As a course designer (I’ve had the pleasure of writing every course I’ve taught), I’ve used PBA’s a lot – both before I knew that there was such a term/acronym, and before my involvement with MET. A quick sampling: In Aboriginal art history, my students produce photo essays of Aboriginal and Aboriginal-inspired art in Vancouver. […]
Continue reading PBA’s, learning objectives, and academic anxiety Posted in: Week 10: Product-Based Assessments
I remember when I first started MET, it was my first exposure to a Masters program, and to this style of learning. I remember waiting for a prof to intervene in our discussions when we were trying to figure out how to do something, and the intervention never coming. I remember feeling frustrated. What does […]
Continue reading The MET PBL immersion Posted in: Week 10: Product-Based Assessments
Emily, thanks for the reflection and for pointing out both strengths and weaknesses of PBA. Like you, I think PBA has some significant up front costs that we have to keep in mind while implementing. I think the processes that you mention (planning, scaffolding and modeling) are worthwhile endeavours for designing a curriculum object and can be rationalized. However, the resource cost has to be given critical analysis to make sure that it works for all the stakeholders. Overall, it sounds like your thoughts point to a need (or possibility) for professional develop based around PBA. Have you ever been offered or thought about PBA pro-d opportunities?
cheers
Doug
jarvise,
I too can attest to those frustrating feeling and one professor even got irritated when I asked a few questions. It took me a while to adjust as this was totally foreign to me. However, with time I gradually started to learn about this new platform for learning and the reasons behind the professors’ absence from the foreground. My outlook on teaching and learning has changed since and I am on the verge of totally adopting this method even though I have been using aspects of it already.
Everton
Hi Emily
When I read your post, I quickly remembered the start of this MET journey. It was rocky one for me being not exposed to this style of learning and learning environment. It took me a month to adjust to this modality of teaching without a visible lecturer. I must admit that this way of teaching is an effectively way for students to master a particular discipline. I have certainly learnt at a lot from this degree program; I do not have to constantly refreshing my knowledge of concepts I learnt in the various course I completed in this program.
I hear you, Emily. I think I sometimes excel at creative tasks, but I really desire knowing my exact boundaries. Also, when I have a question, I want an answer from the instructor… pronto! A clear answer, too – nothing vague that forces me to find my own meaning. I have most likely been trained to please by the education system and two teacher parents.
I have shared many of your same frustrations in this program, as well as many of the same highlights. Yours is an excellent point that resonated with me – it’s like the rhyme about the little girl who had a little curl, right in the middle of her forehead. I would post a link, but that would be too easy for us, wouldn’t it?
Assessment is always a topic that catches my attention. Looking back at my MET experience, I must confess that the memories are such that I will cherish them forever. Having gotten so accustomed to the use of tests as assessments, the MET progam proved to me that learning can be even more effective via product […]
Continue reading MET Experience Posted in: Week 10: Product-Based Assessments
Hi Everton!
A few people have written about how much anxiety is involved in formal test assessment. I think it’s wonderful that you are able to learn in a “fear-free” environment! I agree that authentic learning offers personal as well as professional growth and learning. Do you think that MET, and the underlying PBA, have helped you develop skills that you can use in your workplace?
Verena:)
Hi Verena,
I would like to add that the PBA activities in MET have definitely developed useful skills that I now use in my workplace. Because the assignments were so authentic, the skills transfer easily into the real world. I have created videos instead of powerpoints, used Voice Thread for teacher feedback (instead of the dreaded feedback forms!) on projects, use concept maps, blogs and wikis often now for groups of teachers who I have worked with for PD, and overall, have a much greater confidence in using technology in general. Reading about these tools, and writing a test to demonstrate how well I can memorize the instructions for using the tools is a total waste of time and would not help me learn how to use them in real situations. Only PBA can do that!
Brenda
verenanz,
As it relates to my workplace, MET has prepared me to do things differently; which include teaching, learning and assessment. In addition, for most of the courses, feedback was also emphasized and the instructors practiced what they’ve preached. Even though I would like to provide adequate feedback in my college, there is a big challenge as the assignments are numerous and the teaching hours long. As a result, there isn’t enough time to mark assignments and provide feedback before exams. Also, I am not able to make certain decisions as the respective governing bodies have to do so. I am a strong advocate for PBA and would like to see it replace the exams, but right now that can only be done on a phase basis as we operate in an exam dominated culture.
Everton
Hi Brenda!
I looked for an “Emerging Venture” online – a “Professional Development” tool that could be sued in the workplace to really offer employers a wider view of “who” the employee really is and “what” they are doing. Other than one University Library Program….I couldn’t find a software or tool that really met the “Employee Assessment” piece…I definitely think that there is a lot of potential is this area for future growth…and ventures….
