Edutopia Review

Edutopia Review Running head: EDUTOPIA REVIEW

Edutopia Review Benjamin Stewart TEC 560 Ms. Gina Phipps February 25, 2007

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Abstract This paper looks at project-based learning (PBL) and the outreaching positive affects this type of learning has on the student. Videos taken from Edutopia (2007) website show how PBL are currently being used in the classroom. They show clearly how the importance of (1) learning about other cultures, (2) the integration of second language acquisition, and (3) holding high expectations for our students all are an extension of what makes PBL just a valid option in the educational design. PBL is then compared and contrasted to traditional learning as they pertain to teacher/student roles, syllabus objectives, assessment, and learning activities. School partnerships show how students can witness firsthand different cultures of other countries through extended field trips.

The paper concludes by stressing the importance of PBL and the use of technology as it relates to the students’ lives.

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Edutopia Review Learning through project-based learning (PBL) focuses more on the process than on the product of learning. It is not about getting the “correct” answer rather how did the learner or learners get to the answer. George Lucas has created a foundation that supports the Edutopia website that centers on the innovation of schools (2007). Various videos focusing on the important of PBL and their positive affects on students follow: Video Descriptions Ken Ellis reports several projects that lend themselves well to the educational environment through the use of technology. Ellis addresses the importance of team teaching in his Vital Signs report (2006a). In my case, I have teachers that are adjunct and are seldom able to get together to share ideas, let alone team-teach. This semester, we implemented a team-teaching session that is required during the semester. Teachers have access to UAA Fomento Yahoo Group (2007) that enables teachers to stay in contact with one another and also helps them coordinate their own team-teaching session.

In his World Party report, Ellis shows how integrating technology in the school system “levels the playing field” among English language learners (2006b). I try to incorporate technology to my English language learners through various projects that require the use of technology. For example, I have used chat rooms and forums as a way for early English language learners to practice their social skills as they introduce themselves to other English language learners from around the world. Technology offers a way for learners to expand their practice beyond the confines of the classroom.

Finally, Ellis shows how technology can be used to form learning environments in context. The Media Smarts report addresses how communication can be enhanced

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through various uses of media (Ellis, 2005). I have used digital cameras and editing software in my Business English course that require learners to not only produce and write a news update broadcast in the target language.

Compare and Contrast The following chart best illustrates some differences in traditional learning practices to those that involve project-based learning Teaching role Student role

Syllabus objectives

Assessment

Learning Activities

Traditional learning Teacher as all-knowing and expert Passive learner: learner is “spoon fed� information Objectives are noncontextualized and have little relevance to the real world Close-ended questions that are noncontextualized: multiple choice, true/false, matching, etc.

Focus on the product or end result

Project-based learning Teacher a mentor, coach, facilitator, tutor, etc.

Active learner: reflects on own work; works individually and in groups to achieve objectives Objectives are authentic and have relevance to the learner Alternative assessment methods are stressed: rubrics, portfolios, roleplays, discussions, peer reviews, journals, reflection Focus on the process or the manner in which the objective was achieved

Forming Partnerships The John Stanford International School conducts a school exchange program that allows students to fully integrate themselves with students from a school in Puerto Vallarta (Ellis, 2006b). Students become a complete part of the Mexican school culture and are able to see firsthand how other students their ages live. This project-based learning (PBL) activity involves not only the students but also parents and the community through fund raising events. Simply learning about culture in books or online simply

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cannot replace the learning experience the students get through such an event. PBL through partnerships gives teachers a chance to network with other teachers from other cultures, which can put their own teaching experience into perspective.

The university where I teach has an exchange program with a university in English where each year we receive a British exchange student that helps in our language lab. Our English language learners really enjoy having native speakers around to help them in their learning. Our university could also participate in exchange programs in the United States as well. Students, who wish to pursue higher learning, should be able to do so through partnerships with US universities. This might include specific curriculums that are adapted to programs in the US. Cultural online courses could be another partnership program that could benefit our learners. US universities could conduct US culture courses and we could do the same for their students.

Creating Learning Situations Besides just completing objectives through PBL, other learning situations can be realized by the students. Cultural appreciation can be byproduct of working together in groups. Working through conflicts and with those who have opposing views is another important life skill that students must gain while in school. Critical thinking skills are another learning tool transfers well to other areas of learning, both inside and outside the classroom. Finally, establishing well-defined strategies and high expectations can lead to a higher level of learning, regardless of the makeup of the classroom.

Edutopia Review Conclusion Students experience a higher level of learning if they are presented with opportunities to create meaning themselves. Project-based learning gives students these opportunities. They learn to work together, compromise, and resolve conflict as they work towards a common objective. Technology offers a wonderful took for students to participate in project-based learning because students are naturally drawn towards the various media that are available today. Media is seen as relevant since so much of the students’ future relies on it.

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Edutopia Review References Edutopia. (2007). Retrieved on February 25, 2007 from http://www.edutopia.org/foundation/foundation.php Ellis, K. (Producer, Writer, Director). (2005, July 13). Media Smarts. Retrieved on February 25, 2007 from http://www.edutopia.org/video/frame.php Ellis, K. (Producer, Writer, Director). (2006a, May 15). Vital Signs. Retrieved on February 25, 2007 from http://www.edutopia.org/video/frame.php Ellis, K. (Producer, Writer, Director). (2006b, March 1). World Party. Retrieved on February 25, 2007 from http://www.edutopia.org/video/frame.php UAA Fomento Yahoo Group. (2007). Retrieved on February 25, 2007 from http://groups.yahoo.com/group/uaafomento/

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