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PBL in Cyberspace: Where Constructivism Meets Technology!,[object Object],Dr. Kerry Rice, Assistant Professor, Boise State University,[object Object],Barbara Frey, Founding Principle of Colorado Connections Academy,[object Object]
Agenda,[object Object],Introductions,[object Object],Constructivist practices in a digital age,[object Object],Examples from Higher Education,[object Object],Examples from K-12,[object Object],Resources,[object Object],Wrap up,[object Object]
What is Online Learning?,[object Object],It IS…,[object Object],Learning that takes place partially or entirely over the Internet,[object Object],Inquiry-based,[object Object],Interactive ,[object Object],Collaborative,[object Object],It is NOT…,[object Object],Print-based correspondence,[object Object],Broadcast TV and radio,[object Object],Satellite Videoconferencing (“yoked” or “hub & spoke”),[object Object],Videocassettes,[object Object],Stand-alone computer software,[object Object]
LCP’s,[object Object],PBL,[object Object],BestPractice,[object Object],21st Century Skills,[object Object]
How are constructivist practices translated to the online environment?,[object Object]
Ascd2010
Ascd2010
Ascd2010
Active Participation,[object Object],Collaboration and Community Building,[object Object],Learner Autonomy,[object Object],Authentic Assessment,[object Object],21st Century Skills,[object Object]
Department of Educational Technology,,[object Object],Boise State University,[object Object]
Communication Tools,[object Object]
Collaboration Tools,[object Object]
Writing and Reflection Tools,[object Object]
Web-Based Multimedia Tools,[object Object]
Virtual Icebreakers Project,[object Object]
The ability and motivation to take responsibilityfor one's own learning.,[object Object],Learner Autonomy,[object Object],Supported through:,[object Object],scaffolding and careful guidance ,[object Object],learning aids ,[object Object],modeling and prompting,[object Object],coaching strategies,[object Object],reflective thinking and problem solving,[object Object]
Learner Autonomy,[object Object],Learner Autonomy,[object Object],Project Based Learning Handbook (2nd Edition), The Buck Institute for Education.,[object Object]
Learner Autonomy,[object Object],Project Based Learning Handbook (2nd Edition), The Buck Institute for Education.,[object Object]
Learner Autonomy,[object Object]
Learner Autonomy,[object Object]
Learner Autonomy,[object Object],“As I read through the reading materials for this week I kept a bit of a journal in a Google Doc. In doing so I noticed a change in my thinking that came from thinking about learning communities with remembrances of classes where community was not present.”,[object Object]
Collaboration and Community Building,[object Object],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.,[object Object],Supported through:,[object Object],authentic projects and assessments,[object Object],role assignments,[object Object],teamwork,[object Object],peer review,[object Object],strategies to structure activities (consensus building, Tuning Protocol, Fishbowl Method),[object Object]
Ascd2010
Collaboration and Community Building,[object Object]
Collaboration and Community Building,[object Object]
Active Participation,[object Object],Interactions within the learning community as well as engagement with the content being studied.,[object Object],Supported through:,[object Object],Authentic, collaborative, inquiry-based projects,[object Object],negotiated learning outcomes ,[object Object],active research in the field,[object Object],partnerships with the outside community,[object Object]
Active Participation,[object Object]
Active Participation,[object Object]
Active Participation,[object Object],http://k12principles.pbworks.com/4-6+Principles,[object Object]
Instructional environments that promote a process rather than an end product necessitate the development of assessments that are progressive rather than summative. ,[object Object],Authentic Assessment,[object Object],Supported through:,[object Object],instructor and peer feedback,[object Object],reflection,[object Object],dissemination to “real-world” audiences,[object Object]
Authentic Assessment,[object Object]
Authentic Assessment,[object Object]
21st Century Skills,[object Object],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),[object Object],Supported in PBL through:,[object Object],Habits of Mind,[object Object],Communication,[object Object],Collaboration,[object Object],Technology,[object Object],Task- and Self-Management,[object Object],Problem Solving and Critical Thinking,[object Object],Design,[object Object],Supported in e-Learning through:,[object Object],[object Object]
text-based tools and web-based video/audio tools support communication,
critical thinking,
collaboration and
problem solving.
