Theoretical considerations: Project / problem-based learning

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Introduction

As defined in the literature, project-based learning and problem-based learning share several characteristics. Both are instructional strategies that are intended to engage students in authentic, "real world" tasks to enhance learning. Students are given open-ended projects or problems with more than one approach or answer, intended to simulate professional situations. Both learning approaches are defined as student-centered, and include the teacher in the role of facilitator or coach. Students engaged in project- or problem-based learning generally work in cooperative groups for extended periods of time, and are encouraged to seek out multiple sources of information. Often these approaches include an emphasis on authentic, performance-based assessment.

Sage and Torp (1997), proponents of project/problem based learning, have this to say about its benefits: "Educators report that students involved in problem-based learning find learning more stimulating, build critical and creative thinking skills, become more self-directed learners, and make more meaningful connections between school learning and learning for life."

Discussion possibilities

  • What are the subtle differences between problem-based learning and project based learning?
  • What resources exist to help you implement project/problem-based learning practices in your classroom? How does technology complement these practices?
  • How might you use problem-based learning/project based learning to meet the ICT outcomes?
  • After reading Chapter 2 of Project Based Learning Using Information Technology (listed below), analyze your own teaching practice from a didactic versus constructivist point of view. What do you feel are the strengths and weaknesses of these approaches? How will you capitalize on the strengths and avoid the weaknesses in your teaching?

Readings

Moursund, D. (2000). Project Based Learning Using Information Technology. Chapter 2, pp 19-22. Eugene, OR: ISTE.

References

Sage, S. M. & Torp, L. T. (1997). What Does it Take to Become a Teacher of Problem-Based Learning? Journal of Staff Development, 18(4), 32-36.