Using technology tools to support learning is a key feature of the PBL approach. Today we present to you a concept that takes this one step further: In virtual PBL, the “classroom” moves to the digital sphere and the entire learning process happens online. Virtual PBL is not just a typical online course. PBL cannot be reduced to a process of reading text, watching videos, … Continue reading Virtual PBL
In addition to the five key features of PBL, which ones you could see in the last post, the concept is regularly characterized as interdisciplinary. The working-process can lead to connections between different subjects. By offering challenges on interdisciplinary subjects, young people get a chance to understand and address large scale and open-ended projects. Different approaches of PBL can lead to different results. However, we … Continue reading PBL procedure
In the LEAP Project, we worked with five basic design principles of Project-based learning because suited to our stances on individual-centred education and willingness to experiment with youth-initiated projects. These five steps are retrieved from a work of Joseph S. Krajcik and Phyllis C. Blumenfeld elaborated in 2009. They are the following ones: Driving question: a question elaborated, explored, and answered throughout a project. The … Continue reading PBL features
Learning to participate (LEAP) 