Tele-collaboration and Project-based Learning To Reorient Teacher Education Towards EFA and ESD 3-5 October 2013 Bangkok, Thailand Let’s Refresh: Understanding PBL ICT in Education, UNESCO Bangkok Asia and Pacific Regional Bureau for Education

Getting to know each other

Click to edit Master title style Testing A.Please click A

Click to edit Master title style How many of us here today? A.Click A

Click to edit Master title style How are you today? A.Better than ever! B.Good. C.Not bad. D.Please.. Don’t ask. E.Other

Click to edit Master title style Where are you from? (region) A.Indonesia B.Philippines C.India D.Nepal E.Malaysia F.Other

Click to edit Master title style Your age range A B C D E F.Other G.I stopped counting.

Click to edit Master title style Where are you from? (institutions) A.University in general B.Teacher Education Institution C.High school D.Ministry (government) E.Other

Click to edit Master title style Which represents you the best? A.Teacher educator B.University Administrator (Dean, president, etc.) C.Teacher D.Student E.Other

Click to edit Master title style In which area are you working? (choose all that apply) A.ESD B.EFA C.Educational Technology D.Other

Click to edit Master title style Why are you here? (choose all that apply) A.Because my dean sent me. B.I like Bangkok! C.To learn more about PBL so that I can improve my ESD (or EFA) curriculum. D.To learn how to use ICT to enhance my teaching. E.To network with other TEIs for the future PBL. F.Other

PBL: Where have we been?

Click to edit Master title style Do you remember? The 1 st Workshop on “PBL and Tele- Collaboration to Reorient Teacher Education towards ESD and EFA”

Click to edit Master title style Have you done the PBL? A.No, not at all. B.Only plan. C.Implemented but halted in the middle. D.Implementation completed! E.Completed more than once. F.Other

Click to edit Master title style What were the main challenges? (choose all that apply) A.PBL design B.ICT infrastructure C.Funding D.Institutional support E.Lack of time F.Heavy curriculum G.Other

Click to edit Master title style Which of the following did your PBL require? A.Curriculum-based B.Real world problem C.Expert-like thinking D.Achievable & measurable E.Team work F.Extending learning space beyond class

Click to edit Master title style How far did your (tele) collaboration go? A.Within your class (group work) B.Between class, within institution C.Between institutions D.Between countries E.Other

Click to edit Master title style Level of collaboration? A.Little collaboration during the project but shared PBL end-products B.Modest collaboration during the project (e.g. discussing online to generate/elaborate ideas) C.Active collaboration during the project (e.g. negotiating and making decision together) D.Other

Why I didn’t do it.

Click to edit Master title style A.Yes B.No I couldn’t do PBL because my curriculum is too heavy.

Click to edit Master title style A.Yes B.No I can’t do PBL approaches in my school because I don’t have little access to ICT.

Click to edit Master title style A.Yes B.No I can’t do PBL approaches because I have too many students in my class.

Click to edit Master title style Facilitating student-centred learning in a large class Concept map assignments for pre-class reading Breakdown tasks into small pieces Image source:

Let’s refresh our mind: what is PBL anyways?

Click to edit Master title style Which of the followings is a right description of PBL? (choose all that apply) A.Doesn’t require teacher guidance. B.Can be done individually. C.Community-based (rather than curriculum-based) D.Requires driving questions by teacher. E.Finding real-world solution to real-world problem F.Students share responsibility.

Click to edit Master title style Buck Institute of Education WzlE WzlE

Click to edit Master title style 8 Essentials for PBL (BIE) curriculum-based Significant Content student interest is engaged and inquiry is encouraged (via entry event); meaningful real-world connection A Need to Know to focus efforts on a purpose/ challenge Open-ended to allow learning to take place A Driving Question self-regulated problem solving/ decision- making: level to depend on readiness and style Student Voice and Choice collaboration, communication, critical thinking, use of ICT 21 st Century Skills encouraged to be open, generate questions, hypothesize/test ideas, draw conclusions, produce new solution Inquiry and Innovation regular structured reflection & formative assessment (self and others), able to revise based on feedback summative assessment Feedback and Revision reflect on and defend process and outputs; mixed “real” audience Publicly Presented Product Webinar:

Click to edit Master title style CREATE Curriculum-based C Real-world problems R Expert thinking needed E Achievable and Measurable A Teamwork T Extending learning beyond class E

Click to edit Master title style Tips from Real Teachers Take a baby step: Start with the single-subject approach within classroom. Try to tie into the curriculum. Get supports from the principal and other teachers.

For this workshop

Click to edit Master title style 21 st Learning Design Developed by Stanford Research Institute International (SRI), supported by Microsoft Being used by MS Partners in Learning programme Useful rubric to enhance your lesson plan design (not limited to PBL)

Click to edit Master title style Six domains Collaboration Knowledge construction Self-regulation Real-world problem-solving and innovation The use of ICT for learning Skilled communication

Click to edit Master title style Example: Knowledge Construction

Click to edit Master title style Sessions Day 1: Session 1: Refresher (this session) Session 2: Knowledge Construction Day 2: Session 3: Real-world problem-solving Session 4: Collaboration Session 5: Project planning Day 3: Session 6: Useful ICT tools Session 7: Project planning and wrap-up

Click to edit Master title style By the end of this workshop, you are expected to have: Revised and improved PBL design (from your previous PBL) Filled worksheet of a new PBL – Topic & objectives – Driving questions – Short description of your PBL – Participating students (grouping strategies) – Action plan with timeline – Telecollaboration plan – Assessment plan Note: You can improve your previous one and fill out the worksheet if you have not implemented the previous one.

Click to edit Master title style THANK YOU. Jonghwi Park ICT in Education, UNESCO BANGKOK (

Click to edit Master title style PBL in secondary mathematics Longitudinal study for two years of two British schools implementing traditional and project/process-based approaches n=300 (Year 9 to Year 10 from two schools) Does PBL really work? (1) Boaler, J. (1998). Open and Closed Mathematics: Student Experiences and Understandings. Journal for Research in Mathematics Education, 29(1).

Click to edit Master title style Students from Process-based approach gained significantly higher grades in all aspects of applied tasks, tests and applied situations 71% vs 88% who passed the national exam (GSCE) Students from traditional school developed inert, procedural knowledge that was of limited use beyond textbook situations; learnings gained by students from non-traditional school were more usable and gave them the mathematical confidence that enable them to adapt and change procedures to fit new situations Findings from Boaler’s study

Click to edit Master title style PBL in Primary Schools in social studies (Year 5) n=40 (traditional and PBL classes in Turkey) Findings: – Higher academic success in Social Sciences course in primary education – Improved research skills – Effective in developing students’ HOT skills Does PBL really work? (2) Gultekin, M. (2005). The Effect of Project Based Learning on Learning Outcomes in the 5 th Grade Social Studies Course in Primary Education. Journal of Educational Sciences: Theory & Practice.

Click to edit Master title style PBL in Primary Schools (Year 4) n=70 from a school in Greece (traditional and PBL classes) Findings: – Significant in academic knowledge, collaborative skills and motivation – Pupils enriched and expanded their knowledge on units studied mainly through hands-on, field- based activities and experiential learning Does PBL really work? (2) Kaldi, S., Filippatou, D. & Govaris, C. (2011): Project-based learning in primary schools: effects on pupils' learning and attitudes. International Journal of Primary, Elementary and Early Years Education, 39 (1),