The problem of projects: understanding the theoretical underpinnings of project-led PBL

Abstract

For many years there has been a sharp division between project-based learning, and problem-based learning, with the former adopting a more technical rationalist approach while the latter adopts a more Socratic or dialogic approach. This article argues that current notions of project-based learning are too narrow and that combining the two approaches will improve student engagement and criticality. This article begins by outlining the key differences between project-based, and problem-based learning, suggesting a new constellation. It then provides an exemplar in the form of a case study that sought to undertake such a combination, and reports on implications for practice.

“Choice may not necessarily be a good thing”: student attitudes to autonomy in interdisciplinary project-based learning in GEES disciplines

“…Project-based learning rests broadly on the belief that people learn best through doing (Stauffacher et al, 2006) and that learning is more effective when related to the exploration (and/or solution of) real world problems (Bell, 2010;de Graaff & Kolmos, 2007;Hanney & Savin-Baden, 2013;Thomas, 2000). As previously noted, such issues usually defy disciplinary boundaries and, as such, projects in PjBL are often interdisciplinary (Frank & Barzilai, 2004;Jarmon, Traphagan, & Mayrath, 2008;Nation, 2008;Stauffacher et al, 2006) or work in collaboration with external organisations (Moehr, Protti, Lau, & Grimm, 2004;von Kotze & Cooper, 2000).…”

Producing an Online Undergraduate Literary Magazine: A Guide to Using Problem-Based Learning in the Writing and Publishing Classroom

“…Had we stopped there and populated the magazine, this would be a simple project-based exercise, like many websites populated as a form of learning (Hanney & Savin-Baden, 2013). However, students were then encouraged to add new features unique to online publications.…”

“…However, defining and pinpointing the application of PBL in the writing classroom and distinguishing PBL from engaged pedagogies such as collaborative learning, work-based models, and cooperative learning has become increasingly difficult and muddied, since "these approaches share so much that the terms often are conflated or used interchangeably" (Davidson & Major, 2014, p. 8). The term PBL has different meanings in different contexts, countries, and disciplines (Hanney & Savin-Baden, 2013). As a result, Savin-Baden (2014) suggests using constellations of various approaches to PBL that can be modified to suit the discipline and task of the PBL experience.…”

“…In practice, this constellation focuses on students acquiring skills for practice in the context of a project that is work related" (SavinBaden, 2014, p. 205). When using the lens of project-led PBL, it is important to recognize not only the final product, but the iterative, unstructured nature of the classroom learning (Hanney & Savin-Baden, 2013). To further clarify how PBL can be applied in the context of a writing classroom, this article will rely on Savery's (2006) broadly articulated elements of PBL and illustrate how each PBL element is used in the course to maximize learning and highlight the "critical, creative, and problem-solving processes" (Hanney & Savin-Baden, 2013, p.7) associated with producing the literary magazine.…”

A project management framework for small- and medium-sized entities: Accounting software implementation

“…Reasons that have been provided for this include limited or unskilled staff usually employed by SMEs, limited resources available to SMEs and the complexity of the framework (Marcelino-Sádaba et al 2014). However, both the PRINCE2 framework and authors, such as Hanney and Savin-Baden (2013), state that the framework is fully scalable and, if done correctly, can be used on smaller projects as well. This can, however, be a very timely and costly exercise, as there are almost 40 different activities that will need to be looked into and adjusted to suit the implementation requirements of the SME (O'Sheedy 2012).…”