Project-based Learning






 * "I hear and I forget. I see and I remember. I do and I understand." (Confucius; Chinese thinker and social philosopher, whose teachings and philosophy have deeply influenced Chinese, Korean, Japanese, Taiwanese and Vietnamese thought and life; 551 BC–479 BC.)


 * "When people cannot see the need for what’s being taught, they ignore it, reject it, or fail to assimilate it in any meaningful way. Conversely, when they have a need, then, if the resources for learning are available, people learn effectively and quickly." (John Seely Brown & Paul Duguid, The Social Life of Information, 2000.)

The basic assertion and theme in this document is that Project-based Learning (PBL) could be and should be routinely used in curriculum, instruction, and assessment. In PBL, students "do" activities that result in products, performances, presentations, and other tangibles. In the process, they learn and they use their learning.

Notice the emphasis on "use their learning." Much of what students "learn" in school is soon forgotten because they do not routinely make use of what they have learned, and because they have no solid product, performance, or presentation that stands out as a measure of the knowledge, skills, and habits of mind they are trying to gain.

If students have some ownership and intrinsic motivation in doing a project, this is apt to help the learning that is going on at the time and to provide a "hook" that tends to last a long time. I still remember projects from my junior high school in such diverse areas as a presidential election, musical instruments, American Indians, and shop. I also remember some of my childhood hobbies—which were project-like in nature.

Another feature that helps to distinguish PBL from other forms of teaching and learning is that commonly a project is multidisciplinary, and quite often a team of students work together. Thus, PBL can provide a variety of learning environments that are authentic.

Authentic tends to be in the mind of the person or people doing a project. For example, consider a project of creating and publishing a short newspaper that might have been appropriate to publish in a particular town and at particular date quite some time ago.. The whole class might work on this, each person or small team taking a particular area such as current (world, regional, and local) events, sports, entertainment, recipes, health, and so on.

Authentic assessment is an important concept in the assessment components of education. Quoting from Authentic assessment:


 * Authentic assessment is the measurement of "intellectual accomplishments that are worthwhile, significant, and meaningful," as contrasted to multiple choice standardized tests. Authentic assessment can be devised by the teacher, or in collaboration with the student by engaging student voice. When applying authentic assessment to student learning and achievement, a teacher applies criteria related to “construction of knowledge, disciplined inquiry, and the value of achievement beyond the school.”

Definition and Some Key Ideas
Definition: Project-based Learning is an individual or group activity that goes on over a period of time, resulting in a one or more of: a product; a presentation; a performance. It typically has a timeline and milestones for students to follow.

The following are some general ideas about Project-based Learning.

1. From a student's point of view, Project-based Learning:


 * Is learner centered and intrinsically motivating. The learner-centered characteristics of PBL contribute to learner motivation and active engagement.
 * Has a considerable focus on students understanding what it is they are doing, why it is important, and how they will be assessed. Indeed, students may help to set some of the goals over which they will be assessed and how they will be assessed over these goals.
 * Encourages collaboration and cooperative learning.
 * Requires students to produce a product, presentation, or performance.
 * Included ongoing formative assessment and feedback that students can use make incremental and continual improvement in the development of their product, presentation, or performance.
 * Is designed so that students are actively engaged in "doing" things rather then in "learning about" something.
 * Is challenging, with a focus on higher-order skills.
 * If a project is being done by a team, each member of the team is responsible for a significant aspect of the product, performance, or presentation.

2. From a teacher's point of view, Project-based Learning:


 * Has authentic content and purpose.
 * Uses authentic assessment.
 * Has explicit educational goals.
 * The teacher plays a major role in setting the learning goals of the project. However, students may also help set the learning goals. Also, if a class has multiple teams working on projects, the learning goals may differ from team to team.
 * The teacher and students provide formative assessment.
 * The teacher, students, and others may help in the summative (final) assessment.
 * Rubrics (evaluation criteria) are created by a combination of the teacher and students. These facilitate self-evaluation, peer evaluation, evaluation by the teacher, and evaluation by outside experts.
 * Is teacher facilitated—but the teacher is much more a "guide on the side" than a "sage on the stage."
 * Is rooted in constructivism (a social learning theory).
 * Is designed so that the teacher will be a learner.

3. From an educational research point of view, Project-based Learning is supported by work in areas such as:


 * Brain science.
 * Constructivism.
 * Cooperative Learning.
 * Situated Learning Theory.
 * Individual & Collaborative Problem Solving.
 * Inquiry & Discovery-Based Learning.
 * Motivation Theory.Peer Instruction.
 * Problem-Based Learning.