Many MET students are teachers, or have an educational background….and what I “imagine” is some kind of “product” that offers employees the use of technology to create e-portfolios, and other artifacts (like business plans, projects), but also has some kind of reflective, accountability piece that tracks “what the employee has done….what they they are doing…and what they plan to do…..” Then the employee and employer can be reflective – together….and there is some kind of “evidence” to support the feedback. I believe that someone in our class might have the Assessment background to create the”next big Assessment” tool…based on PBA for the workplace… I know that Mahara offers the “storage” part….but its the reflective piece/the “feedback” that is still missing….
Just an idea…
Verena:)
Everton,
I agree with you that the MET progam has proven that that learning can be even more effective via product based assessment. Since I have been exposed to PBA in the MET programme, I have used it in some of my class and students actually love this method. Many claim they value PBA over traditional assessment methods since PBA offers authentic task and thus enhance learning.
Keisha
Hi Everton,
I support your points. After I spent a great portion of my life sitting tests and examinations, I too cherish the assignments of the courses in MET programme. I think I have learnt more from these assignments rather than the tests and examination I had to study for in previous program. In the programs I have completed prior this MET program, the concepts became clear and concrete when I was placed a physical environment based on my areas of studies. PBA is useful approach for one feel that he or she had learnt a concept.
Keisha,
Quite so. I hope to see the back of exams one day or at least less exams. I think we would be able to get more from our students through PBA. I have learned so much from MET without exams. Many of our students are forced to apply rote methods to prepare for exams. If one should quiz them a few hours after the exams then we would be surprised to see that they haven’t retained much.
Everton
Conroy,
I must say the same. The number grade from an exam is never a true reflection of my knowledge of the concept. I was very surprised when I realized that I wouldn’t have to do exams for this program as I have been doing exams all my life. It took me a while to adapt to this new kind of learning and assessment but now I fully endorse it. I would like do a research comparing this PBA with the traditional methods.
Everton
When I reflect on my experiences in the MET program thus far, my best memories and most intense learning experiences were, more often than not, the result of a project based learning activity. For example, I am not sure anything will quite match the experience I had creating two ten minute documentaries for ETEC 531. […]
Continue reading MET Project based assessment experiences Posted in: Week 10: Product-Based Assessments
WOW – Mihaly Czikszentmihalyi is extraordinary! What a great video. It was a bit long (18 minutes), but the best parts come at the end!
I really understand what you mean by flow, and I know personally when “time stands still” and you are in a zone…especially now that I have watched Mihaly’s TEDtalk, but there was one thing that stood out for me from his chat…in relation to PBA
He claimed that you need 10 years of technical training in order to create new ideas and to begin to change something to make it better than before …
I wonder if that is because the technical skills was “learned” alone and traditionally? I can see if you were a violinist or figure skater (two examples from his talk) BUT…what about technology and working together to learn about “something”. I wonder if instead of 10 years of specialist experience, if you had 10 years of collaborative experience – would you get the same kind of new ideas and change with new products?
The “flow” Mihaly referred to was mostly an individual thing, but what about working as a group? Do you think working in a “Great Team” using PBA as a foundation, could create the type of “flow” Mihaly discussed? And if we could “teach” how to create this flow…or “facilitate” how to create this kind of flow in our businesses…what would the outcomes look like?
Thank you for the great video!
Verena:)
Hi Verena,
Yes, that claim of 10 years stuck out when I watched it, too… It seems like a fairly arbitrary statement and number but I suppose it is based in research. I think that point could be debated because I have seen children completely engaged in activities, in a flow sort of way, as well, who are younger than 10 🙂 I have seen young artists and young athletes who definitely exhibit flow. Finally, I found it interesting that the “10 year” idea was not listed in the criteria for flow that was presented near the end.
I think teamwork is great but I think “flow” with a team would be something a little different. Flow is more of a personal feeling. I think if it were true flow, you would lose sense of your teammates as you are working. In group work, the social awareness must always be turned on for it to work. I think that the condition of “flow” as Mihaly Czikszentmihalyi expresses it, and the kind of social awareness needed for group work, are mutually exclusive. That doesn’t mean, though, that we can’t come up with a new concept… like: “group flow”
I’m not sure about the 10 years claim, but I have frequently heard 10,000 hours cited as the number of hours one needs to practice a field to become an expert (I’ve heard this from sources as divergent as a psychiatrist, a sewist, and malcolm gladwell).
