VSS 2010 PBL Virtually Authentic

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<p>Click to add title</p> <p>Project Based Learning: Virtually AuthenticDr. Kerry Rice, Boise State UniversityBarbara Frey, Connections Academy</p> <p>1Background - programAgendaIntroductionsThe Teacher in Online TeachingConstructivist practices in a digital ageLCPs + PBL = Best PracticeLesson Development</p> <p>2</p> <p>The TEACHER in Online Teaching</p> <p>Movement from teacher-centered to learner-centered networked learning environment.Just this shift in interaction patterns creates interesting opportunities to rethink teaching and learning.3</p> <p>How are constructivist practices translated to the online environment?Our focus today is taking what we know about the constructivist teaching method of Problem/project based learning in particular, and envisioning what that looks like in the online classroom. Student centeredPBLonline4From Theory to Practice</p> <p> Virtual Learning Scaffolding ModelStudent-centeredEngagingConstruct active learningSupports learning through varied instructional tools and strategies</p> <p>Learner AutonomyLearner AutonomyLearner Autonomy</p> <p>6Program level implementation</p> <p>Learner Autonomy Scaffold learning to support the learner in the use of the designelements of the virtual learning environment. The scaffolding process engages andsupports learning of the individual through the integration of a variety of instructionalStrategies</p> <p>Program level</p> <p>Technology</p> <p>Technology is the medium for delivering instructionTechnology tools to follow7</p> <p>Learning Portals</p> <p>Communication Tools</p> <p>Writing and Reflection Tools</p> <p>EvernoteGlogsBlogs</p> <p>10Collaboration Tools</p> <p>GoogleBaseCampZoho</p> <p>11Web-Based Multimedia Tools</p> <p>VideoAnimationsSimulationsVoki/site palsVoiceThreadSlidesharePrezi</p> <p>12</p> <p>Networking Tools</p> <p>NingFacebookProfessional Learning Communities</p> <p>13Instructional Teaching Aids</p> <p>14</p> <p>15</p> <p>16</p> <p>Technology years are equivalent to dog years17Tool-Centered vs. Learner-CenteredTool-centric vs. outcome-centricLooking at the outcome essential or driving questionsOutcomes in pbl1821st Century SkillsLCPsPBLBest Practice19Framework for thinking about planning instruction</p> <p>Problem based learning, student centered teaching, collaboration, small group work and authentic performance based assessments all contribute to student academic performance (Lowes, 2005).Online learning can broaden the experiences and background of the learner.</p> <p>Learner AutonomyActive ParticipationCollaboration and Community BuildingAuthentic Assessment21st Century Skills</p> <p>20Supported through:Scaffolding and careful guidance Instructional learning aids Modeling and promptingCoaching strategiesReflective thinking and problem solving</p> <p>The ability and motivation to take responsibility for one's own learning.Learner Autonomy</p> <p>21Self-regulating learning strategies have been found to have a positive relationship with the ability to think critically and use metacognitive strategies in online learning environments, which in turn may lead to higher achievement gains (Artino and Stephens 2006; Kawachi 2003; Meyer 2003).</p> <p>Learner AutonomyLearner AutonomyInteractive Simulations</p> <p>John Travoltage web-based simulation at Phet 22Instructional learning aid: Static electricity propertiesInteractive Learning Aids</p> <p>Learner AutonomyLearner AutonomyLearner AutonomyMultimedia</p> <p>24Early elementary students use Voicethread to demonstrate their thinking through visual representation along with audio description</p> <p>Metacognition describe thinking, illustrate it, record and archiveLearner AutonomyLearner AutonomyNegotiated Inputs and Outcomes</p> <p>25Savery (1994) contends that the more structured the learning environment, the harder it is for the learners to construct meaning based on their conceptual understandings. </p> <p>Learner AutonomyLearner AutonomyReflection</p> <p>26Ninth grade language arts students participated in a Glogster poetry project. Their teacher, Jared Nichol, linked to each student's poetry on his Student Poetry Glogs page. And then he blogged about it: Journey's in 2.0 Teaching blog.Supported through:Authentic projects and assessmentsRole assignmentsTeamworkPeer reviewStrategies to structure activities (consensus building, Tuning Protocol, Fishbowl Method)</p> <p>Strong feelings of community have been shown to promote a greater sense of well-being among learners as well as increases in engagement, cooperation, commitment to group goals, information flow, and satisfaction in group interactions. Collaboration and Community Building</p> <p>27</p> <p>Collaboration and Community Building</p> <p>Collaborative Resources29</p> <p>Collaboration and Community BuildingCollaborative Spaces</p> <p>30Collaboration and Community BuildingOnline Instructional SpacesRole PlayThink-Pair-Share by assigning email pals or web-buddiesModify fishbowl by dividing the class into 2 groups, allowing group 1 to contribute the first half of the week and