Viewing the World through PBL Glasses
You have probably heard about the idea of viewing the world through rose-colored glasses. A rose is a beautiful flower. It comes in many different sizes and colors. Some have a wonderful smell. When viewing the world through rose-colored glasses, the world appears delightful.

Now, what might it mean to view the world through project-based learning glasses? Think about the world from the point of view of accomplishing tasks, producing products, giving performances, doing presentations, and other action-oriented activities. From this point of view, much of a typical day can be thought of as doing a sequence of projects.

My day starts with the project of getting out of bed, bathroom activities, getting dressed, preparing breakfast, reading the news (online), and eating breakfast. It continues with "chores" such as feeding some cats, unloading and loading the dishwasher, doing some kitchen cleanup and general household pickup, and so on.

Perhaps later in the day I go shopping, either online or at some local stores. There, I acquire goods that I need for current and future projects, such as supper, adding to my flower garden, building a squirrel feeder, or putting up shelving needed to make more efficient use of space in a closet. Perhaps I do a photography project that includes taking some pictures, loading them into my computer, sorting them into various storage categories, and posting one or two to my Facebook site.

Some of the projects mentioned above are relatively self-contained, while others tie in with longer term projects. Thus, as I read the news I am "following" various sporting teams and players. I am continuing to maintain and build my knowledge of changing political conditions throughout the world.

Each of my writing projects (such as this IAE-pedia document of project-based learning) can be thought of as a self-contained project or as part of my much larger project of working to improve education at all levels and throughout the world.

Finally, think about a project-based view of the world in terms of the informal and formal education needed to effectively participate in this world. It is easy to see that various projects require various types of informal and formal education.

Clearly, many parts of formal education are important to PBL activities. It is obvious that reading and learning by reading are important. Math is also important in dealing with money, time, travel, and so on. A general knowledge of the world, politics, maps, economics, and so on is being used as I carry out some of my projects. Perhaps I draw upon both informal and formal knowledge of good nutrition as I plan a meal and buy groceries.

For much of what I do, however, it is not easy to clearly separate informal education from formal education. For example, as I read a newspaper, magazine, or book for enjoyment and to gain information and knowledge, I am building upon and maintaining the reading skills that I gained in school. As I shop, I may use some school arithmetic, but perhaps I am mainly depending on my "street smarts" or Folk Math gained through comparison shopping and being a frugal person.

Perhaps you have not previously heard the term Folk Math. Folk math is routinely learned and practiced by street urchins who are fending for themselves without the benefits of formal schooling. You and your students might want to do a project studying this situation and doing a compare/contrast with how the street urchin life is different that the lives of your students.

Project-based Learning in School
Project-based Learning is widely used in precollege schools and in higher education. In elementary school, for example, the students and the teacher may have an ongoing project of maintaining and constantly refreshing a section of the bulletin board. Students may routinely do journaling. A class, a grade level, or the whole school may put on a play. A class may have an ongoing project of raising and caring for some plants or animals. A field trip may be part a project of studying a particular topic. A very short field trip—a tour of the playground with digital camera in hand—can be part of a project to observe and take a picture of "something of interest," and return to the classroom, and write about the "field trip" and the object in one's picture.

At the middle school and high school levels, it it routine to assign writing projects that require sustained efforts over a number of days. Science classes have students do science projects—perhaps for a local science fair.

A musical performance or dance course can be thought of as a whole class project leading to a performance for the school and/or parents.

The performing arts courses provide an interesting educational example. Many of the students in such course have taken individual and/or group lessons outside the school setting. Many instrumentalists routinely practice their instruments outside of school. Contrast this voluntary, ongoing practicing on an instrument with the "homework" assigned in other types of classes.

What is there about some of the subjects taught in school that lead students to spent substantial time and effort outside of school improving their knowledge and skills? This happens for a few students in other subject areas—for example, history "buffs" who spends a great deal of their leisure time reading history books, artists who spend of their leisure time doing arts and crafts, and so on. Wouldn't it be nice if more of this happened in all subject areas?

An earlier part of this document mentioned that projects are often interdisciplinary. Consider the simple example of a student writing a term paper in a social studies course, where part of the assignment is to produce a nicely desktop-published paper that contains one or more graphics, and to do an oral presentation with appropriate use of presentation media. Desktop publication and use of presentation media are not typically taught as part of a content course in the social studies.

