Similar to problem based learning in its critical thinking and collaborative process is Project Based Learning (PBL) The nature of project-based learning (PBL) is developing skills and content by engaging in logical tasks that involve the skills and content to be learned, have personal relevance for students, and provide real-world context for learning (Warlick, D. 1999). They are alike in that they are student-centered learning exercises. Whereas Problem Based Learning is presented with a problem, Project Based Learning is centered around a task. In other words, it starts with an ending. The essential elements of PBL are explained in this Buck Institute of Education video.
Integrating technology into the process can provide the following outcomes:
- Access to information is flexible as to time because information is available at the convenience of the user.
- Elimination of geographics in the formation of teams.
- Ability to preserve interactions through transcripts and logs to assess student involvement, contribution and understanding
- Introduces multimedia literacy.
- Emphasis on the learning process and idea development as opposed to content iteration (Dirckinck-Holmfeld, 2009).
Dirckinck-Holmfeld, L. (2009). Innovation of problem based learning through ICT: Linking local and global experiences. The International Journal of Education and Development using Information and Communication Technology, 5(1). Retrieved from EBSCO host.
Warlick, D. (1999). Raw materials for the mind. Raleigh, NC: The landmark project. project-based learning in undergraduate educational technology. Dr. Cathy Cavanaugh, Department of Curriculum and Instruction, University of North Florida, USA. http://faculty.education.ufl.edu/cathycavanaugh/docs/PBL2040.pdf
http://www.youtube.com/watch?v=LMCZvGesRz8
