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Welcome to the course and thanks for joining us! We look forward to embarking on this learning journey with you. To start out with, take a look at this course introduction which provides you with an overview of how the course is organised.

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1- Modules,  Activities, Workload

The course lasts 5.5 weeks and is divided into 4 modules, one module per week with an extra week to complete all work at the end. We will be opening up a new module every Monday. Once open, the modules will remain open until the end of the course.

Each module consists of

- a number of videos or other type of content that is supposed to get you reflecting about your own practice

- reflection or discussion activities using a range of tools. Please use this Tools Checklist to help you keep track of the tools you will be using. In order to edit the checklist, please download it or make a copy if you have a Google account, see here how to do this.

- and finally peer review activies

You need to visit each section of the module, contribute to at least one of the reflection or discussion activities, and complete the required peer review activity in module 4 in order to qualify for the course completion certificate.

If you are wondering about the workload, we estimate it to be around 4 hours per week depending on your level of engagement.

2- Peer Review Activities & Deadlines & "Blackout" period

The course will last 5.5 weeks, from 16th October 2017 to 22nd November 2017. After the 22nd November a "Blackout" period of 1,5 weeks will follow, during which the course will not be accessible. All your work on the course is saved and will become available again at the conclusion of the blackout period.

This “blackout” period is a designated time during which we will focus our attention on assessing the work of course participants where needed, dealing with any possible issues (plagiarism, missing final course activities/reviews, technical aspects), and preparing the course certificates.

Each module includes a peer review activity that has two deadlines:

1. Deadline 1: The first deadline is for the submission of your own work. The deadline is on the last Wednesday before the course end: 15th November. This means that for Module 1 which becomes available on Monday 16th October, the deadline for the submission of your own work is the Wednesday 15th November at 23:59h CEST.

2. Deadline 2: The second deadline is for the submission of your reviews. The deadline is on the Wednesday 22nd November 2017 at 23:59h CEST.

3- Discussions & Exchanges

As part of the activities, you are welcome to share and discuss materials, opinions or experiences related to this course via a variety of online tools which are integrated directly into each module. Please see the tools section in the course introduction for more information.

However, we also encourage you to share your ideas and thoughts via Twitter using #pblcourse or via our Facebook group. Of course you can also use the Course Forum.

4- Assessment & Certification

Each module will be assessed via a peer review activity. This means you need to submit some original own work and provide feedback to 2 of your peers. Only if you complete all the steps of all peer review activities will you qualify for the digital badges and certificate at the end of the course.

The course certificate and badges will appear at the end of the course on your School Education Gateway profile in the Courses section.

5- How to get help

If you have a question on the course or you have some technical issues, please always first check the course FAQ section. Here you will find common questions and answers. If you cannot find your answer here, please post the question into the relevant category in the forum.

Please only use the contact form write to us via social media in emergencies. We are a very small team and cannot respond immediately if you contact us via these channels.

6- Would you like to know who is behind this course?

This course is based on the hard work of eTwinners, the course moderation team, and the Teacher Academy's Pedagogical Advisory Board.

The course makes use of content coming from eTwinning Professional Development activities and is therefore based on the hard work of eTwinners like Kornélia Lohyňová, Bart Verswijvel, Anne Gilleran, Rute Baptista, and many others. Next to this content, the course uses a variety of content coming from other sources, in particular the work of the Buck Institute of Education and Edutopia.

For more information about the course moderation team, check out our LinkedIn profiles: Kornélia Lohyňová, Nair Carrera Martinez, Benjamin Hertz

The course was conceived by the Teacher Academy Pedagogical Advisory Boardmade up of pedagogical experts appointed by the European Commission. The members of the Board are: Anne Gilleran, Danguole Rutkauskiene, Daniella Tasic Hansen, Diana Laurillard, Diego Rojas, Hannah Grainger-Clemson, Luis Fernandes, Madeleine Murray.

7- Usage Rights

Except for video material from Edutopia and the Buck Institute of Education or unless specified otherwise, all work on this course is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

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Course Timeline

Below you will find the course timeline including all the key dates and deadlines of the course.

Course Participants

Below you will find some information on your fellow course participants. As of the 16th October we are a little over 1050 participants. Such a large group guarantees lots of diversity in backgrounds and viewpoints which will be great for the discussions.

At the same time we need to be aware that school cultures are very different from one country to another. That means an idea which sounds like a great solution to us might be less relevant or suitable to you. It's important to keep this in mind as you go through the course and to think about how the ideas can be made relevant to your context. However, that should not stop us from sharing our ideas and experiences, because only by reflecting on how we teach and learn and by seeing how others teach and learn, can we truly develop our own practices.

It is great to see that we have a good mix of experience levels on the course and while most of us are working at secondary schools, don't hesitate to share your experiences if you are working at a primary school or even outside of a traditional school. It is important that we get a variety of perspectives on the issues we discuss.

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What is the Learning Diary?

On this course you will have to keep a "Learning Diary". The learning diary should be a COLLECTION OF YOUR REFLECTIONS ABOUT THE COURSE QUESTIONS AS WELL AS ALL ELEMENTS FROM THE COURSE RELEVANT FOR YOUR OWN CONTEXT. A good learning diary will provide you with a summary of the course at a later stage and focus your attention on those areas that are especially relevant in your own context. A good learning diary will also show that you have reflected on the questions introduced on the course and that you have engaged with the ideas of others on the course.

The diary should include:

1. Your answers and reflections to the questions and tasks posed during the module sections.

2. Comments, ideas, resources from the course materials and shared by other course participants that you have found interesting or relevant for your own situation.

As you will be required to share excerpts from your diary on the course, ideally your diary entries will be in English. However, if you are not so confident in English you are of course free to complete your diary in your native language, except for those sections that will need to be shared with other course participants. Regardless of this, we know that participants usually enjoy sharing their learning diaries and exploring diaries of others which of course is a lot easier if the diary is in English.

Why a Learning Diary?

The diary will be a useful tool to develop your thinking on the topic and to collect key ideas and resources that you plan on using later on. There is also a lot of material on the course and there will be even more once everyone starts discussing and sharing ideas and resources. Not all of this will be relevant to your own situation so to counter getting lost, we recommend you to create this learning diary. This should be a valuable resource for you should you want to revisit the topics of the course at a later stage.

How do I create my Learning Diary?

You can create your Learning Diary in any way you like but make sure that it can be easily shared and is easy to understand as this will allow others to provide you feedback. There are plenty of interesting tools out there that you can use. However, you are very welcome to use any tool you like to create your learning diary. Some other examples are Padlet, Glogster and Google Documents.

How can I share my Learning Diary?

Probably the easiest way to share your diary and get some feedback from your peers is by posting it via social media. However, we have also created a dedicated forum category where you can post your diaries.

Some suggestions for a great Learning Diary:

1. Your first entry should briefly introduce yourself. Tell your peers a bit about who you are. You can use the starter activity of module 1 for this.

2. Your second entry should briefly introduce your teaching context. Tell your peers a bit about your school, classroom and what technologies you have access to.

