uk/images/pi-leaflet-small.pdf

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A template for designing Problem-Based Learning

A template for designing Problem-Based Learning | Transformative Digital Learning Design | Scoop.it

Prof Grainne Conole has developed several pedagogical templates to help teachers in higher education to create courses around different pedagogical models. This one focuses on the problem-based learning approach.

"This structure is useful for inquiry-based modules, where students find or explore materials/activities to investigate/solve the problems or cases. It is particularly useful for Science courses, where the students focus on a problem that needs investigating. It is a good example of a constructivist approach to learning. The structure is based around starting with the problem to be solved, which is usually in the form of a question. Students are provided with advice on how to tackle the problem and given suggestions of resources to investigate. The problem can be tackled individually or in groups. The jigsaw pedagogical pattern is a good way of structuring a group-based activity. In this a group of 4 students are given different aspects of the problem to investigate. All the students looking at one aspect of the problem then get together with other students in other groups to share their findings. Then they return to their home team and share their collective understanding."

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