Learning by making
Project-based learning (alternatively known as challenge-based learning and problem-based learning) is an educational method that is based on experiential working on real-world projects related to the subject of learning.
Mechanics
- Project-based learning. A method of framing curriculum that results in students learning through projects (rather than simply completing projects). ASCD explains that the “core idea of project-based learning is that real-world problems capture students’ interest and provoke serious thinking as the students acquire and apply new knowledge in a problem-solving context. The teacher plays the role of facilitator, working with students to frame worthwhile questions, structuring meaningful tasks, coaching both knowledge development and social skills, and carefully assessing what students have learned from the experience. Advocates assert that project-based learning helps prepare students for the thinking and collaboration skills required in the workplace.”
As reaction to a challenge
- Challenge-based learning. Challenge-Based Learning is a learning model pushed by Apple that promotes the academic classroom as a think tank to solve authentic problems. It is similar to place-based education and project-based learning as a teaching tool. Apple defines Challenge-Based Learning as “an engaging multidisciplinary approach to teaching and learning that encourages learners to leverage the technology they use in their daily lives to solve real-world problems. Challenge Based Learning is collaborative and hands-on, asking students to work with peers, teachers, and experts in their communities and around the world to ask good questions, develop deep subject area knowledge, identify and solve challenges, take action, and share their experience.”
As reaction to a problem
- Problem-based learning. Similar to challenge-based learning, problem-based learning is a learning framework that uses (ideally authentic and highly personal) problems to frame learning experiences. Problem-based learning, then, uses the problem to necessitate a need to know in the student, which ideally would create a sense of both motivation and context for the learning experience.
