Learning by design

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Definition

  • Learning by Design(tm) (LBD), a project-based inquiry approach to science learning with roots in case-based reasoning and problem-based learning.

Objectives

According to Kolodner et al. (2003), the goal of the LBD group “[...] has been to use what we know about cognition (see, e.g., Bransford, Brown, & Cocking, 1999) to fashion a educational approach for middle-school science appropriate to deeply learning science concepts and skills and their applicability, in parallel with learning cognitive, social, learning, and communication skills. Our intention was that the approach would lay the foundation, in middle school, for students to be successful thinkers, learners, and decision makers throughout their lives, and especially to help them begin to learn the science they need to know to thrive in the modern world”.

The model

The LBD model has two major connected components:

  1. A design/redesign cycle
  2. An investigation cycle

See: http://www-static.cc.gatech.edu/projects/lbd/whatis.html

Tools and software

  • SMILE (software to help students organize their thoughts into logical subjects). [Note: We have to find out if and where this is available]
  • Observation Prompt Tool (HTML version of a worksheet)
  • LBD Fidelity Report Card (HTML version of a worksheet)

Examples cases

See: http://www-static.cc.gatech.edu/projects/lbd/units.html

  • Launcher units (To launch physical science, experiment design, ...)
  • Digging in (To launch earth science, modelling, ..)
  • Vehicles in motion (Forces and motion)
  • Tunneling Across Georgia

Links

Learning by Design homepage. Hosted at Georgia Institute of Technology.

References

  • Crismond, D., Camp, P.J., Ryan, M. & Kolodner, J.L. (2001). Design Rules of Thumb - Connecting Science and Design. AERA, Seattle, WA, April 2001. PDF Preprint
  • Janet L. Kolodner, Paul J. Camp, David Crismond, Barbara Fasse, Jackie Gray, Jennifer Holbrook, Sadhana Puntambekar, Mike Ryan (2003).

Problem-Based Learning Meets Case-Based Reasoning in the Middle-School Science Classroom: Putting Learning by Design(tm) Into Practice Journal of the Learning Sciences, Vol. 12, No. 4: pages 495-547 Abstract/PDF (Access restricted)

  • Holbrook, J., & Kolodner, J. L. (2000). Scaffolding the development of an inquiry-based (science) classroom. In B. J. Fishman & S. F. O'Connor-Divelbiss (Eds.), Proceedings of the Fourth International Conference of the Learning Sciences (pp. 221-327). Ann Arbor: University of Michigan. HTML Preprint.
  • Holbrook, J. K., Gray, J., Fasse, B. B., Camp, P. J.,&Kolodner, J. L. (2001). Assessment and evaluation of the Learning by Design physical science units, 1999-2000. HTML, retrieved 18:23, 19 July 2006 (MEST).
  • Chris Quintana, Brian J. Reiser, Elizabeth A. Davis, Joseph Krajcik, Eric Fretz, Ravit Golan Duncan, Eleni Kyza, Daniel Edelson, Elliot Soloway. (2004) A Scaffolding Design Framework for Software to Support Science Inquiry. Journal of the Learning Sciences 13:3, 337-386