Professional Learning Networks

Educator's Are Communicating And Collaborating More And More...

                                               Cited Image:  Creative Commons

A Professional Learning Network (PLN) is a series of connections that educators create and engage in aimed to enhance their PD or professional development (Poth, 2023), and their collaboration with other professionals in their discipline.  From the choice board, I felt choosing "Research PLN" was the perfect choice since I didn't know much about a PLN and it would be beneficial to learn more about it.  One of those elements learned was that from a study, back in 2019, educators were really just beginning to use social media as their PLN or PLC's, professional learning communities, to connect and collaborate with colleagues.  The concept of a PLN is to create and curate a web connection of an individual's professional discipline with other individuals in the same discipline to learn from each other best practices, trends, Professional Development and share successful student enhancement learning strategies.  The benefits of a PLN is that they appear to be more effective than learning at a PD Day within their school district as teacher's use social media as their first choice for advice or attempt to resolve a situation.  Professionals can grow and gain knowledge through their PLN by initiating an online relationship with peers, staying engaged in conversations to learn for yourself, learn from others, and to teach others what they have learned, attempted, and successfully or unsuccessfully achieved,  even if the professional chooses to "lurk" or just read / watch other individuals conversations, an individual may learn from observing, but it is most beneficial to interact when you can.   

Through building a network, it is suggested professionals need to create their hype by pushing their own boundaries, making effective interactions within their PLN, and developing a variety of peer relationships to maximize the use of a PLN, be it a learning network through an organization or some type of social media (Poth, 2023, Wong, 2017, Perez, 2012, Hurt, 2021, and Prestidge et al, 2019).  This blog will also have the input of management tips for an effective PLN from a Network Library Coordinator for Chicago Public Schools, Dept. of Libraries. 

In addition to PD enhancement, PLN's also provide a larger network base of other educators across the world, it is an online space that Educators can exchange ideas, collaborate, and share resources, engage in meaningful discussions about teaching practices and discuss the latest trends in education.  Poth (2023) also states the outcome of PLNs may broaden horizons, push professionals beyond their comfort zone and foster continuous learning.  Poth went on to explain that after a year communicating on Twitter and LinkedIn with other professionals, conferences would come up and meeting other professionals there led to bigger networks and more ongoing collaborations (2023).  Places to look for PLNs include National and International Educator Organizations, (~100 sources), State Educator Organizations, and social media networks as in Facebook, LinkedIn, X, and Edmodo.   

What Would Your Hype Include?

The next article,#CreateYourHype, (2017), by author Tracey Wong, I loved the title of this article, and I love the message that it gives as well - Libraries need to "CreateTheirHype" and build their own brand, because communities look to their local Library for technology advances and uses to improve learning outcomes.  It has been through blogging, skyping with experts around the globe, participating in twitter edchats, Edmodo to collect and manage student data, and promoting via live stream to stakeholders, parents, and community to keep them in the loop of advances and technology.  Wong also pushes to advocate for Teacher Librarians to expand their expertise and become more effective leaders by joining a good Listserv (2017) and belong to a professional library organization and be a part of a PLN.  Libraries need to keep their leadership role to help transform learning communities worldwide (Wong, 2017) and two ways to achieve that on a world wide basis is a Listserv or being a part of a professional learning network.

Some tip advice from Lisa Perez, Network Library Coordinator for Chicago Public Schools, Department of Libraries is for Teacher Librarians or Librarians, is to join professional groups within Facebook, Google+, Edmodo (password protected), and specialty sites such as, Diigo (bookmark sharing), Goodreads, Shelfari, LibraryThing (book information sharing), Slideshare (presentations), and scribd (documents) for another route of professional learning networking within librarianship (2012). Perez also shares management tips of a professional learning network:

 - Manage PLN actively - regularly add new people to your network that inspire you

 - Flesh out your profile - others can get to know you more professionally

 - Don't try to read everything - read only 5-10 minutes daily

 - Separate your private and personal life - decide who you want to see and what

 - Don't lurk, give back to others - PLNs only work when everyone contributes wisdom

 - Post comments that are professional - comments should reflect your school district or employer

 - Use mobile devices - provides greater access

 - Use aggregators to post and monitor multiple accounts

 - Review your district policy in friending students - if you create a presence for your school library in         Facebook or X (twitter), making it a one-way to share information may be an option (Perez, 2012).

Love At First Blog?

I came across a blog, by Karin Hurt and David Dye, (Sept. 6, 2021) that has a really neat story to it.  In this particular instance, blogging professionally is how they initially met which ultimately led to their next career adventure and then marriage.  In this blog, Hurt explains it is of vital importance to have at least 4 peer relationships within your PLN network community:

     ENCOURAGER - Picks you up when you're feeling down

     CHALLENGER -  Asks you tough and courageous questions that make you think; is honest

     ADVOCATE - Brings up your name as the person for the job; also, you need to reciprocate and be                                  an advocate for others which is the best way to attract more advocates

     TECH ADVISOR - Always good to have someone with an excellent technology knowledge                                                     awareness base to work out tech issues or obstacles

The last article was a study taken part by three authors in three regions across the world, Queensland-Australia, Flemish-Belgium, and Indiana-United States of America, 2019.  They interviewed 15 ICT-expert teachers in a semi-structured format, asking a question, "How do teachers use social media in their curriculum design?"  All 15 teachers stated they use social media as the primary form of professional learning :

