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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


 1
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


2
What are 21st century skills
    - P21 framework for 21st century skills




3

                            Partnership for 21st century skills (2009)
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
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

5
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
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)
7
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
8
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



9
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).
10
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)



    11
          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.
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.

12
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
13
     inquiry PjBL group obtaining higher grades than the traditional group.
Study 1:    Inquiry PjBL with collaborative
     teaching approach - 7
     Findings and Discussion
     2. Eight Dimensions of Learning




14
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.
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).
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
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).

18
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

   19
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
20
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)




21
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.”



22
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”.

 23
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”



24
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.


25
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)
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.”


27
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
Book on 21st century skills education


                    For the e-version, please visit:

                    http://web.edu.hku.hk/academic_staff.php?sta




29
Q & A session
            Thank you!




30

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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 1
  • 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 2
  • 3. What are 21st century skills - P21 framework for 21st century skills 3 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 5
  • 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) 7
  • 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 8
  • 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 9
  • 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). 10
  • 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) 11 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. 12
  • 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 13 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 14
  • 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). 18
  • 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 19
  • 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 20
  • 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) 21
  • 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.” 22
  • 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”. 23
  • 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” 24
  • 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. 25
  • 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.” 27
  • 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 29
  • 30. Q & A session Thank you! 30