project vs project based learnibg

8/17/2019 Project vs Project Based Learnibg

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IN THIS

ISSUE

ATDLAcademic Technologyand Distributed Learning

FALL 2013 NEWSLETTER


2/8

The topic of “active learning” is “trending”

this issue of the Newsletter. The reasons m

be twofold: the topic has been generating lo

of print lately; I’m inclined to read articon that topic. So, let’s see what’s being sai

From the editor

As part of a workshop on the topic of “teaching geoscience

online,” four professors from Shippensburg, and the Universities

of North Dakota, New Mexico, and Michigan collaboratively

published their ndings on Interactive Activities in Hybrid and

Online Courses. [Retrieved on 6/13/2013 from http://serc.carleton.edu/NAGTWorkshops/online/interactive.html]

Building upon their collective belief that “a very important

pedagogical tool in teaching online learning is to make the

learning process active rather than passive,” (p. 1) they offer

up a collection of activities that “encourage students to learn

by either engaging in an activity on their own or collaboratingwith their peers” (p. 2).

In turn the ar ticle explores both “individual” and “collaborativ

activities, providing several examples of each type and offer

practical considerations for use. Additionally, the write

explore both the benets and challenges of preparing f

and carrying through on the active learning experiences th

describe. They also offer assessment suggestions (rubrics) f

both types of activities.

It struck me as I read the ar ticle that the examples they of

are very generalizable beyond the discipline of science. Th

many references to face-to-face instruction make clear th

the activity types may nd a valuable place in the instructiostrategy toolkit whether one teaches web enhanced in

traditional classroom, a hybrid, or a fully online course. If y

wish to investigate the logic behind active learning practic

and additional ways to have your students interactiv

engaging with content and each other to “enhance learn

outcomes,”(p. 1) this article may prove to be a worthwh

resource.

Strategies that promoteENGAGEMENT and INTERACTION

Blackboard’s own Dr. C (actually a number of professors whocontribute to a helpful user forum) took up the topic recently ina short piece on “Using Blackboard for Problem-Based Learning.”

[Retrieved on 4/19/2013 from http://ondemand.blackboard.com/r91/documents/drC_using_blackboard_for_problem_based_

learning_brian_morgan.pdf ]

Brian Morgan of Marshall University assumed the persona forthe article. As an admitted “rm believer” in the PBL strategy,

he was drawn to it because “PBL exercises involve students in

many different aspects of learning and expose them to real-world

situations while learning.” As he sees it, PBL raises learning frothe level of articial classroom exercises to real-world sin

“principles of PBL shows that a student, when exposed to suchexercise, tackles a class project in the same manner that they w

when working in a number of different industries and professioafter graduation.”

Since this piece is posted in Blackboard’s On Demand help arits clear purpose is to show how the tools in the Bb cour

space can assist one in preparing and facilitating PBL activitiesdoing so, Morgan describes the roles of the Discussion Foru

the Assignment tool, and those PBL affordances available throua real-time, synchronous tool such as Collaborate. Interestin diagnosing ways in which PBL might support your learn

outcomes? Dr. C may have a remedy.

Dr. C Prescribes PBLProblem-based learning (PBL) has proven to bean effective strategy for actively engaging studentsin authentic learning experience through theircourse work.

http://serc.carleton.edu/NAGTWorkshops/online/interactive.htmlhttp://serc.carleton.edu/NAGTWorkshops/online/interactive.htmlhttp://ondemand.blackboard.com/r91/documents/drC_using_blackboard_for_problem_based_learning_brian_morgan.pdfhttp://ondemand.blackboard.com/r91/documents/drC_using_blackboard_for_problem_based_learning_brian_morgan.pdfhttp://ondemand.blackboard.com/r91/documents/drC_using_blackboard_for_problem_based_learning_brian_morgan.pdfhttp://ondemand.blackboard.com/http://www.sems.qmul.ac.uk/pbl/http://www.sems.qmul.ac.uk/pbl/http://ondemand.blackboard.com/http://ondemand.blackboard.com/r91/documents/drC_using_blackboard_for_problem_based_learning_brian_morgan.pdfhttp://ondemand.blackboard.com/r91/documents/drC_using_blackboard_for_problem_based_learning_brian_morgan.pdfhttp://ondemand.blackboard.com/r91/documents/drC_using_blackboard_for_problem_based_learning_brian_morgan.pdfhttp://serc.carleton.edu/NAGTWorkshops/online/interactive.htmlhttp://serc.carleton.edu/NAGTWorkshops/online/interactive.html