Process Writing
The process of writing a paper or preparing a multimedia document illustrates steps that are common to many projects. In writing instruction, our schools often teach process writing. Process writing can be used in writing a short paper, a term paper, an article, or a book. That is, process writing provides an excellent model for any writing project, and is certainly important in project-based learning.

A six-step version of Process Writing is:


 * 1) Brainstorming the topic and obtaining needed information, such as through research online and in physical libraries, talking to people, gathering data, etc.
 * 2) Organizing the brainstormed ideas.
 * 3) Developing a draft of the document.
 * 4) Obtaining feedback. Feedback always comes from one's self, and may also come from others.
 * 5) Revising, which may involve going back to repeat earlier steps. Revisions may be carried out many times in doing a writing task. While some revisions will be at the copy editing level, the greatest emphasis is on revisions at the content level.
 * 6) Final polishing to prepare the document into a form that is suitable for use by others. This includes final copy editing and appropriately formatting the layout of the document.

The six steps are numbered to suggest that the overall process is linear. However, many people do not write or think in such a linear manner. For example, when I am writing an article, I compose at my computer keyboard, and I use Microsoft Word with a style sheet set up to produce the final desktop publication layout I want to have. My computer provides me with feedback on spelling errors and typos, and I correct them every few sentences. My computer also provides feedback on possible errors in grammar. I contemplate these suggestions from time to time, and sometimes make changes based on these suggestions.

While I often write paragraphs and even full sections of an article in a linear form, I also skip around a lot, adding paragraphs or sections into various parts of the document as ideas occur to me.


 * This is an aside. I am seldom successful in producing an outline of a document before I write the document. My idea of a useful outline is a list of some of the topics I might want to cover, with the list tentatively ordered in a manner that allows me to get started. It absolutely does not work for me to attempt to produce a relatively detailed outline before I begin writing.


 * Moreover, I am often doing online research for an article as I write it. Thus, when I find information that seems to fit well into a particular part of the document, I compose a piece of the document and insert it in its proper location as part of the note-taking process.

Computer technology is an extremely valuable aid to my writing. It also adds to the challenge of writing. Suppose, for example, I want to add a drawing or diagram, a table, a piece of a spreadsheet, or pictures (perhaps some that I have taken) to the document. Notice the needed additional skills necessary to complete these added tasks. Moreover, notice that the design (layout) of the document becomes a greater challenge. It is not at all easy to design an effective newsletter that appropriately contains and effectively presents the information and message that it is supposed to present.

For me, writing is an "organic" process. I have a seed of an idea. Over a period of time and with much feeding and care, the seed gradually grows into a document that I consider to be acceptable. Formative evaluation feedback from others is often very helpful.

Research to Support PBL
In 1999 I wrote a book, Project-based Learning Using Information Technology.

In 2002 while I was preparing the 2nd edition of this book, I happened to come upon an article about what the Japanese educational system was doing about PBL. The Japanese have a highly centralized school system. The following quote is from an 8/11/2002 article in Education Week:


 * Japan's revised national course of study, which went into effect for elementary and junior high school students this past spring and will kick in for those in senior high next year, has been reduced by as much as 30 percent to make room for more hands-on learning and student-guided projects. Education officials here hope the new approach to schooling will better equip students with the problem-solving skills many educators say are essential in a knowledge-based economy.

The article suggests that the Japanese made a "high level" decision that substantial use of PBL would improve the education of their students. Notice the emphasis on "hands-on learning and student-guided projects" and the emphasis on better equipping students with problem-solving skills.

My 3/6/2016 Google search of the expression project-based learning in Japan produced over 4.8 million results.

Project-based learning is a worldwide activity. Quoting from a 6/27/2015 article It’s a small world after all: Project-based learning picks up speed internationally:


 * Every year, the annual PBL World conference attracts educators far and wide to Napa, CA, to partake in five days of intensive training in project-based learning where they hear the latest news from authors and thought leaders, and attend workshops with edtech companies aligned to that pedagogy. But “far and wide” might not be a strong enough phrase to describe this year’s attendees, who hailed from six continents.




 * The fourth annual Buck Institute for Education PBL World is a five-day experience that attracted nearly 700 visitors over the course of one week. This year, about 22% of the visitors were from countries outside of the United States, and that number would have been even higher, except that the U.S. experienced delays in processing international visas, preventing many individuals from attending.

From an educational research point of view, project-based learning is a relatively young area of study. A 3/6/2016 Google search of the expression research on project-based learning produced over 46 million results. Here are two examples.