group 2 to contribute the second half. Writing Roulette each learner adds to expanding class storyClass voting and pollingDebateConsensus buildingStudent generated discussion questionsPeer review</p> <p>31Collaboration and Community BuildingOnline Social SpacesVirtual IcebreakersShare favorite WebsitesStudent lounge, RecessQuestion Cafe PLCs</p> <p>http://teacherstream.org </p> <p>http://www.kidscom.com/</p> <p>32Global Spaces</p> <p>Global SchoolNet's mission is to support 21st century learning and improve academic performance through content driven collaboration. We engage teachers and K-12 students in meaningful project learning exchanges worldwide to develop science, math, literacy and communication skills, foster teamwork, civic responsibility and collaboration, encourage workforce preparedness and create multi-cultural understanding. 33</p> <p>Multiplayer Gaming</p> <p>http://www.my.kidscom.com/jsp_a01_mkc/jsp_a01_b01_pb/planets.jsp34Supported through:Authentic, collaborative, inquiry-based projectsNegotiated learning outcomes Active research in the fieldPartnerships with the outside communityInteractions within the learning community as well as engagement with the content being studied.Active Participation</p> <p>35Active ParticipationDiscussion leaderResource providerTech supportClass Twitter contributionRole play games</p> <p>Role Assignment36Kidscom.com sustainable role play gameDorrie Fussy</p> <p>Active Participation</p> <p>Choice37</p> <p>Active ParticipationReal-Time Communication</p> <p>Live presentations and lecturesGuest speakersOne-on-one tutorials and mentoringGroup discussions and activitiesInformal chat sessionsQuestion and answer sessions</p> <p>Adobe Connect38Active ParticipationStructured Learning Paths</p> <p>39Supported through:Timely and consistent instructor and peer feedbackReflectionAuthentic purposeDissemination to real-world audiences</p> <p>Instructional environments that promote a process rather than an end product necessitate the development of assessments that are progressive rather than summative. Authentic Assessment</p> <p>40Self- explanation and self-evaluationAuthentic AssessmentWritten assignments Participation in online discussionsPublication of student work /presentationsOnline quizzes and questionsExperiential activities, such as role-playCollaborative assignment work DebatesPortfoliosReviewsOnline Exams (open-book; structured; timedJournals and reflectionComplete a simulation or win a game</p> <p>41Authentic Assessment</p> <p>Make it Visible</p> <p>I started making this website because I had the Idea of instead of just doing a project paper for my class I could spread my information around the continents... 42Our Environment WikiAuthentic AssessmentMake it Meaningful</p> <p>http://www.mathalicious.com/?p=1547 </p> <p>http://www.mathalicious.com/?p=1694 Cell Phone ExtravaganzaWarranty For You43Warranty for You?</p> <p>OverviewHow can we use math to decide whether to purchase a product warranty, and how can we use this to better understand health insurance? In this lesson, well use percents, probabilities and expected value to find out.Essential QuestionsHow can we use percents and probabilities to determine expected value?How can we use expected value to compare how much a warranty costs to how much its worth?How can we use this to determine whether to purchase a product warranty?How is the decision to purchase a product warranty like/unlike the decision to purchase health insurance?How do consumers and health insurance companies value insurance differently, and what are the effects of this on health care in the United States?</p> <p>Cell Phone Extravaganza OverviewHow do you pick the right cell phone plan? In this lesson, well use piecewise functions to explore the various voice, messaging and data plans from Verizon and AT&amp;T. Well even look at some of the worst real-world examples of having the wrong plan. Think it doesnt matter? Weve got eighteen thousand ways to disagree!Essential QuestionsHow do we write equations for different types of cell phone plans?How can we use tables, graphs and equations to determine the cheapest plan?How can we apply these skills to text message plans?What are the financial consequences of picking the wrong plan?</p> <p>A major challenge facing educators in the 21st century "is how to design our educational system... in order to produce graduates who are better prepared to take up jobs in a knowledge-based environment characterized by a pervasive use of information communications technology" (Bodomo 2006, 1) 21st Century SkillsGlobal awarenessDigital, information, media and social literacyFinancial, business and economical literacyCreativityCritical thinking and problem solving</p> <p>Communication and collaborationFlexibility and adaptabilityInitiative and self-directionLeadership and responsibilityProductivity and accountability</p> <p>44http://www.21stcenturyskills.org/index.php?option=com_content&amp;task=view&amp;id=254&amp;Itemid=120http://pbl-online.org/end_in_mind/emexplore/emexplore4.html</p> <p>The Partnership for 21st Century Skills (2004) has outlined some