7 Ways To Integrate Technology For Successful Project-Based Learning

How To Integrate Technology For Successful Project-Based Learning

Successful project-based learning (PBL) seeks to develop models for deeper learning in
school and college by engaging students in projects. This method blends classroom
teaching, technology use, and problem solving through projects and real-world
challenges. PBL marks a point of departure from traditional classroom learning. It
requires schools to invest resources into redesigning curriculum and making outreach
efforts to incorporate real-world challenges and business partnerships. Successful
project-based learning also takes major investment in terms of time and effort from
students and teachers.

The risk in adopting project-based learning that prevents some educators from making
the leap is that failure to achieve deeper learning will be at the cost of the learning
that could have been had in the traditional classroom situation, but there are tools and
techniques that can greatly reduce the chances of this outcome.

An important aspect of project-based learning is that it should keep the student at the
center of learning design. Students should be actively involved in the direction and
management of the course, and should feel directly invested in the course activity. It
is also beneficial to incorporate a technology platform that succeeds in encouraging
students’ curiosity and that helps them take charge of the course activity. The
technology platform should also enable teachers and parents to effectively track the
student’s course progress. The ability of teachers to use the technology platform
greatly determines the success of blended learning. For this reason, enhancing the
capability of teachers to effectively use technology is very important.

Videos can be used for teacher technology training and for providing valuable feedback.
In a survey of 1500 educators, students, and Instructional Designers on the use of video
in education:

• 88% said that it boosts student achievement levels.

A good Learning Management System (LMS) makes it easier for teachers to communicate
course content with students effectively. Using a Learning Management System,
teachers can edit course content as the learning project evolves, therefore allowing for
flexible pedagogy. Learning Management Systems are also able to collect learner data
across different activities. Learner data handling protocols such as SCORM and Tin Can
API ensure that all learning activities that students undertake outside the classroom
can be recorded into a Learning Record Store (LRS). Learning outside the classroom can
therefore be logged into the Learning Management System through the use of Tin Can
API.
2. Flipped Classroom Learning

In the flipped classroom method, basic instructions are given to students before class
through videos. By using videos for instruction before class, the classroom discussion
would be better focused on problem-solving and critical thinking, encouraging an
attitude of sustained inquiry. Louis Deslauriers et al published findings from 850 Physics
Undergrads at University of British Columbia, in which learners in the traditional
classroom technology had an average score of 41%, whereas learners in the flipped
classroom program had an average score of 74%.

What Are The 7 Steps To Flipping Your Classroom?

While the ‘steps’ are subjective in terms of number, the following is one approach to
flipping your classroom.

Step 1: Decide which technology you will use

Low tech or high tech? That is, indeed, the question here. You really need to choose
something that is easy and straightforward for you. After all, if it isn’t easy for you,
this whole process can be grueling.

The videos themselves are not meant to be worthy of the silver screen. They are meant
to teach your content, not show off your editing skills. The key thing here is to make
them in one take. If you slip up a little, no big deal. It should take you 5 minutes to
make a 5-minute video.

There are so many ways you can flip your lectures. The low tech, less time consuming
approach is to simply use your phone or laptop camera (if it has one). Then you just
upload your video to Vimeo, YouTube, or other video hosting platform–preferably your
own channel so you can control the privacy.

The slightly higher-tech approach would be to use an application like Loom to capture
your voice and screen. I take this latter approach, having my face on the screen for the
first and last 10 seconds as an introduction and wrap-up. After the introduction, I just
narrate my existing PowerPoints. No need to create anything new. You are, after all,
simply filming your existing lectures.

To get a better idea of what these videos might look like, just search for flipped
classroom on YouTube. You should find countless examples.
Step 2: Pick your video platform

In lieu of having mentioned alternatives to YouTube like Vimeo, I obviously recommend

What allows me to control the data and privacy of my content and that of my students?

What service will be easiest for my students to access at home?

Do I want my videos to be public or private? (YouTube has this option, and still makes
it very simple to share your videos.)

My main reason for choosing YouTube is that it is available everywhere, on every device.
My students have literally no excuse for not watching my videos. They can’t claim
technological difficulties. They can’t claim they didn’t have time, because they can
now watch my videos on their iPhones on the bus. Those annoying cell phones are now
our weapons against students that try to make excuses.

Step 3: Decide on a format–and listen to feedback from students

Should they be pure lecture? Should they start with a reflection or ‘pre-assessment’
where you have the students pause the video and respond to a prompt of some kind?
Should you include any other video content besides you talking? How about a
PowerPoint? Or a mix of the above?

Start simple with a repeatable format and grow from there based on feedback from
your students as to what’s working and what’s not

Step 4: Make your videos!

When it is time to make your videos, set some limits. These limits will not only help
you while making them, but will help your students while they watch.

