Abstract: Prepare your learners to be problem-seekers and problem-solvers that anticipate and participate in their future! In this session, we will deepen your design practices as we explore the stages inventors, entrepreneurs, programmers, and learners go through as they find solutions to challenges. This workshop combines project-based learning and design thinking to focus on how learners process, compute, and critically think as they seek answers and build out solutions to authentic, relevant, and complex challenges. Through this, we surpass the academic unit projects many organizations have attained over the last few years and look to a future for PBL design that is more authentic and entrepreneurial. Via this process, we will examine the Five Stages of Project Assessment. This exploration will aid you in fostering the computing architecture of the classroom of the future, as it aligns to the TETC or ISTE standards. By designing and planning your projects, around evaluation appropriate to the Stages of Project Assessment, you naturally develop your students as problem solvers and, more importantly, as problem seekers who have the potential to effect change in our world. Come prepared to engage, participate, and collaborate throughout the session. You'll walk away wanting more!
1) Explore the ways in which technology enhances authentic, relevant, and complex learning experiences as aligned to the TETC or ISTE student standards;
2) Analyze the Five Stages of Finding a Solution;
3) Evaluate the differences between unit projects, project-based learning, and authentic, relevant, and complex learning;
4) Design a sequence of high tech and low tech formative assessments to support finding solutions to authentic, relevant, and complex learning challenges;
5) Develop a goal for personal growth toward the implementation of authentic, relevant, and complex learning experiences.
I. The Future of Education in a Web 4.0 Era
a. TETC and ISTE Standards
b. Education in 2030 - Predictions and Problem-Seeking
c. Education from Web 1.0, 2.0, 3.0, and Moving into 4.0
II. The Five Stages of Finding a Solution
a. What are the Five Stages?
b. How the Five Stages Support Innovation
III. PBL: Yesterday, Today, and Tomorrow
a. The Learning ARC
b. Examples across Grade-Levels (including university) and Content Areas
c. PBL Elements vs. Actions
IV. 100 Ideas Now: Immersive Problem-Solving Experience
V. Formative Assessment to Support Best Practices
a. Staging ARC Formative Assessment
b. Take Away Walk and Debrief
A basic knowledge of project-based learning is helpful, but there is no requirement to have ever implemented PBL in a classroom setting.
Dayna Laur is a veteran high school and university classroom instructor of 20 years and is a National Board Certified Teacher. She has been featured in multiple online PBL instructional series. As a founding partner of Project ARC, she collaborates nationally and internationally with teachers on ways to make their classrooms authentic learning environments. She has a B.A. in History from VA Tech, an M.Ed. in Curriculum & Instruction from the University of Pittsburgh, an M.S. in 21st Century Teaching & Learning from Wilkes University, and is currently completing her dissertation in Instructional Design Systems & Technology at Sam Houston State University. She has authored several books including: Authentic Learning Experiences: A Real-World Approach to PBL, and Developing Natural Curiosity through PBL.
Dr. Tim Kubik's professional learning experience spans 21 years of teaching in primary through post-graduate learning environments since completing his B.A. at Yale, and Ph.D.s in History and International Relations at The Johns Hopkins University. Taking his interests in applied education from theory to practice, over the past decade he has facilitated workshops with a focus on authentic opportunities for participatory learning, engaging over 5,000 educators from around the world. His spirit of innovative collaboration is exhibited in his most recent book, Unprepared for What We Learned: Six Action Research Exercises that Challenge the Ends We Imagine for Education.