3/8

If your primary instructional modalitiesare the hybrid classroom or the fully

online space, perhaps you’d like to diga bit deeper into the strategies thatmight more fully engage your studentsin active learning. If so, the Faculty

Focus article for January 29 of this

year [Retrieved on 2/13/2013 from http://www.facultyfocus.com/articles/asynchronous-learning-and-trends/

ideas-for-active-online-learning/] is anexcellent resource.

Titling his post Ideas for ActiveOnline Learning , Rob Kelly highlightsthe practices of Heidi Beezley, aninstructional technologist from

Georgia Perimeter College. As Kelly

tells it, Beezley “strives to instill

online courses with active learning,‘providing opportunities for students

to meaningfully talk and listen, write,read, and reect on the content, ideas,

issues, and concerns of an academicsubject.’” Those “opportunities” are

advanced by having students “take

turns summarizing the threadeddiscussions” to promote a “sharedlearning experience” and “common

understanding.” Student summariesare posted using a wiki tool tomake them more accessible to all

and available for accuracy checksand emendation. Additionally, forknowledge checks, Beezley uses thesmall-group, breakout rooms in the

Wimba (soon to be Collaborate) tool

to “facilitate collaboration” for learning

and to promote “the synchronoexchange of ideas.” Seems to me th

when students are encouraged to talisten, read, reect, and write, act

learning and knowledge generatican be expected results.

Promoting Active Learning

in the Online Space

http://ctl.utexas.edu/ctl/sites/default/les/ippedgraphic%28web1100px%29_0.png

http://www.facultyfocus.com/articles/asynchronous-learning-and-trends/ideas-for-active-online-learning/http://www.facultyfocus.com/articles/asynchronous-learning-and-trends/ideas-for-active-online-learning/http://www.facultyfocus.com/articles/asynchronous-learning-and-trends/ideas-for-active-online-learning/http://www.facultyfocus.com/articles/asynchronous-learning-and-trends/ideas-for-active-online-learning/http://www.facultyfocus.com/articles/asynchronous-learning-and-trends/ideas-for-active-online-learning/http://ctl.utexas.edu/ctl/sites/default/files/flippedgraphic%28web1100px%29_0.pnghttp://ctl.utexas.edu/ctl/sites/default/files/flippedgraphic%28web1100px%29_0.pnghttp://ctl.utexas.edu/ctl/sites/default/files/flippedgraphic%2528web1100px%2529_0.pnghttp://www.facultyfocus.com/articles/asynchronous-learning-and-trends/ideas-for-active-online-learning/http://www.facultyfocus.com/articles/asynchronous-learning-and-trends/ideas-for-active-online-learning/http://www.facultyfocus.com/articles/asynchronous-learning-and-trends/ideas-for-active-online-learning/http://www.facultyfocus.com/articles/asynchronous-learning-and-trends/ideas-for-active-online-learning/


4/8

If you are intrigued (as I admittedly am) by the strategies and principles associated with active learning and Project-based learning

recent posting on the edudemic blog for June 14 offers a side-by-side comparison between employing projects and implementproject-based learning in one’s teaching.

Jeff Dunn, the post’s author, presents a table originally constructed by a fellow blogger, Amy Mayer, on her site, regarding proje(simple or complex) and full-blown PBL. Some of Mayer’s original asser tions:

“Projects” vs. Project-based Learning

(exerpted from © Amy Mayer, @friEdTechnology, The Original WOW! Academy www.friEdTechnology.com)

Can be done at home without teacher guidance or teamcollaboration.

