Technology for Teaching and Learning 2

Module 4 (Unit 2: A, B &C)

September 27- October 3, 2021 | 1st Semester, AY 2021-2022

Intended Learning Outcomes

 Explore and develop a project and problem based, collaborative
activities using technology tools

UNIT 2: A
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Unit 2: Developing Problem-based and Project-based instructional

Plans

A. Nature of Problem-Based and Project-Based Approaches

Project-Based Learning

Project-Based Learning is an individual or group activity that goes on over

a period of time, resulting in a product, presentation, or performance. It typically
has a time line and milestones, and other aspects of formative evaluation as the
project proceeds.

Project-Based Learning shares much in common with Process Writing. The

roots of Process Writing as taught in the United States are often traced back to the
Bay Area Writers Project circa 1975. A six-step version of Process Writing is:
1. brainstorming
2. organizing the brainstormed ideas
3. developing a draft
4. obtaining feedback
5. revising, which may involve going back to earlier steps
6. publishing

Here are some general ideas about Project-Based Learning

1. Project-based learning is learner centered. Students have a significant

voice in selecting the content areas and nature of the projects that they
do. There is considerable focus on students understanding what it is they
are doing, why it is important, and how they will be assessed. Indeed,
students may help to set some of the goals over which they will be
 assessed and how they will be assessed over these goals. All of these
learner-centered characteristics of PBL contribute to learner motivation
and active engagement. A high level of intrinsic motivation and active
engagement are essential to the success of a PBL lesson.
2. From student point of view, Project-Based Learning:
a. is learner centered and intrinsically motivating.
b. encourages collaboration and cooperative learning.
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c. requires students to produce a product, presentation, or

performance.
d. allows students to make incremental and continual improvement
in their product, presentation, or performance.
e. is designed so that students are actively engaged in "doing" things
rather than in "learning about" something.
f. is challenging; focusing on higher-order skills.
3. From teacher point of view, Project-Based Learning:
a. has authentic content and purpose.
b. uses authentic assessment.
c. is teacher facilitated--but the teacher is much more a "guide on
the side" rather than a "sage on the stage."
d. has explicit educational goals.
e. is rooted in constructivism (a social learning theory).
f. is designed so that the teacher will be a learner.
g. is when a teacher plays a major role in setting the learning goals
of the project.
h. is when the teacher and students provide formative evaluation.
i. is when the teacher, students, and others may help in the summative
(final) evaluation.
j. is when rubrics are created by a combination of both teacher and
students. This facilitates self-evaluation, peer evaluation, evaluation
by the teacher, and evaluation by outside experts.
4. From a research point of view, Project-Based Learning is supported by
work in:
. Constructivism
a. Situated Learning Theory
 b. Motivation Theory
c. Inquiry & Discovery-Based Learning
d. Cooperative Learning
e. Individual & Collaborative Problem-Solving
f. Peer Instruction
g. Problem-Based Learning

Problem-Based Learning (PBL)

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Problem-Based Learning (PBL) is a teaching method in which complex real-world

problems are used as the vehicle to promote student learning of concepts and
principles as opposed to direct presentation of facts and concepts. In addition to
course content, PBL can promote the development of critical thinking skills,
problem-solving abilities, and communication skills. It can also provide
opportunities for working in groups, finding and evaluating research materials,
and life-long learning (Duch et al, 2001).

PBL can be incorporated into any learning situation. In the strictest definition of
PBL, the approach is used over the entire semester as the primary method of
teaching. However, broader definitions and uses range from including PBL in lab
and design classes, to using it simply to start a single discussion. PBL can also be
used to create assessment items. The main thread connecting these various uses
is the real-world problem.

Any subject area can be adapted to PBL with a little creativity. While the core
problems will vary among disciplines, there are some characteristics of good PBL
problems that transcend fields (Duch, Groh, and Allen, 2001):

 The problem must motivate students to seek out a deeper understanding

of concepts.
 The problem should require students to make reasoned decisions and to
defend them.
 The problem should incorporate the content objectives in such a way as to
connect it to previous courses/knowledge.
 If used for a group project, the problem needs a level of complexity to
ensure that the students must work together to solve it.
  If used for a multistage project, the initial steps of the problem should be
open-ended and engaging to draw students into the problem.

