Seven Key Elements...

 

In order to maximize the effectiveness of PBL+MM projects, we believe that seven elements must be present both in the design and execution of the project. These elements are:
  1. Curriculum based, multi-discipline
  2. Sustained effort
  3. Collaboration
  4. Student decision-making
  5. Systemic assessment
  6. Real world connection
  7. Multimedia product

A web reference that describes each of these elements in more detail is the Challenge 2000 MultiMedia Project web site: http://pblmm.k12.ca.us, specifically the section on PBL+MM Topics.

Problem-Based Projects

This author believes that the strongest projects are ones which are problem-based in nature. For example, a simple biography of an important historical figure is of a lower value to students than one which asks students to determine some of the key elements which went into a particular decision or group of decisions by that figure. Trying to solve the problem of fish dying in the local river is a higher level project than a general discussion of toxic wastes.

As you read some of the project ideas, look for an emphasis on projects which are problem-based rather than being simply locating facts and repeating them back.

Curriculum Based - Multidiscipline

Challenge 2000 MMP does not advocate doing projects just for the sake of doing projects. Rather, projects should be done in the context of the course flow and specific curricular content. Teachers have been doing projects for years, and what we seek to do is infuse multimedia into projects and make them more problem based.

Many of the strongest projects are ones which involve more than one discipline, that call for students to reach beyond the current curriculum and bring in other areas of learning. Challenge 2000 encourages interdisciplinary projects. Some examples:

  • Biology project that also involves PE (physiology, conditioning, etc.)
  • History project that involves a strong English component (writing)
  • English project that calls for students to effectively use technology tools beyond word processing
  • English project that calls for writing about scientific concepts being studied at the same time in the students' science class
  • Physics project that calls for students to learn about the operation of an automobile, done in conjunction with the auto shop
  • Physics project that involves music and the music department

 Sustained Effort

There is a strong link between the duration of a project and the quality of the work students produce. If the project is too short, one or two days for example, it is relatively easy for students to get by with only minor commitment and involvement. If the project is done over a longer time, with appropriate deadlines and assessment activities, the expectations rise and the quality of work tends to be higher.

This element does not stand alone, however, and must be considered in conjuction with the other six elements. For example, a totally teacher-driven project, even if it occurs over a longer time span, may be of lower quality than a shorter project in which student decision-making and ongoing assessment are essential parts of the plan.

Collaboration

A great deal of attention is being paid to students collaborating with one another. Learning to work as an effective member of a group is a key skill that they will be able to transfer to a job in the workplace of the present and future.

Students should work in groups, but they should also note the possibility of collaborating with people who are outside the school, but who may be expert in the subject at hand. Consulting with people in a specific field, either in person, by phone, or by e-mail, can bring important information and viewpoints into a project and significantly increase its value.

A further source of collaboration is students in other classes, students at other schools, or even students at different levels. Working together, remotely, is becoming increasingly commonplace. Students should learn this important skill, too.

Student Decision-Making

In many cases, teachers make most of the decisions in a project and hand them down to the students. By giving students a say in decisions, there is an increase in their buy-in and an increased commitment to doing a high quality job.

What is surprising to many teachers is how much decision-making they can give to the students. For example, students can be involved in decisions on:

  • the depth and breadth of a project
  • the exact subject matter for a project (within guidelines supplied by the teacher)
  • what is a reasonable timeline for the project
  • other requirements for the project (size and other details)
  • the medium for the final project (video, powerpoint, etc.)
  • what kind of rubric should be used to assess various elements, including the final product and presentation
  • the assessment of the final products themselves

And these decisions are above the decisions that individual groups will need to make on their own projects, working to meet the standards that they helped to set.

Students should also be involved in reflection activities, which can lead to decisions about how to conduct future projects.

In no way are we suggesting that teachers are not needed in the decision-making process. As the responsible adult, the teacher helps to steer decisions and to move them away from poor judgement. He/she is the final decision-maker, and as such retains control over the final project as a whole.

Systemic Assessment

The purposes of assessment are two: 1) Improve the end product. 2) Evaluate the final product.

In order to accomplish #1, assessment has to be ongoing throughout the process. It is most valuable when students can get a clear picture of their work and how it compares to the standards that have been set for the project. Ongoing assessment can also help the teacher find ways to help students, whether it is in the area of resource location or improved group dynamics.

As the word "systemic" indicates, assessment should be built into the project at all levels, at every step. Whether it's a formal assessment complete with rubrics that have been worked out by the class, or a self-reflection at the end of the project, students benefit from having feedback on their progress.

Ongoing assessment gives students a picture of how they are doing, especially on an extended project. It allows them to compare their progress to where they should be at that point. It allows them to get this feedback while there is time to make adjustments.

A well-planned project allows plenty of feedback to students from their first decisions to the final product. Without feedback along the way, there is no standard to compare their work to and the end results can be seriously below standard as a result. 

Real World Connection, Authentic Audience

The most powerful projects for students are ones which have "real world" connections. These connections can be in the form of problems faced by real people in real situations (rather than hypothetical ones). One example might be developing a way to handle the increasing number of people who wish to visit Yosemite Park. Another might be to develop a solution to merchants' reactions to students who have lunch in their shopping center and feel the students are trashing the place.

Another connection is to bring a group that is not normally involved in the class into it through a project. Going to the senior citizens' homes to do oral histories, interviewing people who helped to found a community, or simply learning the story of someone of an entirely different age or background can add depth to the students' experience and have a profound effect on their education.

Having community people involved in a project helps bring resources to the school that otherwise might not be available. Whether it's their knowledge, their experience, or items they are willing to loan or give the school, the project can be enriching for both.

Not to be overlooked, a project may have a community service aspect, and students benefit greatly, as does the community, from these acitivies. Taking students to the community and bringing the community to the school are both powerful ideas.

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Most student projects are turned in to the teacher, who bears the sole responsibility to evaluate them. Students learn what it takes to please the teacher and gear their work to please him/her.

By directing the project to someone other than the teacher, two things happen. First, the final product has to be appropriate for the audience, whether it is an elementary school class or a city council. This focuses attention on details of the presentation that go beyond the factual content, and which can be even more important as life lessons.

Second, people from the intended audience can be enlisted to help assess the final products. In one case, physics students produced videos on the science behind different athletic activities. They were presented to PE classes, and the PE students and their instructors helped assess the impact and content of the videos. When the final product is going to be viewed by an authentic audience, the students are challenged to do work which is meaningful and of high quality.

Multimedia End Product

The "hook" of the Challenge 2000 Multimedia Project has been the infusion of multimedia end products into Project-Based Learning. We encourage the use of multimedia for a number of reasons that are spelled out on the PBL+MM web site.

As a baseline definition, multimedia includes at least three of the following in the student product:

  • Text
  • Images
  • Sound
  • Video

A videotape by definition is multimedia.

Some media which lend themselves to project outcomes include, but are not limited to:

  • HyperStudio stacks
  • Claymations
  • Powerpoint presentations
  • Web pages
  • Animations
  • Digital video
  • Videotape

Although there are plenty of vehicles for end products, carefully choosing which is most appropriate for a given project, audience, and group of students is one that students and teachers will be involved in deciding.

Updated 10/28/99