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

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. 

4- Assessment & Certification

5- How to get help

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

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. 

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.

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

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

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

PBL - Course Selfie

What is PBL - our questions

Components of Good PBL

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

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

• 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?

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

2. Developing effective collaboration for PBL

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? 

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

Developing student-driven activities for PBL

 Developing Student Resilience

• 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

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

Peer Assessment for PBL

• 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