Education and training program in the hospital APR.pptx
Inquiry project-based learning and web 2.0 technologies: 21st century skills education
1. 21st century skills education:
Inquiry project-based learning and Web 2.0
technologies
Ms. Celina LEE & Dr. Sam CHU
Faculty of Education
The University of Hong Kong
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2. Presentation outline
What are 21st century skills
Why are 21st century skills important?
Teaching strategies that foster students’ 21st
century skills development
Inquiry project based learning
Collaborative teaching approach
Use of Web 2.0 technologies
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3. What are 21st century skills
- P21 framework for 21st century skills
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Partnership for 21st century skills (2009)
4. Presentation outline
What are 21st century skills
Why are 21st century skills important?
Teaching strategies that foster students’ 21st
century skills development
Inquiry project based learning
Collaborative teaching approach
Use of Web 2.0 technologies
4
5. Why are 21st century skills
important?
The acceleration of digital technology development in
the 21st century has required people to acquire different
sets of digital skills and knowledge (Black, 2009)
Routine and manual work are being assigned to computers
and jobs nowadays emphasize “expert thinking” (which
involves critical thinking and problem solving) and
“complex communication” (which involves interpretation
of information and communicating ideas to the others)
(Levy & Murname, 2004, p.5)
Hence it is important for educators to find effective ways to
help students develop these skills
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6. Presentation outline
What are 21st century skills
Why are 21st century skills important?
Teaching strategies that foster students’
21st century skills development
Inquiry project based learning
Collaborative teaching approach
Use of Web 2.0 technologies
6
7. Teaching strategies
Inquiry project-based learning (inquiry PjBL) - 1
Inquiry-based learning (IBL)
student-centred approach
promotes the integration of skills, knowledge, and
values (Education Bureau, 2002)
In the inquiry process,
students are active constructors of knowledge
teacher is a facilitator of learning
IBL + project = inquiry PjBL (project-based learning)
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8. Teaching strategies
Inquiry project-based learning (inquiry PjBL) - 3
Problems encountered
Students seem to lack the skills and
techniques needed by inquiry PjBL:
A group of Primary 4 students presented their
work by holding a A3 size paper
Another group of students produced 20
PowerPoint slides, but they only went though a
few of the slides during their oral presentation
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9. Presentation outline
What are 21st century skills
Why are 21st century skills important?
Teaching strategies that foster students’
21st century skills development
Inquiry project based learning
Collaborative teaching approach
Use of Web 2.0 technologies
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10. Teaching strategies
Collaborative Teaching Approach - 1
Research suggests that collaboration between
different teachers promotes effective IBL
(Thousand, et. al, 2006).
Although there is much anecdotal evidence
regarding successful teacher and librarian
collaboration, there is scarce research that looks
into the specific practice of teacher and librarian
collaboration in primary schools (Montiel-Overall,
2007).
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11. Study 1: Inquiry PjBL with collaborative
teaching approach - 4
The inquiry PjBL model adopted for the
General Studies group projects
Type of Number of participants
participants
Students 141 (M=9 year-olds, 4 classes,
(P4) 30-40 each)
Teachers 11 (4 subjects)
Parents 27 (interviewed by phone)
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Chu, S. (2009). Inquiry project-based learning with a partnership of three types of teachers and the school
librarian. Journal of the American Society for Information Science and Technology, 60(8): 1671-1686.
12. Study 1: Inquiry PjBL with collaborative
teaching approach - 5
Data Collection
Project grades
compared with the project grades of the students who had followed
the traditional approach the previous year
Questionnaire
Various perceptions related to the first IBL project were measured
using a similar 5-point scale,
with questions on project difficulty, helpfulness of project
components, school support, and parental participation
Interviews
Face to face/phone interviews with the parents and teachers were
conducted.
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13. Study 1: Inquiry PjBL with collaborative
teaching approach - 6
Findings and Discussion
1. Evaluation of Group Projects
T-tests showed statistically significant differences (p<0.001), with the
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inquiry PjBL group obtaining higher grades than the traditional group.
14. Study 1: Inquiry PjBL with collaborative
teaching approach - 7
Findings and Discussion
2. Eight Dimensions of Learning
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15. Study 1: Inquiry PjBL with collaborative
teaching approach - 8
Findings and Discussion
3. Students’ Enjoyment and Perceptions of Inquiry PjBL
Projects
The students reported positive enjoyment (3.77±1.02)
The teachers and the parents even reported higher levels of
perceived student enjoyment of the projects (teachers: 3.9±.568;
parents: 3.94±.813).
the differences were not statistically significant (p>0.05).
Students’ reported enjoyment of the project appears to have a
linear relationship with 5 of the 8 learning dimensions.
Regression analysis showed that there are significant linear relations
between level of enjoyment & information literacy, reading ability, writing
ability, subject knowledge, and communication skills (all have p<0.001).
These findings imply that learning may be facilitated by activities
15 that the students enjoy.
16. Study 1: Inquiry PjBL with collaborative
teaching approach - 9
Findings and Discussion
4. Perception of Difficulty and Support
Both the parents and the students rated the tasks as relatively easy, while the
teacher’ ratings were in the middle of the scale, signifying a neutral perception.
16 They also perceived help from school, teachers, librarian are helpful.
no significant differences between the group ratings (p>0.05).
17. Presentation outline
What are 21st century skills
Why are 21st century skills important?
