Case of Learner-centred, project-based course
This document describes phenomenon-based learning, which combines project-based and inquiry-based learning around authentic topics. It uses the example of a phenomenon-based project on the topic of "Welfare State" for upper secondary students in Finland. Key aspects include: - Curriculum areas are combined and learning extends into the community - The focus is on individually important topics, not set curriculums - For the welfare state topic, students explored concepts personally and in online discussions, with support from teachers and experts - Students produced individual projects like "Single-parenthood in Finland" and shared learning outcomes, with peer discussion and assessment - The approach motivated students and generated deep learning, though it requires more
Case of Learner-centred, project-based course
- 1. Phenomenon-Based Learning Holistic approach to real-life topics http://ilmiopohjaisuus.ning.com/group/hyvinvointivaltioparastasuoma laistadesignia2122009 Esko Lius 24th August 2014, Prevallë Kosovo Kosovo Twinning project, CC-BY, esko@lius.fi
- 2. Phenomenon-Based Learning • combines project-based learning and inquiry-based learning • curriculum area collaboration • authentic, meaningful contexts • usually extends beyond the ordinary formal learning environment towards the community
- 3. Phenomenon-Based Learning • Not about teaching • Not about certain curriculum contexts • About learning something that is important to students, individually
- 4. Case: “Welfare State” • Upper secondary phenomenon-based topic • Not a ready-designed “course” as such • In this case mostly online • The student’s approaches are very personal and differ from each other will give study credits to subjects / curriculum topics that are present in that particular learning process affects assessment • A topic that has a personal relation to every student (in Finland)
- 6. Case: “Welfare State” The crew • two teacher-tutors giving individual support • variety of upper secondary teachers (according to needs) • two external experts (sociologists) • other external resources that students found along their studies
- 8. Preparations No content / learning material / detailed study plan
- 9. 1. Primers for “Welfare State”
- 10. 2. Reflect on these and discuss online • What is a “welfare state”? What do you regard as welfare, and what is the role of the state in it? • What emotions or thoughts did the primers bring to your mind? or: What is a particularly important theme of the welfare state for you? • Formulate one question about welfare state that you’d like to know more about.
- 11. …processing the topic… • concepts • own take on the subject – different teacher resources involved to help in different project works • discussing and sharing the process online • assessment – self-assessment – peer-assessment – teacher-assessment – credits: eg. 60% sociology, 20% history, etc.
- 12. “Single-parenthood In Finland” ”Apartment prices appear to change according to waves” ”Design as a Component of Welfare State”
- 13. Learning outcome shared in online-PLE
- 14. Peer discussion and peer assessment
- 15. Learning outcomes • Students were very motivated • Fear for open social media use was overcome • Helping students in technical issues/questions kept us busy until we learned to help them to help each other • Requires more guidance and resources than ordinary teacher-talk method • Suits distance-learning well • Generated deep and meaningful learning