Course Description

This is a nine week asynchronous, facilitated online course. Each module has suggested deadlines to support a pace conducive to learning and cooperative activities; however, taking more or less time for activities is not a problem. Learning isn’t a race!

In this course, you will assume the role of ‘educator-learner.’

• As a learner, you will be a student enrolled in a project-based course. Your final products will include a completed project planner and a presentation of your project. You will experience the ‘Project Path’ as a student -- Each milestone (module) will correspond to one of the phases of this guiding document. You will also experience activities and strategies that are student-centered in nature.

• As an educator, you will be granted “under the hood” peeks into my own planning, strategy, facilitating, and rationale for this PBL course. The same planning documents presented to you for your project were used to plan and build this very course. My hopes are to model and demonstrate the processes to you by sharing some of my metacognitive activities and experiences. You will also see how inquiry-based learning drives a project-based learning unit or course.

Course Goals

Educator-learners who complete this course successfully will be able to:

• Differentiate between “doing projects” and “project-based learning.”

• Develop a driving question and entry event for a PBL unit/course.

• Anticipate student needs and scaffold course/unit activities aligned to student learning outcomes.

• Implement an assessment and feedback plan that guides students through a PBL course/unit.

• Plan an entire PBL unit/course by completing the PBL Project Planner.

View the Full Course Syllabus Here!