        

         #1 is Twitter - their "Go to" medium

         #2 is Facebook

         #3 is YouTube clips

         #4 is Pinterest

         #5 is Reading blogs, articles, readings

         #6 is Subscribing to new feeds

Online PLNs are created mostly through education based blogs, wiki's, podcasts, social media sites like Edmodo, Twitter, Facebook, and virtual conferencing tools to talk in real time.  Some are public and some are private requiring acceptance into the private space.  Distributive Learning, according to the authors, Prestidge et al, 2019, occurs when network practices are collaborative, exploratory, and proactive, what was observed in this study was that less experienced teachers, based on responses of the 15 ICT expert teachers, preferred taking a passive role benefitting from conversations shared by others and their shared materials but rarely expressing their own opinion.  Prestidge et al states that collaboration is made possible by four ingredients:

               

         1)  Solicitation - Seek assistance to request help & receive recommendations

         2)  Clarification - Identifying and stating areas of advice and encouragement about curriculum                                              content and debate around curriculum development

         3)  Discussions - To enhance student learning and to share teaching practices

         4)  Affiliations - In online communities of practice, reciprocate and provide own wisdom /                                                  experiences (Veletsianos, 2011 within Prestidge et al, 2019).

Therefore, in conclusion of this study, more experienced teachers use their PLN through social media as a first source for ideas / resources, the generating of collective ideas and collaborative corroborations and it is most beneficial for individuals, peer professionals, and ultimately the students to provide experiences, successful or not, all may benefit from the shared information.

In conclusion, for best use and practice of initiating and partaking in a PLN, is to find a professional based PLN, that you feel comfortable contributing to, and provide your own wisdom and practices that have worked in the past or break out into brain-storming for new ideas that may work in a given situation.  It is helpful to also know what not to do ahead of time or if a similar situation would present itself for another peer professional, preventing the mistake from happening again somewhere else.    

                                                                       Cited Image :  Canva
                                                   

Works Cited

Hurt, Karin. September 21, 2024. “How to Build a Better Network of Peer Relationships”. Let’sGrowLeaders. Accessed on September 28, 2024. https://letsgrowleaders.com/2021/09/06/how-to-build-a-better-network-of-peer-relationships/?utm_source=feedly

 

Management Tips. Knowledge Quest. 2012;40(3):22. Accessed September 28, 2024. https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=lls&AN=82563982&authtype=sso&custid=s8366013&site=ehost-live&scope=site   

 

Poth, Rachelle D. July 28, 2023. “Building Your Professional Learning Network.” Edutopia. Date accessed September 28, 2024. https://www.edutopia.org/article/professional-learning-networks-teachers/

 

Prestridge, S., Tondeur, J., & Ottenbreit-Leftwich, A. T. (2019). Insights from ICT-expert teachers about the design of educational practice: the learning opportunities of social media. Technology, Pedagogy & Education, 28(2), 157–172. https://doi.org/10.1080/1475939X.2019.1578685

 

Veletsianos, G. (2011). Higher education scholars’ participation and practices on Twitter. Journal of Computer Assisted Learning, 449, 336-349.

 

Wong T. #Create YourHype. Teacher Librarian. 2017;45(1):36-39. Accessed September 28, 2024. https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=lls&AN=126080404&authtype=sso&custid=s8366013&site=ehost-live&scope=site    

Copyright and Fair Use

Hey, Educators, Do You Know Your CopyRights from Wrongs?

Copyright and Fair Use of printed or digital information can be complex, but with the right reference sources, basic education, and Fair Use checklists, the utilization of a work may be narrowed down and determined accurately with confidence.  Researching and reading more into 'Copyright and Fair Use' information, feels like sitting in a courtroom as a juror.  I am just provided the facts from 2 different perspectives, but there is only one outcome, which ought to lead to justice.  Individuals may have their own justification on citation of works, but in actuality, there is a correct process to cite a work.  Prior to researching into copyright and fair use information, as long as the work, image, quote, or printed material being used for any assignment, was referenced within text and cited at the end of a document, that was good enough for me.  

Ha!  Let's Begin with the Definitions...

A basic definition out of the dictionary, as stated by J.D. Graveline within an article from College and Undergraduate Libraries (2010), copyright protection gives creators "the protection of the works of artists and authors giving them the exclusive rights to publish their work or determine who may so publish".  As with many other policies, events occur and force change to existing policies.  Therefore in legal terms, copyright protection begins at the moment the "original work of authorship is fixed on any tangible medium of expression," Graveline (p2), examples to explain further, include when a work is put into some permanent form, written on paper, saved as a computer file, or even painted on canvas.  

                                                                             

However !  There are EXCEPTIONS to Every Rule!