3. All following entries should clearly identify which Module and which section the entry is linked to. The easiest way is to include the Module number and the section in the title of the entry (see the example below).

4. Make sure to include links, photos, videos, documents, etc. in your entries.

5. Don't forget to add any interesting piece of content you come across on the course to your Learning Diary.

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The main activity on this course is to prepare a learning design for implementing a PBL approach in your classroom. A learning design is an outline of a learning process and it will show what and how you plan to use PBL in your classroom. As you progress through the course you will be working on this design and sharing your ideas with other course participants. Your peers will give you feedback for each stage of work on the learning design so that you can improve it as you progress through the course. At the end of the course you will have to submit your full design for peer review.

To create this learning design we use a very nice tool called the Learning Designer which was developed by the London Institute of Education. We highly recommend you to create an account already now and get familiar with the Learning Designer as soon as possible so that you are well prepared for the next steps on the course.

For an introduction on how to use the Learning Designer watch the video below. You can also see an example of a learning design created in the Learning Designer further below. Make sure to scroll around the design because not all elements will be shown inside the window.

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An Introduction to the Learning Designer

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By the end of the course a great number of excellent resources will have been prepared by you, such as lesson plans, action plans, learning diaries, etc. We want to ensure that some of the great work being produced is properly curated, edited, and published in order to provide recognition and visibility to its authors, as well as offer a larger audience the opportunity to benefit from the great output being produced. For this purpose, a course alumni group & editorial board will be set up at the end of the course with the goal of curating outstanding work of participants on the course, and selecting it for publication.

Alumni Group

Everyone who finishes the course will be invited to join the course alumni group. The alumni group offers a place to continue the activities and exchanges with fellow course completers after the course has come to an end. The group will be moderated by Rosa Luisa, the course moderator, who will offer you regular events or activities linked to the topic of the course. The editorial board will be recruited from members of the alumni group.

Editorial Board

The editorial board will consist of 10-30 people who have demonstrated commitment and outstanding work during the course. The purpose of the board is to review and rate lesson plans which have been flagged as noteworthy, in order to finally select 20 lesson plans which will be professionally edited, translated and then published on the School Education Gateway. The board will have a designated online space to discuss their reviews and ratings, and will be led by Rosa Luisa.

So, make sure to complete the course and submit excellent work. Your work might be selected for publication, or you might want to join the editorial board! More details will be provided via email at the end of the course.

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1 - Netiquette

We are an online learning community and all online communities have their own codes of conducts. It is therefore very important that we all know and follow this code of conduct to create a good working climate and ensure everyone feels safe. In most cases, these are just common-sense rules, good manners and other good practises normally observed in any social interaction.

However, it is important to take into account that we are communicating online and we miss very important pieces of information, like tone of voice, gestures, etc. Therefore, it’s very easy to misunderstand what others say or take words out of context.

Take a look at our Code of Conduct, Use Policy and Honour Code to make sure you are aware of how to interact on the course.

2 - Copyright

The Internet is a space for sharing and exchanging. But when and how can you use material found on the Internet? Can you use copyrighted music when creating a video/presentation? Can you use a nice picture found on a Flickr album on the web without second thoughts? If you are lost with copyright issues or find hard to understand complicated law statements related to terms and conditions of use of certain materials, take a look at the following website by Childnet International.

And what happens when you create your own material? Would you like to share it with other fellow colleagues but protect it from any misuse? Take a look at Creative Commons which can help you answer these questions. It is a nonprofit organization that enables the sharing and use of materials and resources through free legal tools. Learn more about the different licenses and what they mean. On their website, they have a simple tool that will help you choose the type of license you need. Once you have picked the one you need, you can download it in high quality and different formats here.

3 - eSafety

Your online reputation is the “perception, estimation and opinion that is formed when you are encountered

online". Learn more about online reputation here. What can you do to protect your personal data and online

reputation? The golden rule is “think before you post”. Is the content you are about to share online going to affect your or someone else’s privacy? Can you be friends with pupils on social networking services? What should you do if other people post inappropriate images of you online? And if you are victim of cyberbullying? Take a look at this guide which includes advice and interesting question to reflect on regarding your online reputation.

For more information about eSafety as well as lots of resources to use with your students check out the following links:

1. eTwinning Featured Group: Bringing eSafety into eTwinning projects (you need to be a member of eTwinning to join the group)

2. Better Internet for Kids

3. Web We Want

4. eSafety Label

5. Safer Internet Day

The above texts have been adapted from the eTwinning Ambassadors course.

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TELL ME AND I FORGET,

TEACH ME AND I REMEMBER,

INVOLVE ME AND I LEARN

Benjamin Franklin

Welcome to Module 1 where we set the scene for our PBL design work and explore what PBL actually is, what it is not, and what components are required for it to work. Our learning objectives for this module are:

1. Understand what PBL is and isn't

2. Reflect on our own teaching practice and how this corresponds to a PBL approach

3. Identify different components of effective PBL and which of these will be the most challenging in our context

4. Develop a first idea for implementing a PBL approach in our context and formulate a driving question

As part of this, there are 2 main activities in this module:

1. Add reflections to your Learning Diary and share one post via a peer-to-peer activity

2. Draft your driving question/problem and provide feedback on your peer's questions/problems

In the Course Introduction you have already seen some general statistics on who else is on this course but let's get a more personal picture of who we actually are. For this purpose, let's build a Course Selfie on the Padlet below. Just post a picture and a short description in the Padlet below. We would highly recommend to use this Trading Card tool to create your own trading card that you can then upload to the Padlet. However, this is not essential and you can also just upload a picture but please then remember to only upload a low resolution image as otherwise the page will become very slow.
REFLECTION:

PBL - Course Selfie

Post a selfie (low resolution please) and write a short description about yourself.
"Hi, I am Christos, I am from Volos - Greece and I live and teach Maths and Sience in Alonnisos' High School to students with Special Educational Needs. I look forward to take this educational travel with all the team. In my point of view I want to develop/improve my teaching process. "

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Let's start with looking at what PBL is and what questions you have about it. Take a look at the two videos below which provide a definition and some examples of PBL.

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An Introduction to Project-Based Learning

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Many of us will already be very familiar with doing projects in class, either as a student or as a teacher with your class. However, it's important to remember that there is a difference between "doing projects" and PBL. The difference is captured quite nicely by this chart, created by Amy Mayer of the friEDTechnology blog, as well as this article, "The Main Course, not Dessert" . PBL is all about the process and the learning that happens as part of this process. In other words the project is the main course. "Doing projects" however, is often an add-on at the end of a topic that has been studied in class, in other words the learning of curriculum content happens before the project work even starts. The project is then the culmination of that work where the students apply their knowledge or delve deeper into the topic.

