student engagement and success through collaborative PjBL

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Transcript of student engagement and success through collaborative PjBL

  1. 1. 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
  2. 2. 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] @BeataJones
  3. 3. Overview Why? Challenges to 21st Century Student Engagement & Success What? Collaborative Project-based Learning (PjBL) How? PjBL Learning Environment Design Q&A
  4. 4. Knowledgeable to Knowledge-able Michael Wesch: Knowledgeable to Knowledge-able (18:34)
  5. 5. 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+)
  6. 6. 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.
  7. 7. 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
  8. 8. K-20 Model Supported by MacArthur Foundation
  9. 9. 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 involved in their education and are asked to think about and apply what they are learning in different settings. Collaborating with others in solving problems or mastering difficult material prepares students to deal with the messy, unscripted problems they will encounter daily, both during and after college.
  10. 10. AAC&U High-Impact Practices 1. First-Year Experiences 2. Common Intellectual Experiences 3. Learning Communities 4. Writing-Intensive Courses 5. Collaborative Assignments and Projects 6. Undergraduate Research 7. Diversity/Global Learning 8. Service Learning, Community-Based Learning 9. Internships 10. Capstone Courses and Projects
  11. 11. 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 improve teachers' and students' attitudes towards learning.
  12. 12. Project-based Learning (PjBL) PjBL has emerged as one of todays most effective instructional practices. In PjBL, students confront real-world challenges, collaborate to create solutions, and present their results.
  13. 13. 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
  14. 14. 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
  15. 15. 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.
  16. 16. Design for Significant Learning Experiences Self-Directed Guide to Designing Significant Learning Experiences
  17. 17. PjBL Learning Environment Design Course Learning OutcomesProject Faculty Teams Other Resources TechnologyClassroom PjBL
  18. 18. Course Formulate Desired Learning Outcomes Necessary Content Areas Pedagogy (Flipped Classroom)
  19. 19. 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 engagementlocal and global Intercultural knowledge and competence Ethical reasoning Foundations and skills for lifelong learning Global learning Integrative and Applied Learning Integrative learning
  20. 20. 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 Course Content Come Up with Deliverables Requiring Higher Order Thinking Include Formative Assessments Require Presentation Compile a Project Booklet To-Do
  21. 21. 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.
  22. 22. If possible, focus students on challenges with a global scope to internationalize mindsets to improve global and/or cultural awareness.
  23. 23. Classroom Consider Can the Space Facilitate Work in Teams? Can Technology Be Brought in to Facilitate Team Work?
  24. 24. 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
  25. 25. 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)
  26. 26. Promote collaboration within groups, between groups, between classrooms, with different universities, with professionals -- to make learning social and more rewarding. (collaborative learning; connected learning)
  27. 27. 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
  28. 28. 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 Images Materials Facilities
  29. 29. PjBL vs. PjBL with Scaffolding & Enriching VS.
  30. 30. The Heros 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.
  31. 31. Thank You! Share Your Feedback:
  32. 32. Appendix: Sample Projects INSC 20263 Business Information Systems Project Instructions Course Syllabus INSC 30833 Business Information Systems Development Project Instructions Course Syllabus