This website nicely calculates it into years. http://www.ryac.ca/blog/2010/01/10000-hours-how-long-is-that/
Interestingly enough 10000 = 8hours/day x 5 days/week for 5 years. How often is 5 years experience cited as a qualification benchmark for middle level positions?
As for flow, I think it is unrelated to level of expertise, but rather describes a level and feeling of engagement when participating in an activity.
HI Jim!
Group flow – very cool. I imagine that is what business leaders are looking for when creating a team to develop a new product? Or “group flow” is a possibly the definition for Silicone Valley work environments like “google?” How can we get “group flow” from the business world into the classroom?
http://ecorner.stanford.edu/authorMaterialInfo.html?mid=1072
I agree that individual flow and group flow are different…..good point…but they are both awesome.
Thanks again for the great video…I really like the chart at the end…
Verena:)
Jim,
The assignments in ETEC 531 are true examples of PBA since the assignments allowed us to create authentic media that are critical in this digital age. I really enjoyed the assignments.
Keisha
Jim,
I had similar experiences as you in regards to the PBA’s in MET. In particular, I lost all sense of what was around me when I was working my moodle for ETEC 564 and after that I decided that instructional design was where it’s at – but on the computer. This experience helped me realize what I enjoy doing and what I would like to pursue in for my career path. These PBAs gave me a better sense of what the subject entails than a test would. I feel they are very helpful in making us realize our dreams and goals.
Tamara
I have always been a hands-on learner, when I was a child my parents would take me out of school for two weeks and we would drive down to Florida from Ontario. We would stop along the way to learn about the different states we were driving through and they would always ask my teachers […]
Continue reading Hands-on Learning through PBA Posted in: Week 10: Product-Based Assessments
Hi Ashley
I think you’re right about concept mapping, and in my mind this tool has significant potential for an emerging venture in PBA.
I like how you bring up your own personal experience from when you were younger, and highlight how project assessment seems to be better for tailoring to individuals. I think this would be a strength of PBA, and perhaps something that potential PBA ventures could focus on. It also aligns with 21st Century Learning, as espoused by many institutions including the newest initiatives from the BC government.
Hi Ashley!
Thanks for personal story. I can visualize a family trekking slowly down to Florida- exploring as they go.
I helped my daughter’s kindergarten teacher create her classroom blog, and it is based on voicethreads….It is an amazing medium for PBA for students who do not have the written skills to still create a “project” of their own. An example from a “farm visit” http://voicethread.com/?#u451150.b690134
Although she is using them more for content at the moment..I know that the grade 1 classes may develop some more this year themselves…..
I like to use Mindmeister as well….although I noticed that if you do not have the premium version, it doesn’t “look” as good. The idea of “concept” mapping is great though. I hope you have a chance to add to our SWOT analysis this week.
Thanks again for the personal connection….
Verena:)
Hi Ashley,
I have also always been a hands-on-learner, so this course is definitely the right fit for me! I am also a huge fan of concept maps, voicethreads and other forms of PBA tools!
Jenaca
Prior to the MET program I was introduced to PBA in other programs. However, this MET program is very helpful to me in clearly understanding the effects of PBA. The product based assessments that were a part of the courses I have completed including the first assessment of this course have proven very helpful to […]
Continue reading The Benefits of PBA in MET Posted in: Uncategorized, Week 10: Product-Based Assessments
Hello hall!
I think that you have mentioned a key factor of PBA which keep us all motivated – you have learned by “doing”. The examples that you cite exemplify using your strengths as a learner in different ways – in order to reach a common goal …learning something new! It sounds like the PBA learning that you explored encouraged an authentic learning experience for you.
When you developed material in moodle, did you try using PBA methods? Were you using moodle 1.9 or moodle 2.0? With moodle 2.0 it seems that there is a lot more opportunity for designing “PBA” courses….especially with all the new bells and whistles, (blogs, language workshops, portfolios etc).
Thanks for your comment,
Verena 🙂
I agree!! You definitely hit the mark on PBA…Keeping us all motivated! I think this is one of the best ways of learning!
Hi Verenanz,
Yes, I tried PBA method. I think used Moodle 2.0 for the assignment. I spent countless hours on the internet to teach myself the procedure to setup the online course. The most challenging aspect of the project was the creation of a splashing page. I felt I was walking on muddy ground and farther I walk the more I sunk until one night I got the break through. I found out how to create the splashing page.
Hi Everton,
Great synopsis. I agree with you in that PBA really does give us a way to demonstrate our abilities. We not only put our technology skills on display, but we also show how we incorporate our pedagogical, andragogical and constructivist abilities into our project. We also get to show how we have evolved through the program and grown through our reflections.
Juliana.