Share some reactions to the videos and resources in the Padlet below the video, in particular identifying any questions you have about PBL, what you hope to learn on this course and what challenges you anticipate in adopting PBL in your school. Make sure to also post your reactions to your Learning Diary. Remember, your Learning Diary should develop into a reflection of your course experience as well as a collection of useful resources, ideas, and tools you have encountered on the course.
REFLECTION:

What is PBL - our questions

Share some reactions to the video here, in particular identifying any questions you have about PBL, what you hope to learn on this course and what challenges you anticipate in adopting PBL in your school. Please, always remember to mention your first name, last name and country of origin.
"PBL sounds very interesting and I have used this approach of learning in a very short way but I am strongly decided to use it more. I think that it's a journey of learning. It's an effective approach especially in special education and to the students with educational needs."

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The quote by Benjamin Franklin at the beginning of the module pretty much catches the essence why PBL is such an effective pedagogical approach. However, let's look at this in a bit more detail. What type of skills & competences are developed in students as a result of PBL? The video below is a bit longer but it's really worth watching, as it oulines with very concrete examples how students benefit when engaged effectively in the PBL approach. After watching the video identify in the Tricider below why you think PBL is not used more widely in our education systems? What is stopping us from achieving what is outlined in the video? What are the biggest challenges we as educators face and who is stopping us from adopting the PBL approach in our classrooms? You can also upvote the responses from other participants.

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Propositions Project: 21st Century Skills

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REFLECTION:Why use PBL Why do you think PBL is not used more widely in our education systems? What is stopping us from achieving what is outlined in the video? What are the biggest challenges we as educators face and who is stopping us from adopting the PBL approach in our classrooms?

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REFLECTION:Why use PBL Why do you think PBL is not used more widely in our education systems? What is stopping us from achieving what is outlined in the video? What are the biggest challenges we as educators face and who is stopping us from adopting the PBL approach in our classrooms?

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I think that PBL introduces students to a new way of learning that they most need nowadays. This is the affective learning which is based on collaboration, designing, drawing and producing the results of learning and use them in real life. But this way of teaching/learning demands time and resources that in my country they don't exist. Even more it is the way of thinking/acting of the tradinional teaching/education that nobody or only few wants to reform. We should change the way we think, act and teach in order to regain our students attention, interest and to make them happy at school

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1.3 Optional P2P - Reflections on our current teaching practice

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1.3 Optional P2P - Reflections on our current teaching practice

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Let's think about how PBL links to our current teaching approaches. Write a short Learning Diary entry reflecting on your own teaching strategies, classroom setup, students' needs, etc.

Some questions to consider for your diary entry (you do not need to answer all of these): What teaching strategy do you use most commonly? What do YOU do most of the time in the classroom? What do the students do most of the time? Do you feel your current approach could be easily complemented with a PBL approach? Do you sometimes have the problem that students don't remember what they "learned" the day before? How do you address this? Do you already use some of the PBL approaches mentioned in the video? What works, doesn't work? Why? How do you find out about your student needs and how do you incorporate this knowledge in your teaching? Finish your reflection by identifying a class and a subject topic that you teach which you can use to experiment with PBL.

On this course we are a big community of professionals eager to learn, especially from each other. In order to get to know each other a bit better, it's important to share our reflections. Therefore send your reflections (in English) to 2 peers by posting your learning diary entry into the peer review activity text field below. After you've submitted it, it will be shared with 2 other random course participants and after about 24 hours you will also receive 2 random diary entries of your peers. For more information on how the peer review activity works see here and for a video walk-through of the process see here.

Once you have been assigned the work of your peers, write them a short message in response, acknowledging their work and reflection. If you like, send them some positive feedback and highlight some further questions you think would be worthwhile for them to consider. The purpose of this exercise is not to review or assess your colleagues' diary entry but simply to engage, help and get to know them. You will also see messages of your peers in response to your diary entry.

The deadline for submitting your learning diary entry is November 15th, 23:59h CEST. The 2nd deadline for sending a response to your peers is November 22nd, 23:59h CEST. Please don't forget to submit all work in English as otherwise it will not be possible for your peers to respond.
" I am Christos from Greece and I teach Maths and Sience in at Alonnisos High School. My students are kids with special educational needs so I try to make learning a project of discovering/finding. Because we don't have all the necessary equipment, like pc, our class, sience lab and many others, the projects we make is rather simple and as progressive as our equipment can provide. Most of my students have educational problems so I have to help them by forming lesson in their educational needs. They learn in their special way and I try to make our lessons experientially. So i give them tasks in order to mobilize their curiosity to work and collaborate to discover new "useful" things for their life. We usally work in our class and sometimes we can go to the pclab to find info on the web, or design a project using pc programs. We make boards of knowledge, card of memory and some other staff. I wish i had the time and the equipment to make more..."

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Now that we know what PBL is and have thought about how it corresponds with our current teaching practices, let's look at how to implement PBL effectively in our classrooms. The video below provides a nice overview of five key components we need to get right in order to make PBL a success. These are very challenging which is why we will be looking at three of these - collaboration, student-drive, and assessment - in more detail in the following modules.

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5 Keys to Rigorous Project-Based Learning

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After watching the video share in the Padlet below, your view on which of the 5 components (or keys as they are called in the video) you feel will be the most challenging for you to realize and why. Is it effective collaboration because your classroom space does not lend itself well to group work? Or is it assessment because your curriculum requires very regular and rigid summative assessments that you are worried will get in the way of PBL? Or maybe you are more concerned about the passivity of your students in lessons and getting them to take the initiative? Share your thoughts, concerns, reflections, etc. with us in the Padlet. As usual, also copy your post on to your Learning Diary.
REFLECTION:

Components of Good PBL

Share your view on which of the 5 components (or keys as they are called in the video) you feel will be the most challenging for you to realize and why. Is it effective collaboration because your classroom space does not lend itself well to group work? Or is it assessment because your curriculum requires very regular and rigid summative assessments that you are worried will get in the way of PBL? Or maybe you are more concerned about the passivity of your students in lessons and getting them to take the initiative? Share your thoughts, concerns, reflections, etc. Please, always remember to mention your first name, last name and country of origin. Anonymous comments do not encourage dialogue.
" I strongly agree that the five keys are crucial to make a successful PBL or to be more accurate to implement PBL in our classrooms. In my class the most challenging key is the way my school works especially with deficiency of resources and of course time. In my class i try to use PBL in short  time periods with all the sources we have. The results are very promising."

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One of the first steps in preparing a PBL approach is to identify a project question or problem, often referred to as "the driving question". Effectively, this question should be the guiding principle for the entire PBL process that you will go through with your students. The question should be open-ended, engage and inspire students by creating curiosity, and be aligned to the learning goals you would like to achieve. Take a look at the video below for an example and to get a better idea of what is meant by this.

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John Mergendoller, the Executive Director of the Buck Institute of Education, also highlights the importance of the driving question to trigger critical thinking in students. He identifies a useful criterium to evaluate if your driving question in fact does this: How straight-forward is it to answer the question by asking Google? Good driving questions according to Mergendoller are non-Googleable questions. So in this context, let's see if we can turn some Googleable questions into non-Googleable questions.