Have you met Fair Use?  Fair Use is the ability to use a reasonable portion of a copyrighted work without the copyholder's permission under certain circumstances (Graveline, p. 2).  If you find yourself in question of determining if a document or material falls within fair use, balance out these four factors:

        1.  the purpose of use is for commercial nature or non-profit educational purpose

        2.  nature of the copyrighted work

        3.  the amount and substantiality of the portion used in relation to copyrighted material as a 

             whole

        4.  the effect of the use of the potential market for or value of copyrighted work 

                

                                                                        Image Source:  Giphy

	Factors to consider:	How this affects use:
1	The purpose and character of the use, including whether such use is of a commercial nature or is for nonprofit educational purposes	Uses in nonprofit educational institutions are more likely to be fair use than works used for commercial purposes, but not all educational uses are fair use
2	The nature of the copyrighted work	Reproducing a factual work is more likely to be fair use than a creative, artistic work such as a musical composition
3	The amount and significance of the portion used in relation to the entire work	Reproducing smaller portions of a work is more likely to be fair use than larger portions
4	The effect of the use upon the potential market for or value of the copyrighted work	Uses which have no or little market impact on the copyrighted work are more likely to be fair than those that interfere with potential markets

   Image source :  University of California

Section 107 of the Copyright Act of 1976 was based on a history of judicial decisions that the American Library Association (2024), recognized unauthorized infringements of copyright were determined "fair uses".  Hence, the Fair Use Act was created with its four factors of use determination.  TEACH Act of 2002 addresses the growth of online learning in the same way as face-to-face teaching instruction allowing educators to use copyright material for distance learning without obtaining permission from the copyright holder (Schlipp, 2008).   

                        Image Source:  Google Images clip art 

Lagola, wrote in "A Teacher's Guide to Copyright and Fair Use" (2021), just because you are awesome educators does not blanket protect you from using copyright material, education on copyright and fair use is so important to:

        1.  Avoid your school district receiving fines for citation violations            

                                                                                   Image Source:  Google images clip art

        2.  Model proper use to other educators, students, and all staff 

                                                                        

                                                   Image Source:  Google Image clip art

Quick tips to protect yourself from copyright infringement for Educators (Edutopia, 2021) :

Limit Exposure - use a LMS (learning management system) to share published material

Use Google Tools setting - filters images safe for use

Install browser extensions - install add-ons from Flaticon's icons so can easily search and insert images

Project Gutenberg - get familiar with an online library of over 70,000 free e-books, copyrights expired

Bookmark CC sites - invaluable for finding content you can use legally

Wikipedia - site is subject to hacks (both malicious and comical) and the information needs to be            verified with other sources

Free audiobooks - Go to Bookriot.com for a detailed look at free audiobook websites

Resources from government sites - usually is all fair use information

No matter what - do not make or distribute copies of entire books, workbooks, study guides, practice      books, or an entire page from a text book; purchase enough copies for each student or obtain permission from the owner to make copies              

Avoid copying and distributing "creative material" - novels, plays, movies, and poems are likely to be exempt from Fair Use

Use published sources - NEVER copy and distribute unpublished material

When in doubt - reach out - if a publication is an out-of-print book, reach out to the publishing company and ask permission to make copies

Plan ahead - Don't wait until last minute and use something in haste

So how does one get permission?

There may be a form to fill out or submit, very similar to the one used at University of California in this example.  You may refer to the following Infographic for Copyright & Fair Use Tips all in one spot:

                                                     

                                               

                                           Source Image:  Salamone, Nicole. "Copyright & Fair Use". September, 25,2024

                                                                                                   

                                                            

Works Cited

American Library Association.  (2024).  https://www.ala.org/Template.cfm?Section=copyrightarticle&Templatesplay.cfm&ContentID=26700

https://copyright.universityofcalifornia.edu/use/fair-use.html

https://i.giphy.com/media/v1.Y2lkPTc5MGI3NjExa3F6aWZuYXhrNTE2ajR4OHY2b2l1b2Jxd2t1Y2M1bXptYWY5NWR0MiZlcD12MV9pbnRlcm5hbF9naWZfYnlfaWQmY3Q9dg/6uFWHxjiymwcpUnszR/giphy.gif

https://copyright.universityofcalifornia.edu/index.html

Graveline, J. D. (2010). Debunking Common Misconceptions and Myths. College & Undergraduate Libraries, 17(1), 100–105. https://doi.org/10.1080/10691310903584650

Lagola, Karen. March 22, 2021. "A Teacher's Guide To Copyright and Fair Use:  There are rules when it comes to copyrighted material in the classroom--and easy ways to make sure you are always in the clear." Edutopia. https://www.edutopia.org/article/teachers-guide-copyright-and-fair-use/ 

Schlipp, J. (2008). Coaching Teaching Faculty: Copyright Awareness Programs in Academic Libraries. Kentucky Libraries, 72(3), 18–22.

Active Learning Strategies

 Let's go to the Movies!

Imagine, no longer is it enter the classroom, sit in your same seat for the next 1-2 hours, give or take some minutes, take notation after listening to a lecture and maybe participate, maybe not.  Today's classrooms are moving into 21st century pedagogy in which an unused approach called Active Learning.   Active learning is student-centered, the educator acts as a guide or facilitator to classroom activity or project lessons.  One sort of learning strategy is called Artistic Pedagogical Technologies or APT.  This is a global term for using creative instructional technology, for example, visual films, drama, and music to enhance learning (Janzen et al, 2017).

         

                                           Image Source:  Learning in Room 213, 2021

Teaching approaches that range from short, simple journal writing, problem-solving and paired discussions to longer, involved activities or pedagogical frameworks like case studies, role play, and structured team-based learning (University of Minnesota, access date 9/18/24), are moving into the 21st Century pedagogy classrooms.  A class that has successful active learning methods, provides an opportunity for all students to positively engage in the course instruction and practice skills for learning, applying, synthesizing, or summarizing new material.  Other names under the APT umbrella term may be Activity-based learning, (ABL), Project-based Learning (PBL) or Movie-based learning (MBL) as just one of the many approaches to practice this way of teaching and learning.  MBT or movie-based learning, uses imagination and film, this combination fosters the development of critical thinking, diverse new ideas and social justice (Cromarty et al, 2017).

