Project-based learning (PBL) is a pedagogical approach that empowers learners to conduct research, integrate theory and practice, and apply knowledge and skills to develop a viable solution to a defined, authentic and complex question/problem.
In HE this approach has been applied as a challenge, proposing students new and more difficult problem.
No specific tools.
This method can be used with small teams so it is possible to apply it also in big classroom.
What is crucial is to identify and pose the right question/problem. It has to be complex enough to be challenging and represent a stimulus for students but, at the same time not a “mission impossible”: students haven’t to get frustrated in finding the solution.
A tips, in this sense, can be to propose two steps (the second is going to be evaluated). In the second one a variation of the the initial problem posed in the first phase, is proposed with higher level of difficulty. In this way students are accompany during the process: the first solution is assessed through feedbacks by the teacher or peers.
On the same time the teacher has the feeling of the level of the class and can
readapt the second challenge based on results of the first.
It is also important to dedicate a specific time in giving value to teams’ work: can be a whole lesson where teams are asked to present their solution and a winner is selected; an external ceremony, organized with third institutions (entreprises, associations, etc…) interested in the solution/project designed. A reward assignment can be envisage: could be some points for the final evaluation; a symbolic prize; a valuable prize if the challenge is integrated with a real competition.
Formative assessment is usually conducted alongside the project at various project development stages. It can be done by the teachers or by peers. For example through a peer assessment by couple or teams; plenary by the teacher; through post-it assigned by each team plus the teacher feedback that takes into consideration comments on post-it.
The project and work undertaken by the team can be also evaluated through summative assessment. Usually each team presents the work and discuss it with the teacher.
At the end, the teacher give a complete feedback and the evaluation that can be unique for the whole team or double, one for the project work and the team and one for single students considering his/her contribution/participation to the group activity.
Our Project Objective
eLene4Life supports curriculum innovation in higher education (HE) through the development of active learning approaches for transversal skills, with the ultimate aim of improving students’ employability.
The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
This project No. 2018-1-FR01-KA203-047829 has been funded by Erasmus + programme of the European Union.