In the 2 Triciders below, turn each question into a non-Googleable question (or at least a question that is much less straightforward to Google). Vote on the answers you feel work best.
REFLECTION:

Non-Googleable Question 1: “What does it mean to be a healthy eater?” Turn the question into a non-Googleable question.

" Imagine you are responsible for the family's food. What could be the food you'll make for a week? Is these dishes the most usefull you could make? Have you got any suggestions to make your family's food more healthy?"

Non-Googleable Question 2: “How are airplane wings constructed?” Turn the question into a non-Googleable question

" Having the view of a bird can you explain how birds fly? How could you make yourself fly? What materials would you use to make your wings? Can you imagine the materials which could be more effective for making aeroplanes' wings?"

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1.6 Optional P2P - Your PBL Design: Formulating your driving question

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1.6 Optional P2P - Your PBL Design: Formulating your driving question

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As part of this course you will be building a Learning Design that will allow you to experiment with a PBL approach in your classroom (see the Course Introduction). The goal is that by the end of the course you have a concrete plan on how to go about experimenting with PBL next school year. The Design will be built step-by-stepthroughout the course and in each module you will be adding a bit to your Design as well as submitting it for peer review. You will use the feedback you receive from your peers to further improve your Design so that in the final module you can submit a rigorous and comprehensive Learning Design for PBL which will also peer reviewed.

As a first step in section 1.3 you identified a class and topic which you could use to experiment with the PBL approach. Thinking about this class and topic, we would now like you to identify your driving question. Effectively, this question should be the guiding principle for the entire PBL process that you will go through with your students. Keep in mind the different criteria identified in section 1.5: the question should be open-ended, engage and inspire students by creating curiosity, be aligned to your learning goals, and at the same time be non-Googleable.

When you have come up with a good driving question post it in the peer review activity text box below, together with a bit of context about where you plan to implement it, such as the student age-range, subject, etc. and the learning goals you would like to achieve with the class (what skills, knowledge, etc. students should acquire). In order to provide some context you could also post your Learning Diary entry reflection from section 1.3 together with your driving question. Please make sure that all information is provided in English language as otherwise the peer review process does not work.

Once you have submitted your question, it will be sent to two other random course participants. Around 24 hours after submitting your question, you will receive 2 questions of your peers. Provide some brief feedback to them and possibly some suggestion of how to improve the question. As criteria for the feedback use the 4 aspects mentioned here:

Is the question open-ended? It will allow students to develop more than one reasonable answer.

Do you feel the question will spark curiosity and engage the students? (remember this might be dependent on the local contexts of the students)

Is it aligned to the learning goals identified? To answer it students will need to gain the intended knowledge, understanding, and skills.

Is it difficult to answer by using Google?

REFLECTION: Driving Question:
My driving question would be an effort to learn the measures of area and measurement of the known shapes: triangles, squares, rectangles.

" How big is your house? What is the shape of your room? What if you would buy a new house, how big would you like your room to be? Can you measure your room/house? "

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COMING TOGETHER IS A BEGINNING,

KEEPING TOGETHER IS PROGRESS,

WORKING TOGETHER IS SUCCESS

Henry Ford

This quote by Henry Ford already hints at the essence of this module, effective collaboration is not easy! It is an activity that rarely happens overnight and that requires careful scaffolding and preparation. That's what this module is all about. At the heart of the PBL process is collaboration, be that as part of a group of students exploring your driving question or be that as part of working with outside actors who can provide meaning and feedback on the students' work. In this module the learning objectives are therefore:

1. Understand how different types of collaboration can be used in the context of PBL

2. Develop a series of strategies and activities to promote effective collaboration between students

3. Develop a series of strategies and activities to promote effective collaboration with actors outside of the classroom

For this module's starter activity we would like you to share a picture that shows or represents collaboration for you, together with a brief explanation of why you have chosen this picture. It could be a screenshot from an online chat where you have successfully collaborated on a project, a picture of your students at work as part of PBL, an abstract drawing or diagram, or any picture you have found on the internet that you feels shows collaboration happening. If you share a picture that is not your own please take into account the sharing permissions or provide relevant credits. PLEASE ALSO DO NOT UPLOAD HIGH RESOLUTION IMAGES AS OTHERWISE THE PADLET BECOMES UNRESPONSIVE AND TAKES A LONG TIME TO LOAD.
REFLECTION:

2. Developing effective collaboration for PBL

Share a picture that shows or represents collaboration for you, together with a brief explanation of why you have chosen this picture. It could be a screenshot from an online chat where you have successfully collaborated on a project, a picture of your students at work as part of PBL, an abstract drawing or diagram, or any picture you have found on the internet that you feels shows collaboration happening. If you share a picture that is not your own please take into account the sharing permissions or provide relevant credits. Please, always remember to mention your first name, last name and country of origin.
" In my  point of view collaboration means: everyone make whatever he can in order team gains the best/more. Everyone is unique and a crucial part of the team!!!"

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#PBLcourse TWITTER CHAT

As part of this course there will be a series of "live" events. These are opportunities for you to directly interact with the course moderators and other participants at a specific date and time. Our first course event is the #pblcourse Twitter chat and it will take place on Monday, 30th October from 6:30 pm - 7:30 pm CET.

Discussion Topic: How do you implement PBL in the classroom?

You will be able to share best practices and resources for PBL. You will discuss pitfalls, ways of assessment, supporting tools, etc. It is possible that also educators who are not part of the course, will join us for this event.

To take part you need to have a Twitter account. If you are new to Twitter check out herefor some supporting resources to get you started. While not essential for the course, it is recommended to join Twitter in case you haven’t done so. It allows you to communicate with other participants and to share and read additional information about the course. Please add the hashtag #PBLcourse to all the tweets you send. Otherwise the other participants may not find your tweet.

Twitter Chat Moderator: Kornelia Lohynova

The Twitter chat will be moderated by @lohynova. At regular times during the discussion she will pose questions. Keep an eye on her tweets during the times of the Twitter Chat. The questions will all be related to the topic of the Twitter discussion.

Kornelia is one of the course moderators, an experienced teacher, teacher trainer, eTwinner.

What will the participants do during the Twitter Chat?

You will reply to the tweets sent by @lohynova and by other participants. With many participants the discussion will be at a fast speed. Don’t worry if you don’t catch every tweet or if you don’t reply to all the participants of the chat. No one can do that!

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First of all, remember that a key goal of PBL is not the project but rather the process of building the project. Learning happens while working on the project. And one of the key things students should be learning as part of this process is effective collaboration. Therefore let's briefly look at what collaboration is and isn't.

Take a look at the video below and think about the questions raised by Deirdre Butler in regards to the work done in your classroom.

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FCS | Module 3 | Collaboration | Deirdre Butler, National University of Ireland

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This video is part of the Future Classroom Scenarios Course on the European Schoolnet Academy. For more information visit www.europeanschoolnetacademy.eu

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Deirdre refers to a framework called 21st Century Learning Design Rubrics. These rubrics offer us a useful tool to self-assess if our learning activities are truly collaborative or not. You can find more information about these rubrics here. The rubrics identify four questions you should ask yourself about what happens in your classroom. Think about a typical lesson you teach and answer the four questions in the self-assessment questionnaire below. If you are unsure about the meaning of each question, take a look at the rubric document here and on pages 3-7 you will find some examples for each. If you answer yes to each of the questions your activities are truly collaborative according to the rubric. Use your answers to the questionnaire to draft a Learning Diary entry reflecting about the nature of collaboration happening in your classroom.
Do your students have shared responsibility for tasks?