 * (1) Thomas, J.W. (March, 2000) A review of research on project-based learning. Retrieved 3/6/2016 from http://www.bie.org/research/study/review_of_project_based_learning_2000. Quoting from this document:


 * This review examines research related to a teaching and learning model popularly referred to as "Project-Based Learning" (PBL). All of the research on Project-Based Learning has taken place in the past ten years and most of it in just the last few years. Since there is not a large body of PBL research, the review is inclusive rather than selective. [Bold added fro emphasis.]

The review covers eight topics:
 * • A definition of Project-Based Learning,
 * • Underpinnings of PBL research and practice,
 * • Evaluative research: research on the effectiveness of PBL,
 * • The role of student characteristics in PBL,
 * • Implementation research: challenges associated with enacting PBL,
 * • Intervention research: research on improving the effectiveness of PBL,
 * • Conclusions, and
 * • Future directions for PBL research.


 * (2) Vega, V. (Updated 12/1/2015). Project-based learning research review. Edutopia. Retrieved 3/6/2016 from http://www.edutopia.org/pbl-research-learning-outcomes. Quoting from the article:


 * Studies have proven that when implemented well, project-based learning (PBL) can increase retention of content and improve students' attitudes towards learning, among other benefits. Edutopia's PBL research review explores the vast body of research on the topic and helps make sense of the results. In this series of five articles, learn how researchers define project-based learning, review some of the possible learning outcomes, get our recommendations of evidence-based components for successful PBL, learn about best practices across disciplines, find tips for avoiding pitfalls when implementing PBL programs, and dig in to a comprehensive annotated bibliography with links to all the studies and reports cited in these pages.

Thee are a number of research areas that relate to and contribute to research on project-based learning. Here are important examples of such areas:


 * Constructivism and Situated Learning.
 * Motivation Theory.
 * Inquiry-based Learning
 * Discovery-Based Learning.
 * Cooperative Learning.
 * Peer instruction.
 * Collaborative Problem Solving.
 * Problem-based Learning.
 * Authentic assessment.
 * Rubrics.

Assessment in PBL
An assessment process should be valid, reliable, and fair. Assessment and evaluation are related, but are not the same thing. "Assessment" refers to assignments, tasks, and tests that provide information, and "evaluation" refers to judgments based on that information. Developers of widely used, national-level tests such as the ACT and SAT and the spend millions of dollars in an attempt to develop and maintain instruments that are valid, reliable, and fair. They often come under heavy attack for failures in achieving these three goals.

This strongly suggests that an individual teacher who spends a modest amount of time creating a test is unlikely to produce one that is valid, reliable, and fair. It also means that an individual teacher who is developing an assessment procedure for use in PBL should not expect perfection!

Self-assessment
This topic reminds me of a time I was sitting in my university office early one morning and I noticed a somewhat bedraggled student wandering around. I talked to him. He reported he had just "pulled an all nighter" writing a term paper. He said that the first half was quite good and the second half (written when he was rally tired) was terrible. Students can learn to assess their own work. Indeed, they do this often, and they can be quite accurate at this task. Similarly, students can learn to provide constructive feedback to other students. Learning self-assessment and peer-assessment can be important learning goals in a PBL lesson.

It is not easy to learn to effectively assess one's own work and to provide constructive feedback on the work of others. Thus, these are topics well worth addressing in the courses you teach in which you use PBL.

Self-assessment is not a new area of study. Here is a 1995 article on the topic:


 * Harrington, T.F. (1995). Assessment of Abilities. ERIC Digest. Retrieved 3/6/2016 from: http://www.ericdigests.org/1996-3/abilities.htm.

Quoting from this document:


 * Three different self-report assessment formats have been used. One is simply a listing of abilities with definitions and directions to indicate those areas you feel are your best or strongest. A second approach is to apply a Likert scale to a group of designated abilities. For example, in comparison to others of the same age, my art ability is excellent, above average, average, below average, or poor. Another approach is, for each ability, to provide different examples of the ability's applications on which individuals rate their performance level from high to low, and subsequently these are summed to obtain a total score.

I have long been interested in self assessment. Here are two IAE-pedia documents for teachers and students that I have written on the topic

1. Self assessment. Quoting from this document:


 * One of the most important goals in education is to help students to gain steadily increasing knowledge and skills in taking responsibility for their own learning and for the effective and responsible use of their learning.