Hi Conroy,
I really enjoyed your post, specially your phrase: “It allowed me to develop independency and tenacity to work on projects outside of jobs”. The fact that we were required to solve different kinds of problems through the assessments and activities required in the MET courses forced us to develop autonomy and tenacity. It also fostered collaboration among peers. Fostering originality and creativity is a key of PBAs, and, from my point of view, it is linked with problem solving.
Cheers,
Angela.
Thanks week 10 for a wonderful presentation! What is my impression of the PBA? I have always been a firm believer of PBA and have really enjoyed this program for allowing us to share what we have learned through more ways than just exams and tests. I do agree that giving tests and exams motivate […]
Continue reading Discussion #1: BPA is powerful! Posted in: Week 10: Product-Based Assessments
Hi Jenaca,
Great points on PBA in MET, I agree with them. I am support your point that PBA allow students to express what they truly learned, not just what a few questions have them answer. I have always felt that written tests and examinations do not test the true potential of a person and are not a good way of identification the mastery of a concept. Although 85% of assessments I have done prior to MET program were written tests and examinations, I prefer PBA. I think this is way that most colleges and universities must test their students’ competencies of concepts.
Hi all,
In the discussion you mention that the potential of others is more harnessed and not just the limited questions that appear on an exam. I would add as well that PBAs also open a link to the content that encourages the learner to explore the topic in more depth. What do you think?
Hi Jeneca,
I noticed your feelings of frustration over test taking and exam writing. Do you think that PBA could offer students a less “anxious” learning environment? Perhaps taking the focus off the “standardized” assessment practices and encouraging personalized learning opportunities?
Although I still think that a “blended” approach is always best…learning in different ways….
I sense that PBA learning might have given you the opportunity to express yourself as a learner AND to discover your “real” strengths – and weaknesses – as a learner?
As Kristopher pointed out…PBA encourages learners to discover the content for themselves….Often, they learn more than they ever thought possible, because the “limit” of the content is based on the individual, and not the “teacher” or facilitator….All this learning may be giving you the confidence to be more creative in your “output”?
Thank you for your post,
Verena:)
I wonder how often a choice is given to students… that they can write a test if they wish or create a product. They’re two very different displays of learning, though. Tests are (sad, but true, I guess) low-end regurgitation tasks, and products can (not necessarily do) show the application and understanding of things that were learned.
I guess what I’m ultimately wondering is if students who do better with creating products could be considered a learning group / style, like kinesthetic learners?
The MET program is definitely centred on PBA in that students are heavily involved in creating a product, which forms the basis of assessment, versus the use of a tool to show learning. This is one of the positives of the MET program in that, being product centred, the program creates skills and tools that […]
Continue reading Activity 1: MET and positive PBA Posted in: Week 10: Product-Based Assessments
Hi Kerry-Ann,
I have never completed so many projects in all of my studies prior to this MET. But I must admit that this program allows me to clearly understand the concepts on technology and helps to develop creativity. Thus I support your point that PBA allows for creativity, innovation, authorship and independence.
I think this journey I have embarked on to complete this degree in educational technology (MET) has proven so far to be a very good choice. I have learnt a lot from the products I have created. The created products have allowed me to become competent in the use of technology. Hence, I also support your point that this MET program is worthwhile, fulfilling, and practical.
Hi Conroy,
Same here. My experience has also sold me on including more PBA in my course design, delivery and content.
Hi Kerry-Ann,
You noted that reflection is pervasive in all courses in the MET. I think that the encouragement of reflection is directly connected to PBA. As others have mentioned, PBA is authentic and (can be) frustratingly engaging. We invest so much into these assignments that it’s hard not to reflect on them as we walk away from them at the end of the day. This could become a strong selling point as one of the huge benefits of PBA as a venture.
Thanks for the post!
Kristopher
Hi Kristopher,
Hmmm….Can PBA exist without reflection? Is reflection rather at the insistence of and within the course design/instructor focus? Can future ventures therefore somehow integrate these two features seamlessly and within a larger structure of design and assessment?
Kerry-Ann
I agree in the importance of reflection. This is one of the cornerstones of e-Portfolios, and at this time we may consider e-Portfolios to be arguably the most marketable venture in PBA. It also stands to reason that I’m guessing that reflection will be the most significant portion of our ETEC 590 e-Portfolio project (for those of us that take that course).
The irony is that I’m not yet sure how reflection works out when assessing a PBA assignment! In many cases the reflection will be a small part in terms of size, but a large part in terms of learning power. I guess I’m getting a bit off-topic now, but it’s an interesting thought.
cheers
Doug
Hi Doug,
I totally agree with you and I don’t think you are off topic at all. I have similar questions as to how reflection and PBA are linked and whether or not reflection is inherent in PBA. As I said to Kristopher, can such important elements within reflection and PBA be seamlessly integrated within a larger structure of design and assessment?
