Reflections on Project Based Learning

Well, my first course with the Web Design crew is finishing as I write this post (they are writing their exam so I felt I should write something to). I wanted to post a few thoughts I had regarding project based learning.

First, some context. The course is on Database Design. If you haven't closed your browser window yet, thank you. Their project involved creating a database of their own choosing (i.e. to store their own data). I have 13 students who all chose to model 13 different things including: music libraries, web design client tracking, movies, TV shows, a room booking system, ski team participant tracking and more. The course ran for 4 weeks, 5 hours a day, 5 days a week (I know, seems like the ironman/woman of courses).

My rationale in allowing students to create a database of their own choosing is it allows them the freedom to model data they understand. One of the challenges facing a database designer is understanding the client's data, the relationships it has with other data, and their requirements for processing/viewing the data. If I allow students to model their own data, I effectively remove that roadblock from their learning allowing them to focus on learning the language and art (yes, there is art in database design) of designing databases. Had I assigned them a 'canned' database to design, they would not only have to learn how to design a database but also have to wrap their heads around data that is not their own. That is two strikes too many in my books.

I provide a basic outline of what I want (divided into phases and then a final submission to help them stay on track - description can be seen here). I try to make each phase as open as possible.

Now some reflections:

1. I find students have reservations about starting a PBL task. I think this comes from the fact that I am not providing them with everything they need to begin. I am asking them to fill in the details. However, once the ball gets rolling, I find students begin to go above and beyond the project requirements and become very invested in their databases.


2. I attempted to restrict the students too much by forcing them to create certain items for their databases. My issue was I wanted them to do everything we discussed in class to 'try it out'. However, it ended becoming an academic exercise as they tried to create solutions for my requirements that fit their databases. This violated the purpose of the project as I laid it out for my students: to apply their learning to a real-world context. In their second project, I tried to relax the restraints and allow students the flexibility of choosing what they wanted to implement. This of course means some students will not be able to do all the of the items I teach, which I know is fine in one part of my brain. However, another part is having a bit of a tough time letting go of the idea that everything that is taught must be used.


3. Next time I will stop grading the intermediate phase submissions. I think the allocation of a grade here may be preventing students from completely digesting the copious amounts of feedback I include. Instead, I will only provide a grade on the final submission (part of the requirements for the final submission is to apply the feedback given in the phases). I am currently pondering some sort of level system (On Track, Not On Track) but I worry that that is no better than a grade. I think I may go cold turkey and not provide any sort of numerical/psuedo-numerical label and only provide written feedback/suggestions.

Overall, I am pleased with how the PBL approach worked out in my class and I believe that the students were also. I personally feel that a PBL approach is a perfect fit for Computer Science as it allows for immediate application of the learning in a context that is known and safe for the student.

Feedback: It's a two-way street you know

I've been thinking a lot about feedback and the one-way nature of it in education. Wikipedia defines feedback this way:

Feedback describes the situation when output from (or information about the result of) an event or phenomenon in the past will influence an occurrence or occurrences of the same (i.e. same defined) event / phenomenon (or the continuation / development of the original phenomenon) in the present or future.

In many classes, feedback is a one way process: the instructor provides feedback to the student. Typically the student is only granted the ability to provide feedback on the instructor or the course once (at or near the end of the course). This feedback is then not provided to the instructor until after the course has finished. This implies (based on our definition above) that the feedback can not be used to alter the present state of the course that the students are in. This implies an altruistic impetus to the student to even provide feedback (i.e. I will provide feedback not to improve my own state, but to improve the state of future students). I know in my own experience as a student (anecdotal of course, but illustrative) that I only ever filled in the multiple choice part of a end-of-course evaluation unless I was extremely pleased or displeased with the instructor. In addition, by the time the end of term was rolling around, I had forgotten much of the feedback that I had wanted to share.

Looking at it from the other end, this lack of feedback for teachers tends to reinforce the stereotype that teachers are an irreproachable source of knowledge. Stereotypes tend to be more damaging to the one that is being stereotyped that the one perpetrating them. This lack of constructive, useful, timely feedback encourages teachers to accept and embody this omniscient stereotype, and thus not to attempt to become better. Yes, teachers can self-critique and self-reflect upon their own practice (and they should) and change that way. But the system of not permitting feedback for the teacher does not encourage (and in fact discourages) this self-reflection from taking place; in fact it negates any form of reflection of the teacher upon thier teaching practice. It discourages the teacher from changing; what change could be needed by someone that is perfect? By tacitly neglecting feedback, we tacitly accept the idea that we are beyond change and beyond growth; we tacitly accept the idea that we are not learners as we have nothing to learn.

How do we rectify this disparity in our feedback model. The solution is rather simple: do not wait for the prescribed feedback form to come around; be proactive. The exit card strategy is an excellent means of gaining feedback on the lesson from students:

At the end of each class, students are provided a cue card. Upon the cue card they are asked to record the following: One positive item from the lesson, one piece of constructive criticism, and one thing that is interesting (in essence a form of a PMI). Students should be encouraged to do this every class, and to discuss anything they wish. It should also be anonymous.

In my experience, this must be encouraged every class because as students we are very used to having no voice in how we are taught. This idea is not easily dispelled.

It is vital that constructive criticism is acted upon swiftly. Students will realize very quickly if this is a 'sham' when their ideas are not implemented or discussed. Actively discuss the suggestions in class and your feelings on their efficacy.

As I teach in a computer lab, I have digitized my exit card strategy. I use Google Docs to host a form on my course website. The results from the form are dumped into a spreadsheet (think Excel) for me to process. The link to the form is kept on the website and I provide 5 minutes most classes (as I can be forgetful) for students to submit feedback. Here is a sample form for that purpose.

The speed at which I can adjust the flow of the course is empowering. I benefit as a teacher by knowing that my students are understanding my (and our) ideas for the course. I can also gain valuable insights into how my assumptions on how to teach this class may not match the needs of this class. Perhaps more importantly, it shows my students that I am not perfect; that I am growning and learning alongside them; that I make mistakes. But, most importantly, it illustrates those same points to me.

Sample Forms:
General Feedback Form
Exam Feedback Form