Ditch the Textbook, Grab Your Backpack: PjBL's Epic Learning Adventure

The approach to project-based learning has evolved beyond the usual paper mache volcanoes and baking soda eruptions, becoming more exciting and engaging for learners. Through hands-on activities, experimentation with technology, and physical creation, students are empowered to take on an active role as designers and builders rather than mere observers. This approach cultivates a sense of ownership and accomplishment that traditional projects often lack. It also enables students to develop valuable skills like critical thinking, collaboration, communication, and resilience, which can be challenging to acquire in traditional education settings. Project-based learning outcomes are far from formulaic, producing unique and unexpected results that go beyond standardized tests and textbook memorization.

Constructivism: Humans Create Knowledge

The learning theory of constructivism has been established for some time and poses that individuals create their understanding of the world through direct interaction and experiences. This theory challenges the notion that knowledge is transferred from teacher to student and emphasizes that learners construct knowledge. (PBL) uses constructivism at its core. Students are active participants in their learning, and they connect new information with their existing knowledge and experiences to make sense of it. This approach fosters a more dynamic learning environment where students are encouraged to explore, experiment, and collaborate with their peers. As a result, students develop a "growth mindset" in which they understand that knowledge is not fixed or unchangeable but rather constantly evolving. This empowers students to take ownership of their learning by discovering their problem-solving strategies and applying them in novel situations. In constructivism, learners observe and create representations using the scientific method, integrating new information with their existing knowledge. Aimee Schmidt, a band director at the University of Texas, notes that "criticism of a band as a classroom practice centers on its perceived lack of compatibility with constructivist classroom practice" (Schmidt, A. 2022). By placing band students at the center of events, constructivist teaching fosters engagement and allows students to derive meaning and purpose from the lessons. The constructivist approach enables the band to perform with a realm of sensory musical perception, collaborating with music elements and fostering reflective thinking and building habits. This approach facilitates learning by engaging students, removing competition, and promoting self-reflection.

Behaviorism: Pushing and Pulling The Learner Engagement Behaviors

In today's world, understanding how learners behave and learn is more important than ever when using (PjBL). The COVID-19 pandemic has drastically altered our daily lives, including how we socialize, travel, eat, and learn. Online learning has become more popular, and university students now navigate between in-person and virtual lectures. This highlights the importance of recognizing the "Push-Pull-Mooring" theory, where push factors such as long commutes and inflexible schedules distract learners from traditional classrooms. At the same time, pull factors such as flexibility, access to recordings, and self-paced learning attract them to online learning. Peer interaction, hands-on labs, and community connection also anchor them to the physical campus. Educators can tailor their teaching methods to meet learners' needs by recognizing these push, pull, and mooring forces. This can be achieved by providing online resources, creating blended learning environments with both online and offline components, and fostering a strong sense of community inside and outside the classroom. Policymakers can also utilize this knowledge to build a more flexible and inclusive education system that embraces the digital era. They can invest in technology infrastructure, develop policies supporting blended learning, and ensure all students can access online resources equally. As pioneers of this educational transformation, university students can help us create a blended learning environment that works for everyone and prepares them for success in the digital age. 

Active Learning: The Importance Of Modified Self-Directed Learning (MSDL)

In the ever-changing world of education, Modified Directed Self-Learning (MSDL) is a highly effective active learning strategy and plays a vital role in (PjBL). Unlike traditional methods, (MSDL) brings a dynamic element to the learning process, significantly benefiting students and educators. The secret to (MSDL)'s success lies in its active nature. Before group sessions, pre-small group discussion (pre-SGD) worksheets encourage students to grapple with critical points and questions. This initial engagement sets the groundwork for deeper understanding and discussion. Students build upon their prepared understanding during group interactions, promoting critical thinking, collaboration, and problem-solving skills through peer explanation and interaction. The benefits of (MSDL) extend beyond immediate engagement, enhancing memory and recall by encouraging students to process information deeply and make meaningful connections. The study's results demonstrate the effectiveness of (MSDL), with (MSDL) students outperforming their traditional Directed-Self Learning (DSL) counterparts on theme assessments. (MSDL) also provides a positive and engaging learning experience, highlighting the critical role of active learning in fostering motivation. For instructional designers, the (MSDL) study offers valuable insights into incorporating active strategies into their curriculum. Educators can create an environment where students are engaged, empowered, and equipped to retain knowledge effectively by providing pre-learning activities, fostering group work, encouraging active participation, and offering immediate feedback.

Project-Based Learning (PjBL): Real Life Experience

I have personal experience with (PjBL) both Self-Directed Learning (SDL) and Modified Self-Directed Learning (MSDL). For thirty years, I pursued Self-Directed Learning, setting goals, selecting resources and strategies, and evaluating my progress independently. While I found this approach rewarding, I eventually hit barriers and struggled to achieve the desired results. Staying motivated and finding high-quality learning materials on "YouTube University" became increasingly difficult to overcome these obstacles I enrolled in Full Sail University's BS Audio Production degree program, which blends Self-Directed Learning with instructor guidance in what's known as a Modified Self-Directed Learning approach. With this program, I could continue learning independently while receiving structured support from instructors through materials, feedback, and a framework for higher learning. Combining project-based learning (PBL) and blended learning strategies such as Modified Self-Directed Learning (MSDL) and Self-Directed Learning (SDL), Full Sail University offered a comprehensive approach to education. As an educator of Arts & Technology Audio Production K-12, I have found that mastering the art of PBL is essential to keep students engaged and actively learning.

Summary

Project-based learning empowers students to become active designers and builders, developing valuable skills like critical thinking, collaboration, and communication. The learning theory of constructivism emphasizes that individuals construct their understanding of the world through direct interaction and experiences. This approach fosters a dynamic learning environment where students explore, experiment, and collaborate with their peers. The "Push-Pull-Mooring" theory highlights the importance of recognizing learners' needs and tailoring teaching methods to meet them online and offline.

References

C Farr. (2016, May 5). Project Based Learning. YouTube. https://www.youtube.com/watch?v=R01WO4AnvYA&t=5s

friEdTechnology. (2016, March 15). Project Based Learning: Am I Doing It Right? How Do I Know?. YouTube. https://www.youtube.com/watch?v=tE6WHn0-cSQ

Keller, J. M., & Deimann, M. (2018). Chapter 9 Motivation, Volition, and Performance. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and issues in Instructional Design and Technology (4th ed., p. 81). essay, Pearson.

PBLWorks. (2010, December). Project Based Learning: Explained. YouTube. https://www.youtube.com/watch?v=LMCZvGesRz8

Schmidt, A. (2022). Learning theory in musical ensembles. Texas Education Re-view, 10(2), 129-140. http://dx.doi.org/10.26153/tsw/41902 

Sprouts. (2023, July 20). The Project-Based Learning Method. YouTube. https://www.youtube.com/watch?v=V2Oa4OkkTtw

TEDx Talks (2012, August 1). Student Engagement and Project Based Learning: Michelle Beatty at TEDxMCPSTeachers. YouTube. https://www.youtube.com/watch?v=T5WwKQGBXgI

Yousaf, A., Moin, H., Majeed, S., & Mansoor, S., (2023). The positive impact of introducing modified directed self-learning using pre-small group discussion worksheets as an active learning strategy in undergraduate medical education. INTERNATIONAL Business Machines Corp, Vol. 28, 1, 1-10.