                                                               Source Image: YouTube

Movie-based Learning supports active learning by performing as a highly student-directed or centered environment.  The students primarily work in groups or may be paired to complete an assignment.  MBL inspires students to self-identify with characters and events making learning culturally relevant and meaningful, they develop a more profound concept of self, increased understanding of classmates perspectives, more empathy about human differences, build a respect for alternative ideas and issues of social justice (Cromarty et al, 2022).  A couple examples of activities to do post viewing a carefully chosen movie, as described by RedClay, et al, may include:

Mock Interviews:

Students can work together in groups of two to write and perform a mock interview in which one plays a character in the film and the other takes on the role of the interviewer. The answers should reveal the values of the character.

Debates:

Many films offer controversial social or political ideas which can easily become the topic of vigorous debate. Students can be divided into teams to support or oppose an idea presented by the film.

The Great Divide Separate the class into two groups representing sides taken on a particular issue. Students in support of the point should sit together facing those opposed to the point. Students should use the rules of Accountable Talk to argue their positions. Accountable Talk requires that students listen carefully and adhere to a code for responses to one another’s words. Each respondent must begin his or her point with phrases such as:

I hear what you are saying, but . . .
Your point is good; however, I want to say . . .
I’m unclear about what you mean . . .
Granted, your point has validity; however, consider . . .
I understand what you are saying; however, the facts are . . .

Students may not resort to name calling or any other insults and must back up their points with reference to the work being discussed. When students hear points that cause them to change their minds, they must get up and take a seat on the other side. Often, an entire class will become convinced of one position and all seats will be moved to one side of the room.  (RedClay and Frieden, date accessed September 16, 2024).

According to Vygotsky, a Russian psychologist who studied and believed that cognitive development is influenced by cultural and social factors (simplypsychology.org).  To Vygotsky, imagination gradually through learning experiences, as a child gains new cultural tools, which turns into adolescent imagination and eventually into the productivity of adult imagination (Cromarty, 2022).  Kushnir (2022) and Seligman et al (2013) proclaim that imagination is transformative because it generates new ideas from old knowledge and assists in seeing new possibilities.

I love movies, next best thing to a good book.  I have often thought how powerful and impactful some movies can be to people.  Some movies may even drive individuals to make a life decision-making change.  As an aspiring Librarian, MBL could be utilized as a lesson, from book to movie to real-life classroom conversations and learning.  Kotyan (2020) summarizes  movie-based learning with this quote:

"Tell me and I forget, teach me and I may remember, involve me and I learn." ~ Benjamin Franklin.

You may also, "Stay Gold, Johnny." ~ Ponyboy Curtis

                               

          

                  Image Source:  Barnes & Noble

 Works Cited

Cromarty, E. (2017). An educational historical narrative study of visualization in the progressive art pedagogy of Lowenfeld (Publication No. 10633803) [Doctoral dissertation, Northeastern University]. ProQuest. 

Cromarty, E., Young, M. A., & Elias, S. (2022). Teaching and designing culturally responsive experiences using cross-media film in higher education. Journal for Research Initiatives, 6(3). Fayetteville State University (UNCFSU), (Original publication in The Interdisciplinary Journal of Advances in Research in Education (IJARE), 4(2), 1–13. The Ohio State University) https://digitalcommons.uncfsu.edu/jri/

Janzen, K. J., Perry, B., & Edwards, M. (2017). Building blocks: Enmeshing technology and creativity with artistic pedagogical technologies. Turkish Online Journal of Distance Education, 18(1), 4-21. ISSN: 1302-6488

Kotyan, Hithakshi. March 7, 2020.  "The 'One' Method to Attract Learners in the Classroom."  eLearning Industry.  https://elearningindustry.com/movie-based-learning-engage-employees 

RedClay, Mary and Frieden, James.  "Teach With Movies, Lights.  Camera.  Learn!"  Teachwithmovies.org . Date accessed September 16, 2024.  https://teachwithmovies.org/assignments-projects-and-activities-for-use-with-any-film-that-is-a-work-of-fiction/#

https://learninginroom213.com/2021/05/the-key-to-classroom-management-in-secondary-classrooms/

https://youtu.be/10IrShX_v2Q?si=94B1ZfjPtouDgtR5

Digital Mapping

 How Engaged are You with Social Media?

Hello!  Well, here I am, at the age I am, taking graduate classes, thinking, I have become one of those students that is probably the oldest in the class and at times older than the instructor!  It is definitely showing in the assignments.  I am not a millennial, I am Generation X (Gen X'er) and if I did not read Millennials as Digital Natives: Myths and Realities by Kate Moran (2016), I would buy into a couple of the myths mentioned, such as multi-tasking and exhibiting more confidence with internet interfaces.  