Computer technologies,[object Object]
K-12 PBL in Cyberspace,[object Object]
Introducing Connections Academy,[object Object],Leading provider of K-12 virtual curriculum, technology, and school management services,[object Object],Founded by Sylvan® in 2001, first full-time virtual schools opened in 2002,[object Object],Partners with school districts, state departments of education, and charter schools to operate virtual public schools and provide online courses,[object Object],Serving an estimated 25,000 K-12 students in 2009-10,[object Object]
Connections Academy,[object Object],Connections Academy was the first program of its kind to be certified by the Commission on International and Trans- Regional Accreditation,[object Object],School Specific Accreditations: ,[object Object]
From Theory to Practice,[object Object]
Constructing Knowledge in K-12 Online,[object Object],Problem based learning, student centered teaching, collaboration, small group work and authentic performance based assessments all contribute to student academic performance (Lowes, 2005).,[object Object],Online learning can broaden the experiences and background of the learner.,[object Object]
Learner Autonomy,[object Object],  Virtual Learning Scaffolding Model,[object Object],Learner Autonomy,[object Object],Learner Autonomy,[object Object],Learner Autonomy,[object Object],Student-centered learning,[object Object],Engage the learner,[object Object],Construct active learning,[object Object],Supports learning through varied instructional tools and strategies,[object Object]
K-12 Learning Management Systems,[object Object]
K-12 Instructional Teaching Aids,[object Object],http://www.connectionsacademy.com/curriculum/instructional-tools.aspx,[object Object]
K-12 Instructional Teaching Aids,[object Object],http://www.connectionsacademy.com/curriculum/elementary-school/educational-materials.aspx,[object Object]
K-12 Communication and Collaboration,[object Object]
Multiplayer Gaming,[object Object]
Map It Project ,[object Object],Map It project was developed through a technology grant awarded to Connections Academy by the Denver Public Schools Information Literacy & Technology Department.,[object Object],Targets students in kindergarten through second grade,[object Object],Builds skills in math and geography using on-line and off-line instruction. ,[object Object],Engages students in activities that connect what they do and see everyday with real world mathematical and geographical experiences.,[object Object],46,[object Object]
Project OverviewBased on Learner Centered Principals and PBL Attributes,[object Object],Integration,[object Object],Math and geography-based children’s literature with hands-on related activities ,[object Object],Cutting-edge technology tools. ,[object Object],Real-time visual and verbal communication:,[object Object],teacher-to-students ,[object Object],teacher to student,[object Object],student-to-student discussion in a small group setting.,[object Object],47,[object Object]
Collaboration and Community Building,[object Object],Active Participation,[object Object],Project Overview,[object Object],LiveLesson®activities focus on the student’s immediate environment using functions such as: ,[object Object],chat ,[object Object],interactive whiteboard, ,[object Object],voice over IP,[object Object],polling,[object Object],Word processing, presentation software, email and message boards ,[object Object],48,[object Object]
Off-Line Lessons ,[object Object],21st Century Skills,[object Object],After each asynchronous lesson students are asked to perform one of the following learning activities: ,[object Object],complete a chart or study guide,[object Object],read a book ,[object Object],write in their math journal in order to prepare for their next LiveLesson®,[object Object],Prepare for a discussion with the teacher and the other students in the group,[object Object],Post in the message board,[object Object],49,[object Object]
On-Line LessonsEach synchronous lesson also builds on skills from the previous lesson,[object Object],Teacher Led Discussion,[object Object],Document Sharing,[object Object],Student Presentation,[object Object],Polling,[object Object],Chat,[object Object],50,[object Object]
Lesson Chart Constructs in Italics,[object Object]
Active Participation,[object Object],Lesson One- How Big is A  Foot?,[object Object],Read the book, How Big is A Foot? by Rolf Myller,[object Object],[object Object]
