Problem-based Learning and Project-based Learning

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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)
  • Love:
    • Course blog content
    • Could/Should/Must
    • FOOD!

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…

CHALLENGE:

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. 

FOR FRIDAY:

COULD

  • 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.

SHOULD

  • Work on reflection 8– Project-based learning and Design.

MUST

  • 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!
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