     Source Image:  Martin Novak/Shutterstock.com

There is new terminology as explained in this video of keynote speaker, David White, who distinguishes between visitors and residents, that may be taking the place of the phrase digital natives.  Not to be thought of as two separate categories, but meant to be on a continuum of 'modes of engagement' while searching, surfing, or interacting socially in certain spaces within the internet.  In visitor mode individuals do not leave any social trace online, White likens searching for a task or goal online to going into a garden shed, grabbing the tool needed, and returning the tool once task completed (White / Le Cornu post, 2011) .  When in resident mode the individual is going online to connect to, or to be with, other people having a social presence as defined from the same blog post. White and Le Cornu liken the residents thought of the web as being a place, like a park or building, in which there are clusters of friends or colleagues with whom they can approach and share information about their life and work (2011).  So, have you ever put down on paper (oops, that would be a Gen X'er or older first go to) or plotted digitally by "mapping" how often you use an application or website?

These are some examples of Visitor and Resident mapping process coined by David White (no year indicated).  When mapping your time and sources on this map, it's not about how much or how often you visit a site or use an app, it is more about how much are you engaged in a task or how socially present are you within the internet?  An example of my mapping is as follows:

                                                                Image Source:  Author

No surprises here.  There is a question I have always had in the back of my mind when it comes to social media or using the internet in general.  Who has the time?  And why don't I?  For me, there is just so many other things I have to do.  On rainy or cold days, I could spend more time than usual online, however, there has to be a useful purpose.  I am just not checking off my to do list by sitting and surfing on a device.  I suppose most individuals may disagree with me, but I guess I am not there yet with social media.  I hear it from my long-distance friends when we see each other once a year, "Why aren't you on Facebook?"  Maybe one day...I'll get the itch to join.

Currently, my digital status is focused around the university courses.  Researching for assignments, utilizing Canvas, Blackboard, or D2L for learning management systems, and most recently, blogging, which may get the best of me.  Learning how to navigate through the applications or websites is taking  longer than what I would have expected, although, it is somehow getting done.

The apps I frequent most consistently are browser searches, I have tried others besides Google, like Duck, Duck, Go, but somehow, I feel like it's not enough information retrieval with the Duck.  Google maps is accurate most of the time and one of the smarter apps ever created.  It's great for driving to my kids sport games especially when in unfamiliar territory and not often enough to know the area.  Color Note is my digital long and short term memory part of my brain!  Holding much data that I don't have to clog my brain with trying to remember details of metainformation!   It took me awhile to use the  calendar and color note apps within the phone.  Totally a Gen X'er with not letting go of the (paper) sticky notes!  One day I will catch up to those of you who are a wiz at internet use, re-unite with long-distance friends or maybe not.  I still prefer face-to-face conversing, a physical printed book, and my desk at work is full of sticky notes at almost every corner.

Please comment for any questions / concerns / complaints...Bye for now!

     

Works Cited

https://daveowhite.com/vandr/  (blog)

https://docs.google.com/drawings/d/1dEn22ztkgTSKYlE5MLAx-zL6y5YVwLAZ6NliM7eDCrw/edit (map)

https://elearningindustry.com/digital-natives-digital-immigrants (image article)

https://padlet.com/daveowhite/visitors-and-residents-maps-ruwxw2krnf 

https://www.youtube.com/watch?v=eUH-FrPyBqc 

   

Technology Impact - Redefining the way Educators teach and society learns

PBL ~ IBL ~ SBL ~ CBL ~ Students "Voice Your Choice ~ & Do!"

My insides, my gut, tells me this learning method is amazing!  I am referring to PBL, or Project/Problem-Based Learning, IBL, or Inquiry-Based Learning, and SBL, or Service-Based Learning or CBL, Challenge-Based Learning are all summed up into my perception of the concept as "Students, Voice Their Choice and Do!"  My simple definition of what these acronyms stand for and its ultimate end goal, may increase in it's use as the new method of teaching, learning, and doing to solve real-life challenges or solutions to a problem in a collaborative manner starting in the classroom.  Of course, diving into the education field for the past 2 years places almost all behavior and information I have been observing and learning as new concepts for me as I swim through the MLIS, Masters of Library & Information Science curriculum.  So everything is grand and exciting to view a perspective of how PBL methods can be applied from classrooms / libraries to real world solution and problem-solving.  

What is the deal with all these acronyms?

It doesn't matter if it's PBL, IBL, SBL, or CBL, they all refer to the same method.  For the sake of redundancy, PBL is the preferred acronym I will use.  Project-based learning (PBL) is not a new concept, in fact, in an article by Ms. Hartman from the School Library Journal, Makerspaces: What's Old is New Again, states that the concept of PBL initiated post WWI when Columbia University professor William Heard Kilpatrick coined the term, "The Project Method" to describe a then new approach to education (2022).  The framework that drives PBL is a newer concept of student-directed or student-centered learning practices where the students make the decisions with minimal assist to no assist from Educators or School Librarians within a lesson, however, there is guidance, but the choices are up to the students to research, validate, and perform real world solutions to a challenge or problem.  Project-based learning is primarily utilized in the elementary through high school (K-12) settings, yet is starting to integrate into  higher education learning in colleges and universities, as well as instituted in jobs and careers.  

Where has Project-Based Learning been?

An ISTE, International Society for Technology in Education, article eludes to having the right mind set with the implementation of grouping students according to abilities, team agreements agreeing on what is needed to make learning fun, creating a to do list based on tasks that need to get completed and how to achieve the learning goals,  review or reflect on answers or solutions with time and with frequent feedback from teachers, lastly, retrospect or share the final product with the class or authentic audience and invite peer feedback as well as personal reflection on the outcomes of what was learned (Sandler, 2022).  