The problems can come from a variety of sources: newspapers, magazines,

journals, books, textbooks, and television/ movies. Some are in such form that they
can be used with little editing; however, others need to be rewritten to be of use.
The following guidelines from The Power of Problem-Based Learning (Duch et al,
2001) are written for creating PBL problems for a class centered around the
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method; however, the general ideas can be applied in simpler uses of PBL:

 Choose a central idea, concept, or principle that is always taught in a given

course, and then think of a typical end-of-chapter problem, assignment, or
homework that is usually assigned to students to help them learn that
concept. List the learning objectives that students should meet when they
work through the problem.
 Think of a real-world context for the concept under consideration.
Develop a storytelling aspect to an end-of-chapter problem, or research
an actual case that can be adapted, adding some motivation for students
to solve the problem. More complex problems will challenge students to
go beyond simple plug-and-chug to solve it. Look at magazines,
newspapers, and articles for ideas on the story line. Some PBL
practitioners talk to professionals in the field, searching for ideas of
realistic applications of the concept being taught.
 The problem needs to be introduced in stages so that students will be able
to identify learning issues that will lead them to research the targeted
concepts. The following are some questions that may help guide this
process:
o What will the first page (or stage) look like? What open-ended
questions can be asked? What learning issues will be identified?
o How will the problem be structured?
o How long will the problem be? How many class periods will it take
to complete?
o Will students be given information in subsequent pages (or stages)
as they work through the problem?
o What resources will the students need?
 o What end product will the students produce at the completion of
the problem?
 Write a teacher's guide detailing the instructional plans on using the
problem in the course. If the course is a medium- to large-size class, a
combination of mini-lectures, whole-class discussions, and small group
work with regular reporting may be necessary. The teacher's guide can
indicate plans or options for cycling through the pages of the problem
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interspersing the various modes of learning.

 The final step is to identify key resources for students. Students need to
learn to identify and utilize learning resources on their own, but it can be
helpful if the instructor indicates a few good sources to get them started.
Many students will want to limit their research to the Internet, so it will be
important to guide them toward the library as well.

The method for distributing a PBL problem falls under three closely related
teaching techniques: case studies, role-plays, and simulations. Case studies are
presented to students in written form. Role-plays have students improvise scenes
based on character descriptions given. Today, simulations often involve computer-
based programs. Regardless of which technique is used, the heart of the method
remains the same: the real-world problem.

Both problem-based learning and project-based learning are types of

experiential learning. Problem-based learning involves critical thinking to examine
problems that lack a well-defined answer. In project-based learning, students are
challenged to develop a plan and create a product or artifact that addresses the
problem.

UNIT 2: B
B. What is Project-Based Multimedia Learning?

Project-Based Multimedia Learning is an extension of the tried and proven

teaching practice of Project-based Learning. Teachers have been using project-
based learning for decades to provide students with extended-time learning
activities that often cover real-world situations. Students might be requested to
 create a display book that shows their understanding of the subject matter in a
variety of reports, or prepare a performance collaboratively. Research is
undertaken in a variety of ways and links are established across key learning
areas. Tasks are typically rich in content and learning value and the teacher
promotes independent thinking and facilitates the learning by providing general
direction to students. In all, the students are more responsible for their own
learning and student responses and performance are usually of a higher quality,
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depending on the project. With Project-Based Learning, students acquire new

knowledge and skills in the course of designing, planning and producing a product
or performance.

Project-Based Multimedia Learning extends this exact same concept by

making the end-product a multimedia or computer-based presentation. Students
might make a website or a PowerPoint presentation which includes relevant
sounds, narration and images. A group of students might write a script, screenplay,
act, shoot and edit a video which relates to the project requirements. They might
create an E-book that covers subject matter studied in class, to present to a
younger class at the school.

When you produce a multimedia product, it engages students who

normally tune out and the work they do tends to be more complex. Furthermore,
sharing their final product with their peers, parents and others instils pride. And
the most important aspect is that presentations will include evidence that students
have mastered key concepts and processes that teachers need to teach:
• Core curriculum
• Real-world connection
• Extended time-frame
• Student decision-making
• Collaboration
• Assessment
• Technology

What teachers promote and develop when they apply Project based
Multimedia Learning:

• Planning and organizational skills

• Research and technical skills
 • Synthesis & analysis of complex content & data
• How to present information in compelling ways
• An understanding of how academic subject matter applies to the real
world
world

Because the students will be motivated, teachers have the freedom to

support individual students that require additional support. One of the more
advantageous by-products of Project-based Multimedia Learning is Peer Tutoring.
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Teachers cannot be the class experts in all computer applications, but your students
will readily put up their hands to help out. You’ll develop a team of photo-experts,
sound experts, website-experts, PowerPoint-experts, camera- experts, scanner-
experts and video-editing-experts. They’ll dutifully assist other students with their
continually developing skills and ultimately, they’ll help the teacher manage the
whole gamut of multimedia projects. The absolute amazement of their parents is
another great by-product.

C. Using Technology to Enhance Student Inquiry

It is important to acknowledge that students are already interested and

engaged in using technology, this creates many amazing opportunities for schools
and teachers to benefit from integrating some forms of technology in the
classroom and to make teaching and learning more effective.

When technology is integrated into lessons, students are expected to be

more interested in the subjects they are studying. Technology provides different
opportunities to make learning more fun and enjoyable in terms of teaching same
things in new ways. For instance, delivering teaching through gamification, taking
students on virtual field trips and using other online learning resources. What is
more, technology can encourage
a more active participation in the
learning process which can be
hard to achieve through a
traditional lecture environment.
 Use of Mobile Technology for Inquiry-Based Learning

Students are using mobile technology for learning more than ever before
to the extent that it now forms a critical part of their academic success.