The limits I decided on were a maximum video length of five minutes, and no more than
three videos assigned per night. This way, students are not overloaded on any given
night and can even watch the videos in the morning before school in case they forgot
or do not access to technology at home. If you’re wondering how your lectures will fit
into 15 minutes a day, keep in mind that you no longer have to deal with classroom
distractions, like backing up for the slow writer or dealing with behavior issues. The
slow writer can hit the pause button. My 40-minute lectures are not about 10 minutes
long. Seems impossible, but you will see!

While filming, add your flair. Be yourself. Be funny. Be at ease as though you were
talking to them in-person, in the classroom. This is a good way to keep your students’
interest and show them that you are still their teacher, even though you’re in
cyberspace.

Tip: Start out with two or three videos and build over time. You’re likely to improve
the content dramatically over time and if you record everything in a short amount of
time, you’ll lose the ability to improve them without redoing them completely.

Step 5: Create method to verify students view videos

One of the main questions I get when presenting about the Flipped Classroom is how I
know my students are watching my videos.

It is very important to hold your students accountable for watching them every evening.
There are a few ways to do this, of course, so you need to find the one you’re most
comfortable with. I have them fill in skeleton notes. Notes quizzes would also be an
effective way to check that they did the notes and understood them. I’ve even heard
of teachers hiding a picture, word, or phrase in their videos and asking about it the
next day. None of these methods are foolproof, of course, but it at least covers you in
the event a parent or administrator asks how you know a student is doing what is asked
of them.

It puts the responsibility on the student. Because my students are responsible for
watching and understanding the videos, they are becoming much more independent
learners, which is of vital importance in today’s ever changing world. Like I said earlier,
this method has some huge, hidden benefits.

Step 6: Be consistent

Find a video-making schedule that fits your lifestyle. Some of my colleagues have locked
themselves in their classrooms for an entire day and knocked out all their videos. I
preferred to do my videos at home on Sundays.

Sure, it wasn’t always the most interesting thing to do on a day off, but I found it to be
surprisingly relaxing. However you fit making your videos into your already busy life,
just keep in mind that you are doing good work. Also keep in mind that you get to reuse
your videos in the future! You’re saving yourself so much time in the long run.
Step 7: Reflect and improve

The big picture of a flipped classroom is similar to anything else you do as a teacher:
you try new ideas, throw out what doesn’t work, keep what does, and continue to build
your tools and strategies over time

Once you have your video-making schedule underway you can start to reflect on how
much less stress you have. Now, whenever a student is absent they can still view your
lecture online. Special education teachers and administrators will love you because
they can now access your teaching directly. Parents now have no delusion that you
don’t know the material or that their child lacks access to content or activities You are
available on demand. Anytime. Anywhere. A bit creepy? Sure. But, it’s worth it the first
time you hear that a student has used your videos to master the material.

The Flipped Classroom model drastically changes the way you teach. If you are a
teacher that likes to keep up with current advancements in education, and reap their
vast rewards, the model is a great thing to try. At the very least your students will have
more access to the material. They will also have more access to you, which is the
biggest benefit of the Flipped Classroom.

After all, you are their most important resource. Never forget that.

3. Video Quiz

In-video quizzes can be integrated to online videos immediately after a course topic is
discussed. Problem-solving immediately after concept introduction would lead to
better knowledge retention, helping learners master the core content. Quizzes increase
the learner’s time on the task, and encourage more time for practice. Better knowledge
retention means that classroom discussions will be much more productive. Cummins et
al at Cambridge University found that there was a 71% engagement with in-video
questions, with a rate of 1 question per 8.7 minutes of video. More details on integrating
video quizzes can be found here.

4. Learner Analytics And Data Visualization

Learner data needs to be communicated to teachers, students, and parents clearly, so

Course gamification is the technique by which learners are assigned points based on
activities completed within the course. On the basis of the points systems, students are
assigned levels or places on leaderboards. This process essentially leverages learner’s
desire for socializing, competition, achievement and status for more effective
learner engagement.

6. Whiteboard Animation Videos

Whiteboard Animation videos are a great tool to explain complex concepts to students.
The verbal cues in the video help guide the learner through the concept, while the
visual part enables them to create a map of the new knowledge. Tools that can be used
for whiteboard animation include VideoScribe and Adobe After Effects.

7. Training Teachers And Students For Software Use

Screencasting is a great way for training students and teachers with use of software for
online learning. In screencasting instructions are given to learners along with a video
of the computer screen. This guides learners on how softwares and computer tools are
used. Screencasting is very cost-effective as well, as you only need to add audio besides
the screencast to demonstrate the use of computer. Some free screencasting tools
available online are Ezvid and Screenr, while professional video editing softwares such
as Screenflow and Camtasia allow users to add voiceovers and text to the screencast
video. Here is a detailed guide on methods to record and create course videos.

Conclusion

John Hattie, while analyzing different pedagogy methodologies in his book “Visible
Learning” has said the following about use of technology in learning:

My own view is that, like many structural innovations in education, computers can
increase the probability of learning, but there is no necessary relation between having
computers, using computers, and learning outcome.
Thus, the idea of this post was to articulate how a combination of technologies should
be used effectively to ensure that project-based learning is successful.