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21st Century Student Engagement & Success through
Collaborative Project-Based Learning
Based on the Big XII Teaching and Learning Conference Presentation,
Stillwater, OK, August 4, 2014
Teaching and Learning Conversation, September 20, 2017, Texas Christian University
Welcome!
Beata M. Jones • Professor of Business Information
Systems Practice• Honors Faculty Fellow• @TCU since 1995• Ph. D. in Computer Science• Requiring projects for past 20+ years; • Doing PjBL for the past 7 years
Contact:[email protected]://www.linkedin.com/in/beatamjones/https://www.slideshare.net/BeataJones
@BeataJones
Overview
• Why?
– Challenges to 21st Century Student Engagement & Success
• What?
– Collaborative Project-based Learning (PjBL)
• How?
– PjBL Learning Environment Design
• Q&A
Knowledgeable to Knowledge-able
Michael Wesch: “Knowledgeable to Knowledge-able” (18:34)
The 21st Century Students
• Shorter attention spans
• Easily bored
• Resist memorization and busy work
• Self-learners
• Embrace trial and error
• Attached to mobile technology
• Perceive learning as a social activity to be shared with others
• Make Learning Relevant
• Engage Us!
TCU Fig21 Videos: (60:00+)
The New Education
“The new 21st century education (…) necessitates a new kind of teaching, one that focuses on learning how to learn – the single most important skill anyone can master.” p.14
p.266 – “Collaborative Projects with Peer Assessment.”
Cultivating the Imagination for a World of Constant Change
• From Classroom Learning To Learning Environments
• Embracing Change
• Learning As Inquiry
• Engaging The Passion
• Tacit Learning – Through Doing, Watching, Experiencing
• Learning In The Collective
John Seely Brown- co-chairman @ Deloitte Center for the Edge
K-20 Model Supported by MacArthur Foundation
National Survey of Student Engagement
• Active and collaborative learning: one of the top five benchmarks of effective educational practice.
“Students learn more when they are intensely involvedin their education and are asked to think about andapply what they are learning in different settings.Collaborating with others in solving problems ormastering difficult material prepares students to dealwith the messy, unscripted problems they will encounterdaily, both during and after college.”
AAC&U High-Impact Practices
1. First-Year Experiences2. Common Intellectual Experiences3. Learning Communities4. Writing-Intensive Courses
5. Collaborative Assignments and Projects6. Undergraduate Research7. Diversity/Global Learning8. Service Learning, Community-Based Learning9. Internships10. Capstone Courses and Projects
PjBL Learning Outcomes
“A meta-analysis conducted by Purdue University found that when implemented well, PjBL can increase long-term retention of material and replicable skill, as well as improveteachers' and students' attitudes towards learning.”
Project-based Learning (PjBL)
PjBL has emerged as one of today’s most effective instructional practices.
In PjBL, students confront real-worldchallenges, collaborateto create solutions, and present their results.
My Recent PjBL Experiences
SO Neeley Core: Business Information Systems
JR BIS Major: Business Information Systems Development
FR-SO Intercultural Competence Study Abroad : Cultural Pathways Through Eastern Europe
JR-SR Honors Colloquia:
• Disruptive Nature of Information Technology
• Digital Identity & Digital Storytelling Across Disciplines
• SXSW Interactive-TCU: Learning to Change the World through Technology, Innovation and Entrepreneurship
My PjBL “Flavors”
1 2 3 4 5
Collaboration % 85 70 80 40 50
Project As % of Course Content 85 70 60 85 50
Degrees of Freedom (out of 100) 30 10 90 40 50
0
10
20
30
40
50
60
70
80
90
100
PjBL Flavors
Column1 Class Scenarios
1 Core BIS Class Students Select a Company for Context Given Specific Driving Questions
2 Major BIS Development Class Students Propose & Develop Deliverables Within a Given Company Context
3 Disruptive Nature oF IT Students Inquire, Design & Deliver an IT Project Based on their Passions
4 Digital Identity & Digital Storytelling Students Inquire & Design a Digital Identity Based on their Personal Identities
5 Cultural Pathways Study Abroad Students Build Competency Based on Some Required and Some Selected Activities
Student Feedback
“Everything we did for the semester project I thought was very applicable to the business world. It helped me learn the material we had covered by putting it into action.”