Mobile technologies offer rich and diverse media applications that let
users integrate photos, videos, text and provide real-time recording and analysis
tools that can be used anywhere and anytime. Inquiry-based learning is the type
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of learning approach in which learners get in touch with authentic situations to

explore and solve problems. Learners explore, investigate and observe and
become more involved in social interactions and higher-level thinking. In
inquiries, learners develop a deeper understanding of the subject with positive
participation, on-task behavior and rich collaboration. It also empowers their
ownership and sets the path for self-directed learning by increasing learners’
involvement and responsibility for their own learning. Inquiry-based learning
encourages learners to be active participants in their own learning, rather than
being passive recipients of knowledge.

Mobile learning environments provide a plethora of possibilities for

inquiry-based learning. The handheld, wireless mobile devices extend the learning
experience to outside the classroom and also enhance the thinking abilities of the
learners. Using them, learners can record information, organize ideas, assess,
interact and collaborate with peers. On field trips students can use their mobile
devices to explore the place, gather information and take notes. They can record
their observations and take pictures quickly, with Internet access they can search
for even more information. They can synthesize and categorize their data and
share them with fellow students, leading to discussions and feedbacks which
simulate higher level thinking. Inquiry-based mobile learning expands students’
depth of knowledge; the knowledge acquired through this learning is dynamic and
can be expanded according to students’ exploration.

There are various ways in which Mobile Technology can help in Inquiry- Based
learning:

 Within one device students can do multiple tasks like conduct research,
record interviews, gather data, take notes, document events, collaborate
 with peers, create multimedia projects and share their work.
 Mobile devices can be used to gather rich data in the form of text, audio,
image, video, etc.

 They can support real-time interaction for real-time communication and

feedback of learners with their instructors and the larger community.

 Student interest is maintained and engagement is increased, which is

much required to perform authentic investigations and research to
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support inquiry-based learning.

 Students can use multiple data capture methods with annotated photos,
GPS coordinates, etc., to gather and analyze data thoroughly.

 Mobile device technology reduces the amount of time and work required
in data entry and research and also improves the quality of the learning
experience.

 Having personal devices makes students responsible for their own

learning by designing their research projects from developing the question
and methods to data collection and analysis to presenting their research.

 Students can access relevant digital resources such as identification

guides, weather records and maps and specific apps like Twitter, Skype,
etc., for communication.

 Students can have continuous access to research groups to connect with a

greater scientific community.

There are various apps available on mobile devices which facilitate

inquiry- based learning. These apps can be used by educators and students for
designing inquiry questions, identifying problems, planning projects,
integrating assessments, assisting with the management and location of
research materials, creating multimedia projects, and connecting with an
audience.

They offer immense possibilities and continue to evolve with updates.

Some such apps are; for the inquiry process of tuning in by watching,
questioning, thinking, observing, reading, Safari, YouTube, BrainPop can be used,
for supporting student as a problem solver, critical thinker, collaborator,
communicator, creator, use Lino, Podcast, Evernote, for collecting, curating,
searching, gathering, identifying a topic, and connecting with others, use Skype,
 Google Earth, Diigo, Twitter, for synthesizing information by interpreting,
comparing, reviewing, sorting, formulating and analyzing use Skitch, Socrative,
Dropbox, Calendar, Google Drive, etc.
Overall, using mobile technology to support inquiry-based learning has a
positive impact on student engagement. This technology can facilitate the
research projects significantly, enabling additional opportunities for data
collection, communication, and troubleshooting. The ability for real-time use of
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social media further enhances learning and engagement, and feedback and input
from experts validates the experiences. It allows students to have a more
customized learning pace and process and receive individual attention and
learning guidance. It helps students with low learning achievements to perform
better, as now they learn by doing and seeing instead of memorizing.

References

Problem-Based Learning and Project-Based Learning

https://pages.uoregon.edu/moursund/Math/pbl.

Problem-Based Learning (PBL) . (2020).https://citl.illinois.edu/citl-101/teaching-

learning/resources/teaching-strategies/problem-based-learning-(pbl)

Problem-Based Learning vs. Project-Based Learning | UNT Teaching Commons.

https://teachingcommons.unt.edu/teaching-essentials/engaged-learning/problem-
based-learning-vs-project-based-learning

http://stuhasic.com/eduweb/EWConfPres.pdf

Top 6 benefits of using technology in the classroom. (2016).

https://www.webanywhere.co.uk/blog/2016/02/top-6-benefits-technology-classroom/

Saxena, S. (2020). Use of Mobile Technology for Inquiry-Based Learning.

https://edtechreview.in/trends-insights/insights/832-use-of-mobile-technology-for-
inquiry-based-learning