PROJECT-BASED LEARNING

Dr. Lourdes Galeana de la O.

University of Colima

1. INTRODUCTION

Project-Based Learning can be viewed from various perspectives:

Instruction method
Learning strategy
Work strategy

Regardless of the approach under which it is applied, it is characterized by the group

teachers and students work in groups on real topics that they
they have been selected according to their interests.

Project-Based Learning has been researched and applied by Dr.

Davod Moursund, international expert in the use of ICTs within
learning projects, editor of the magazine Leading and Learning with
Technology, from ISTE and who has proposed its curricular use.

Project-Based Learning involves forming teams made up of

people with different profiles, disciplinary areas, professions, languages and
cultures that work together to carry out projects to solve problems
real. These differences offer great opportunities for learning and
they will prepare the students to work in an environment and in an economy
diverse and global. So that the results of a team's work,
for Project-Based Learning to be successful, a design is required
defined instructional, definition of roles and design fundamentals of projects.

2. KEY CONCEPTS

Project-Based Learning is a learning model in which

students plan, implement, and evaluate projects that have application in the
real world beyond the classroom (Blank, 1997; Dickinson, et al, 1998;
Harwell, 1997).

This model has its roots in constructivism, which evolved from the
works of psychologists and educators such as Lev Vygotsky, Jerome Bruner,
Jean Piaget and John Dewey. Constructivism is based on the growing
understanding the functioning of the human brain, in how it stores and
retrieves information, how it learns and how learning increases and expands the
prior learning.

Constructivism focuses on learning as the result of constructions.

mental; that is, that human beings learn by constructing new ideas or
concepts, based on current and prior knowledge (Karlin & Vianni, 2001).

In Project-Based Learning, learning activities are developed.

interdisciplinary, long-term, and student-centered. (Challenge 2000
Multimedia Project, 1999.

Project design: stage of analysis and planning of the project, should be

formulate a defined objective, limitation of the problem or situation to be resolved,
identification of the profiles of the involved actors, etc.

Collaborative work: it is an intentional process of a group to achieve

specific objectives In the context of an organization, group work with
technological support is presented as a set of strategies aimed at
maximize results and minimize the loss of time and information in
benefit of organizational objectives.

Collaborative work based on ICTs: it is the intentional process of working with a

group to achieve objectives more software tools designed to give
support and facilitate work (Computer Supported Cooperative Work).

Cooperative work: instructional technique in which learning activities

They are carried out in small groups that are formed after the instructions.
explained by the teacher. The members exchange information, activate the
prior knowledge, promote research and provide feedback
mutually.

Problem-based learning: a learning process that revolves around

presentation of a previously designed problematic situation and the
development of constructs.

Real-world problem-based learning: a learning process that revolves around

based on the approach of a real problematic situation and the elaboration of
constructs.

Justification

Project-Based Learning is complicated and requires perseverance, dedication

and the best efforts by all the involved parties, but the
propose and develop innovative learning models that manage to enhance
the self-learning capabilities of our students is justifiable in
all the senses since Project-Based Learning contributes to
primary manner to:

1. Create an integrative concept of the diverse areas of knowledge.

2. Promote an awareness of respect for other cultures, languages, and people.
3. Develop empathy for people.
4. Develop working relationships with people of various kinds.
5. Promote disciplinary work.
6. Promote research capability.
7. Provide a tool and a methodology to learn things
effectively new.

There are many advantages that this model offers to the learning process already
that promotes students to think and act based on the design of a
project, developing a plan with defined strategies, to provide a solution to
a question and not just to fulfill curricular objectives. It allows learning
in diversity when working together. It stimulates emotional growth,
intellectual and personal through direct experiences with people and students
Located in different contexts. Students learn different techniques.
for problem-solving when interacting with people from diverse backgrounds
cultures and with different viewpoints. They learn to learn from each other and
they also learn how to help their classmates learn. They learn
to evaluate the work of their peers. They learn to give constructive feedback
both for themselves and for their peers. The process of developing a
project allows and encourages students to experiment, undertake learning
based on discoveries, learn from your mistakes and face and overcome challenges
difficult and unexpected.