Teaching strategies that foster students’
21st century skills development
Inquiry project based learning
Collaborative teaching approach
Use of Web 2.0 technologies
17
18. Teaching strategies
Use of Web 2.0 technologies - 1
Integrating Web 2.0 technologies (e.g., blogs,
wikis) into education has been seen as beneficial
in facilitating teaching and learning (Chu,
Chan & Tiwari, 2012; Chu & Kennedy, 2011;
Richardson, 2006)
Pifarre and Starrman (2011) point out that wiki
opens up shared dialogic spaces for students
to discuss ideas and accomplish tasks together
using such ideas, thus scaffolding their critical
thinking and problem-solving skills (Woo et
al., 2011).
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19. Study 2: Inquiry PjBL with collaborative
teaching approach and wiki - 2
New teaching model – 12 dimensions in
students improvement
Participants
P5 (n=420) students in four primary schools
in Hong Kong
The academic performance of the
participating schools is average/above
average
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20. Study 2: Inquiry PjBL with collaborative
teaching approach and wiki - 3
Data Collection
(1) An online survey
Administered to 420 P5 students who participated in the GS group project
Examined four factors regarding the use of wiki in supporting inquiry PjBL
Learning/pedagogy
Motivation
Group interaction
Technology
(2) Focus group interviews
With a total of 42 students who took part in English collaborative writing
Students’ insights on the use of wiki in collaborative writing were explored
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21. Study 2: Inquiry PjBL with collaborative
teaching approach and wiki (GS) - 4
Sample of students’ GS project work on Google Sites (with annotations in red)
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22. Study 2: Inquiry PjBL with collaborative
teaching approach and wiki (GS) - 5
Findings and Discussion
1. Learning/ Pedagogy
Statements regarding wiki’s influence on students’ learning Mean (SD) Sample
Size
A1. Use of the wiki enhanced my interest in the course 3.73 (±1.16) 385
A2. I would like to see wikis used in other courses 3.81 (±1.20) 384
A3. I will retain more material as a result of using the wiki 3.77 (±1.10) 384
A4. I participated in the assignment more because of using the wiki 3.65 (±1.10) 384
A5. Use of the wiki aided me in achieving course objectives 3.87 (±1.06) 385
A student reported that he had “little interest [in the beginning]
but after doing this project, [he] want[s] to learn more.”
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23. Study 2: Inquiry PjBL with collaborative
teaching approach and wiki (GS) - 6
Findings and Discussion
2. Motivation
Statements regarding wiki’s influence on students’ learning Mean (SD) Sample
Size
B1. Benefit of using the wiki is worth the extra effort and time required to learn it 3.58 (±1.12) 383
B2. I would recommend classes that use wikis to other students 3.71 (±1.15) 380
B3. I would prefer projects that use wikis over other projects that do not use wikis 3.71 (±1.19) 384
B4. I will continue to explore use of wikis for project-works 3.75 (±1.15) 384
B5. I stayed on the task more because of using the wiki 3.73 (±1.09) 383
A student commented that when compared to the traditional pen-and-
paper approach, working on wiki had given him “the motivation to
accomplish tasks”.
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24. Study 2: Inquiry PjBL with collaborative
teaching approach and wiki (GS) - 7
Findings and Discussion
3. Group Interaction
Statements regarding wiki’s influence on students’ learning Mean (SD) Sample
Size
C1. I liked seeing other students’ interaction with material I posted in the wiki 3.56 (±1.10) 385
C2. Use of the wiki for the assignment helped me interact more with students 3.64 (±1.11) 381
C3. Because of using the wiki, my group was able to come to a consensus faster 3.61 (±1.10) 385
C4. I learned more because of information posted by other students’ in the wiki 3.63 (±1.11) 381
C5. Use of the wiki promoted collaborative learning 3.73 (±1.09) 383
Student A: “it is easier to communicate [via wiki] with each
another”
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25. Study 2: Inquiry PjBL with collaborative
teaching approach and wiki (GS) - 8
Findings and Discussion
4. Technology
Statements regarding wiki’s influence on students’ learning Mean (SD) Sample
Size
D1. The wiki interface and features were overall easy to understand 3.93 (±0.98) 386
D2. Benefits of using the wiki outweighed any technical challenges of its use 3.52 (±1.17) 384
D3. Browsing/editing information in the wiki was easy 3.84 (±1.09) 386
D4. Compared to other online discussion board, the wiki was easier to 3.59 (±1.21) 384
D5. Technical features in the wiki helped enhance my learning 3.76 (±1.07) 385
Students found that the online working platform allowed them to
work on their projects “anytime and anywhere” in a simultaneous
manner.
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26. Study 2: Inquiry PjBL with collaborative
teaching approach and wiki (English) - 9
Sample of students’ English collaborative writing on wiki
Comments made on grammar by various students and the corresponding revisions
26 made by the group on their writing (indicated with words in red and green)
27. Study 2: Inquiry PjBL with collaborative
teaching approach and wiki (English) - 10
Findings and Discussion
Peer Learning
“If we use Google Sites as the collaborative platform,
we get to read the pieces of writing from other classes,
exchange views and comment on our classmates’ work.
If we write on paper, we can only read a few pieces.”
After reading his classmate’s work, a student wrote
“Your writing is good but I do not [understand] the
meaning of truthful”.
The writer responded, “truthful means honest.”
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28. Study 2: Inquiry PjBL with collaborative
teaching approach and wiki (English) - 11
Conclusion
Wiki was perceived to be an enabling tool to facilitate
students’ learning
Students indicated that wiki helped increase and
maintain their motivation to tasks
Students believed that wiki helped facilitate group
interactions
Wiki was not perceived to be a difficult tool to use
Students showed substantial degree of peer learning
28 on wiki
29. Book on 21st century skills education
For the e-version, please visit:
http://web.edu.hku.hk/academic_staff.php?sta
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