Tele-collaboration and Project-based Learning To Reorient Teacher Education Towards EFA and ESD

3-5 October 2013 Bangkok, Thailand

Let’s Refresh: Understanding PBL

ICT in Education, UNESCO Bangkok

Asia and Pacific Regional Bureau for Education

Getting to know each other

Click to edit Master title styleTesting

A. Please click A

Please cl

ick A

100%

Click to edit Master title styleHow many of us here today?

A. Click A

Click A

21

Click to edit Master title styleHow are you today?

A. Better than ever! B. Good.C. Not bad.D. Please.. Don’t ask.E. Other

Better than eve

r!

Good.

Not bad.

Please.. D

on’t as

k.Oth

er

58%

35%

4%4%0%

Click to edit Master title styleWhere are you from? (region)

A. IndonesiaB. PhilippinesC. IndiaD. NepalE. MalaysiaF. Other

19%

23%

12%8%

12%

27%

Indonesia Philippines India Nepal Malaysia Other

Click to edit Master title styleYour age range

A. 10-20B. 21-30C. 31-40D. 41-50E. 51-60F. OtherG. I stopped counting.

5%

14%

27%

18%

5%

9%

23%

Click to edit Master title styleWhere are you from? (institutions)

A. University in generalB. Teacher Education

InstitutionC. High schoolD. Ministry

(government)E. Other

University in

general

Teacher E

ducation In

sti...

High school

Minist

ry (g

overnment)

Other

44%

24%

8%4%

20%

Click to edit Master title styleWhich represents you the best?

A. Teacher educatorB. University

Administrator (Dean, president, etc.)

C. Teacher D. StudentE. Other

Teacher e

ducato

r

University Administ

rato

r...

Teacher

Student

Other

40%

16%

8%8%

28%

Click to edit Master title styleIn which area are you working? (choose all that apply)

A. ESDB. EFAC. Educational

TechnologyD. Other

ESD EFA

Educational T

echnology

Other

46%

23%19%

12%

Click to edit Master title styleWhy are you here? (choose all that apply)

A. Because my dean sent me.B. I like Bangkok! C. To learn more about PBL

so that I can improve my ESD (or EFA) curriculum.

D. To learn how to use ICT to enhance my teaching.

E. To network with other TEIs for the future PBL.

F. Other

Because

my dean se

nt me.

I like

Bangkok!

To learn

more about P

BL ..

To learn

how to use

ICT ..

To network

with oth

er TE..

Other

1%

5%8%

27%26%

33%

PBL: Where have we been?

Click to edit Master title styleDo you remember?

• The 1st Workshop on “PBL and Tele-Collaboration to Reorient Teacher Education towards ESD and EFA”

Click to edit Master title styleHave you done the PBL?

A. No, not at all. B. Only plan.C. Implemented but

halted in the middle. D. Implementation

completed! E. Completed more than

once.F. Other

A. B. C. D. E. F.

8%12%

8%

0%

58%

15%

Click to edit Master title styleWhat were the main challenges? (choose all that apply)

A. PBL designB. ICT infrastructure C. FundingD. Institutional supportE. Lack of time F. Heavy curriculumG. Other

A. B. C. D. E. F. G.

4% 4%

28%

20%

4%

40%

0%

Click to edit Master title styleWhich of the following did your PBL require?

A. Curriculum-basedB. Real world problemC. Expert-like thinkingD. Achievable &

measurableE. Team workF. Extending learning

space beyond class Curricu

lum-bas

ed

Real world

problem

Expert-

like th

inking

Achievab

le & m

easura

ble

Team work

Extending le

arning sp

ac...

0%

25%

50%

15%

0%

10%

Click to edit Master title styleHow far did your (tele) collaboration go?

A. Within your class (group work)

B. Between class, within institution

C. Between institutionsD. Between countriesE. Other

A. B. C. D. E.

19%

4%

15%

54%

8%

Click to edit Master title styleLevel of collaboration?

A. Little collaboration during the project but shared PBL end-products

B. Modest collaboration during the project (e.g. discussing online to generate/elaborate ideas)

C. Active collaboration during the project (e.g. negotiating and making decision together)

D. OtherA. B. C. D.

10%

20%

45%

25%

Why I didn’t do it.

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A. Yes B. No

50%50%

True False

I couldn’t do PBL because my curriculum is too heavy.

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A. YesB. No

I can’t do PBL approaches in my school because I don’t have little access to ICT.

8%

92%

Yes No

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A. YesB. No

I can’t do PBL approaches because I have too many students in my class.

21%

79%

Yes No

Click to edit Master title styleFacilitating student-centred learning in a large class

• Concept map assignments for pre-class reading

• Breakdown tasks into small pieces

Image source: http://ecrp.uiuc.edu/v8n2/birbili.html

Let’s refresh our mind: what is PBL anyways?