Check out this link of an example of project-based learning within a K-12 classroom.

 https://www.youtube.com/watch?v=wSDOQ7_AAdk 

PBL is more often seen in K-12 classrooms, according to an article by Ayton and Capraro, 2021, but is slowly being introduced into colleges and universities with additional standards including the implementation of community partnerships, actual student physical engagement in a PBL environment, and making assessments and reassessments.  This learning was demonstrated with pre-service teachers at The Curriculum Resource Center at Rhode Island College to update and enhance an almost unused space of their library into an elementary resource space renamed the "Curriculum Corner: Anchoring Educators" to practice or prepare for lessons prior and during student teaching in the local elementary schools.  What is being called an "Experience Paradox" introduced by (Gonzalez, Ghazizadeh, & Smith, 2014 within MacDonald and Rozaklis, 2017, where employers want their potential employees, even "entry-level" to have the technology experience before they can gain  technology experience, called UX or user experience from personal or professional lives.  PBL has been shown to help students better understand the trade-offs required in real design projects (Lazar, 2011 within MacDonald et al, 2017), provide student with extra motivation to deliver quality work (Lasserre, 2011; Ritter, 2014 within MacDonald et al, 2017) and help students build a stronger work portfolio (Schneiderman et al, 2006 within MacDonald et al, 2017).  MacDonald (2017) reports UX students found project-based experiences to be positive and impactful, participation increased their UX tech use, felt they were able to create quality deliverables and interact with clients, and felt a stronger ability to work within the "messiness" of real-world projects with increased confidence of UX tech methods.  

The Pros (Affordances) / Cons (Constraints) to PBL

Markham (2011), reports the PBL process allows educators to conceive and implement a coherent problem-solving process that brings out the best work in students' and addresses 7 principles in curriculum standards:

Pros:

1.  Identifies the challenge                                                                                                     

2.  Crafts the driving question

3.  Builds the assessment

4.  Plans backwards

5.  Enroll & engage

6.  Facilitate the teams

7.  Keep the end in mind

Cons or Gaps in PBL:

Markham (2011) also advocates a few gaps with the PBL method that may need restructure, redefining, increasing technology growth, and revisions:

1.  Teacher as Coach - a "move from sage on the stage" to the "guide on the side".  Educators need to organize and switch to a student-centered classroom, also needing time to reflect on their own connections and attitudes about students.

2.  Problem-solving and Critical thinking - Critical thinking is not only brain-based, but has emotional components too.

3.  SEL & PBL - The first step to merge social-emotional learning into mainstream education is to redefine "rigor".  Today, rigor measures the difficulty of assigned work, in the future, rigor will be a measure of personal accomplishment and growth.

4. Incorporating PBL into Technology - Inherently, technology is project based, but technology projects were not informed of PBL methods, therefore, the number of schools backed by technology firms failed.

5.  Defining an "educated citizen" - PBL is not designed to convey information, so Science or History educators that rely on conventions or the way learning is usually done, vocabulary or deep factual information may resist PBL as facts are often the basis for testing.  Markham (2011) believes, that as education moves forward, the model of the "educated citizen" will need to be revised.

I like to end on a positive note, what I really enjoy most about PBL is the students get to "Voice their Choice & Do" and instead of hearing a teacher talk most of the time, the class gets to hear what each other is thinking, increase collaboration between peers, educators, Librarians, parents, and the community if PBL is taken to the full intention.  Have I seen PBL in education?  Maybe to an extent, but due to budget, resources, and no parental participation (due to working) the process may have ended or was only submitted on paper, prior to tackling the community engagement and solving real world challenges.  My feeling is most students would respond favorably to a PBL model of teaching, especially since technology has taken over their social lives to primarily interact face-to-screen rather than face-to-face with peers.  Students could also learn other benefits to technology rather than it being only good for social media or gaming.

VoiceThread is just one sort of tool that educators could use during a PBL activity.  It allows for uploading images, documents, videos, audio, pictures, and allows to add comments to and from peers or teachers.   Voicethread can be used for critiques, reflections, project collaboration, presentations, and topic discussions.  For educators, voicethread could be integrated into a LMS (Learning Management System), like Blackboard, Canvas, Desire2Learn, or Blackboard.  Once graded in voicethread, it is seamlessly graded automatically to the LMS.  Voicethread also has analytic capabilities to chart or graph data.  In addition to the aforementioned pros, the biggest pro of voicethread appears to be for those students who tend to not raise their hand or speak up as much, it may be less pressure to communicate through voicethread and have an opine that is usually silent, heard.  The cons some report are accessibility issues with accessing assignments, tabbing may cause videos to play and pause at random, audio comments may be difficult to record, doesn't always work consistently with browsers, high-quality, up-to-date content may be difficult to find for certain subject areas and grades, security issues, and the free accounts are only 25MB, while updated accounts are 3GB.  I am sorry, I do not have a video to visually see how the site works, as well as my narrated video.  Despite multiple efforts to insert in this blog, the video itself would not insert. 

