Blog Post #2
Project based learning is described as an approach that focuses on learners developing deep understanding through working towards a meaningful outcome over an extended period of time. Instead of being guided through ideas in a step by step fashion a more creative approach is allowed to occur. Learners are expected to define the problem, make decisions, rework, and reconfigure as they go in order to achieve the desired outcome. This approach puts emphasis on iteration of ideas, creativity, and personal experience. In theory this approach sounds very appealing for a general approach to teaching learners as it allows for individuals and groups of students to express themselves and take complete ownership of their work, however there are significant limits to this.
There is a need to make sure the learning outcomes are equitable not just equal. Not all students come into the classroom with the same amount of personal experience which allows students to thrive in a project based course. Many students often feel like they lack certain skills or skills they have n’t developed in previous classrooms unlike other students. Furthermore, students from different socioeconomic backgrounds may not have had the opportunity to work on projects in their life unlike other students. All of this can lead to significant impacts on learning outcomes for certain students.
Another key issue is content, I see educational content as three main categories: Analytical, Creative, and Mixed. Some content such as Analytical content like calculus or linear algebra don’t necessarily lend themselves to project based instruction. These courses lend themselves to a direct instructional path or a more cognitivist style approach as fundamentals are key and all future topics build directly off the fundamentals. However, other content like a design class I was in lent perfectly to project based instruction. This class was in the Mixed category as there were engineering fundamentals required like math, physics, and linear algebra but an element of engineering judgement was required (This is what Engineering professors say when they don’t want to say creativity).
Project-based learning assumes that learners already have enough conceptual grounding to navigate ambiguity. In our case, asking learners to jump straight into a full project evaluation without first understanding what DCF represents or how Excel formulas function would likely create confusion rather than productive struggle. Much of our planned instruction involves short videos, readings, and guided activities that carefully build concepts in sequence. This structure is impossible to integrate with the open-ended nature of project-based learning.
Technology also plays a role in this issue. Tools like Excel can support exploration, but they also introduce complexity. When learners are still figuring out basic interface elements, formulas, and formatting, the additional demands of managing a complex project could distract from the intended learning outcomes. Our design instead uses technology to reduce uncertainty by providing clear examples, guided practice, and structured assessments. In general I think project based learning is amazing and well received by learners despite the concerns I have raised above. The key issue is when is it to be used, in my opinion I think project based learning should be reserved for later years in a degree/educational journey. This ensures a more equal playing field for all learners