Click to edit Master title styleWhich of the followings is a right description of PBL? (choose all that apply)

A. Doesn’t require teacher guidance.

B. Can be done individually. C. Community-based (rather

than curriculum-based)D. Requires driving questions

by teacher.E. Finding real-world solution

to real-world problemF. Students share

responsibility.

A. B. C. D. E. F.

0%4%

69%

15%

8%4%

Click to edit Master title styleBuck Institute of Education

• http://www.youtube.com/watch?v=Pou61mRWzlE

Click to edit Master title style8 Essentials for PBL (BIE)• curriculum-based

Significant Content

• student interest is engaged and inquiry is encouraged (via entry event); meaningful

• real-world connection

A Need to Know

• to focus efforts on a purpose/ challenge

• Open-ended to allow learning to take place

A Driving Question

• self-regulated problem solving/ decision-making: level to depend on readiness and style

Student Voice and Choice

• collaboration, communication, critical thinking, use of ICT

21st Century Skills

• encouraged to be open, generate questions, hypothesize/test ideas, draw conclusions, produce new solution

Inquiry and Innovation

• regular structured reflection & formative assessment (self and others) , able to revise based on feedback

• summative assessment

Feedback and Revision

• reflect on and defend process and outputs; mixed “real” audience

Publicly Presented Product

http://www.bie.org/tools/freebies/8_essentials_for_project-based_learning;Webinar: http://www.youtube.com/watch?v=Pou61mRWzlE

Click to edit Master title styleCREATE

Curriculum-basedC

Real-world problems R

Expert thinking neededE

Achievable and Measurable A

TeamworkT

Extending learning beyond classE

Click to edit Master title styleTips from Real Teachers

• Take a baby step: Start with the single-subject approach within classroom.

• Try to tie into the curriculum. • Get supports from the principal and other

teachers.

For this workshop

Click to edit Master title style21st Learning Design

• Developed by Stanford Research Institute International (SRI), supported by Microsoft

• Being used by MS Partners in Learning programme

• Useful rubric to enhance your lesson plan design (not limited to PBL)

Click to edit Master title styleSix domains

• Collaboration • Knowledge construction • Self-regulation • Real-world problem-solving and innovation • The use of ICT for learning • Skilled communication

Click to edit Master title styleExample: Knowledge Construction

Click to edit Master title styleSessions

Day 1: • Session 1: Refresher (this session)• Session 2: Knowledge ConstructionDay 2:• Session 3: Real-world problem-solving• Session 4: Collaboration• Session 5: Project planningDay 3:• Session 6: Useful ICT tools • Session 7: Project planning and wrap-up

Click to edit Master title styleBy the end of this workshop, you are expected to have:

• Revised and improved PBL design (from your previous PBL)

• Filled worksheet of a new PBL – Topic & objectives – Driving questions– Short description of your PBL– Participating students (grouping strategies)– Action plan with timeline– Telecollaboration plan– Assessment plan Note: You can improve your previous one and fill out the worksheet if you have

not implemented the previous one.

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THANK YOU.

Jonghwi Park (j.park@unesco.org)ICT in Education, UNESCO BANGKOK

(www.unescobkk.org/ict)

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• PBL in secondary mathematics• Longitudinal study for two years of two British

schools implementing traditional and project/process-based approaches

• n=300 (Year 9 to Year 10 from two schools)

Does PBL really work? (1)

Boaler, J. (1998). Open and Closed Mathematics: Student Experiences and Understandings. Journal for Research in Mathematics Education, 29(1). http://math.coe.uga.edu/olive/emat6990sp10/JRME1998-Jo_Boaler.pdf

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• Students from Process-based approach gained significantly higher grades in all aspects of applied tasks, tests and applied situations

• 71% vs 88% who passed the national exam (GSCE)• Students from traditional school developed inert,

procedural knowledge that was of limited use beyond textbook situations; learnings gained by students from non-traditional school were more usable and gave them the mathematical confidence that enable them to adapt and change procedures to fit new situations

Findings from Boaler’s study

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• PBL in Primary Schools in social studies (Year 5)

• n=40 (traditional and PBL classes in Turkey)• Findings: – Higher academic success in Social Sciences course

in primary education – Improved research skills – Effective in developing students’ HOT skills

Does PBL really work? (2)

Gultekin, M. (2005). The Effect of Project Based Learning on Learning Outcomes in the 5th Grade Social Studies Course in Primary Education. Journal of Educational Sciences: Theory & Practice.

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• PBL in Primary Schools (Year 4)• n=70 from a school in Greece (traditional and

PBL classes)• Findings:– Significant in academic knowledge, collaborative

skills and motivation – Pupils enriched and expanded their knowledge on

units studied mainly through hands-on, field-based activities and experiential learning

Does PBL really work? (2)

Kaldi, S., Filippatou, D. & Govaris, C. (2011): Project-based learning in primary schools: effects on pupils' learning and attitudes. International Journal of Primary, Elementary and Early Years Education, 39 (1), 35-47.