Dunn concludes from examing the entire table that it may be “slanted” in its presentation of differences. But he believes it can initia

valuable conversations around the topics of active and authentic learning. Should you wish to be a par t of those conversations, v

Mayer’s full table and determine its accuracy for yourself.

Requires teacher guidance and team collaboration.

The teacher work occurs mainly after the project iscomplete.Are closed: every project has the same goal.

The teacher work occurs mainly before the project starts.Is open: students make choices that determine the outcomeand path of the research.

Cannot be used in the real world to solve real problems. Could provide solutions in the real world to real problemseven though they may not be implemented.

Are not particularly relevant to students’ lives.Do not include scenarios and background information orare based on events that have already been resolved.

Is relevant to students’ lives or future lives.The scenario or simulation is real or if it is ctitious, is

realistic, entertaining, and timely.

Are sometimes based around a tool for the sake of the toolrather than of an authentic question (e.g., Make a Prezi).

Use technology, tools, and practices of the real world workenvironment purposefully. Students choose tools accordingto purposes.

Happen after the “real” learning has already occurred and

are just the “dessert.”

Is how students do the real learning.

Projects Project-based Learning

“New” paradigms such as MOOCs and ipped classrooms ha

captured our imagination, but the real work of transforming po

-secondary teaching and learning will depend on partnershbetween faculty, educational technologists, learning designelibrarians, and other education professionals. We look forwa

to assisting you to achieve your goals for the students you tea

Role of ATDLcome partner with u

http://www.robcottingham.ca/cartoon/archive/2007-08-07-crowdsourced/

http://www.edudemic.com/2013/06/the-differences-between-projects-and-project-based-learning/http://www.edudemic.com/2013/06/the-differences-between-projects-and-project-based-learning/http://www.edudemic.com/2013/06/the-differences-between-projects-and-project-based-learning/http://www.friedtechnology.com/https://sites.google.com/a/huntsville-isd.org/wow-academy/http://www.friedtechnology.com/2012/11/whats-difference-between-doing-projects.htmlhttp://www.robcottingham.ca/cartoon/archive/2007-08-07-crowdsourced/http://www.robcottingham.ca/cartoon/archive/2007-08-07-crowdsourced/http://www.robcottingham.ca/cartoon/archive/2007-08-07-crowdsourced/http://www.friedtechnology.com/2012/11/whats-difference-between-doing-projects.htmlhttps://sites.google.com/a/huntsville-isd.org/wow-academy/http://www.friedtechnology.com/http://www.edudemic.com/2013/06/the-differences-between-projects-and-project-based-learning/


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Trying to determine whether or not you can use an article or chapter from

a book in your blackboard course space? Without rst reaching out to the

copyright holder for permission to use?

If so, head over to www.copyright.com and see if the item you want to useis covered under our Academic License with the Copyright Clearance Center

(CCC). To navigate the website, follow these simple steps:

Step 1: Enter the title of the item in the “Get Permission” search box.

Step 2: Click on the title and then click on the “academic license options”tab. A green check mark denotes permission to use under our license; aslashed red circle signies we are not able to use the material under thelicense. When you are able to use the material, roll over the “TERMS”

to review the rights holders’ terms specic to that item. There may be

conditions placed on how much of the material may be used.

There are two important principles to remember when using copyright.com:

(1) CCC shares with you those items that you may use under our academic

license, and identies the ways you may share the material with your students,

but it does not actually provide the material. You must have a legal copy of the

material to be used; and (2) When locating the material, there may be more

than one journal with the same title; use the ISSN to assist you in locating the

exact journal you want. One ISSN may be the print version, one the electronic

version.

Questions related to SJU’s license or how to use copyright.com, please contact

Mary Ann McMenamin, JD, Copyright & Compliance Ofcer, ATDL, at X3257 or

via email, [email protected].

Have you heard…about our Academic License with the

Copyright Clearance Center (CCC)?

