C3MS project-based learning model

Draft

Definition

• The C3MS project-based learning model implements a project-oriented design that engages students in frequent content-production as well as collaboration through collective activities. In addition it attemps to build "community". C3MS also refers to a kind of technology.

The model

missing for now

Example

Computer-supported project-based courses can nicely be set up in a « blended situation », where face to face teaching is mixed with distance teaching. The methodology and techniques we are reporting here are developed and studied by Synteta (2002) as part of her PhD Thesis and have been tested within DSchneider's teaching. Variants of this model have then been carried out for 2 other classes a TECFA and for 2 distance teaching courses outside our unit. We estimate that the methodology is ready to be used, although adjustments are needed in several areas.

The course that we shall briefly describe here was about « exotic hypertexts » and taught in a mixed format by the authors in 2002. It lasted 6 weeks, with a few initial half days in classroom and a 2 hour presentation of the projects at the end of the course to 12 graduate students in educational technology, who were from many different backgrounds. The students were given a large freedom of choice of subjects within the general theme. The basic requirements were to produce a research plan, to respect task schedules, to participate in mandatory collective work (including diary writing), then to execute the research plan and produce a draft on paper that presented results.

Several pedagogical goals were set, namely (1) Learning something about a specific topic related to more exotic hypertexts (Topic Maps, MOO spaces, Wikis, RDF/RSS syndication, etc.) ; (2) Learning XML ; and (3) learning how to run exploratory projects.

Major phases of the Staf-18 course on « exotic hypertexts »

Phase	Major Activity	Date	imposed tools (products)
1	Get familiar with the subject	21-NOV-2002	links, Wiki, blog
2	project ideas, QandR	29-NOV-2002	classroom
3	Students formulate project ideas	02-DEC-2002	newsengine, blog
4	Start project definition	05-DEC-2002	ePBL, blog
5	Finish provisional research plan	06-DEC-2002	ePBL, blog
6	Finish research plan	11-DEC-2002	ePBL, blog
7	Sharing	17-DEC-2002	links, blog, annotation
8	audit	20-DEC-2002	ePBL, blog
9	audit	10-JAN-2003	ePBL, blog
10	Finish paper and product	16-JAN-2003	ePBL, blog
11	Presentation of work	16-JAN-2003	classroom

Project ideas have previously been discussed in the classroom. Then, the course starts with a « wake up » activity in which students had to fill in resources into the Links manager, and few definitions in the Wiki. The classroom activity also includes some traditional teaching, i.e. several introductory lectures plus some questions. The next step consists in formulating projects ideas as articles by the students.

Once they started working on a project, students had to use a special purpose project tool named ePBL, which stands for « Project-Based e-learning » (Synteta, 2003), they had to define particularly research plans with a specially made XML grammar. The required information did concern overall aim of the project, research goals and questions, work packages, etc. Students could upload these files to a server by the means of a « versioning » system. Since students had to work with a validating editor (of their own choice) the XML grammar reinforced the research plans according to some norms. More importantly, the grammar acts as scaffolding or thinking tool helping the students to produce and structure ideas. Contents of the uploaded project file are automatically parsed and summary information is made available in a students/teacher cockpit. Students were asked at regular intervals to update the project file (including workpackage completion information). Teachers then use the cockpit to annotate the project with comments and to register a more formal evaluation. After each audit the teacher also post a summary article in the portal. At the end of the course, students had to write a paper, using once more an XML grammar from which an electronic book containing all the work has been produced.

In addition to the above mentioned main activities, other interactions were carried out. Sometimes, articles about a course-related topic were posted (even spontaneously by students). The portal has also support forums (both technical and conceptual), it displays RSS news, and feeds summary of the news from other interesting sites. Some side blocks contain awareness tools (that is connected, that is passed by new messages in forums, etc.). A shoutbox (mini-chat) was used to reinforce the feeling of being « present » and for short messages from the teacher. Other tools include a calendar and chat rooms. Lastly, after each activity students had to make a diary entry (personal Weblog) that gave the teacher important information on encountered difficulties. The students have also used this tool and the Wiki as personal sounding board.

