11. It’s still early days for hybrid learning...
(cc) 2007 Flickr user Ryan Somma
http://www.flickr.com/photos/ideonexus/4698463508/
12. Seven Principles for Good Practice
in Undergraduate Education
(Chickering & Gamson)
• Encourage contact between students and faculty
• Develop reciprocity & cooperation among students
• Encourage Active Learning
• Give prompt feedback
• Emphasize time on task
• Communicate high expectations
• Respect diverse talents and ways of learning
15. Experiences
Acquiring & Managing Course
Documents
Determining & Acquiring Software
to Use
Interacting with Instructors
Outside of Class
Collaborating with Students
Outside of Class
Managing Project Materials
Experience Catalog: Events and Activities
Activities
Comments
Determining Required Course
Documents
Acquiring Required Course
Documents
Organizing Course Documents
“The course readings weren't usually sent out
over email until the weekend. It would have
been better to have them earlier.”
Determining & Acquiring Tools to
Use
Participating in Desk Crits
Participating in Pin-Up Reviews
Doing Assigned Readings
“He took a while sometimes to get back to us
with the readings. It varied week to week.”
Participating in Class Discussion
Following Up on References Made
During Class Sessions
Conducting Group Research
Projects, Make Presentations
ARC 355 & ARC 599
19. Design Questions to ask:
• Why are we doing this?
• What value are we getting from F2F
activities? Online? Non-classroom/
community?
• What’s the best way? What’s an innovative
way?
• What can we learn?
28. “Project-Based Learning is a comprehensive
instructional approach to engage learners in
sustained, cooperative investigation (Bransford &
Stein, 1993). Project-Based Learning is a teaching and
learning strategy that engages learners in complex
activities. It usually requires multiple stages and an
extended duration--more than a few class periods
and up to a full semester. Projects focus on the
creation of a product or performance, and generally
call upon learners to choose and organize their
activities, conduct research, and synthesize
information.”
“Project-Based Learning - What is it?”
Seungyeon Han and Kakali Bhattacharya
Department of Educational Psychology and Instructional Technology, University of Georgia
(http://projects.coe.uga.edu/epltt/index.php?title=Constructionism%2C_Learning_by_Design
%2C_and_Project_Based_Learning)
29. Elements of Project-Based Learning
Melissa Palmer, et al. 7 components of project-based learning: http://youtu.be/Vm_NoayYkLo
• Learner-centered environment – feedback and continued
assessment
• Collaboration – peer feedback, pbl.
• Integration of Content – clear goals in process AND product
• Authentic Tasks – addresses real-world issues relevant to
students’ lives and/or communities
• Multiple Presentation Modes – multiple technologies used in
the planning, preparation or presentation of project work.
• Time Management – need time for meaningful doing and
learning.
• Innovative Assessment – ongoing, varied and frequent
assessment from peers, self, instructor as well as reflection.
30. What are the benefits?
According to Edutopia:
•Connecting academic learning to reallife issues and applications
•Better retention of knowledge gained
•Skills in pursuing individually-directed
work as well as team-based work
•Improved technology integration
32. Planning Considerations
• Real world challenge or problem at the core
• Curriculum Based
• Small team organization of course
• Multi-disciplinary/multi-skill approach to work
• Must be a deliverable(s) at the end of the course
• Peer evaluation and accountability as well as instructor
evaluation.
• Other considerations:
‣ Journaling
‣ Shared Workspace
‣ Scaffolding – build skills through smaller projects that lead