The main benefits reported by some authors of this model to

learning includes:

• The students develop skills and competencies such as

collaboration, project planning, communication, decision making and
time management (Blank, 1997; Dickinsion et al, 1998).

• Motivation increases. There is a recorded increase in attendance at the

school, greater participation in class and better willingness to carry out the
tasks (Bottoms & Webb, 1998; Moursund, Bielefeldt, & Underwood, 1997).

• Integration between learning at school and reality. Students

retains a greater amount of knowledge and skills when they are
committed to stimulating projects. Through the projects, the
students make use of higher-order mental skills instead
to memorize data in isolated contexts, without connection. Emphasis is placed
 when and where they can be used in the real world (Blank, 1997;
Bottoms & Webb, 1998; Reyes, 1998.

• Development of collaboration skills to build knowledge.

collaborative learning allows students to share ideas among
they, express their own opinions and negotiate solutions, skills
all necessary for future jobs (Bryson, 1994; Reyes,
1998).

• Enhancing skills for problem solving (Moursund,

Bielefeld, & Underwood, 1997).

• Establish integration relationships between different disciplines.

• Boost self-esteem. Students take pride in achieving something that

have value outside the classroom and make contributions to the school
or the community (Jobs for the future, n.d.).

• Enhance individual learning strengths and their different

approaches and styles towards this (Thomas, 1998).

• Learn to use technology in a practical way. (Kadel, 1999; Moursund,

Bielefeldt, & Underwood, 1997.

In summary, Project-Based Learning supports students in: (1)

acquire basic knowledge and skills, (2) learn to solve problems
complicated and (3) carry out difficult tasks using this knowledge and
skills.

However, like all teaching and learning models and strategies

they have disadvantages for their implementation, such as the following:

• Requires a well-defined instructional design.

• The design must involve the teacher as a content expert,

pedagogue and the technologist if they are going to incorporate technologies of
Information and communication. All of them must have knowledge.
basics about project design.

• It is costly in every sense.

• Make it difficult to integrate and match the different schedules for communication.
among the participating teams.

• Time and patience are required to remain open to ideas and opinions.
diverse.
 • The differences between cultures create unintentional misunderstandings.

• It's not always natural or comfortable to act in a special way to bring about
project manager.

• The connection by phone or through technological systems can be difficult.

However, the three main axes of Project-Based Learning

includes: relationships, communication, and student-centered learning. To
As teachers and students interact to plan and work, they learn.
to develop relationships regardless of how different their experiences are
previous. These relationships are based on trust, joint effort and
communication. When working on project-based learning with
student teams, intercultural sensitivities and skills are included
of language, which are typically not required in teaching models
traditional.

Based on the analysis of the advantages and disadvantages, the teachers and the secretariats
academic institutions must realistically evaluate the
magnitude and difficulty of those barriers to know how far it can go
implement this model, but the greatest lessons are learned by overcoming
great difficulties.

4. Methodology of Project-Based Learning

Project-Based Learning is oriented towards the realization of a project.

the plan following the project design approach. The activities are oriented towards
the planning of a solution to a complex problem; the work is carried out in
groups; students have more autonomy than in a traditional classroom and
they make use of various resources.

In addition to the objectives related to the subject and the topics that are being
addressing, the following must be met:

• Improve the ability to solve problems and develop complex tasks.

• Improve the ability to work in a team.
• Develop Higher Order Mental Abilities (search for
information, analysis, synthesis, conceptualization, critical use of the
information, systems thinking, critical thinking, research and
metacognition.
• Increase knowledge and skills in the use of ICT in an environment
of projects.
• Promote responsibility for one's own learning.

Currently, based on the work of researchers worldwide, there have been

identified the following characteristics of the Based Learning model
Projects (Dickinson et al, 1998; Katz & Chard, 1989; Martin & Baker, 2000;
Thomas, 1998):

• Student-centered and student-led.

