1 / 14

Extreme Project-based Learning: Transitioning Out for Effective Teaching and Learning Conference

This paper covers problem and project-based learning, transitioning career objectives, extreme project-based learning, key characteristics for transitioning out, and future research on problem-based learning. It discusses pedagogical methodology, team-based learning, and the benefits of extreme project-based learning in various professions. Detailed cases and examples are presented to highlight the impact of career-focused learning objectives, collaborative problem-solving, and integrating capstone courses in educational settings. The key characteristics of realism, project objectives, and relevance in project management are outlined, underscoring the importance of practical application and engaging learning experiences.

kelly-montoya
Download Presentation

Extreme Project-based Learning: Transitioning Out for Effective Teaching and Learning Conference

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. How extreme project-based learning aids transitioning out Effective Teaching and Learning Conference 2008 Dr. Roxanne Zolin Associate Professor Queensland University of Technology

  2. This paper covers …. • Problem & project -based learning • Transitioning out career objectives and learning objectives • Extreme project-based learning • Three cases examples • Key characteristics for transitioning out • Future research

  3. Problem-based learning • Pedagogic methodology • presents the learner with a problem to be solved • Situates & motivates learning. • The learner actively engages in* • framing the problem • identifying and gathering resources, and • working with others to solve the problem. • Project-based learning * Copland, M. A. (2000)

  4. “problem, project, product, process, and people“ -based learning* • Project-based learning** • problems are organized around a project, • Product*** or process-based learning • problem is focused on product or process design, • Team-based learning **** • problem is worked upon by a group of students * Fruchter, R. (1999)**Fruchter, R., & Emery, K. (1999). *** Cannon, D. M., & Leifer, L. J. (2001), Livingstone, D., & Lynch, K. (2000).

  5. More similar to work-place learning • More social than individual • Uses “tools of the trade” • rather than pure mentation* • Involves contextualization and reasoning • Rather than symbols • Results in specific learning * • Rather than generalized learning * Resnick, P. (1987)

  6. Extreme PBL • The Project is the Learning! • Project > 75%, Content < 25% • Content supports Project • Few Lectures, many meetings • More Instructor-Participant communication • Capstone – not introductory course • Masterpiece demonstration

  7. Increasing use of PBL in professions • Business managers* • Teachers * • Principals ** • Information system designers *** • Mechanical engineers **** • Civil engineers and architects ***** • Medical and veterinary practitioners ****** * Macdonald, D., & Isaacs, G. (2001). ** Bridges, E.M. (1992), Copland, M. A. (2000). *** Livingstone, D., & Lynch, K. (2000). **** Cannon, D. M., & Leifer, L. J. (2001). ***** Fruchter, R. (1999). ****** Garvin, A., & Carrington, S. (1997).

  8. Career Focused Learning Objectives

  9. Computer Integrated Architecture-Engineering-Construction • Stanford University & other universities • Role play simulation: Construction design team • Owner, Architect, Structural Engineer, Construction Manager, Industry Mentor, Academic Mentor • Cross-functional & global teams • Design, analyze and plan a $5 million, 30,000 square foot university building • Two quarters • Assessment: 2 Presentations Initial Design, Final Design, Analysis & Plan, Industry feedback

  10. Collaborative Problem Solving • Naval Postgraduate School, • Graduate School of Business & Public Policy • Executive MBA capstone course • Mid-career NAVAIR Instructor Pilots • Roll play simulation: Internal Management Consulting • Client, Consultants, Sr. Consultant • Cost/Benefit Analysis or Feasibility Study • One quarter • Assessment: Proposal, Presentation, Report, Client feedback

  11. GSN 524 Integrating Capstone Course • Queensland University of Technology, Corporate Education • Executive Masters of Complex Project Management • Roles: Project Complexity Manager, Complexity Consultant, Sr. Consultant, Workplace & Academic Mentors • Assess dimensions of complexity in project • 5 September to 23 December • Complexity Consulting Workshop

  12. Key characteristics: Realism • Project Objective • Relevance & Rigour • “meta-problem” provides “continuity and depth in terms of the student’s focus, resources and questions. “* • Working conditions • Team composition • Longer duration • Individual versus Group project • Roles • Performance assessed by professional community *Macdonald and Isaacs, p 328

  13. Realism and control tradeoff

  14. Conclusions • Extreme PBL benefits for transitioning out

More Related