If you have read previous issues of this

Newsletter (available from the archive

at the ATDL web site), you know thatI periodically like to drop-in on the

home of Regent University’s Center for

Teaching and Learning to see what’s new

on CenterPoint, its self-styled “nationalonline video magazine for innovative

educators.” The current number, Issue 008 - May 2013, includes hosts Kwame

Rakes and Kelley Davis describing the

Quality Matters Program. In our spring

2013 Newsletter, Sharon Felegie, ATDL

Director of Instructional Design Services,

gave an in-depth explanation of the

Program and its purposes, and how Saint

Joseph’s University planned to adopt itsStandards Rubric to assist in the design

of online courses. If you missed Sharon’s

article, do pay CenterPoint a visit. As

always, in acknowledgement of the ne

to make its own video presentatio

accessible, a text transcript is provide

And speaking of accessibility, Kel

provides a review of a free caption

tool, CaptionTube, which may provide

solution for videos created for course

CenterPoint Endorses the “Gold Standard”

http://visual.ly/how-technology-schoo

has-changed-over-time

http://www.copyright.com/mailto:?subject=mstrecke%40sju.eduhttp://sju.edu/int/academics/resources/atdl/index.htmlhttp://www.regent.edu/admin/ctl/onlinetraining/centerpoint/http://www.regent.edu/admin/ctl/onlinetraining/centerpoint/http://www.regent.edu/admin/ctl/onlinetraining/centerpoint/http://visual.ly/how-technology-schools-has-changed-over-timehttp://visual.ly/how-technology-schools-has-changed-over-timehttp://visual.ly/how-technology-schools-has-changed-over-timehttp://visual.ly/how-technology-schools-has-changed-over-timehttp://www.regent.edu/admin/ctl/onlinetraining/centerpoint/http://www.regent.edu/admin/ctl/onlinetraining/centerpoint/http://sju.edu/int/academics/resources/atdl/index.htmlhttp://visual.ly/how-technology-schools-has-changed-over-timemailto:?subject=mstrecke%40sju.eduhttp://www.copyright.com/


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When things go wrong in our Blackboard course spaces, our

goal becomes to nd a resolution to the issue as quicklyas possible. So we re off an email request for assistance,

usually to the IT Help Desk [[email protected]]. Our postmay read something like, “Students can’t access the wiki inmy Instructional Design course. Please help.” We may even

include our student’s original email to us to conrm the

problem: “I tried to get into the wiki, but it wouldn’t let me.”

Believe me, when that email is received, Help Desk personnelstand ready to help. However . . . where to start? It’s a goodpractice to be as specic as possible in identifying the location

of the problem, particularly if you teach multiple sections of

the same course, or the problem is especially vexing. May Isuggest that when emailing the Help Desk that we providethe full course name and ID for quick identication?

When we log into our course space, the full ID informati

is available in two places: at the very top of the course (eInstructional Design - Fall 2009 - Section: OL1 EDU_533OL1_200940) and above the left hand Course Menu

That single piece of information provides our course numbsection number, as well as year and semester identier. No

Help is on the way!

When things go wrong – again

The preceding article originally appeared in the spring 2012 issue of the Newsletter.

ATDL Instructional Designers Chontel Delaney

and Sharon Felegie have become the campus go-to

experts on using Blackboard’s web-conferencing

tool, Collaborate. Here, Chontel asks,

In 2015, Wimba will be retired. So what does this mean for learning? Don’t worry; Blackboard

has a new web conferencing tool that will replace Wimba called Collaborate. Like Wimba,

Collaborate allows you to create an engaging learning experience in both the online and traditional classroom. In preparation for Wimba’s retirement, ATDL initiated a soft rollout

of Blackboard Collaborate during the fall 2012 semester, and we are pleased to announce

that we have received wonderful feedback. During this rollout period, the Saint Joseph’s

University community used Collaborate to hold ofce hours, conduct departmental meetings,

invite guest speakers into the classroom, and present lecture materials in a virtual learning

environment.