• Clearly defined: beginning, development, and an ending.
• Meaningful content for students; directly observable in their
environment.
• Real world problems.
• Research.
• Sensitive to local culture.
• Specific objectives related to curriculum standards
educational for the 21st century.
• Learning objective products.
• Interrelationship between academia, reality, and job skills.
• Feedback and evaluation by experts.
• Reflection and self-evaluation by the student.
• Assessment based on learning evidence (portfolios, journals, etc.).

Project-Based Learning focuses on a problem that needs to be addressed.

solve based on a plan. The fundamental idea is the design of a
action plan where students identify the what?, whom?
¿para qué?, ¿cómo?, ¿cuánto?, factores de riesgo a enfrentar, medidas
alternatives to ensure success, expected results, etc., and not the solution of
problems or the execution of activities.

The definition of what is to be achieved, as well as the components and products

with whom the project is worked on, allow for continuous modifications and
incremental improvements during its development. When the student
facing a problem or task that constitutes a challenge, use your own
knowledge, skills, and experience gained from previous jobs, and
since this model proposes teamwork, together they add these
variables, achieving a systemic approach to the problem. A project has
time constraints. Therefore, decisions must be made about the
management of this. If too much time is spent improving one aspect, it is
It is possible that others do not achieve the same level of quality and therefore the project,
as a whole, can be endangered. One of the objectives in a typical lesson of
Project-Based Learning is about getting students to learn to take the
necessary decisions to achieve an adequate level of quality with the
existing time restrictions.

If Project-Based Learning revolves around real problems, then

students will have a large number of projects to choose from, as well as the
nature of these and their level of content. Students are motivated
intrinsically to the extent that they shape their projects to be
accord to their own interests and skills. It is common for the student to have to
dedicate additional time and effort to define the specific project that will be undertaken
the end. The product, the presentation or the production obtained by the student
they will have a personal touch.

In general, the same project can be assigned to students who have

academic trajectory and different skills. Students build new
knowledge and skills about the knowledge and skills they already possess.
They conduct research using multiple sources of information, such as
Internet, books, online databases, video, personal interviews, and their
own experiments. Even if the projects are based on the same topic, it is very
It is likely that different students use different sources of information.

The evidence of learning in this educational model is the design and development.
of a product, presentations that other students can see or use. The
the product can be written or interactive. Students can present the
results of their class projects such as reports or posters. Other projects
they can be carried out outside of school as performances, publications or
vacation. A fundamental learning evidence is the student's portfolio,
since it concentrates the completed courses, consulting experts,
Reviewed documents, delivered projects and products. ICT can be
use as a means to spread and integrate the products.

In Project-Based Learning, the teacher acts as a facilitator,

offering students resources and guidance as they carry out their
research. However, students collect and analyze the information,
they make discoveries and report on their results. The professor does not constitute
the main source of access to information. Teaching and facilitation are
guided by a wide range of explicit learning objectives, some of
which can focus very precisely on the specific content
on the subject. Others will likely have a broader base, either
interdisciplinary or independent, from the other disciplines. Students can
achieve additional (unforeseen) goals as they explore complex themes
from various perspectives.

The teacher seeks, and acts, in the so-called 'moments for learning.'
which often involves bringing the whole class together to learn and discuss about a
specific situation (maybe unexpected) that a student or a team of students
has found. It has final responsibility for the curriculum, instruction, and
evaluation. The teacher uses the tools and methodology of evaluation
real, and must face and overcome the challenge posed by each student being
building their new knowledge instead of studying the same
the content of the other students. The teacher learns alongside his students
giving an example that learning should be lifelong.

The evaluation must be real and comprehensive. This type of evaluation sometimes is
it is called 'performance appraisal', and it may include portfolio evaluation
of the student. In holistic assessment, students are expected to solve
complex problems and perform tasks that are also complex. The emphasis is placed
about higher-order thinking skills. In the same way in
that the curricular content, Project-Based Learning is authentic and of
real world, the assessment in reference is a direct measurement of performance and
knowledge that the student has of that content. Students understand
clearly the evaluation rules, which are oriented and directed towards the
learning evidence developed during the project. In this model, the
students learn to self-evaluate and to evaluate their peers (they learn to
give his classmates effective and constructive feedback). The teacher must
make sure that students understand what they are doing, why it is
important and how they will be evaluated. Students must help establish
some of the objectives they will be evaluated on and the evaluation method
what will be used. These characteristics of Project-Based Learning,
focus on learning, contribute to the student being motivated and
actively commit. A high level of internal motivation and
commitment for the model to be successful.