Yes

No

Are your students required to work in pairs or groups most lessons?

Yes

No

Do your students have to make substantive decisions when working together (decisions that will impact the result of their joint work)?

Yes

No

Is the students' work interdependent of each other (in other words can they only succeed together)?

Yes

No

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2.3 Effective Collaboration for PBL inside the Classroom

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2.3 Effective Collaboration for PBL inside the Classroom

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Now that we've determined what effective collaboration is, we need to identify some specific activities that will help us achieve effective collaboration in the classroom in the context of PBL. Collaboration does not just happen, it needs to be learned and we can provide our students with the environment and the scaffolding to help them become effective collaborators. Take a look at the below video which identifies some useful tips to help scaffold the collaboration process for the students in the context of PBL. There's also an interesting blog post on this topic here and more examples of how to scaffold and support student collaboration in this video here.

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Structuring Collaboration for Student Success (Keys to PBL Series Part 3)

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PBL provides a unique opportunity to help students practice critical thinking, collaboration, communication, and creativity. Learn how to optimize the environment for teamwork in your classroom. More resources at: https://www.edutopia.org/blogs/tag/pbl-planning

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Now let's make use of our great learning network and the knowledge of all you educators on the course and share some great activities that you can do with students to develop collaborative skills amongst them. To get you started take a look at this short video outlining a nice little activity that you could do with your students at the start of the PBL process. Then share in the Tricider below your own ideas and activities that you use to build team spirit, better communication amongst groups, etc. Any activity that can help students learn to collaborate effectively. And vote for those ideas and activities suggested by your peers that you would like to try out in your own classroom.
REFLECTION:
When I first enter a class, the first thing I do is to have a conversation with the children about ways of communication and behavior within the classroom. So we set a commonly accepted framework of conduct that we all need to respect. We then discuss how important it is to work together, as well as the beneficial results that exist when people work together. We set the terms of cooperation at the level of dialogue, communication, democracy and, above all, mutual respect. So in general I have managed to balance the classroom. Of course, there is in each group a leader who is not the same every time, but he heads by the acceptance of the group.

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2.4 Finding collaboration partners outside the classroom

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2.4 Finding collaboration partners outside the classroom

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If you remember back to Module 1, a key part of PBL is establishing a link to the "real-world". This link to the "real-world" can be established in different ways but one of the most powerful mechanisms to do this is by involving audiences or partners from outside of the classroom or even better outside of the school.

As part of this we explore two different types of collaboration with outside actors. The first is about organising projects together with another class, where students collaborate not only with their immediate peers but with students at another school. For this type of collaboration there is simply no way around the eTwinning network, an online network of more than 400,000 teachers in Europe and beyond, designed so that you can easily find project partners and organize joint projects. At the core of eTwinning's pedagogy stands the PBL approach so if you are not yet part of this network, make sure to check out the below video to see how the PBL approach of running an eTwinning project can benefit your students' learning. You can also find a great getting started walk-through of eTwinning here.

As a concrete action here we would encourage all of you, new or old eTwinners, to use this course community of learners to find like-minded colleagues who you could run a project with. For this purpose you will find in the Forum under Module 2 a special category for finding project partners.

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The second area to consider here is about involving people from the community in students' work. Getting professionals from the "real-world" to come and work with the students creates an entirely new meaning for their work. Of course, engaging people from the community is not always easy. It requires time, patience and good communication skills to foster good relationships with such individuals. But herein also lies the opportunity if students are involved in the process of engaging such people from the start.

Take a look at the below video for two examples of successful engagement of outside professionals in the PBL work of students and then add an entry to your Learning Diary reflecting on which people from your community you or your students could engage with. Think about if you have contacts to or knowledge of networks of local professionals? Which organisations or people engage with the school on a regular basis? Are there any businesses working with the school such as caterers, IT companies, or sports organisations? Who are your school's neighbours? Could they be approached? What about school alumni? And who could you or your students ask for support in identifying the right people? Think about these questions as you draft your Learning Diary entry and then post your entry also in the below Padlet to share it with your peers. For some further inspiring ideas about community engagment make sure to also check out these two blog entries, here and here.

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Community Partners: Making Student Learning Relevant

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2.4 Finding collaboration partners outside the classroom

Add an entry to your Learning Diary reflecting on which people from your community you or your students could engage with. Think about if you have contacts to or knowledge of networks of local professionals? Which organisations or people engage with the school on a regular basis? Are there any businesses working with the school such as caterers, IT companies, or sports organisations? Who are your school's neighbours? Could they be approached? What about school alumni? And who could you or your students ask for support in identifying the right people? Think about these questions as you draft your Learning Diary entry and then post your entry also in this Padlet. Please, always remember to mention your first name, last name and country of origin.
"Last year, I made a project in my class and   the project was to teach my students percentages. I gave them the following task: to find and present in classroom the way bank are billing  credit cards and loans. In order to understand the way banks are thinking and acting, we got to the NBG bank of our neighborhood and the students asked whatever they wanted the employees and the bank manager. This was something that helped my students very much and they enjoyed very much"

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The great thing about the web is that there are so many tools out there that can help us, as teachers or students, to collaborate in more effective or even entirely new ways. However, here we can only introduce you to one example and it will be up to you, the community of learners on this course, to share your knowledge of tools that you and your students can use to collaborate as part of the PBL process.

The tool we would like to introduce here is a tool that can help you not only for forming teams but also for ongoing assessment of students' PBL work. The tool is called TeamUp and you'll find a brief introduction to it below. Make sure then to share with your peers other collaboration tools out there by posting their name, a brief description and a link in the Padlet below the video. Before posting any suggestions however, make sure you take a browse through the Padlet to check the tool you would like to suggest isn't already there.

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FCS | Module 1 | Tool for Teaching: TeamUp

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This video is part of the Future Classroom Scenarios Course on the European Schoolnet Academy. For more information visit www.europeanschoolnetacademy.eu

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2.5 Collaboration Tools

Share with your peers other collaboration tools out there by posting their name, a brief description and a link. Before posting any suggestions however, make sure you take a browse through the Padlet to check the tool you would like to suggest isn't already there. Vote for those tools that are your personal favourites. Please, always remember to mention your first name, last name and country of origin.
"To improve student collaboration and student's work I use Storybird for story telling tasks, moodle, padlet, pi zap, and many more
web 2 tools."

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2.6 Optional P2P - Building your PBL Learning Design

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2.6 Optional P2P - Building your PBL Learning Design

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In Module 1 you identified a class you could use to experiment with a PBL approach and defined a driving question. Make sure to revisit your driving question and possibly refine or change it based on the feedback of your peers. As a next step we use both of this forgetting started on our Learning Design. As a reminder, the final output of this course should be a Learning Design that outlines a PBL approach that you can implement in your classroom.