essential skills and attributes that a well-educated person should have in the 21st century: Knowledge of core subjects interwoven with 21st-century themes ofglobal awareness;financial, economic, business, and entrepreneurial literacy;civic literacy; andhealth literacy.Learning and innovation skills for an increasingly complex life and work environment, includingcreativity and innovativeness,critical thinking and problem solving, andcommunication and collaboration.Information, media, and technology skills for functioning in a rapidly changing environment, includinginformation literacy,media literacy, and information, communications, and technology literacy.Life and career skills for functioning in a globally competitive society, includingflexibility and adaptability,initiative and self-direction,social and cross-cultural skills,productivity and accountability, andleadership and responsibility.ReferencePartnership for 21st Century Skills. 2004. Framework for 21st century learning. http://www.21stcenturyskills.org/index.php?option=com_content&amp;task=view&amp;id=254&amp;Itemid=120 (accessed March 14, 2008).</p> <p>Habits of mind: persistance, problem solving, reflection, critical analysis, creativity, responsibility, life-long learning.</p> <p>e-Learning environments that implement project-based learning strategies can facilitate the acquisition of 21st-century skills, particularly the use of information communications technology (Exhibit 5). </p> <p>The reflective qualities of text-based communication tools support the acquisition of communication, critical thinking, collaboration, and problem-solving skills (Schallert &amp; Reed, 2003).</p> <p>Importance: We often make the assumption that learners are adept at social communication tools. May not possess the skills necessary to use the tools to support their own learning this often needs to be taught. Especially reflection and critical analysis where immediacy is a way of lifeProject-based learning in online environments afford an opportunity to develop those skills in controlled instructional situations. </p> <p>Along with greater awareness of computer technologies, learners acquire self-directed learning capabilities. Allowing learners to take control of their own learning through the development of autonomous learning strategies and acknowledging the value in their individual skills and knowledge promotes self-actualization and a commitment to lifelong learning </p> <p>Learner AutonomyActive ParticipationCollaboration and Community BuildingAuthentic Assessment21st Century Skills</p> <p>4546Map It Project Example Math and GeographyHands-onReal-time communicationLiveLesson activities focus on the students immediate environment using functions such as: chat interactive whiteboard, voice over IPPollingDelayed-time activitiesWord processing, presentation software, email and message boards complete a chart or study guideread a book write in their math journalPost in the message board</p> <p>4646Math and geography-based childrens literature with hands-on related activities Cutting-edge technology tools. Real-time visual and verbal communication:teacher-to-students teacher to studentstudent-to-student discussion in a small group setting.</p> <p>#ActivitiesConstructToolsGuiding Questions: Why is it important to have standardized measurements? How can measurement and spatial relation skills be applied to principals of navigation? 1Read How Big Is a Foot? Think about the problem and how it was solved.Active ParticipationDiscussion forum; reflection journal2Participate in discussion of the book and reach consensus about the importance of standardizing measurement.Collaboration and Community BuildingWeb conference tool (LiveLesson ); polling and live chat5Problem solve how to use the measurement tools in the lesson. 21st Century SkillsInstructional software (Teachlet) 6Read Mapping Pennys World to learn how to construct maps to gain information about the environment.Active ParticipationDiscussion forum; reflection journal7Discuss ways measurement is used to construct maps through modeling and prompting.Learner AutonomyWeb conferencing tool (LiveLesson )8Create a Rough Map Sketch using spatial skills and map elements.Active Participation Digital drawing tool, fax, snail mail9Demonstrate learning through creation of map. Authentic AssessmentsWeb conference tool (LiveLesson ); presentation tool; rubricMap It Lesson ChartStandards based47</p> <p>4848Tool images</p> <p>How Big is A Foot? Rolf Myller</p> <p>Complete the study guide reproducible making notes Post the answers to the study guide questions in the Message Board Prepare for LiveLesson Write in Math Journal explaining why measurement is so important.</p> <p> Message Board ResponsesMessage Boards &gt; Colorado CA Schoolhouse &gt; Teacher Message Boards: How Big is a Foot?2/21/20065:57PM Sandra Reply Quote Edit 1. The guy that made it had small feet. The King had large feet. 2. Because they didn't measure with the King's feet.3. They used a mold of the King's foot.4. 12"5. A ruler. Alex 5/2/20063:01PM Ryan Reply Quote Edit 1. The apprentice's feet were t...</p>