Project-oriented learning

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This article or section is currently under construction

In principle, someone is working on it and there should be a better version in a not so distant future.
If you want to modify this page, please discuss it with the person working on it (see the "history")

This article stills needs serious work ! It will be sort of an overview article that deals with all kinds of designs that include projects. See also the also unfinished project-based learning article.

Definition

  • Project-oriented learning engages learners in some kinds of projects that usually will lead to products. However, the goal is a learning effect and not the product.
  • “‘Projects‘ are tasks of research and development which are limited in time and with which students, individually or in groups, are introduced to the contents and methods of the subject and to autonomous work” (Eckstein 1978:134 cited by Burdewick, 2003).
  • Central aspects defined by Burdewick (2003)
    • Working autonomy
    • Practical relevance
    • Learning of soft skills
    • Cooperation of university and practice

Proulx (2004:29-36) identifies the following features:

  1. A systematic process (i.e. a projet is done in stages and needs some "system")
  2. Acquisition and transfer of knowledge (something needs to be learnt, at least how to apply more typical "school knowledge")
  3. Anticipation, planification, implementation (qualified as the three major "moments")
  4. Alone or with pairs
  5. Under the supervision of a teacher
  6. An observable activity
  7. Leading to a final product that can be evaluated.

Why project-oriented learning

(under construction, really not good enough)

In the literature we can find several types of arguments, e.g. arguments related to motivation, to acquisition of soft skills and to metacognitive skills. Here are a few arguments:

  • Working in projects may lead to an increased motivation that can have a positive effect on learning. This applies in particular to projects that have a practical relevance (meaningfulness) and that students can identify as "their project". Working on a tangible "product" that takes "shape" yields feelings of success which in turn boosts motivation.
  • Projects engage learners to connect knowledge, including prior knowledge. Therefore projects are important component of constructivist approaches.
  • Projects engage learners to work with other people, including teachers and partners from practice.

Typical stages

(under construction)

Proulx (2004: 91-149) identifies four major stages:

  1. Preparation
    • Teacher explicitly identifies and conveys pedagogic intentions (students should know what they will learn from it)
    • Choice of the project
    • Planning
  2. Implementation
  3. Evaluation
  4. Presentation / Diffusion

These stages do make sense to refer to what we call Project-methodology-based learning. Now, if these stages are rather taken as elements that define project-based learning, they can be found in most designs. However, implementation-evaluation-presentation can occur iteratively for each stage of the project. Therefore we (10:48, 13 May 2006 (MEST)) suggest rather something like:

  1. Preparation
    • Teacher explicitly identifies and conveys pedagogic intentions (students should know what they will learn from it)
    • Choice of the project theme
    • Initial Planning
  2. Research Design or analysis of the initial problem]/[inquiry-based learning | inquiry task. E.g. for a project-based design you'd start with:
    1. Initial literature review
    2. Research goals and research questions
    3. Research and Development methodology
    4. Presentation, Evaluation and Revision of these
  3. .... (see different frameworks discussed for the rest)
  4. Evaluation
  5. Presentation / Diffusion

Typologies

According to instructional design models

E.g.

According to scope

Cornwall and Schmidthals (1979) cited by Burdewick (2003:4) define 3 types according to function and space of the project.

  1. Type A: The project work represents the final part of a conventional, subject-related course of study (5-15% of course work)
  2. Type B: Working in projects takes place parallel to the conventional systematic courses, and from the beginning of the studies. It is regarded as important here that the task be as realistic as possible, which can be achieved by including industry and the public, for example. Key qualifications, such as communication abilities or problem solving skills, shall be acquired in the project work, in addition to subjectrelated knowledge.
  3. Type C: The project is regarded as a main element in a course of study. The conventional, subject-related courses are subordinate to the project work, they serve as a support of the project work. Here, the subject-related contents to be learnt are exclusively selected on the basis of the practical and theoretical requirements of the project work. (Over 50% of coursework)

According to several criteria

Proulx (2004) defines four major dimensions:

  1. Duration:
    • short: usually students collect data, questions, etc. for the "next lesson".
    • medium: usually also inserted within a more traditional "structured" aproach
    • long: semester or year projects
  2. Number of authors:
    • individuals:
    • teams (groups)
    • class
  3. Main activity:
    • Production: Leading a real product (including designs)
    • Consuming: Less focussed on design, but on usage and implementation. Easier to implement than the "production" kind.
    • Problem-solving: Problems with unkown solutions (at least for the student), also "change management" situations (show how to make it happen)
    • Functional learning: Acquire technical, theoretical or practical skills.
  4. Political or strategic dimension
    • "Pedagogical projects": Several teachers (preferable from different fields for a same class or classes of the same level.
    • Training projects: Participation of different agents (teachers, learners, professionals, ...)
    • Educational projects: Usually engages whole schools
    • Institutional projects: Similar as above, but more "top-down", less focussed on students.

Links

References

  • Burdewick, Ingrid (2003), Aspects Of Methodology And Education Psychology In Project-Oriented Studies, International Workshop on Project Oriented Learning, March 2003, Hanzehogeschool Groningen, Faculty of Technology. [1]
  • National Foundation for the Improvement of Education's (NFIE), Connecting the Bits: Project-based Learning and Information Technologies. PDF And earlier version in HTML is also available from ISTE.
  • Eckstein, B. (1978). Einmaleins der Hochschullehre. Praktische Einführung in die Grundlagen und Methoden. München
  • Frey, K. K.: (1998). Die Projektmethode. Der Weg zum bildenden Tun. Weinheim/Basel.
  • Mergendoller, John R. and John W. Thomas, Managing Project Based Learning: Principles from the Field, The Buck Institute for Education, PDF
  • Morsund, David (2002) Project-based learning: Using Information Technology, 2nd edition, ISTE. ISBN 1-56484-196-0
  • Perrenoud, Philippe, Apprendre à l’école à travers des projets : pourquoi ? comment ? Educateur, 2002, n° 14, pp. 6-11 HTML
  • Thomas, J. W., Mergendoller, J.R., & Michaelson, A. (1999). Project-based learning: A handbook for middle and high school teachers. Novato, CA: The Buck Institute for Education.
  • Thom Markham et al. (2003), Project Based Learning Handbook, Buck Inst for Education, ISBN 0974034304
  • Thomas, J. W. (2000). A review of research on project-based learning. PDF - PDF - HTML Summary


  • Proulx, Jean, (2004). Apprentissage par projet, Sante-Foy: Presses de l'Université du Québec.
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