Kerry-Ann
I think it can be integrated, yes. I can see things like this eventually becoming part of a larger SIS (student information system), or part of a LMS. There are definitely opportunities out there!
From my MET experience, I have been assessed using the following methods: digital storytelling, blogs, research papers, presentations, Moodle courses and wikis. I will say that the most rewarding types of assessments have been where I have been able to either create a presentation/course or performing an analysis of some type. For instance, the Market or Venture analysis […]
Continue reading Activity #1: MET Assessments Posted in: Week 10: Product-Based Assessments
“As we all know, memorization will only get us so far.”
Good point, Juliana. I think that much of the really powerful learning that’s happened for me in MET has been about *doing* stuff. That doesn’t mean it can’t reference theory or involve reading lots of articles :), but developing a constructivist-style course is both a lot harder and a lot more rewarding than memorizing what constructivism is, who developed it, etc.
Exactly. I really enjoyed applying the theory and seeing how it works in the real world. For me it gave a real life context to it and really allowed me to see what would realistically work.
Juliana.
What is your impression of PBA based on your experiences in MET? My experiences in MET has shown me the relevance of PBA for learners as I have been able to: Engage with learning. Learn through collaboration (I have always feel that we are a learning online community), problem solving and construction of knowledge. Own […]
Continue reading Activity #1 – Intro Discussion Posted in: Week 10: Product-Based Assessments
Hi Angela,
I agree with you the MET program has shed some light on the benefits of PBA. Thus it allows us to clearly see the effectiveness of implementing of PBA in the courses or subject we teach at our respective educational institutions.
I think the use of PBA in educational institutions across our globe will definitely foster critically among students and will create a better society. In accordance with your view that” PBA also allows to think critically about content and develop an own perspective about learning”, I think it should be implemented in all educational institutions across our globe.
Hi Conroy,
Thanks for your comments. Particularly I agree with your statement “I think the use of PBA in educational institutions across our globe will definitely foster critically among students and will create a better society”.
Cheers,
Angela.
Hi Angela,
You mentioned that PBA encourages us to own our learning– you are completely right! Inevitably we apply and build our projects around what is meaningful to us and I think that in addition to building engagement in the assignments, it also helps us to create a sense of ownership in that this is OUR work that is on topics that I am the master of. I like that addition to the benefits of PBA.
Thanks Kristopher. I liked the term that you used: master. It resumes it very clear.
Cheers,
Angela.
Angela,
I really like the succinctness of your answer. May I borrow? 🙂
The part that I like the best is the “own my learning process”. I think that sometimes we too often forget that students must have some sort of impetus on their own parts. Isn’t that one of the main rules of learning? In the constraints of curriculum and the mandate of provincial exams, i think sometimes that the focus of learning becomes the test results. And of course, there’s always the Fraser Report on the state of learning in the education system.
Just adding my two cents, Thanks.
Of course you can borrow! The idea of sharing our opinions through MET courses is exactly “sharing”. Thanks for your comments 🙂
Angela.
Before you publish your posting, please make sure that you select a category (eg. Introductions) as well as assign some meaningful tags (keywords).
Everton Walker 8:38 am on November 11, 2011 Permalink | Log in to Reply
Allie,
Great post! Do you see where your courses will one day omit exams in their totality? Is there a possibility that exams will one day be a thing of the past?
Everton
Doug Smith 9:32 am on November 11, 2011 Permalink | Log in to Reply
That’s a very interesting observation Allie. Typically I think of high-stakes testing as being a part of anxiety, but I can see how a new or different way of assessment (and therefore learning) can cause anxiety. As you say though, the hope is that the end of the process ties back towards the learning process, and here again I think we are seeing the importance of reflection.
My next question that comes to me is I wonder if there is an EVM (product or service) which can help educators or learners ease through this process of anxiety?
cheers
Doug
andrea 7:27 pm on November 11, 2011 Permalink | Log in to Reply
Hi Allie, someone in another post mentioned that sometimes PBA-style assignments take us outside our comfort zone, and you’ve really reinforced what that looks like here. Once we’re in the habit of writing papers or exams for every course, for some people it’s unsettling when they’re asked to do something different. We know how much time it takes to study, or to research and write a paper. A project that involves something more authentic is intimidating both because it requires *real* skills and because it’s an *unknown*. Thanks for describing your experience on the teaching side of this so clearly!
Andrea