Project based learning works. It does. All the case studies I have read so far say so. They do! But don’t just take my word for it, Continue reading “Finding What’s Missing: Structured ICT in PBeL”
Welcome to Session 1: Introduction to Project Based eLearning!
The following artifacts are what you will need in order to conduct the introductory session of alternate professional development for Project Based eLearning (PBeL) 3-5. I have shared each link for anyone to comment, so feel free to comment away!
“We often ask questions about how students learn, but not often about how teachers learn.” -Allison Gulamhussein, Center for Public Education
Per the report Teaching the Teachers: Effective Professional Development in an Era of High Stakes Accountability by the Center for Public Education, the first principle states that “the duration of professional development must be significant and ongoing…” (Gulamhussein, p. 14). Continue reading “Schedule of Alternate Professional Development for PBeL 3-5”
Debbie Morrison (2017), author of Online Learning Insights, defines instructional design as “creating an environment for learning by structuring content and creating activities that engage students and facilitate meaningful learning.” Some of these models include ADDIE, SAM, Action Mapping, Merrill’s First Principles of Instruction, Gagné’s Nine Events of Instruction, Bloom’s Taxonomy, Dick and Carey, Kemp’s Instructional Design Model, and finally, Kirkpatrick’s Four Levels of Training Evaluation (Instructional Design Central, 2017). Although most of the models are both comparable and diverse in structure, they all lend themselves to the development of online learning environments. Depending on the instructional designer and his or her ideals, some models may be favored over others. Continue reading “A Reflection on Instructional Design in Online Learning”