ISL MINGGU KE-6

Langkah-langkah Pelaksanaan PBP

In part 1 of this 6-part series, Thomas Stanley looked at an overview of blended learning,
specifically the critical interactions of a blended learning model. In part 2, he looked
specifically at student-to-student interaction, and the reality of synchronous and
asynchronous access. In part 3, he looked at student-to-teacher interactions, and moving
from instruction to becoming the guide on the side, and in part 4 he explored the idea of
student-to-community interactions. Below in part 5, Stanley examines Student-to-material
interactions as part of the blended learning model, specifically the process of project-based
learning in a blended classroom.
Student-to-Material Interaction: Effective PBL Learning in the Online or Blended
Classroom
What is the most effective way to get students to grapple with the subject matter? How can
students be held accountable for their work? How can the synchronous and asynchronous
technologies best be used to help students understand the different levels of learning? What
does it take to make students accountable for their ideas and the information they are
required to learn too? One of the best methods of teaching, using online learning, is for
students to do inquiry or project-based learning that empowers them to come up with their
own facts, ideas, and conclusions. By making the classroom a cross-curricular event the
students learn many of the practical skills they will need to have in education or business.
The projects should be designed to meet state and local standards. When you combine the
material, the use of experts, the ability of the student to post/defend/expand on his/her ideas,
to present these ideas in a real-world context and then go back and re-evaluate his/her effort,
it is one of the most powerful learning adventures in any classroom. The online world gives
students an access they have never had before to accomplish this. As teachers we need to
think of taking the material a student must learn and asking him/her to apply it, by using
technology, to critically think and then apply that thinking to a real-world situation.
To develop PBL online lessons a teacher may have to create a theme or allow the students
to choose a topic. There are a number of wonderful tools that are great guides for online
inquiry or problem-based lessons. The key to doing these activities is how do you do them so
that you end up with a quality product? If the student knows the essentials of critical thinking,
how to research, and what the grading rubric will be before undertaking the project, it helps
facilitate a quality project.
Here is one example of how to integrate synchronous, asynchronous, and real-time activities
in an online lesson. The program I like to use is called the 11 Steps to Action that I modified
from the following website: (http://www.tolovechildren.org/children/ten_steps.htm)
1. Define the problem and identify the information needed and find collaborative
partners.
2. Identify Information Seeking Strategies; find the most appropriate source(s).
3. Locate and access information.
4. Extract the relevant information.
5. Synthesize all information.
6. Evaluate the results of research.
7. Communicate the information.
8. Take appropriate action.
9. Present program to teacher and classmates.
10. Present program to identify collaborative partners.
11. Assess action taken.
Implementing The Project-Based Learning Approach
To effectively use each of these steps in the online world, students must be evaluated by the
instructor, other students, and subject area experts all along the way.
You can start by introducing the information in the synchronous world and/or recording
something for students to listen to (i.e. podcast) before they start the project. Post the
information ahead of time in your asynchronous content manager (i.e. WebCT, Blackboard.)
and include your rubrics/expectations. I prefer to use the synchronous world to introduce the
topic so that the students can ask questions. Each of the following steps is worth different
points and have definitive due dates:
Steps Suggested Technological tools
Step 1
Define the problem and identify the information
needed.
Choose a topic and subtopic
Find a topic that interests you personally.
Email instructor;Use discussion with
synchronous tools such as Illuminate,
Centra, Skype, etc.
Step 2
Identify Information Seeking Strategies.
What is my hypothesis? (Set up a
hypothesis, chose a topic, and develop
some resources.)
What steps do I see as a part of my
investigation? (Personally gain
background information on your topic
through independent research.)
Keep a careful log of your research?
(Dates, observations, results.)
What outside resources do I need to use?
Which ones have I added during the
investigation? (Choose at least 3
legitimate outside sources.)
WebCT Discussion Area;Individual
evaluations from teacher using
Synchronous tools such as Illuminate,
Centra, Skype, etc.
Step 3
Locate and access information.
Identify and meet with experts on your
topic.
Write your analysis of the topic. What
effects and impact do I see as a result of
this investigation or activity? (Choose a
few subtopics, create questions about your
topics and their effects, and use that as a
framework of what to research.)
WebCT Discussion Area:Email and
Synchronous tools such as Illuminate,
Centra, Skype, etc.
Step 4
Extract Relevant information.
Write a 3 to 4-paragraph summary of
your work for the project-based learning
newsletter.
Prepare the general information for a
Web-based newsletter techno-
summary, video, audio, Web-file, or
PowerPoint.
Email your instructor- to be posted on the
wiki.
Prepare the general information for the
blog that includes the following:
webpages, podcast, and/or PowerPoint
presentations.
Plan your social media campaign.

Webpage or PowerPoint;Email to
Instructor;Synchronous presentation using
tools such as Illuminate, Centra, Skype,
etc.
Step 5
Synthesize information.
Determine what course of action you
need to take based on your research.
Seek out, through this class, and
contact a professional in your field of
study.
For example:
What laws/court cases impact your
work?
What laws/court cases are needed to
support my findings?
What is the appropriate public
information/awareness campaign I need
to take on my topic?
Are there any agencies, organizations,
or businesses that you need to contact
for information or action on your topic?
Contact and meet with these
organizations.
LMS Discussion Area;Document all
contacts information.
Step 6
Evaluate the results of research.
Finish the organization of your
information/research so that you can
finalize your presentation/activity.
LMS Discussion Area;Post final
information approvedon wiki.
Step 7
Communicate the information.
Present your program to your peers for
initial review.
Synchronous tools and blog.
Step 8
Take appropriate action.
Create an action plan that includes a
timeline for execution.
LMS Discussion Area;Post on wiki.
Step 9
Finalize your information/project for the final
presentation with your teacher.
Email final presentation to teacher;Use
wiki system to store and gather final
information.
Step 10
Present your final program/activity to the
appropriate groups.
Face-to-face or Synchronous online
presentation.
Step 11
Assess your course of action, presentation, and the
need for possible further action on your topic.
Online Survey and/or in-class
evaluation.
Conclusion
This type of project can take from two to five weeks to do in the online world. However, it is
well worth the time and energy that is required of the student and teacher.
A friend of mine once said to me that online education should be down and dirty, give the
students the essentials, make sure they understand it, and then move on to the next bit of
information. It is not a bad way to teach and learn, and most students in high-level classes
appreciate your not wasting their time. But is this down and dirty academic atmosphere
the best way to train students for the skills that they will need in the 21
st
Century?
http://www.teachthought.com/learning/11-steps-of-effective-project-based-learning-in-a-blended-
classroom/