Design of an Online Training Course:

An Introduction to Project-Based Learning (PBL) for K-12 Educators

Training Overview

Project Based Learning is a student-centered teaching method in which students gain knowledge and skills by collaborating to respond to an authentic, engaging, and often open-ended problem or challenge. Throughout four modules, K-12 educators will form a Project-Based Learning Professional Learning Community (PBL PLC) to learn the benefits of implementing PBL and how to plan, deliver, and evaluate their first PBL with their students.

Link to Course

Video Tour

  • The target audience for this training is K-12 educators of various demographics, backgrounds, and experiences. It would be beneficial if the teachers have some degree of classroom experience, but it is not completely necessary. They must be self-directed, have good written and verbal communication skills, and have a desire to transform their classrooms into more engaging, student-focused learning environments.

  • Adult learners need the means to work when at times most convenient for them. The training will be delivered online through Canvas. The learners will be able to access the course at any time from work or at home. Ideally, the training and implementation of the PBL experience for their students would happen concurrently. This will allow them to apply their knowledge and skills immediately. They will assess and evaluate their experiences, and any challenges in implementation, and gain valuable insights through collaborative activities with others in the training. Other self-paced activities like readings and video presentations will allow them to access the content at their convenience to continue exploring topics in the training on their own time.

  • In my prior experience as a Project-Based Learning Coach, Teaching and Learning Coach, and Teacher Leader in my school district, I have worked with many teachers from various content areas who lack the knowledge and skills to deliver student-centered pedagogy proven to increase student engagement and motivation. Many have contacted me asking for ways to encourage more discourse and engagement in their classroom. The goal of this training is to introduce a research-based teaching methodology they can implement in their classrooms to hopefully mitigate some of these issues.

  • I have selected the ADDIE design model to guide the design of this training. ADDIE comprises five phases: Analysis, Design, Development, Implementation, and Evaluation. This model has proven to be an effective method to design training programs for many years. My only limitation will be the ability to implement and evaluate the effectiveness of this training (the last two phases of ADDIE). By utilizing the systematic approach of the ADDIE model I will gain practical experience in planning and creating a training using a research-based methodology vetted by experienced instructional designers.

  • Some experience in the classroom may be beneficial before taking this training. A solid grasp of some effective classroom management strategies and experience implementing them would be helpful. However, it is not completely mandatory. Much of Module 3 will cover strategies and tools to assist students in managing themselves.

    Experience utilizing technology tools like Word, Excel, PowerPoint, the Google Education equivalents, and learning management systems like Canvas and Google Classroom will be necessary.

    It would also be helpful if the learners have successfully taken an online course in conjunction with teaching content and are familiar with the demands of online learning versus face-to-face learning.

Learning Outcomes

  • At the end of this training module, the learner will be able to compare PBL to “doing projects,” provide multiple benefits of implementation, and describe the essential components of a well-designed PBL.

  • At the end of this training module, the learner will be able to create an effective driving question that promotes inquiry and exploration. The learner will be able to plan, create, and sequence the engaging collaborative activities and develop rubrics and assessments aligned with the learning goals.

  • At the end of this training module, the learner will be able to successfully manage the implementation of a PBL using procedures and strategies that build a collaborative culture that fosters inquiry, engagement, and independence.

  • At the end of this training module, the learner will be able to apply a tuning protocol to analyze and evaluate a PBL and self-reflect on the effectiveness of the PBL they implement with their students.

Learning Objectives

  • At the end of this training module, the learner will be able to...

    Explain common misconceptions between implementing traditional projects and PBL experiences.

    Describe multiple benefits of implementing PBL in their classroom.

    List and describe the essential project design elements and the PBL teaching practices for a “Gold Standard” PBL experience.

  • At the end of this training module, the learner will be able to...

    Create, analyze, and evaluate driving questions that are open-ended, engaging (provoking further inquiry), and aligned to content standards and learning goals.

    Utilize a planning template.

    Create and sequence the learning experiences aligned the components of “Gold Standard” PBL.

    Develop rubrics and assessments aligned to learning goals.

  • At the end of this training module, the learner will be able to...

    Develop procedures and protocols for students that promote self-directedness and independence.

    Select proven strategies to support group collaboration.

    Select proven strategies to assess and monitor individual student and group progress.

