Putting Project-Based Learning into Practice

Step 1: The Problem

• https://www.youtube.com/watch?v=LMCZvGesRz8 (Embed)
• Caption: Project Based Learning Explained
• In a typical Problem-Based Learning process, the teacher presents an open case to the class. A good example would be:
• A woman with type AB blood gives birth to a child with blood type O. Six years later she gives birth to a second type-O child.
• This case appears to contradict Mendelian inheritance, which the
• students will be obliged to thoroughly review, but it also demands that
• they examine of meiosis, gametogenesis, fertilization, and early
• development in order to propose some credible explanatory mechanisms.

Step 2: Brainstorm

• The next step involves a brainstorm process that includes the
• whole classroom. In that process, students will come up with facts
• (what they know), ideas (related thoughts and hypotheses), learning
• issues (what they need to know more about) and actions (what they need
• to do).
• Here is where GoConqr comes into play as its mind mapping tool
• is the perfect resource to structure this brainstorming process in a
• coherent and visually compelling way.
• Benefits of Using Online Mind Maps for E-Learning
• Creativity

Step 3: Create Groups

• Next, students should break up in small groups of 4 or 5 in order to do
• some research and move towards a common solution.
• GoConqr can easily
• facilitate this kind of collaboration through its Study Groups option,
• which offers a number of functions that foster collaborative learning,
• such as discussion threads, polls, group analytics and resource sharing.
• 
• Caption: GoConqr Group Dashboard

Step 4: Presentation

• Finally, a project-based learning process finishes with a group
• presentation in which students must sum up their learning.
• GoConqr’s Slides are perfect for this. The Slide maker tool offers a great variety of pre-designed templates
• that allow for the inclusion of media elements to support their
• findings such as videos, images, mind maps, flashcards, notes and
• quizzes.
• 
• Caption: Example of GoConqr Slides

Common Problems

• In a case study carried out by the Georgia Institute of Technology, most issues related
• to project-based learning boil down to student freedom. Students’ rates
• of progression may seem slow.
• Some students might even struggle to stay
• on-target. In addition, teachers unfamiliar with PBL might lose
• confidence and feel they are no longer in charge of students’ learning.
• In order to tackle these common problems,
• teachers must monitor the progress of each study group so they can
• intervene if and when necessary.
• That intervention can take several forms. For instance, they could
• start a discussion thread or drop hints by sharing study resources. In
• the previous example, the teacher could share a deck of
• flashcards about meiosis so students realise they have to increase their
• focus on that area.