It is important to make the distinction between feedback (formative assessment) and

assessment (summative evaluation). During the project, students can
receive formative evaluation (feedback) from themselves, from their
companions, from their teachers and from other sources. This feedback helps to
student to understand how to produce a final product of good quality.
While some teachers use information from formative assessment to
grade the student, others only use the final product as a basis for the
evaluation. The student is usually assessed both by the development of
process as well as the final product. It should not be forgotten that a good environment of
learning allows the student to experience, that is, to try things that
may not yield good results. A good evaluation system should stimulate and
reward that behavior of trial and error instead of punishing it. Students must
participate in the development of the evaluation and have a full understanding of
this. This is how they learn to evaluate their own work.

In the preparation of the project design, it is necessary and convenient to adjust to

criteria and methodological steps that are capable of adapting and responding to the
complexity and the transformations of reality. In the design of the project
elements and procedures capable of responding must be incorporated
adequately to the challenges arising from those transformations that -in
to a large extent - they manifest during the time that elapses between preparation
of the design and the moment of execution.

The basic concepts for project design are:

Two essential premises that teachers must take into account for the
instructional design of the Project-Based Learning Model and what must
to encourage students while developing their activities and the proposal of
your project:

• user orientation
 • uncertainty/risks

There are six stages of development, of which the construction is the one where
student proposes how they will solve the problem or question, and the
implementation and maintenance. It is the approach to the strategies that will
establish to maintain favorable results.

• planning
• analysis
• design
• construction
• implementation
• maintenance

3. The three key entities for designing your work are (included
technology, since most of our experience is based on work
collaborative based on ICTs:

• at-risk population:
• information (or application)
• technology

4. Four characteristics of progress:

• interactive
• increase
• visible
• generate learning

4. Four control functions:

• progress measurement
• change control
• risk management
• registration
 Diagram on Project Design

Process of
development Project design
Strategy
Planning
Work plan
Analysis

Design

Construction

Implementation

Maintenance

5. Implementation of Project-Based Learning

1. Objectives

It is very important that all participants have clear objectives, in order to

that the project is planned and completed effectively. Both the
teachers, like students, must make a proposal that explains the
essential elements of the project and the expectations regarding it. Although the
The approach can be made in several ways, it must contain the following
elements (Bottoms & Webb, 1988):

• Situation or problem: one or two sentences describing the topic or

problem that the project seeks to address or resolve.
• Description and purpose of the project: a concise explanation of the objective
last of the project and how it addresses this situation or problem.
• Performance specifications: list of criteria or quality standards
that the project must meet.
• Rules: guidelines or instructions for developing the project. They include the guide.
project design, allocated time and short-term goals.
• List of participants in the project and their assigned roles
assigned: including team members, experts, members of the
community, staff of the educational institution.
• Assessment: how students' performance will be evaluated. In the
project-based learning, both the learning process is evaluated
as the final product.

The approach is crucial for the success of the project, so it is desirable that
teachers and students develop it together. The more involved
the students are in the process, the more they will retain and assume the
responsibility for their own learning (Bottoms & Webb, 1988).

Herman, Aschbacher, and Winters (1992) have identified five elements that are
they must take into account when setting learning objectives:
 • What important cognitive skills should my children develop?
students? Use the basic achievement standards as a guide
competencies.
• What emotional and social skills should students develop?
• What metacognitive skills should students develop?
• What kind of problems should students solve?
• What concepts and principles should students be capable of
apply?
• Other considerations that teachers and students should take into account.
• Do students have easy access to the resources they need?
previous is especially important if a student requires
expert knowledge of the community in a subject or in the use of one
specific technology.
• Do students know how to use the resources? For example, the
students who have minimal experience with computers
they need additional support to use them.
• Do students have tutors who help them with their work?
• Do the students understand the roles and responsibilities of each?
one of the people in the group?

