Posted by Lois on November 11, 2011
Blogging with Photos
Since starting my own photo blog as part of the 365 – photo blog project (a photo each day over the year) I have learnt so much. When I joined the project I was not expecting it to be a great learning exercise but I thought I would enjoy it. I decided that my theme would be “A Year in the Garden” so I’ve taken photographs of my mother’s beautiful garden and my “developing” garden throughout the seasons with a view to making a photo book at the end of the year. Taking the photos is usually done in batches but posted over the week that they were taken.
As I’ve done this I couldn’t help but think about using photography with students to help them learn.
- When I’ve posted my photos I always feel that I have to do a little bit of research and provide accurate information for my audience.
- When I’ve read the blogs of other people and looked at their photos I’ve discovered different ideas for content or new things to try with my camera – such as the macro setting
- When I’ve gone out looking for my next photo for the blog I’ve found interesting things in my garden that I never would have noticed before, which I’ve had to research and again I’ve had a lot of unexpected learning
And this is just about content to say nothing of the technical aspects of blogging, photo-editing or creating interesting presentations.
If students were to keep a photo-blog for their learning whether the subject was maths, science, art, literature or any other area surely all these things would come into play for them too…authentic audience, learning from each other and discovering new things.
Photography is quick, creative and enjoyable and worth considering as a way to personalise student learning.
I was interested in this blog post by Fixel Pix, Six Applications of Photography in Education, that has a similar idea to mine and supports my theory and experience that students would find using photography interesting and engaging if used in the curriculum.
Do you have any great examples of students using photography and photo-blogs?
Posted in authentic learning, blogs, multimedia, PBL | Tagged: 365 project, photoblogs, photography | Comments Off
Posted by Lois on July 12, 2011
I have been trying to understand what PBL is and how I can implement it in my teaching. My first dilemma is that I’m not sure what it really stands for. Is it Project Based Learning or Problem Based Learning? I find at times they are used interchangeably in conversations and you can see in the table below, that lists the definitions from Wikipedia, they both have the same acronym. Then to add to the mix there is Challenge Based Learning, Inquiry Learning and Passion Based Learning. How are they different, and what do they have in common?
INFORMATION FROM WIKIPEDIA
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Wiki definition
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Attributes
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Comparisons
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Project-based learning, or PBL, is the use of in-depth and rigorous classroom projects to facilitate learning and assess student competence. Students use technology and inquiry to respond to a complex issue, problem or challenge. PBL focuses on student-centered inquiry and group learning with the teacher acting as a facilitator. |
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Problem-based learning is a similar pedagogic approach, however, problem-based approaches structure students’ activities more by asking them to solve specific (open-ended) problems rather than relying on students to come up with their own problems in the course of completing a project. |
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Problem-based learning (PBL) is a student-centered pedagogy in which students learn about a subject in the context of complex, multifaceted, and realistic problems. |
Characteristics of PBL are:
Learning is driven by challenging, open-ended, ill-defined and ill-structured problems.
Students generally work in collaborative groups.
Teachers take on the role as “facilitators” of learning. |
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Passion Based Learning
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(There is not a page in Wikipedia for Passion Based Learning) |
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The Challenge Based Learning process begins with a big idea and cascades to the following: an essential question, a challenge, guiding questions, activities, resources, determining and articulating the solution, taking action by implementing the solution, reflection, assessment, and publishing. |
Multiple points of entry and varied and multiple possible solutions
Authentic connection with multiple disciplines
Focus on the development of 21st century skills
Leverages 24/7 access to up to date technology tools and resources, allowing students to do the work.
Use of Web 2.0 tools for organizing, collaborating, and sharing
A focus on universal challenges with local solutions
Requirement that students do something rather than just learn about something
Documentation of the experience from challenge to solution. |
Unlike problem-based learning, CBL is a collaborative learning experience in which teachers and students work together to learn about compelling issues, propose solutions to real problems, and take action. The approach asks students to reflect on their learning and the impact of their actions, and publish their solutions to a worldwide audience. |
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Inquiry-based learning is an instructional method developed during the discovery learning movement of the 1960s. It was developed in response to a perceived failure of more traditional forms of instruction, where students were required simply to memorize fact laden instructional materials (Bruner, 1961). Inquiry learning is a form of active learning, where progress is assessed by how well students develop experimental and analytical skills rather than how much knowledge they possess. |
Inquiry learning emphasizes constructivist ideas of learning. Knowledge is built in a step-wise fashion. Learning proceeds best in group situations.
The teacher does not begin with a statement, but with a question. Posing questions for students to solve is a more effective method of instruction in many areas. This allows the students to search for information and learn on their own with the teacher’s guidance.
The topic, problem to be studied, and methods used to answer this problem are determined by the student and not the teacher |
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In essence I think all of these models have far more in common than not. The images by Susan E Haviland from the article “Minds on Fire: Open Education, the Long Tail, and Learning 2.0″ by John Seely Brown and Richard P. Adler comparing Cartesian Learning with Social Learning help make it clear that each of the above falls into the category of Social Learning. Perhaps this is the one most important element and shift in thinking we as teachers have to make.
The name is not really important, Project Based Learning can in fact be any of the others; a problem, a challenge or a passion where students use an inquiry approach to respond to the issue that they are investigating.
However It is important that:
- the students make decisions about the direction of the inquiry (develops passion and investment in learning)
- that the teachers are facilitators of learning not conveyors of knowledge (student ownership of project)
- that students have access to technology that will help them think, communicate and create (tools of 21st century)
- that students work in collaborative groups or teams (social construction of knowledge)
- that students do something, produce something, create a solution (develops sense of achievement and empowerment)
- that there is a reflective element about the learning (understanding how learning takes place)
SO
For me this is just a starting point in thinking about how my classroom will operate. PBL will stand for Project Based Learning and from there, using inquiry techniques, the students will decide if they are going to follow their passion, take on a challenge or solve a problem. What will it be for you? Have I covered all the bases in PBL? I’d love to know what you think.
Posted in authentic learning, PBL | Tagged: PBL | 6 Comments »
Posted by Lois on June 19, 2011
These little movies were made to make a point about the environment. When the students saw Blabberize (http://blabberize.com/) they all wanted to use it. In the end we used a screen casting program to capture the Blabber.
The Platypus
Jim’s Platypus from Lois Smethurst on Vimeo.
Growling Grass Frog
growling grass frog from Lois Smethurst on Vimeo.
Read the rest of this entry »
Posted in multimedia, tools, web2.0 | Comments Off