Post the answers to the study guide questions in theMessage Board ,[object Object],Prepare for LiveLesson ™,[object Object],[object Object],52,[object Object]
  Message  Board Responses,[object Object],Collaboration and Community Building,[object Object],Message Board : View Thread,[object Object],Message Boards > Colorado CA Schoolhouse > Teacher Message Boards: How Big is a Foot?,[object Object],2/21/2006 5:57 PM Sandra Reply • Quote • Edit • ,[object Object],	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 ,[object Object],5/2/2006 3:01 PM Ryan Reply • Quote • Edit • 1. The apprentice's feet were too small.2. They didn't have a yardstick.3. They made a copy of the king's foot.4. It was about one foot. It was about a foot on the yardstick picture.5. They use a yardstick. Ryan,[object Object],5/2/2006 3:05 PM Ethan Reply • Quote • Edit • 1. The apprentice's feet were smaller than the king's feet.2. They didn't have any standard units of measuring.3. When the apprentice realized that the king's feet were bigger than his, a sculptor got a marble copy of the king's foot for the apprentice to use.4. It was obviously a foot. That's where they got the standard unit of measure, the foot.5. They use units of measuring such as yards, inches, and feet. Ethan,[object Object],53,[object Object]
Collaboration and Community Building,[object Object],Lesson 5 LiveLesson®   ,[object Object],Standard vs. Non-StandardMeasurement,[object Object],54,[object Object]
Sample Benchmark Projects,[object Object],Authentic Assessment,[object Object],55,[object Object]
Alex’s Map,[object Object],56,[object Object]
Alex’s Key,[object Object],57,[object Object]

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Ascd2010

Notes de l'éditeur

  1. The use of asynchronous and synchronous tools to facilitate learningTeachers assume role of facilitator and co-learners
  2. What Does PBL Online Look Like in a Digital Age?
  3. Social and participatory cultureAlso a rich environment for interaction, collaboration, reflection
  4. more than ever, tools are helping us provide more learner-centric educational environments.
  5. WikisConcept mapping
  6. EvernoteGlogsBlogs
  7. VideoAnimationsSimulationsVoki/site palsVoiceThreadSlidesharePrezi
  8. Project wiki vs. public wikiWiki’s are a great tools for promoting learner autonomy. Student’s take control of their wiki, practice using the tool in a safe environment. Then they move on to a public wiki.
  9. To support reflection students are required to submit a learning log after each major activity. Sometimes prompts are given, sometimes they are not.
  10. As we explore research learners can post their findings on our citeulike or diigo site. Peer tutoring and feedback (students and teachers), student teachers, professional learning communities, community service
  11. Add tools for younger children here – you might want to take the lead here.
  12. Online Schools May not be what you think“an educational organization that offers K-12 courses through Internet-based methods, with time and/or distance separating the teacher and learner”Gregg VanourekSeptember 2006, Issue Brief
  13. Provide experiences required to construct knowledgeBuild online communities fosters gains in learning.Emulate real world experiencesThe web-based learning environment requires a constructivist learning setting fora healthy learning environment to exist. National Association for the Education of Young Children (NAEYC) position paper states that “used appropriately, technology can enhance children’s cognitive abilities”. The paper further states that when technology is used appropriately it “supports and extends” traditional materials. Engaging the student in the online learning experience facilitates metacognition. (Zucker 2005) Activities should include practice and performance skills. Using simulations, cooperative interactions, modeling, time to think and reflect help strengthen metacognitive skills.Clements (1999) maintains that "Technology can change the way children think, what they learn, and how they interact with peers and adults". He also recommends technology as a tool for improving children's learning through exploration, creative problem solving, and self-guided instruction (Clements & Samara, 2003). Hutinger and Johanson, supported by research by Clements (1999), point out that the enabling component of computers assists children in transforming concrete ideas into symbolic form.