PART I: HOUSEKEEPING
Thank you for giving me very constructive opinions in the mid-semester evaluation. You are all very good at giving me suggestions to make this class a better one. We still have two months that we can make some changes. 🙂 To me, another interesting thing is to see how people have different opinions on the same thing. Here are some conclusion from all of you.
- Love/ Hate:
- Reflection (frequency/ load/ content/ due date/freedom)
- Guest speakers (topics/ numbers)
- Stop Animation (interesting idea/time/ familiarity with the software)
- Course blog content
PART II: PROBLEM-BASED LEARNING
I believe most of us won’t like to learn something that is not applicable in our daily life, right? I remember I always asked myself the same question when I was learning advanced mathematics in high school. For example, calculating the probability. Do I need to know what the probability of taking a green ball out of the bag while there are 2 green balls mixed with 3 red balls and 2 yellow balls? Therefore, we try to make everything more real and applicable. That is the problem-based learning. We try to solve the real-world/ authentic problems. You see a lot of problem-based learning in architecture education, business education and medical education.
We have watched a video about how a teacher use problem-based learning in her classroom. The main focus is that you need to have an authentic problem to work on, right? And we mentioned that problem-based learning is common in architecture education. So here is a problem related to architecture…
Work with people at your table. The only rule is to use the 3 bamboo skewers and clay to create a structure that balances by only ONE point of ONE skewer on ONE of your fingertip for at least ONE minute.
PART III: PROJECT-BASED LEARNING
A lot of time, problem-based learning is strongly connected with project-based learning. Project-based learning does not need to tackle with a real-world problem. At the same time, students are usually more involved or have much more control in the project. But both of them provide a student-centered learning environment. Teachers play the role as a facilitator. Students need to do the research, work on solutions, and synthesize the resources in order to construct the knowledge.
Let’s watch this video about project-based learning.
Here is a very nice infographic about project-based learning. Hope this infographic and the video gives you some more ideas how to design your learning adventure and design project.
PART IV: LEARNING ADVENTURE AND DESIGN PROJECT (LADP)
So, what are we exactly going to do for our final projects? Here is the rubric for your reference. Let’s take a look together.
- Keep the dialogue you have with your peers in blogs. You got a lot of feedback now. Please check what your partners have told you and respond to them. Please finish commenting back to them by Oct. 14.
- Work on reflection 8– Project-based learning and Design.
- Think about an essential question– a question you are always wondering/ curious about/ interested in; a question that is important in K-12 education/ higher education.
- Read the rubric for the final projects. Ask questions on Friday!