Project-Based Learning in a Digital World

Where did you come from? Each of us starts from somewhere; specifically, each of us starts from someone, or a group of some ones. We all have a family tree from which we can trace our heritage. Let us trace that family tree!

           There’s an app for that! Or is there? Apps, or the more technically accurate term ‘applications’, help us with our daily lives. They can tell us about the weather, the traffic, and even where you lost your keys (I think). What do you need an app to do? Now let’s go make one!

           Where do you live? Everyone needs a place to live, right? Did you know that there is a growing community across our planet that has decided that small is good? People have decided to get rid of many of the extra stuff in their life and live in “tiny houses”. How would you build a tiny house for you and your family?

Let’s Get Ready to Learn

           As we can see, just about any problem life throws at us can be turned into a project. The trick is to turn that project into a real learning experience. Clearly then, I am not using the two terms interchangeably. A project is something that just needs to be done. Washing the dishes, cleaning the bedroom, and fixing the doghouse are all projects. By themselves, they are not project-based learning (PBL) scenarios. But they could be, when placed with the context of a PBL environment.   

A project is impactful if it fulfills two criteria. First, students must perceive the work as personally meaningful, as a task that matters and that they want to do well. Second, a meaningful project fulfills an educational purpose. Well-designed and well-implemented project-based learning is meaningful in both ways (Lamer & Mergendoller, 2010).

Traditional Learning

Traditionally, learning focused on reading, writing, and arithmetic. Although foundational to core skills, teachers recognize that the 21st century workplace requires a broader knowledge base. This broader knowledge base includes ‘professional’ skills, often called ‘soft’ or ‘analytical’ skills. Project-based learning methodologies are used to develop these professional skills; and project-based learning is easily implemented within a tactile and interpersonal learning environment. The question is: Can project-based learning be transitioned into the digital learning classroom? If so, how effective can teachers deploy the project-based learning infrastructure when students are limited to the virtual classroom?  

Project-Based Learning

Project-based learning (PBL) is a structured process where students take ownership of their own learning. Students are permitted to decide on the project topic, be co-developers of the grading rubric, and give guided feedback to students within a small team and classroom environment.

Engaging project ideas have several components. To start, the project should have relevance to the students and, to some degree, the world at large. That is, the project’s problem statement should reflect a real-world scenario, either locally or globally. This makes learning more about the issues pertinent and relevant to young learners. It also provides learners the opportunity to reflect on how they could make a positive impact on the problem.

Additionally, students should have the opportunity to learn independently, as well as engage with other students. Small teams of two to three students will create a good exchange of ideas. Student collaboration can provide motivation, encouragement, and constructive feedback.  

How Project-Based Learning Works

It all starts here . . . Where is “here”? Both teacher and student can decide on the here and now. We start by asking questions. What’s going on in the community in which you live? What changes are being made in technology that impact how you live, play, and learn? How are people impacted by medical and social conditions? These questions help identify the “here”. But what’s next?

           Narrow the focus. “A good driving question captures the heart of the project in clear, compelling language, which gives students a sense of purpose and challenge” (Lamer & Mergendoller, 2010). Students should then agree to the goal. Have students answer the following questions:

·        What is the main learning objective?

·        How will you know the objective is achieved?

Then we get to work. As with any project, have students develop the plan, but guide them through the process.

·        Identify key questions that need to be answered.

·        Do the reading and the research.

·        Generate thought points through diagrams and charts.

·        Create the deliverable to present to others.

When students work through the PBL experience, they hone existing skills and build new ones.

The Digital Learning Classroom

Transitioning from the physical classroom to the online virtual environment has its challenges but will open a world of new opportunities for both teacher and student. Before making the transition, preparation is needed.

The online teaching/learning experience is more than file sharing. Students still need to interact with the instructor and each other. This interaction must exist in various formats. Collaboration is about talking, listening, and providing feedback. Additionally, reading, analyzing, and summarizing information is crucial. Finally, packaging that information into a presenter format and delivering that package via an oral presentation is important. The online experience must provide for these types of interactions. These are the skills that will give them career advantage when facing the workforce.      

The Online Tools

There are several vendors that supply online video conferencing tools. Companies such as Microsoft (Teams), Cisco (WebEx), and Zoom Video Communications, Inc. (Zoom) all offer a video conferencing application for teachers to connect to their students. We can also add Citirx (GoToMeeting) to that list. A quick online search will add more names to the list. Before choosing a name, know the different features associated with each application.

Consider and answer the following questions before choosing an online video conferencing tools:

1.     Can you record your meeting?

2.     Can you add your school’s logo or brand to the conference platform?

3.     Do you need to take or store notes from the meeting?

4.     Will the teacher need to remote into a student’s laptop to gain control of the mouse and other features?

5.     Is there a whiteboard?

6.     Do you want to poll students and get opinions on different topics?

7.     Will you need to communicate by text or chat?

Answers to these questions will narrow the choice to vendor and conferencing application that is right for you and your students.

Final Thoughts

           Project based learning is a thought-out, planned, and integrated methodology into the classroom structure. It can transfer into the online learning environment when planned accordingly. Take advantage of the online learning conferencing applications to broaden the learning experience for you and your students.

References

Doyle, A. (January 22, 2020). Top skills and attributes employers look for. Retrieved from https://www.thebalancecareers.com/top-skills-employers-want-2062481

Larmer, J, & Mergendoller, J. R. (2010). Seven essentials for project-based learning. Retrieved   from https://www.ascd.org/