Project-based learning is learning that is organized around a project (Bell, 2010). It is a student-centered approach to learning, where students choose their topic of study and design an integrative project around the topic (Bell, 2010; Astawa et al., 2017). This form of study promotes self-efficacy in the learning environment. Such self-efficacy enables students to perform more difficult tasks and develop confidence in their abilities (Shin, 2018). These abilities generally help students to transfer their skills to the real world.
Project-based learning is a form of learning that gives more control to the students and can be tailored to “reflect the learner’s personal agenda for constructing knowledge” (Howard, 2002, p. 346). This means that the teacher and the student work together to co-construct the desired learning goal. A project is then designed that utilizes multiple disciplines to create a well-rounded skill set for the students to develop into integrated skills (Lasley, 2017). These skills then transfer to different contexts, rather than just the course space.
The idea of project-based learning is for it to be iterative, consistently improving the learning process and increasing skill development. The student should be engaged because they have co-constructed the project with the input of the teacher (Shin, 2018). It is personalized so the student works to meet both personal and larger educational goals.
The following list illustrates aspects of project-based learning:
- Teacher and student collaborate to design a project around a theme or topic.
- Student begins to collect background information and data to strategize how the project will be conducted.
- Student collates, analyzes, and synthesizes data to work to resolution of the problems presented in the project.
- Student defines the focus of the presentation and collates essential information for a presentation.
- Student presents the resolution and impact of the project.
- Student self-evaluates their performance.
Take a look at a course you are currently developing and ask yourself and your faculty member the following questions to see if you could incorporate project-based learning into their course:
- What are the themes of the course?
- What is a project that could be incorporated into your course to accomplish multiple tasks?
- How would the current project meet the needs of learners and engage them? Could it be modified to meet their interests?
- What is an example of a critical situation a student must successfully navigate to be effective in the field?
References
Astawa, N. L. P. N. S. P., Artini, L. P., & Nitiasih, P. K. (2017). Project-based learning activities and EFL students’ productive skills in English. Journal of Language Teaching and Research, 8(6), 1147–1155. http://doi.org/10.17507/jltr.0806.16
Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House, 83(2), 39–43. http://doi.org/10.1080/00098650903505415org/10.1080/00098650903505415
Lasley, E. A. (2017). Twenty-first century literacy, game-based learning, project-based learning. Journal of Literacy and Technology, 18(3).
Howard, J. (2002). Technology-enhanced project-based learning in teacher education: Addressing the goals of transfer. Journal of Technology and Teacher Education, 10(3), 343–364.
Shin, M. -H. (2018). Effects of project-based learning on students’ motivation and self-efficacy. English Teaching, 73(1), 95–114. http://doi.org/10.15858/engtea.73.1.201803.95