  • At the end of this training module, the learner will be able to...

    Self-reflect on the effectiveness of the PBL experience.

    Analyze and evaluate factors that contributed to successes or challenges in implementation.

    Apply tuning protocols to critique the PBLs of their peers on the effectiveness of the PBL experience.

    Analyze and evaluate factors that contributed to successes or challenges in implementation.

    Apply tuning protocols to critique the PBLs of their peers.

Multimedia Selection and Copyright

Canvas will serve as the Learning Management System that will be used to house the training and materials. Videos and articles will be provided to support collaborative discussions through Canvas’s discussion board. The discussion prompts will encourage engagement, discourse, and the sharing of ideas and best practices between peers. They will be relevant to the current planning and implementation phases of the learner’s PBL. Feedback will be given in Canvas throughout the discussions and for submitted assignments. All multimedia, learning materials, and resources will be selected and used following copyright law.

Instructional Strategies

Much of the training will be designed to guide the learner through the ADDIE process to successfully design, plan, and implement their first PBL with their students. Learners will actively engage and apply their learning as the training progresses. But before the learners engage their students in a PBL, they need some foundational knowledge of the purpose, benefits, and design elements of a Gold Standard PBL.

In Module 1, learners will watch videos, read articles, analyze examples, and respond to discussion prompts aligned with the module objectives. The focus will be on the “why” behind PBL and how its implementation can improve their teaching practices, student engagement, and student achievement. This will require some self-reflection activities and open discussion between the PBL PLC.

The discussion continues in Module 2 as the participants learn how to plan a PBL to implement in their classroom. By the end of Module 2, they will engage in peer review of the plans, provide feedback to each other, and revise their plan.

In Module 3, learners will watch videos, read articles, and discuss classroom management strategies and tools specifically for students to manage their learning teams. Collaboration and project management tools like SCRUM boards or Kanban boards will be introduced. The PBL PLC will also discuss ways to facilitate the classroom culture needed for successful implementation. Learners will also research innovative ways to assess and evaluate students’ independent understanding when working collaboratively in groups.

During Module 4 the learners will apply their knowledge of the previous topics by launching the PBL they have designed with their students. At this time, they will research common protocols used to revise and improve a PBL experience. During this time an open discussion post will allow them to support each other as issues arise during implementation. At the end of the training, the learners will engage in a tuning protocol and participate in a final self-reflection activity.

Formative Assessment Strategies

In Module 1, learners will create a presentation to introduce PBL to their students that synthesizes the background knowledge obtained in the first module in a student-friendly manner. Learners will have voice and choice in how they demonstrate mastery of the learning objectives in this module. A rubric will be used to assess understanding, ensure learners are making progress toward learning goals, and provide opportunities to leave constructive feedback.

In Module 2, learners will create, analyze, and evaluate each other’s driving questions by responding to a discussion prompt. The trainer will supply feedback to each learner in the discussion as well. Learners will also create or use a premade planning template and calendar to map out their PBL and sequence learning tasks. Learners will evaluate these plans through a peer review using a rubric.

In Module 3, learners will collaborate and respond to a discussion prompt to discuss collaboration, project management tools, and ways to assess individual student understandings. They will be given voice and choice in how they present the strategies they have learned from each other and through their research. Some options might include creating an infographic, presentation, or Flipgrid.

In Module 4, learners will engage in a tuning protocol and participate in a self-reflection activity.

Summative Assessment Strategies

Learners will be assessed by putting the knowledge and skills to work in practice. By the end of Module 3, all learners will be implementing the training in their classrooms. After their implementation, they will participate in a group tuning protocol where they will self-assess and evaluate each other’s PBLs. In this process, they will reflect on the effectiveness of the PBL in increasing student engagement and retention of content.

Accommodations Modifications

All learning materials and resources will adhere to the Americans with Disabilities Act (ADA) and will adhere to the guidelines proposed by the World Wide Web Consortium’s Web Accessibility Initiative (WAI). Examples of how these protocols and guidelines will be applied include:

• Text descriptions of visual elements

• Text-to-speech capabilities

• Closed captioning on videos

• Transcripts for videos

Evaluation

Learners will evaluate the effectiveness of the course through an online survey to collect feedback. The feedback will guide how to adjust the strategies, learner interactions, content, and delivery.