“I learned a lot about team dynamics as well as information systems by integrating class lessons with the project.”
“The course allowed for a lot of learning in the areas of BIS. There was a lot of variety that gave us a thorough understanding of what the BIS major has to offer.”
Design for Significant Learning Experiences
Self-Directed Guide to Designing Significant Learning Experiences
PjBL Learning Environment Design
CourseLearning
OutcomesProject
Faculty Teams
Other Resources
TechnologyClassroom
PjBL
Course
Formulate
Desired Learning Outcomes
Necessary Content Areas
Pedagogy (Flipped
Classroom)
Learning Outcomes
“Significant Learning” Outcomes Sample AAC&U Learning Outcomes
• Intellectual and Practical Skills– Inquiry and analysis– Critical thinking– Creative thinking– Written communication– Oral communication– Reading– Quantitative literacy– Information literacy– Teamwork– Problem solving
• Personal and Social Responsibility– Civic engagement—local and global– Intercultural knowledge and competence– Ethical reasoning– Foundations and skills for lifelong learning– Global learning
• Integrative and Applied Learning– Integrative learning
Project- Focal Learning Activities
• Build a Real World Scenario with a Critical Driving Question
• Give Students Freedom to Make Choices
• Relate Project Assignments to Significant Portion of the CourseContent
• Come Up with Deliverables Requiring Higher Order Thinking
• Include Formative Assessments
• Require Presentation
• Compile a Project Booklet
To-Do
Make the project interdisciplinary, even if the course subject matter is not, by including discipline-specific assignments involving a variety of 21st century literacies- e.g., visual literacy, critical consumption of information, digital storytelling, creativity, etc.
If possible, focus students on challenges with a global scope to internationalize mindsets to improve global and/or cultural awareness.
Classroom
Consider
Can the Space Facilitate Work in
Teams?
Can Technology Be Brought in to
Facilitate Team Work?
Faculty
Consider
Faculty Role as a Learning
Designer, Mentor & Coach
Synchronous Communications
• Topic/Activity Introductions
• Discussions
• Formative Assessments In Class
• Coaching Meetings Outside of Class
Asynchronous Communications
• LMS/Email Reminders
• Inspirations on Social Media
• Discussion Boards
• Written Formative Assessments
TeamsTo
-Do
Select Diverse Background Teams (Do not allow self-selected teams)
Conduct a Team Building Workshop
Have Teams Write Team Contract and Team Resume
Design In-Class Collaboration Activities
Design Peer Evaluation Within and Between Teams
Conduct In-Class Team Stand-Up Meetings (What is going well, what is not going well, what can we do better, Bottlenecks)
Promote collaboration – within groups, between groups, between classrooms, with different universities, with professionals -- to make learning social and more rewarding. (collaborative learning; connected learning)
Technology
Select Technology to
Support
Collaboration:
LMS
ePortfolio
SharePoint
Google Docs
Project Deliverables:
Web 2.0 Tools
Social Media
Mobile Apps
Plan on Tinkering
Workshops
Other Resources
Identify Other
Resources to Support the
Project
Community Partners
University Support Staff: Librarian, Writing Center, Career Services, Student Development Services
Professionals, Organizations, Companies
Other Schools
Course Content
Resources:
Readings
Videos
ImagesMaterials
Facilities
PjBL vs. PjBL with Scaffolding & Enriching
VS.
The Hero’s Journey
- “common template of a broad category of tales that involve a hero who goes on an adventure, and in a decisive crisis wins a victory, and then comes home changed or transformed.”
Thank You!Share Your Feedback:
Appendix: Sample Projects
• INSC 20263– Business Information Systems – Project Instructions– Course Syllabus
• INSC 30833 – Business Information Systems Development
– Project Instructions
– Course Syllabus