Project / Problem

Digital learning leaders partner with instructors to guide a realistic challenge to investigate and create an artifact by individual or a group of learners. While elements of inquiry are folded into such experiences the concept of topics that the learners are interested in becomes paramount. A problem to solve is real because learners have an actual connection to it. A project captures their attention because its product is something they feel makes a difference. High interest contributes to a motivation and passion to learn something that is meaningful. Simple or sophisticated technology tools enables learners to accomplish their objectives.

Nicholas Provenzano has describe a simple PBL model he created that illustrates what constitutes this type of learning experience His blog post description is at: https://www.bigdealbook.com/blog/?show=aspects_of_effective_project_based_learning and his model is below.

A second article and model that explains problem based learning has been created by Kurt, S. "Contact us," in Educational Technology, February 25, 2014. Retrieved from https://educationaltechnology.net/contact-us/ . The article is at: https://educationaltechnology.net/problem-based-learning-pbl/ and the model is presented below:

A third approach is often named "blended learning." In this approach, projects are partially face to face with tutorials of the basics happening on computer tutorials. There are many variations on this theme depending on the structure of the school, its type of online learning systems, and the equity of technology access by the learners.

Below are a few examples of all approaches and you can probably discover quite a few others on the web for inspiration:

Looking at the examples, it is readily apparent that high motivation and engagement by learners makes a major difference. However, in none of the examples do we see a digital learning leader or any other partner present. What could you contribute? What could you fold in based on what you know about inquiry, technology and instructional design that would contribute to this kind of learning experience in meaningful ways? Here are just a few ideas, but you add to the list:

• Two heads are better than one because of added individual attention to learners.

• Adding collaborative technologies and making sure they contribute is a constant concern.

• Analyzing what can happen on line and face to face or a blend is a regular challenge.

• An analysis of those learners who are not successful could be done by both adults.

• Conducting a Big Think with learners after the learning experience would give both adults major clues about ways to improve the experience.

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