A lot of the tools and features that were commonly used in Wimba are also available in

Collaborate. For example, Collaborate sessions can be recorded, archived, and viewed at

a later time. In addition, Collaborate includes features such as an interactive whiteboard,

Shall We Collaborate?

continued on page 7

mailto:techhelp%40sju.edu?subject=mailto:techhelp%40sju.edu?subject=


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application sharing, and a web tour. Using these tools, instructors can upload PowerPoint presentations

and images, share applications from their desktop, as well as allow students to be more active in the

learning experience through the use of web tours.

Blackboard Collaborate also allows you to customize your session interface. The Collaborate interface

has three primary panels: audio/video, participants, and chat. Each panel can be detached from the main

interface and relocated or resized to suit your individual preferences.

To ensure a seamless transition from Wimba to Collaborate, ATDL will be conducting virtual Collaborate

ofce hours. These ofce hours will take place on Mondays in August and September from 2-3 pm

and will be conducted using Blackboard Collaborate. To access the virtual ofce hours, login to the Bb

Tutorial course and click on the Virtual Ofce Hours link, under the Collaborate sub-header.

ATDL will also conduct workshops every Tuesday in September during free period. The hands-on

workshop schedule for September is as follows

• Tuesday, September 3 in the Wachterhauser conference room in the Post Learning Commons

• Tuesday, September 10 online in the Bb Tutorial course

• Tuesday, September 17 in the Wachterhauser conference room in the Post Learning Commons• Tuesday, September 24 online in the Bb Tutorial course

If you have any questions about Collaborate or would like to practice using Collaborate, please consider

attending one of the workshops or vir tual ofce hours. We look forward to collaborating with you!

continued from page 6

The Padagogy Wheel V2.0 –

visualizing how the multitude ofinternet apps support teachingand learning outcomes inBloom’s “revised taxonomy.”

http://www.unity.net.au/padwheel/padwheelposter.pdf

http://www.unity.net.au/padwheel/padwheelposter.pdfhttp://www.unity.net.au/padwheel/padwheelposter.pdfhttp://www.unity.net.au/padwheel/padwheelposter.pdfhttp://www.unity.net.au/padwheel/padwheelposter.pdf


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If you have been asked or are planning to teach an online course

ATDL has a resource available to support you. The Online

Faculty Readiness Program is a two-course, four week, fully-online

instructor-led initiative designed to assist faculty in becoming more

comfortable and condent in teaching in an online (or blendedlearning) space. Benets of the program in-clude the opportunity

to experience online learning from the student viewpoint as we

as to engage in mentored, hands-on activities with several distance

learning tools. The Program incorporates modeling of best-practice

in online teaching.

If you’d like to learn more about the Readiness Program, contact

Steve Gary.

ATDL Fall 2013 Newsletter

EditorSteve Gary, Director e-Learning

Academic Technology & Distributed Learning(ATDL)

610-660-3163

[email protected]

ContributorsChontel Delaney, Instructional Designer

ATDL

Mary Ann McMenamin, JD,

Copyright & Compliance Ofcer

ATDL

Layout and DesignKaren Pinto, Digital Media Technologist

ATDL

PhotographyStephanie Mosher, Digital Media Technologist

ATDL

The Digital Media Zone (DMZ) offers a choice

of either open or private spaces for studentsand faculty to collaborate, create, and innovate inteaching and learning. The DMZ is equipped withcutting-edge technologies and equipment for

audio, video, graphics, 3D, and animation projects

Below is a heat graph of DMZ support staf

coverage. The darker the green, the more DMZ

staff members are available to support yourcreative endeavors.

8 9 10 111 12 2 3 4 5 6 7 8 9

Sunday

Monday

Tuesday

Wednesday

ThursdayFriday

Saturday

DMZ support now available

svn day a wek!

ATDLAcademic Technologyand Distributed Learning

sju.edu/atdl
mailto:sgary%40sju.edu?subject=http://sju.edu/int/academics/resources/atdl/index.htmlhttp://sju.edu/int/academics/resources/atdl/index.htmlmailto:sgary%40sju.edu?subject=

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