In the Course Introduction you will have already come across the Learning Designer, the tool that we ask you to use for this activity. As we will be reviewing each other's work and to ensure some consistency it is important that you use the Learning Designer tool to present your PBL approach.

1. As a first step, if you haven't done so yet as part of the Course Introduction, create an account on the Learning Designer and take a browse through the tool to familiarize yourself. For an introduction to the tool see here.

2. Next comes the first step of creating your PBL Design: Create a new Learning Design and at the top you will see some general fields to be completed.

3. In the field "Name" add your Driving Question or a shorter title representing your PBL approach. In the field "Topic" add the curriculum topics that you would like to address as part of the implementation.

4. In the field "Learning Time" fill-in your anticipated time for what you are planning. Don't fill-in the "Designed Learning Time" field as this is automatically completed as you add TLA's (Teaching and Learning Activities) later on.

5. In the field "Description" again add your driving question together with a short and general overview of what students will be doing as part of the investigation of the question.

6. In the field "Aims" outline what you anticipate to achieve with your PBL approach and what you hope will be the final product of students' work.

7. In the field "Outcomes" you can add a selection of pre-defined learning outcomes by clicking on the + sign and then adding a short description for each. You should have already defined these as part of your driving question in Module 1.

8. Finally, add your first TLAs to your Design. These should focus on collaboration and could be about setting up groups using the TeamUp tool (see section 2.5) and then helping the groups to become a team through a team-building activity such as the Chop-Stick Challenge (see section 2.3). These TLAs don't need to be the first TLAs of your Design. Later on, as you add more TLAs you can still move them around.

9. Once you have completed the above steps, click the Share button to receive a shortened URL (the technical error that prevented this before has now been fixed), paste it into the peer review text box below, add the link to your Learning Diary for some context as well as some contact details in case your reviewer has some questions, and then make sure to submit your work before Deadline 1 which is Wednesday 15th November at 23:59h CEST.

10. Finally, once you have been assigned another participant's work, provide some feedback to them before Deadline 2, Wednesday 22nd November 23:59h CEST. IN ORDER TO ACCESS YOUR PEER'S LEARNING DESIGN, MAKE SURE THAT YOU ARE FIRST LOGGED INTO THE LEARNING DESIGNER. Please provide feedback to your peers using the following questions:

1. Are the description, aims and learning outcomes clear and aligned? Do they fit to each other? Can you identify further learning outcomes based on the description and aims?

2. Is it clear what the teacher and students are doing as part of the collaboration TLAs? Do the collaboration TLAs build student's collaboration skills or scaffold the process of working together?

This is the link to my lesson plan:
https://v.gd/vP0hdV

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IT'S NOT THAT I'M SO SMART,

IT'S JUST THAT I STAY WITH PROBLEMS LONGER

Albert Einstein

Next to developing collaborative skills of students, another key part of PBL is for students to take ownership of tasks, initiative at solving problems, and most importantly to stick with these tasks and problems until they have come to a satisfactory conclusion. In other words, we try to develop a student-driven environment in which the energy and persistence of what is happening in the classroom does not primarily come from us but from the students.

Albert Einstein's quote above captures one of the key essences of this module: getting students' to develop grit and resilience to stay with a problem or project even though they have failed previously is one the most difficult parts of PBL and at the core of developing a student-driven environment. As an example and at a quite simple level, when students work for the first time in a group as part of PBL, the first attempts at collaboration might not be successful. It is essential that students don't become frustrated and demotivated but rather excited and motivated to try again and improve, again and again and again. Creating an environment that allows and promotes this, is what the module is all about.

The learning objectives for this module are:

1. Understanding the importance of scaffolding the PBL process so that students increasingly develop independence and ownership over the tasks

2. Understanding the importance of a positive environment and mindset for building student confidence and resilience

3. Developing a range of activities, strategies and tools that facilitate an entrepreneurial mindset and entrepreneurial skills

As a starter activity, briefly describe a situation in your professional or personal life where you were first unsuccessful but because you stuck with it you succeeded in the end. Finish by identifying why you stuck with the problem/task and did not give up (and make sure to copy your entry also into your Learning Diary).
REFLECTION:

Developing student-driven activities for PBL

Briefly describe a situation in your professional or personal life where you were first unsuccessful but because you stuck with it you succeeded in the end. Finish by identifying why you stuck with the problem/task and did not give up. Please, always remember to mention your first name, last name and country of origin.
"Last year in my class I had a student that he didn't want to study at all. Every effort I made it was a disaster. So I tried this I gave an assignment to the class when he wasn't in class, to be honest I sent him to the headmaster's office and i told the class not to mention anything to him. The next day all the students came with their work and they brought their draws, when he saw that he started complaining that he didn't know anything about the homework. Then I told him: "OK, anyway you never come having homework, so why are you complaining about?" He stayed in the class after the lesson and after a long discussion we made an agreement of working and from that moment he became one of my best students. I believe everyone has a point that makes him work, collaborate and make the right thing."

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3.1 Scaffolding for Student Ownership and Independence

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3.1 Scaffolding for Student Ownership and Independence

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If we want PBL to be a student-driven learning process we cannot simply give students independence and hope they wil just take charge of the process. Students' ownership over the process needs to develop as part of PBL and it is our job to scaffold classroom activities in such a way that allows such ownership to develop. For more information about scaffolding for learning see here. Take a look at the video below for some concrete tips on how to scaffold for a student-driven environment in PBL.

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Facilitating Learning in a Student-Driven Environment: Keys to PBL Series Part 4

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Scaffolding for Ownership and Independence Students should jump into the deep end and learn through their failures. Providing them too much support makes them dependent. DISCUSS!

"In school as well as in life there are successes and failures. It is a fact that in the course of the years, what is left to us and has the most teaching character is the failures that change our route and lead us to revisions and successes. We must teach our students that failure / failure is equally important to success. The reward must always be in the effort everyone is making."

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What is resilience? It comes from the Latin resilire, “to bounce back”. Resilience refers to the capacity to return to good mental health after challenging and difficult situations. It is not one specific thing, but a combination of skills and attributes that help to solve problems, cope with challenges, adapt and bounce back when things don´t go as planned. Resilient people learn from their mistakes, they look at their failures and mistakes as lessons to be learned from, and as opportunities for growth. If you are curious about your own resilience, take this self-assessment test here (or even use it with your students).

Working in teams and pursuing a complex question or problem over a longer period of time as part of PBL will require student resilience. We know that it is possible to develop resilience in our students through a combination of setting out the right environment, building positive relationships, and offering space for independent decisions. Take a look at the video below developed by course moderator Kornélia Lohyňová for a series of strategies to develop student resilience and see here for a nice video focussing on building confidence.

