student engagement and success through collaborative pjbl

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:b.jones@tcu.eduhttps://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