March 23, 2017

Analysing an Open Educational Project

Hi there again!

Are you interested in project based learning?

I’ve been recently analyzing a project for Third of Secondary Education and I'd like to share some of my conclusions.
To start with, I’ve followed the rubric below which is the one provided by my teacher of the Master’s. I have to say that it’s a very complete one if you ever need to use one.



The project is "English Speaking Cities" is an English educational project from Proyecto EDIA for Third Secondary Education students, that you can find in this webpage:


This particular project is about Dublin and it suggests a journey around the most famous parts of this city with different tasks at each location.

Like in all project based learning, the students have to come up with a final outcome which this time is about creating, publishing and leaking out a multimedia campaign for protecting the environment and being respectful with the nature. The following objectives are addressed within this project:
  • To acquire vocabulary about weather, animals and the environment
  • To design a multimedia campaign to protect the environment and to be environmentally friendly
  • To learn different things about the city of Dublin, capital city of the Republic of Ireland
  • It seems to be a really interesting project for the students isn’t it?
Now, there we go with the analysis in depth.

KEY KNOWLEDGE, UNDERSTANDING, AND SUCCESS SKILLS
The project offers a great variety of the knowledge that the official curriculum of Madrid establishes for the students of this age.

You can check the curriculum in this website :




English and ICT are the subjects that it most covers since it’s a project thought for that purpose but it also involves Geography (they are learning about another country and another city, provinces, flags, they have to do a map, and of course the main object is to design a campaign for protecting the environment), History (they will learn history of Dublin through the different monuments and important places of the city they are going to visit and especially with the starting video), Literature (there is one challenge related to the Trinity College and The Book of Kells), Biology (with the visit to the zoo), Maths and Economy (for instance they are asked to calculate the cost of a room at the Croke Park Hotel, or to count the people walking through Grafton St), Arts (with the visit to the National Gallery of Ireland, Abbey theatre, and the visit to Irish Film Institute, even in the Cathedral they might learn something about Arts).

One more thing I must highlight at this point is the great use that within this project is made of the critical thinking, problem solving, collaboration, public speaking and self management skills. The students are going to greatly develop these skills, something very important in the 21st century education.
Here it's an example of what I mean with learning Geography (Dublin is the capital city...) and thinking skills (Do you recommend...?)



CHALLENGING PROBLEM OR QUESTION
We can consider the task that the students must tackle along the project a meaningful and engaging one since it’s based on a real problem that concerns all the population. Furthermore, it’s open-ended enough to develop the autonomy and creativity of the students as well as show all what they’ve learnt.

However, from my point of view, it’s not very related to the journey to Dublin they propose to do in each session.

In spite of this, the project is adequate to the age of the students although it requires autonomous students who have some experience in working within this approach.


SUSTAINED INQUIRY
The project is very well structured with driving questions, most of which are open and involve thinking skills, that guide the student along the whole project.

I would indeed say that there are many questions and that fact makes it difficult for the students to come up with further ones and consequently being creative on that aspect. For instance:


All in all, it seems to me a very active project where the students are not going to get bored but rather motivated to answer every question using the resources provided.

AUTHENTICITY
I can assure that this is a real-world project since I spent last year in Dublin and I know very well all the places suggested.

Moreover, nowadays we are suffering some of the consequences of not taking enough care of the environment, for instance the pollution, and we need to urgently raise awareness among the students and the population about the importance of being environmentally friendly. For this reason, the final outcome that this project aims is not only a substantial fact but also an essential one.

In addition to these, it’s unbelievable the amount of different digital tools they are encouraged to find and use within a contextualised learning. For example they are asked to do a digital poster, to use twitter all the time to share their discoverments and work, to do presentations, to use a blog to reflect on what they’ve learnt (learning diary), to use Google Sites, websites to brainstorm in groups, etc.




The only thing I find less authentic is the phonetic section and the one about quantifiers because it gets out of the project itself and I consider it’s not contextualized enough.

STUDENT VOICE AND CHOICE
"English Speaking Cities: Dublin" is a project where all the steps that the students must follow are precisely defined and explained in a way that gives not much freedom to the students. I find this appropriate because otherwise they would get lost very easily trying to deal with the new information and new tools without explicit guidelines.

Nonetheless, they do have spaces to act freely such as in any open-ended question or questions of opinion, and obviously in the campaign they have to design. They also are encouraged to make decisions for instance on what tool they want to use for particular activities (as it can be seen in the image above).

In the end, the students are given opportunities enough to express what they think, to develop creativity, self-management and to make decisions, some of the major problems that employees of many companies have to face up nowadays.

I have selected some examples below.

REFLECTION
Through a blog turned into a “learning diary” the students reflect on what they’ve learnt and keep track of their progress. From my little experience on doing this, I can claim that it actually works, and I consider that only by being aware of our own mistakes we can learn and improve for the future.

Apart from that, in almost every task there are one or more higher order questions that invite reflection and critical thinking. At this point, I’d like to remark the importance of creating this habit of questioning and critically evaluating things rather than taking them for granted. In fact, within this project they’ve got what they call “The thinking routine”, an excellent activity for reflection.


CRITIQUE AND REVISION
As it should happen in any PBL approach, the students are given at the beginning of the project the stated, assessment rubrics that are going to be used in order to evaluate the different tasks. In this particular case we find the following rubrics:


These tools can be used by the students to self-evaluate their work and to evaluate other classmates’ work and giving them some feedback. In fact, there are certain tasks where the students are wisely asked to assess others using the rubrics.

In addition to these, teachers are provided with a document on Didactic Guidelines to carry out the project, including evaluation patterns. They may use it together with the rubrics to provide the students with the necessary feedback.


As for the revision, it’s not very clear whether they are offered the opportunity to rectify possible mistakes or not. Personally, I’m of the opinion that they should be given this right at least once since it’s a demonstration of their interest on continuing learning and improving.

PUBLIC PRODUCT
Although I’ve previously said that it was difficult for me to find the relation between the project itself and the final outcome, I have to admit that students are very well trained throughout the different tasks and challenges to succeed in the completion of the final product. I also like the fact that their creation is something really useful that it might go to great lengths, because it’s the solution to a current issue that the population need to tackle.

Furthermore, they are supposed to present the final artifact to parents, other teachers and students, something that not only reinforces the contents learnt but that also develops self-confidence, public speaking skills and the feeling of pride and satisfaction with the job done.

***

Drawing further conclusions, if I was interested in PBL before, now I’m very impressed of how wonderful it is and absolutely engaged. I encourage you to visit the following websites and verify it by yourself. I have learnt a lot and you will see it soon in my own open educational project!


I’ve also done this brief presentation summarizing all the ideas just in case you need to revise them in a short time. I’ve used GENIALLY because almost everybody knows perfectly Power Point and we are here to INNOVATE! So there you are I hope you enjoy it and don’t hesitate to contact me or comment for any doubts or suggestions.
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1 comment:

  1. Re8eca M.26 March 2017 at 00:24

    I enjoyed reading your post! The analysis that you made about the project "English speaking cities" is really good! Moreover the information you provided is clear and well structured, which helped me a lot with the understanding of what the project was about.

    Great job, Cris!^^

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