Works Cited

Ayton, K., & Capraro, K. (2021). Students Lead the Charge! Using Project-Based Learning with Preservice Teachers to redesign a Curriculum Resource Center. Education Libraries, 44, 1–19. https://doi.org/10.26443/el.v44i1.367

 https://iste.org/blog/empowering-students-to-develop-an-agile-mindset   iste article – pbl

Fernandez, J. D. (2004). A paradigm for community-based human computer interaction education. Journal of Computing Sciences in Colleges, 19(4), 329-334.

 

Gonzalez, C. A., Ghazizadeh, M., & Smith, M. (2014). Perspectives on the training of human factors students for the user experience industry. Proceedings of the Human Factors and Ergonomics Society annual meeting, 58(1), 1807-1811.

 

Hartman, E. A. (2022). Makerspaces: What’s Old is New Again. School Library Journal, 68(9), 79–82.

 

Henneman, R. L., Ballay, L., & Wagner, L. (2016). The master’s degree in HCI at 20. In Proceedings of the 2016 CHI conference extended abstracts on human factors in computing systems - CHI EA ’16 (pp. 1111-1114). New York, New York, USA: ACM Press.

 

Lasserre, P. (2011). Service learning: An HCI experiment. In Proceedings of the 16th western Canadian conference on computing education - WCCCE ’11 (pp. 12-16). New York, New York, USA: ACM Press.

 

Lazar, J. (2011). Using community-based service projects to enhance undergraduate HCI education. In Proceedings of the 2011 annual conference extended abstracts on human factors in computing systems - CHI EA ’11 (p. 581). New York, New York, USA: ACM Press.

 

MacDonald, C. M., & Rozaklis, L. (2017). Assessing the implementation of authentic, client-facing student projects in user experience (UX) education: Insights from multiple stakeholders. Proceedings of the Association for Information Science & Technology, 54(1), 268–278. https://doi.org/10.1002/pra2.2017.14505401030

 

Markham, T. (2011). Project Based Learning. Teacher Librarian, 39(2), 38–42.

 

Ritter, F. E. (2014). Semester projects on human–computer interaction as service and outreach. In M. J. Carroll (Ed.), Innovative practices in teaching information sciences and technology (pp. 133-141). Cham: Springer International Publishing.

 

https://www.youtube.com/watch?v=wSDOQ7_AAdk

Technology Impact - Redefining the Way Educators Teach and Society Learns

PBL ~ IBL ~ SBL ~ CBL ~ Students "Voice Your Choice ~ & Do!"

My insides, my gut, tells me this learning method is amazing!  I am referring to PBL, or Project/Problem-Based Learning, IBL, or Inquiry-Based Learning, and SBL, or Service-Based Learning or CBL, Challenge-Based Learning are all summed up into my perception of the concept as "Students, Voice Their Choice and Do!"  My simple definition of what these acronyms stand for and its ultimate end goal, may increase in it's use as the new method of teaching, learning, and doing to solve real-life challenges or solutions to a problem in a collaborative manner starting in the classroom.  Of course, diving into the education field for the past 2 years places almost all behavior and information I have been observing and learning as new concepts for me as I swim through the MLIS, Masters of Library & Information Science curriculum.  So everything is grand and exciting to view a perspective of how PBL methods can be applied from classrooms / libraries to real world solution and problem-solving.  

What is the deal with all these acronyms?

It doesn't matter if it's PBL, IBL, SBL, or CBL, they all refer to the same method.  For the sake of redundancy, PBL is the preferred acronym I will use.  Project-based learning (PBL) is not a new concept, in fact, in an article by Ms. Hartman from the School Library Journal, Makerspaces: What's Old is New Again, states that the concept of PBL initiated post WWI when Columbia University professor William Heard Kilpatrick coined the term, "The Project Method" to describe a then new approach to education (2022).  The framework that drives PBL is a newer concept of student-directed or student-centered learning practices where the students make the decisions with minimal assist to no assist from Educators or School Librarians within a lesson, however, there is guidance, but the choices are up to the students to research, validate, and perform real world solutions to a challenge or problem.  Project-based learning is primarily utilized in the elementary through high school (K-12) settings, yet is starting to integrate into  higher education learning in colleges and universities, as well as instituted in jobs and careers.  

Where has Project-Based Learning been?

An ISTE, International Society for Technology in Education, article eludes to having the right mind set with the implementation of grouping students according to abilities, team agreements agreeing on what is needed to make learning fun, creating a to do list based on tasks that need to get completed and how to achieve the learning goals,  review or reflect on answers or solutions with time and with frequent feedback from teachers, lastly, retrospect or share the final product with the class or authentic audience and invite peer feedback as well as personal reflection on the outcomes of what was learned (Sandler, 2022).  

Check out this link of an example of project-based learning within a K-12 classroom.