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As an activity in this section we will try out a "Reverse Brainstorming" exercise! In Reverse Brainstorming we will answer the opposite question of what we actually want to achieve. This triggers some unusual thinking and brings a new perspective on the problem. So while we ultimately want to be able to build confidence and independence in our students, we would like you, in the Padlet below, identify how we as teachers can weaken our student's confidence and independence. Use your own and others' reflections to help you create a classroom environment that supports students to become confident and independent learners. Of course, as usual, don't forget to add your reflections to your Learning Diary.
REFLECTION:

Developing Student Resilience

Identify how we as teachers can weaken our student's confidence and independence. Use your own and others' reflections to help you create a classroom environment that supports students to become confident and independent learners. Of course, as usual, don't forget to add your reflections to your Learning Diary. Please, always remember to mention your first name, last name and country of origin.
"In my opinion the most certain way to weaken my students' confidence and independence is to tell them what to do all the time. In addition we can always do our lesson using lecture plus avoiding any chance of independent action during the lessons. We can also correct their mistakes instantly using deceptive ways.
But all the above actions would make the relation between teacher - student a relation of odium. I think that we all teachers should be shelf confident to talk and listen to our students, to set our learning goals, to encourage their independency, and make them feel as an equal part of the learning/educating process"

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The characteristics explored in the previous sections, such as resilience, initative and ownership, are all part of an entrepreneurial mindset. For students to take ownership of the PBL process and move their own and their peer's learning forward, they need to have an entrepreneurial mindset. This section therefore looks at the concept of an entrepreneurial mindset in more detail. Take a look at this presentation by course moderator Kornélia Lohyňová giving a clear overview of what such mindset entails and how it links to PBL.

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Then browse through some of the additional resources highlighted by Kornélia in the Thinglink below (just hover over and click the different fields).

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View the interactive image by Kornélia Lohyňová

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Finally, let's see if we all have an entrepreneurial mindset and can think out of the box. Let's create a Word Cloud together for lots of different uses of a plastic bottle. Click here and write down at least one use you can think of for a plastic bottle. The results will appear in the word cloud below (based on the frequency of uses identified the words are larger).

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3.4 OPTIONAL P2P - Building your PBL Learning Design

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3.4 OPTIONAL P2P - Building your PBL Learning Design

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Let's continue working on our PBL Learning Design. For module 2 you added all the key background information for the Design and already added some TLAs (Teaching and Learning Activities) focussing on collaboration. For this module we would like you to continue adding TLAs to your Design, with a focus on scaffolding for student independence and ownership, building resilience and an entrepreneurial mindset in general. For example, you should include a TLA where students reflect about their own work and how they can improve it, thereby supporting independence and ownership over the learning process. After adding these TLAs your Design should ideally provide opportunity for students

to identify the questions they would like to pursue (within the context of your Driving Question)

to make choices on all key project-related aspects such as resources used, products created, use of time, etc.

to take significant responsibility and work independently from the teacher, but with guidance if necessary

to reflect during the project about their own work and learning

With the final steps in mind, you can also already add further TLAs that ensure you have engaging starter activities for your PBL as well as ensure clear and effective links between TLAs. This will help you for next week where we will add formative and summative assessment TLAs into our Design as well as ensure the Design is well-rounded.

As usual, please submit the link to your Learning Design, a link to your Learning Diary for context, as well as some contact details in case your reviewer needs to contact you. The deadline to submit your work is Wednesday 15th November at 23:59h CET.

For the reviews use the four criteria above as guidance on providing feedback. Feel free to comment on all aspects of the Learning Design ready so far or only the TLAs focussing on this module's topic. Make sure that your feedback is positive and helpful with concrete suggestions on what and how it could be improved. The deadline to submit your reviews is Wednesday 22nd November at 23:59h CET.
This is my reformed lesson plan:
https://v.gd/vP0hdV

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THE ROOT OF THE WORD "ASSESSMENT"

IS FROM THE LATIN "ASSIDERE"

WHICH MEANS "TO SIT BESIDE"

Welcome to our last module of the course! In this module we explore one of the most important and often most challenging topics associated with PBL: assessment. As the quote above suggests, assessment should be about "sitting beside someone", providing feedback and helping them to improve. Assessment should not only be about giving a grade at the end but it should be an on-going process, where teachers and students alike assess their learning as they work on the projects. However, as most of you will work in environments where you'll have to give students a grade at the end of the year, we will also look at some techniques and tools that can help you with this.

The learning objectives for this module are:

1. Understanding the difference between formative and summative assessment

2. Understanding how assessment can be embedded into PBL activities

3. Understanding what a rubric is and why it can help us assess PBL

4. Develop a finalised and rigorous PBL implementation Learning Design

For this week's starter activity, we would ask you to briefly share your assessment context. Are you free to assess students in any way you want? Or do you have to follow a strict testing system with regular standardised tests every few months? What types of assessment are common at your school/in your country? Do you collaborate with colleagues when it comes to assessment? Share any reflections on your assessment context in the Padlet.
REFLECTION:  As I teach to students with special educational/learning needs, according to the assessment rules I use mostly the formative assessment in order to encourage all students to collborate, work together. I also give them the opportunity of self evaluation using rubrics made for each session. The grades my students take is summative assessment of self evaluation, formative assessment and their degree of collaboration.

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Join us for our course Teachmeet on Wednesday 8th November at 18.30h CET (Brussels Time). 12 course participants will be presenting their ideas about PBL.

A TeachMeet is an informal way of sharing ideas amongst teachers. It's similar to a webinar except that you, the participants, are the speakers.

The 12 speakers have been selected from the numerous applications received last week. All speakers get a maximum of 3 minutes each to present their idea, tool, resource, etc.

Join us as a participant on the Teachmeet via this link here. The event will be recorded and the recording will be shared here on the course soon afterwards.

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Assessment as part of PBL should not only come at the end but should be seen as a learning activity that is embedded throughout the PBL process. It should become a standard feature of any scaffolding activities you might plan for your PBL implementation. Such type of assessment is known as formative assessment.

If you are unfamiliar with the term and its counterpart, summative assessment, check out the diagram on the right. To see it in large just click on the diagram. Please note that the diagram's examples can be a bit confusing as some of them could work for either formative or summative assessment and it depends more on how they are used (for example a test would be summative not formative if done at the end of the year to assess what knowledge has been attained).

Take a look at the video below which gives you some nice and simple examples of how you can formatively assess learning throughout the PBL implementation. The video also identifies the opportunity of inviting outside audiences to be part of the assessment process, something which unfortunately we don't have enough time to look at in more detail. However, if you remember back to this video here from Module 2, it provided an excellent example of how the engagement of an outside audience was used as part of the assessment process.

In the video below, one of the teachers mentions the "quick-check" technique which simply uses a thumbs up approach to assess if students are progressing. There are many more such simple formative assessment techniques so share any other such techniques that you are aware of or can think of in the Tricider below. You can also check out here for some more ideas to experiment/adapt with.

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Ideas of assessment: https://www.teachthought.com/technology/20-simple-assessment-strategies-can-use-every-day/
Excellent example of how the engagement of an outside audience was used as part of the assessment process.