The main tool used by the teacher besides the ePBL project definition and monitoring application tool was the news engine. It was to be used to announce activities (at least one / week) and to provide feedback regarding activities or observations (namely major difficulties found in Weblogs or forum messages). The news engine therefore is a « heart- beat » tool that gives « pulse » to the whole process, which is considered as very important.

Results of this activity and several experiments with other teachers were very encouraging. We found that all students defined interesting projects (either some exploratory empirical studies or some technical developments) and that they came up with interesting results. The quality of the final paper in this specific course was not generally very good, but then only a draft has been required and we hardly could ask more in a period of 6 weeks. We found that by using this design, students worked harder and respected deadlines much better than others did in previous promotions. Class spirit was quite extraordinary and we shall comment on this later. It also turned out (and this is not surprising) that teacher involvement was a very critical variable. Constant pressure, but also rapid feedback and availability of both the teacher and his teaching assistant were judged to be highly positive in student interviews that we carried out.

We are therefore quite happy in claiming that this quickly outlined design seems to be a good instance of the teacher as facilitator, manager and « orchestrator » paradigm. There were, of course, difficulties encountered in our Staf-18 course, in particular, working with an XML grammar at the very beginning of their studies was both a culture shock and a technical difficulty for most students. They never encountered structured text before and had big difficulties to adapt to a knowledge-tree organization of text. They also had initial difficulties to work with several tools at the same time and to participate in collective knowledge sharing and confrontation activities. However, since activities were mandatory and tools were gradually introduced they very quickly (after about 2 weeks) felt even « at home » in the portal, and really appreciated learning together.

See also the project-based learning article that addresses issues related to the general study environment.

References

• Baumgartner, P. & Kalz, M. (2004). Content Management Systeme aus bildungstechnologischer Sicht in Baumgartner, Peter; Häfele, Hartmut & Maier-Häfele, Kornelia: Content Management Systeme für e-Education. Auswahl, Potenziale und Einsatzmöglichkeiten, Studienverlag, Innsbruck 2004.

• Baumgartner, P., I. Bergner und L. Pullich (2004). Weblogs in Education - A Means for Organisational Change. In: Multimedia Applications in Education Conference (MApEC) Proceedings 2004. L. Zimmermann. Graz: 155-166. [1]

• Baumgartner, P. (2004). The Zen Art of Teaching - Communication and Interactions in eEducation. Proceedings of the International Workshop ICL2004, Villach / Austria 29 September-1 October 2004, Villach, Kassel University Press. CD-ROM, ISBN: 3-89958-089-3. PDF

• Class, Barbara et Mireille Bétrancourt (2004) Un portail en éducation à distance : vers quelle ergonomie pédagogique ? / Ergonomics, community portal and distance learning : some pedagogical issues", Actes Ergo'IA 2004 [2]

• The Tecfa SEED Catalog

• Schneider, Daniel. (2005) "Gestaltung kollektiver und kooperativer Lernumgebungen" in Euler & Seufert (eds.), E-Learning in Hochschulen und Bildungszentren. Gestaltungshinweise für pädagogische Innovationen, München: Oldenbourg. Preprint in PDF

• Schneider, Daniel with Paraskevi Synteta, Catherine Frété, Fabien Girardin, Stéphane Morand (2003) Conception and implementation of rich pedagogical scenarios through collaborative portal sites: clear focus and fuzzy edges. ICOOL International Conference on Open and Online Learning, December 7-13, 2003, University of Mauritius. PDF.

• Schneider Daniel & Paraskevi Synteta (2005). Conception and implementation of rich pedagogical scenarios through collaborative portal sites, in Senteni,A. Taurisson,A. Innovative Learning & Knowledge Communities / les communautés virtuelles: apprendre, innover et travailler ensemble", ICOOL 2003 & Colloque de Guéret 2003 selected papers, a University of Mauritius publication, under the auspices of the UNESCO, ISBN-99903-73-19-1. PDF Preprint