 * Our current formal educational system does a relatively poor job in achieving this goal. One type of evidence for this is provided by the poor results that many students receive on placement tests in English and math when they enter college. They find that they must take remedial courses that are at such a low level that they do not carry credit toward college graduation. The students have previously taken secondary school courses that cover these materials, but still are unable to pass the college placement tests.

2. Self-assessment instruments. Quoting from this document:


 * This self-assessment instruments website examines a number of areas in which readers can measure their own levels of performance. This information can then be used in examining questions such as:


 * • How well am I doing relative to my personal goals?


 * • How well am I doing relative to the expectations of others such as my parents, friends, teachers, the school system, future employers, and so on?


 * • If I want to do better, what are some sources of help?

In peer assessment students learn to follow an assignment's Rubric in order to provide feedback to their peers. (A rubric is a set of assessment criteria. Rubrics are discussed later in this section.) Three important aspects are that:


 * 1) The teacher (or, the teacher and students working together) have developed a relatively comprehensive rubric for the assignment.
 * 2) Students understand the rubric and have used it in doing the assignment.
 * 3) Students have learned to provide useful feedback to their peers and can do so in a mature fashion.

Grading Projects
Quite likely you are familiar with the terms "formative evaluation" and "summative evaluation." Formative evaluation provides feedback in a timely manner so as to allow mid-course correction. In a project, assessment may be ongoing and produce formative evaluation feedback to the students in a timely manner. Formative evaluation may also be used provide information used in summative evaluation.

Summative evaluation of a project is a final evaluation after the project is completed. Students and teachers often think of a summative evaluation as a final grade. But, a letter or a number cannot adequately represent the time and effort that goes into completing a project, or the product, performance, or presentation resulting from a project.

Summative assessment of team projects adds a new complexity. How can a teacher tell what each individual student's contributions have been? In my own teaching when I had students do team projects, each team had to clearly specify significant parts of the project that were being done by particular individuals. That allowed me to both do summarize assessment of the overall project and summative assessment on the contribution of each individual team member.

However, let me broaden this assessment situation. Suppose that you are teaching brand or coral singing. Learning to perform well as a band or a choir is a group project activity. Some members have had much more training and experience than others, and some members have much more "natural" talent than others.

Ask yourself: Does it make sense to assign letter grades to each individual member of the band or choir? This is a somewhat delicate and difficult question. If we translate this question situation back to ordinary team-based PBL in a class, a lot depends on how well the teacher is able to interact with the individual team members and track their individual work as a project is carried out.

You may be interested in a recommendation from Gary Hafer in his article: Unexpected benefit of grading effort and habit.

Hafer teaches writing at Lycoming College. Remember, a writing assignment is a type of project-based learning assignment. Quoting from his article:


 * Effort and habit are instrumental to learning and writing, but they are often dimly lit in our grading systems. That light needs to brighten with the help of new research and popular literature that highlight how essential habit, effort, and perseverance are to learning. I’ve used an effort-aware grading system in my teaching for some time now, a B-grading contract that locks hardworking students into a minimum final grade of B. For grades rising above B, the quality of the writing is the focus (the product), but only for students who fulfill the contract (the process).


 * I’ve become a proponent of the “Contract for B,” first proposed by Peter Elbow, because I like how it encourages students to experiment with their college writing in new and novel ways.

Another challenge in grading PBL work is that the content being learned through doing a project varies from student to student. Thus, it is not feasible to assess students on the basis of the specific content they are learning. However, if each student is doing an individual project, it is possible to use a general rubric to assess each student's individual project.

My advice is to "think twice" and use care in assigning individual grades to members of a team in team-based PBL.

Development of Rubrics
The development and use of rubrics or scoring guides is a key concept in PBL assessment. There may be many people involved in assessment. Thus, there may be self assessment, peer assessment, assessment by instructor, and assessment by others. Some important assessment ideas include:


 * Students help develop assessment criteria.
 * Students learn to self-assess.
 * Students learn to assess fellow students.
 * Multiple methods of assessment.
 * Assessment is "authentic".

One of the most important aspects of authentic assessment is that the students have a full understanding of the assessment criteria. Grant Wiggins is a world leader in the field of authentic assessment.


 * Wiggins, Grant (1990). The Case for Authentic Assessment. Practical Assessment, Research & Evaluation, 2(2). Retrieved January 24, 2008 from http://PAREonline.net/getvn.asp?v=2&n=2.

Part of the learning that needs to go on in PBL is for students to learn to understand the assessment criteria, learn to assess themselves, and learn to assess their fellow students. Specifically, focusing on self assessment, we want to help students develop good answers to the following questions.