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Community Partners: Making Student Learning Relevant

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Formative Assessment Techniques Identify simple formative assessment techniques that can be easily embedded into PBL

"As I teach to students with special educational/learning needs, according to the assessment rules I use mostly the formative assessment in order to encourage all students to collborate. I also give them the opportunity of self evaluation using rubrics made for each session. The grades my students take is summative assessment of self evaluation, formative assessment and their degree of collaboration."

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Throughout this course, in each module, you have provided some feedback to your peers. You have formatively assessed their work, helping them to improve it, and at the same time hopefully also improving your own work. The process of peer assessment or peer review can be a powerful learning activity for the reviewer and the reviewee. But such a form of assessment is not just useful in the context of teachers working with each other but it is equally useful for using with students in the classroom and in particular in a PBL context.

Take a look at the first video below where Dylan Williams, Professor of Educational Assessment at the Insitute of Education in London, explains why and how peer assessment is a very powerful assessment technique.

Then check out the second video which features more concrete examples and student's views on peer assessment's that are done in a classroom using a PBL approach. In the video the students use the Ladder of Feedback, a useful tool to help you structure peer assessment with your students. For more information about the Ladder of Feedback and other useful tips for peer assessment, see here.

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Peer Assessment: Reflections from Students and Teachers

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As you watch the videos, already try to think about where and how you can integrate peer assessment in your Learning Design. And share your experiences with peer assessment in the padlet below, either as someone participating in peer assessment type activities like on this course or as a teacher organizing peer assessment activities with your students.
REFLECTION:

Peer Assessment for PBL

Share your experiences with peer assessment in the padlet below, either as someone participating in peer assessment type activities like on this course or as a teacher organizing peer assessment activities with your students.
"I often do peer assessment with my students in order to encourage collaboration in class. This is a project with prospects for the students and their relations in the class and of course in the society."

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4.4 Creating & Using Rubrics for PBL Assessment

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4.4 Creating & Using Rubrics for PBL Assessment

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Rubrics are grading tools that can be used for summative as well as formative assessment and they are also a very useful tool to help students with self- and peer assessment. While they can be used for grading, they should in fact be seen as a learning resource that is used by students throughout their work. Rubrics lend themselvesespecially well for PBL because they can capture a complex range of criteria in an organized and clear way. The first video below provides a nice introduction to what rubrics are and why they are such great tools.

After watching the video visit the Rubistar website which is a great tool that can help you create a rubric for your PBL activities. It already features a lot of pre-determined rubrics that you can adapt or translate into your own language. The second video provides a brief introduction to the tool.

You can also find quite a number of ready-made rubrics that are relevant for PBL here. If you register on the BIE website you can download the rubrics as pdfs or Word documents so you will be able to adapt or translate them according to your own needs. On this page you can find some more rubric examples, mostly in Spanish but also some in English.

Finally, give the Rubistar tool a try, adapt an existing rubric or create one from scratch that you could also put to use in your PBL activities, and then share it in the form below. Your rubric can be in your own language. In order to get the link of your rubric you need to register on Rubistar and after finishing your rubric click on the "Make Available Online" button, then click on "Click Here to View or Print Your Completed Rubric" and finally copy the URL from your browser and paste it in the form below. That way we will collect a series of interesting rubrics and you can get a feel how others are approaching rubrics. You can see other participant's rubrics via this link here.

This will be very useful for you once you start implementing your PBL design next school year but please note that the above activity is not obligatory. It is not essential for you to have a full rubric ready as part of your Learning Design. It is perfectly fine for you to also prepare a rubric after the course has finished.

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My rubric:https://drive.google.com/file/d/1jNRs8JxTNwJ9gd2j1BAAOz-LdO1OdVqV/view?usp=sharing

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In the last 3 weeks you have:

identified a class and subject with which you want to implement PBL

identified a driving question and received feedback on it

created a PBL Learning Design and received feedback on the design, which so far includes

aims, learning outcomes, short description

activities that support group work and the development of collaborative skills

activities that scaffold for student independence and ownership

We hope that the feedback you received so far was helpful and that you have used it to improve your driving question and activities on your design.

In this final week we ask you to embed numerous assessment activities throughout your design. The activities should be short and immediate such as those explored in section 4.2 but some also more comprehensive and in the form of peer assessment. They can be formative or summative and would ideally make reference to a rubric.

As a final step, make sure to finalise your design with further activities (TLAs) so that it becomes a rounded and rigorous design that follows as much as possible the features of an effective PBL as identified in the Project Design Rubric by the Buck Institute of Education. The criteria used for the driving question and TLAs in the previous P2P activities were based on this rubric. Make sure that your final Design will help you to implement PBL in your classroom next school year but at the same time is clear enough for an outsider to understand what you are planning to do.

When you have finalised your Design, make sure to submit it in the text box below, together with a link to your Learning Diary, your name and contact details so that your reviewer can contact you in case they have issues in accessing your work. The deadline to submit your final Learning Design is Wednesday 15th November, 23:59h CET.

As usual, please also provide feedback to 2 of your peers on their final Learning Designs by Wednesday 22nd November, 23:59h CET. Use the Buck Institute Project Design Rubric to guide your feedback. You can go through each of the rubric categories and identify to what extent the design corresponds to this but please also address aspects not specifically mentioned by the rubric such as collaboration and assessment. Please make sure that you include fair, encouraging and helpful feedback that allows the author of the design to improve their design. Of course also make sure that you take into account the context of where the design will be implemented. For an example of the type of feedback that you should provide see here.
My lesson plan:
https://v.gd/vP0hdV

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As a final step on this course we ask you to self-assess your own work as part of the course. This should help you understand to what extent you have managed to successfully participate in the different areas of the course and it will also help us understand better the areas of the course where you have felt less engaged in or were struggling to complete. Your answers in this self-assessment do not impact your completion record of the course and will not influence if you receive a certificate or not, so please be honest. Of course we will also be launching soon a separate and more comprehensive course evaluation where you can provide us with specific feedback on the course.

I have visited each course section and I can see a check mark next to each section (except for peer review activities that I have not yet completed)

Strongly agree

Agree

Disagree

Strongly disagree

I have contributed to the course discussions via social media or the forum for example by answering a Question of the Day or by responding to comments made by another participant

Strongly agree

Agree

Disagree

Strongly disagree

I have created a Learning Diary in which I have added my reflections and comments from each of the course sections as well as added relevant resources from the course and shared by other participants.

Strongly agree

Agree

Disagree

Strongly disagree

I have created a Learning Design that provides a framework for me to implement PBL in my classroom in the next school year.

Strongly agree

Agree

Disagree

Strongly disagree

I have made constructive and supportive reviews of my peers' work in each of the peer review activities.

Strongly agree

Agree

Disagree

Strongly disagree

I have used the feedback provided by my reviewers to improve my Learning Design

Strongly agree

Agree

Disagree

Strongly disagree

I have added my reflections or ideas in at least one of each Module's Padlets or Dotstorms.

Strongly agree

Agree

Disagree

Strongly disagree