Learning Thursday #2: Project-Based Learning

Earlier this month, I started the Learning Thursday blog series, which features a new learning and development article every other week that has a unique perspective.  I’ll also post some discussion points for those who would like to reflect on the article.  If you’d like to participate, please follow me here on the Adobe eLearning blog and comment on this week’s article:

Krajcik, J., & Blumenfeld, P. (2006). Project-based learning. In R. K. Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 317–334). New York, NY: Cambridge University Press. Google Scholar

(The Google Scholar link will take you to a free PDF of the article.)

Introductory Paragraph: Any teacher or parent can tell you that many students are bored in school. But many of them tend to assume that boredom is not a problem with the best students, and that if students tried harder or learned better they wouldn’t be bored. In the 1980s and 1990s, education researchers increasingly realized that when students are bored and unengaged, they are less likely to learn (Blumenfeld et al., 1991). Studies of student experience found that almost all students are bored in school, even the ones who score well on standardized tests (Csikszentmihalyi, Rathunde, & Whalen, 1993). By about 1990, it became obvious to education researchers that the problem wasn’t the fault of the students; there was something wrong with the structure of schooling. If we could find a way to engage students in their learning, to restructure the classroom so that students would be motivated to learn, that would be a dramatic change.

After reading the article, please add a comment with your thoughts on one (or all) of these questions:

  1. Can you give an example of a project-based learning experience you’ve had?
  2. What is one topic you would like to deliver using a project-based learning approach?
  3. How can learning technology be used to support project-based learning?

The post Learning Thursday #2: Project-Based Learning appeared first on eLearning.

Learning Thursday #1: Mobile Technologies in Education

We’re almost to the new year, so I figure I’ll start a new blog post series.    I’m going to put out a new learning and development article every other week that has a unique perspective.  I’ll also post some discussion points for those who would like to reflect on the article.  If you’d like to participate, please follow me here on the Adobe eLearning blog and comment on our first article:

Vavoula, G., Sharples, M., Lonsdale, P., Rudman, P., & Meek, J. (2007). Learning bridges: Mobile technologies in education. Educational Technology, 47(3), 33–37. Google Scholar

(The Google Scholar link will take you to JSTOR, where you can read this article for free.)

Abstract: MyArtSpace is a service for children to spread their learning between schools and museums using mobile phones linked to a personal Web space. Using MyArtSpace as an example, the authors discuss the possibilities for mobile technology to form bridges between formal and informal learning. They also offer guidelines for designing such bridges.

Please add a comment with your thoughts on one (or both) of these questions:

  1. Have you seen a learning experience in the corporate world that is similar to the MyArtSpace experience discussed in the article?
  2. Can you think of an environment other than a museum where this sort of learning experience would be effective?

The post Learning Thursday #1: Mobile Technologies in Education appeared first on eLearning.

How to Help Your Employees Learn from Each Other

Es ist schon fast amüsant: Ein Plädoyer für Peer-to-Peer-Learning, ohne dass der Begriff „Working Out Loud“ einmal fällt! Ansonsten stimmt alles: das informelle, hierarchiefreie Lernen, die Chancen eines offenen Austauschs und des kollegialen Feedbacks: „… peer-to-peer learning creates a space where the learner can feel safe taking these risks“. Und die Expertise für Peer-to-Peer-Learning ist in Unternehmen und Organisationen natürlich vorhanden.

Die Autoren werben für ein Peer-to-Peer-Learning als Programm, das sie jedoch mit keiner festen Struktur verbinden, aber mit Empfehlungen flankieren („Appoint a facilitator“, „Build a safe environment“, „Focus on real-world situations“, „Encourage networking“). Wie gesagt …
Kelly Palmer und David Blake, Harvard Business Review, 8. November 2018

Bildquelle: mohamed_hassan (pixabay, CC0)

 

Promoting Informal Learning At The Workplace—Featuring 5 Examples

Learning at the workplace happens all the time, and it is not always through structured training. In this article, through 5 examples, I show you how you can promote informal learning at the workplace. This post was first published on eLearning Industry.

Why Investing In Informal Learning Makes Sense: Featuring 6 Examples Or Approaches

Informal learning is integral to the way we learn, but organizations have several associated concerns about its value and impact. In this article, I address them and—through 6 informal learning examples— I also show you how you can use informal learning effectively.

This post was first published on eLearning Industry.