PBL is more often seen in K-12 classrooms, according to an article by Ayton and Capraro, 2021, but is slowly being introduced into colleges and universities with additional standards including the implementation of community partnerships, actual student physical engagement in a PBL environment, and making assessments and reassessments.  This learning was demonstrated with pre-service teachers at The Curriculum Resource Center at Rhode Island College to update and enhance an almost unused space of their library into an elementary resource space renamed the "Curriculum Corner: Anchoring Educators" to practice or prepare for lessons prior and during student teaching in the local elementary schools.  What is being called an "Experience Paradox" introduced by (Gonzalez, Ghazizadeh, & Smith, 2014 within MacDonald and Rozaklis, 2017, where employers want their potential employees, even "entry-level" to have the technology experience before they can gain  technology experience, called UX or user experience from personal or professional lives.  PBL has been shown to help students better understand the trade-offs required in real design projects (Lazar, 2011 within MacDonald et al, 2017), provide student with extra motivation to deliver quality work (Lasserre, 2011; Ritter, 2014 within MacDonald et al, 2017) and help students build a stronger work portfolio (Schneiderman et al, 2006 within MacDonald et al, 2017).  MacDonald (2017) reports UX students found project-based experiences to be positive and impactful, participation increased their UX tech use, felt they were able to create quality deliverables and interact with clients, and felt a stronger ability to work within the "messiness" of real-world projects with increased confidence of UX tech methods.  

The Pros (Affordances) / Cons (Constraints) to PBL

Markham (2011), reports the PBL process allows educators to conceive and implement a coherent problem-solving process that brings out the best work in students' and addresses 7 principles in curriculum standards:

Pros:

1.  Identifies the challenge                                                                                                                      

2.  Crafts the driving question

3.  Builds the assessment

4.  Plans backwards

5.  Enroll & engage

6.  Facilitate the teams

7.  Keep the end in mind

Cons or Gaps in PBL:

Markham (2011) also advocates a few gaps with the PBL method that may need restructure, redefining, increasing technology growth, and revisions:

1.  Teacher as Coach - a "move from sage on the stage" to the "guide on the side".  Educators need to organize and switch to a student-centered classroom, also needing time to reflect on their own connections and attitudes about students.

2.  Problem-solving and Critical thinking - Critical thinking is not only brain-based, but has emotional components too.

3.  SEL & PBL - The first step to merge social-emotional learning into mainstream education is to redefine "rigor".  Today, rigor measures the difficulty of assigned work, in the future, rigor will be a measure of personal accomplishment and growth.

4. Incorporating PBL into Technology - Inherently, technology is project based, but technology projects were not informed of PBL methods, therefore, the number of schools backed by technology firms failed.

5.  Defining an "educated citizen" - PBL is not designed to convey information, so Science or History educators that rely on conventions or the way learning is usually done, vocabulary or deep factual information may resist PBL as facts are often the basis for testing.  Markham (2011) believes, that as education moves forward, the model of the "educated citizen" will need to be revised.

I like to end on a positive note, what I really enjoy most about PBL is the students get to "Voice their Choice & Do" and instead of hearing a teacher talk most of the time, the class gets to hear what each other is thinking, increase collaboration between peers, educators, Librarians, parents, and the community if PBL is taken to the full intention.  Have I seen PBL in education?  Maybe to an extent, but due to budget, resources, and no parental participation (due to working) the process may have ended or was only submitted on paper, prior to tackling the community engagement and solving real world challenges.  My feeling is most students would respond favorably to a PBL model of teaching, especially since technology has taken over their social lives to primarily interact face-to-screen rather than face-to-face with peers.  Students could also learn other benefits to technology rather than it being only good for social media or gaming.

Works Cited

Ayton, K., & Capraro, K. (2021). Students Lead the Charge! Using Project-Based Learning with Preservice Teachers to redesign a Curriculum Resource Center. Education Libraries, 44, 1–19. https://doi.org/10.26443/el.v44i1.367

 https://iste.org/blog/empowering-students-to-develop-an-agile-mindset   iste article – pbl

Fernandez, J. D. (2004). A paradigm for community-based human computer interaction education. Journal of Computing Sciences in Colleges, 19(4), 329-334.

 

Gonzalez, C. A., Ghazizadeh, M., & Smith, M. (2014). Perspectives on the training of human factors students for the user experience industry. Proceedings of the Human Factors and Ergonomics Society annual meeting, 58(1), 1807-1811.

 

Hartman, E. A. (2022). Makerspaces: What’s Old is New Again. School Library Journal, 68(9), 79–82.

 

Henneman, R. L., Ballay, L., & Wagner, L. (2016). The master’s degree in HCI at 20. In Proceedings of the 2016 CHI conference extended abstracts on human factors in computing systems - CHI EA ’16 (pp. 1111-1114). New York, New York, USA: ACM Press.

 

Lasserre, P. (2011). Service learning: An HCI experiment. In Proceedings of the 16th western Canadian conference on computing education - WCCCE ’11 (pp. 12-16). New York, New York, USA: ACM Press.

 

Lazar, J. (2011). Using community-based service projects to enhance undergraduate HCI education. In Proceedings of the 2011 annual conference extended abstracts on human factors in computing systems - CHI EA ’11 (p. 581). New York, New York, USA: ACM Press.

 

MacDonald, C. M., & Rozaklis, L. (2017). Assessing the implementation of authentic, client-facing student projects in user experience (UX) education: Insights from multiple stakeholders. Proceedings of the Association for Information Science & Technology, 54(1), 268–278. https://doi.org/10.1002/pra2.2017.14505401030

 

Markham, T. (2011). Project Based Learning. Teacher Librarian, 39(2), 38–42.

 

Ritter, F. E. (2014). Semester projects on human–computer interaction as service and outreach. In M. J. Carroll (Ed.), Innovative practices in teaching information sciences and technology (pp. 133-141). Cham: Springer International Publishing.

 

https://www.youtube.com/watch?v=wSDOQ7_AAdk