Steps for implementing an activity in Project-Based Learning

Projects:

A) Start

• Define the topic. Share the information about the process of the section.
previous. Facilitate a discussion about this with the whole class.
• Establish programs, interim goals, and evaluation methods.
• Identify resources.
• Identify prerequisites. Schedule a class to discuss:
How to define and develop a complex project?
How will it be obtained, in order to carry out the project,
new knowledge about the subject that they will need
students?
How will new knowledge or skills be acquired and
necessary in ICT?
• Establish the project objectives.
• Form the teams. Discuss the frequency and location of the meetings.

B) Initial Activities of the Teams

• Preliminary planning. Knowledge about the topic is shared and

suggest possible projects for the team.
• Tentatively establish how specific the project should be.
Deepen the knowledge.
 • Tentatively specify the work plan. Divide the project into
components and assign responsibilities.
• Feedback from the teacher. This is a key partial goal.
• Review the plan based on the feedback.

C) Project implementation

• Make sure that the students complete the tasks and interim goals.
one by one. The work plan must divide the project into a sequence of
tasks, each with its programming and goal.
• With the teacher's approval, the teams continuously adjust the
project definition.
• Team members engage in collaborative learning and
in the cooperative solution of problems.
• Both a self-assessment and a mutual evaluation will be done among the
members of the teams. The teacher also evaluates and gives
feedback.
• Progress towards completion. A project has as its final result a
product, a presentation or an interpretation directed to an audience
specific.
• If necessary, the steps of this section are repeated until all the
partial goals have been achieved.

D) Conclusion from the students' perspective

• Final review. Complete the project and polish the product, the presentation or the
final interpretations.
• Final evaluation. The completed work is presented in the agreed format. For the
In general, the whole class participates and together with the teacher, provides feedback.
constructive.
• Closure. Individuals and teams analyze their products, presentations or
final interpretations, based on the feedback received.

E) Conclusion by the teacher

• Prepare for the closure. Facilitate a general discussion and evaluation of the project.
in the class.
• Make a record of your notes. Reflect on the project: about what worked.
good and about what should be improved for the next time I use it in a class.

6. Project-Based Learning in Virtual Environments

Information and communication technologies (ICTs) offer to Learning

Based on Projects, tools that help overcome language barriers,
of distance and schedules. Technologies such as websites, work forums,
video conferencing, instant messenger, and email allow
teams to perform the work they need to carry out. These groups need
understand and use ICTs, not just for the sake of using them, but to build
better working relationships and enhance their learning community. ICT
they can be turned into tools to build networks among people, thus
are located in distant places.

These requirements, both in building relationships and communications,

like in the ICTs used as connection tools, provide to the
students a unique set of learning experiences.

It is also recommended, to enrich the process, to use ICTs, although

In a certain way, they can increase the challenge for the teacher. It is not
It is essential for the teacher to be an expert in the use of ICTs for teaching.
By relying on them, an open and positive attitude towards them is more important.
and have the desire to learn.

Therefore, making the decision to use this methodology supported by ICTs,

it involves making an effort in several aspects: changing the focus of teaching
from teacher to student, becoming a flexible guide, growing as an educator and
learn with the students.

Although this document has not fully focused on Learning by

Projects in a technological environment, the example of class activity that
suggest, it can be carried out with the ICTs available in the
school, home or community. It is not necessary to have the latest
technological advances.