 * How can I (a learner) tell if I have learned well enough:


 * to serve my current needs?
 * so that it will stay with me, for use in the future?
 * to transfer my new knowledge and skills to new (perhaps novel) situations where it is applicable?
 * so that I can build on my new knowledge and skills in the future?
 * so I have some insight into what I don't yet know, why I might want to learn some of the things that I don't yet know but might want to know, and pathways to doing the learning?

A key aspect of authentic assessment is helping the student learn the details of what is being assessed, why it is being assessed, and how it is being assessed. Assessment then becomes a "white box" instead of being a "black box."

Ten Assessment Tips
Edutopia (n.d.). Classroom Guide: Top Ten Tips for Assessing Project-Based Learning. Retrieved 3/25/2011 from http://www.edutopia.org/10-tips-assessment-project-based-learning-resource-guide.

This 14-page booklet covers:


 * 1) Keep It Real with Authentic Products.
 * 2) Don’t Overlook Soft Skills.
 * 3) Learn from Big Thinkers.
 * 4) Use Formative Strategies to Keep Projects on Track.
 * 5) Gather Feedback – Fast.
 * 6) Focus on Teamwork.
 * 7) Track Progress with Digital Tools.
 * 8) Grow Your Audience.
 * 9) Do-It-Yourself Professional Development.
 * 10) Assess Better Together.
 * 11) BONUS TIP: How to Assemble Your PBL Tool Kit.

Final Remarks
Our formal educational system prepares studetns to deal with the problems and tasks they will face in future schooling, and their lives outside of school. Transfer of learning from one school subject to another, from one course to the next course in the same discipline, and to life outside of school is difficult.

Project-based learning provides a vehicle for combining one's school learning with "doing"—applying the learning to interesting and challenging tasks over an extended period of time. The tasks may be closely tied to the specific curriculum a student is studying at the time, or can draw more broadly on the curriculum, previous school studies, and informal learning outside of school.

Most, if not all, teachers have experienced project-based learning during their precollege and college education. But relatively few have had prolonged and explicit instruction in adapting, creating, and using PBL during their teacher education program of study.

So, most of the knowledge and skills the teachers have is gained on the job. Use of PBL in instruction is not an "all or nothing" activity. A teacher with little knowledge and experience in PBL can experiment with a short project in it is possible to begin by finding just one short project that seems like it add some variety and spice to the curriculum. What works well and what doesn't work so well can be carefully noted and serve as a basic for doing better the next time.

I wish you the best of success as you gradually integrate significant use of PBL into your teaching!

Links to IAE Resources
This is a collection of IAE publications related to the IAE document you are currently reading. It is not updated very often, so important recent IAE documents may be missing from the list.

IAE Blog
''All IAE Blog Entries by Title."

A Successful Community Project for Improving Science Education.

Being curious about curiosity.

Encouraging girls into the discipline of Computer and Information Science.

Hewlett-Packard EdTech Innovators Awards for 2010.

Integrating project-based learning with Information and Communication Technology.

Make it and use it—an approach to improving schools.

Robots are here and lots more are coming.

Some characteristics of extra capable students.

The Google Art Project.

Using Grand Challenges in Project-based Learning Using Grand Challenges in Project-based Learning.

IAE Newsletter</Center>
Education for Students’ Futures: Part 4: Mastery Learning and Authentic Assessment.

Education for Students' Futures Part 15: The Teaching Machine Is Both Tool and Teacher. [http://i-a-e.org/newsletters/IAE-Newsletter-2009-16.html Learning on your own. "They know enough who know how to learn."]

Student and adult desires for instant gratification and extrinsic motivation are significant roadblocks to improving education.

IAE-pedia (IAE's Wiki)</Center>
Alfie Kohn.

Assessment.

Brain science.

Good PBL lesson plans.

Math problem-based learning.

Math project-based Learning.

Me—A course of study.

Self assessment.

Self-assessment instruments.

The role of preference in cognition, curriculum, and assessment.

What the future is bringing us.

I-A-E Books and Miscellaneous Other</Center>
David Moursund's Free Books.

David Moursund's Learning and Leading with Technology Editorials.

Moursund, D.G. (2008, 2009). Becoming more responsible for your education. Access at http://i-a-e.org/downloads/doc_download/39-becoming-more-responsbile-for-your-education.html. Eugene, OR: Information Age Education.

Author or Authors
The initial version of this page was written by Dave Moursund.