Students need to routinely make use of technologies as support.

to carry out the projects. These requirements include:

• Basic tools, such as word processors, spreadsheets, databases

data and software for tracing and drawing. These tools allow for
all subjects of the curriculum in the same way as reading, the
Writing is transversal to all disciplines. They can be integrated into
a single software package or they can be separate elements.
• Software and peripherals that include elements such as scanners, cameras
digital, video cameras, and VCRs, as well as connectivity and software
necessary to use them. This software makes it possible for students
learn to read and write non-linear, interactive documents that
they contain text, sound, graphics, and video.
• Internet and network connection (www).
• Software and hardware for publications. Basic software and a
printer, they are generally sufficient.
• Hardware and software for presentations and a projector.
In Project-Based Learning, a wide variety of learnings occur,
due to the large amount of knowledge that is transmitted among students. This
this is especially true in a technological environment. All students
they can and must help their peers and others learn about ICTs and
the way they are used, to develop projects.

One of the main objectives of education is to teach students to

to solve complex problems and to perform difficult tasks. The students
They need to receive instructions and perform complex practices to work.
adequately in the Project-Based Learning environment supported by ICTs,
the technological environment must be specifically designed to help that
the students act successfully.

The technological environment and the Project-Based Learning model

constitutes a unifying concept in education. Each component of it
can analyze from the perspective of the contribution it makes for a
individual or group of people perform successfully.

The objectives of Project-Based Learning for the student through the

the use of ICTs is generally the following:
• Develop competence. For the students, the objective of the project is
to increase their knowledge and skill in a discipline or in an area of
interdisciplinary content. Often, when you carry out a project, the
student reaches a high level of skill in the specific area they are in
studying and can even become the person who knows the most in the
class on a specific topic. Sometimes, the level of knowledge of the
a student on a subject can surpass that of the teacher.
• Improve research skills. The project requires the use of
of skills for research and helps them develop.
• Increase higher-order mental capacities, ability to
analysis and synthesis. This is achieved when the project is challenging and is
focused on helping students develop these skills.
• Participate in a project. The project helps students
increase their knowledge and skills to undertake a task
challenging that requires sustained effort over a period of
considerable time. Usually a group of students works on a
project, in this way they learn to take responsibility in a way
individual and collective for the team to successfully complete the task. The
students learn from each other.
• Learning to use ICTs. Students increase knowledge and the
skill they have in ICTs as they work on the project. A
the project can be designed with the specific aim of encouraging in the
students the acquisition of new skills and knowledge in the
technologies.
• Learning to self-assess and to evaluate others through the use of the
ICTs. Students enhance their self-evaluation skills.
 taking responsibility for their own work and performance. They learn
also, to evaluate the work and performance of their colleagues and to give them
feedback using technological tools.
• Develop an electronic portfolio. The project requires that the
students create a product, a presentation, or a high performance
quality. The project can be part of the student's portfolio.
• Commit to a network project. Students commit.
actively and appropriately carry out the project work, even if they are
located in remote sites, so they are found internally
motivated. This is a goal of the process. As a teacher, you can
make daily observations, at any time, that allow you to establish
if the student is committed to the task, if they show a
appropriate collaboration or indiscipline. You can also request from your
students who carry an electronic diary in their portfolio, in which
make notes about your specific work and your contributions to
group project, which you will be able to access at the moment when
require
• Be part of an online academic community. The entire class - the
students, the teacher, the monitors, and the volunteers become
an academic community, in which collaborative work is done and
one learns from each other.
• Work on ideas that are important. The project should focus on
ideas that are important and on topics that have continuity and that are
relevant to the project. For example, communication, competition
mathematics and problem-solving in an interdisciplinary manner, must be
some of the goals of the projects.

A good lesson in Project-Based Learning, supported by the

ICTs must include the 10 previous objectives, which in conjunction with the others
objectives of the process and those of teaching, allow for the establishment of a framework of
reference for evaluation. Also, do not forget that as a teacher, you
You must have personal learning goals in each of the lessons. When
At the end of each lesson, take some time to assess what you learned.

6. RECOMMENDED BIBLIOGRAPHY

Project Based Learning Using Information Technology, David Moursund

Ph.D, ISTE Publications 1999.

2. "Problem-Based Learning Methodology - PBLM, Dr.

Julio Vázquez Vargas, Dr. Moisés Barrabtes Cabrera, Dr. Virgilio Rosel
Vega. Uni-Trujillo Project. Peru. 2000
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