Edpuzzle: The Missing Piece in Your Project-Based Learning Toolkit
Participate and share : Poster
Looking for a few tech tools that will take your project-based learning unit to the next level? Join us to explore how students can create meaningful projects from start to finish with Edpuzzle and Google Workspace.
|Audience:||Coaches, Teachers, Technology coordinators/facilitators|
|Attendee devices:||Devices useful|
|Attendee device specification:||Smartphone: Android, iOS, Windows
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
|Participant accounts, software and other materials:||Attendees will need an Edpuzzle account.|
|Topic:||Project-, problem- & challenge-based learning|
|ISTE Standards:||For Educators:
|Disclosure:||The submitter of this session has been supported by a company whose product is being included in the session|
PURPOSE & OBJECTIVES
Attendees will experience how project-based learning is enhanced with effective technology tools such as Edpuzzle and Google Workspace. We will explore how students can complete a project from start to finish in Edpuzzle by tackling a mini-project of our own, and discuss how these EdTech platforms and apps could be used in our classrooms.
-Edpuzzle: A powerful video lesson platform that allows teachers and students to edit videos, embed assessments, add notes, and more
MODELS: (include brief description):
-Project-based learning: Attendees will address a real-world problem in the session.
-Hybrid and blended learning: The tools discussed in this session as well as the project roll-out could occur in a flipped, hybrid, blended, or in-person class.
-Innovative teaching methodology: In this session, we will explore innovative ways to incorporate cutting-edge EdTech tools with PBL to maximize student learning.
-Constructivist learning: Participants will experience the process of student projects in Edpuzzle first hand.
Project-based learning, discussion, hands-on learning, reflection
EVIDENCE OF SUCCESS
To evaluate the effectiveness of the session, a Google Form post-survey will be given via QR code at the end of the session.
1. Introduction: Presenter Introduction and Overview of Session (5 Minutes)
2. Interactive Demonstration: How to Hook Students, Introducing Projects, and Setting Expectations with Edpuzzle Live Mode (13 Minutes)
-Attendees will participate with Edpuzzle Live Mode. Hook video will introduce the question “How do we keep the magic and passion of ISTE alive after we leave?” and task attendees with exploring why this question matters.
-Hook video will help show the Live Mode feature quickly and efficiently while creating a project-based learning “spark.”
-After each Live Mode question, we will discuss some participant responses to Live Mode questions.
3. Discussion: Research & Experts (12 Minutes)
-The facilitator will lead a short discussion on how best to scaffold student research in PBL units, including modeling research strategies, curating relevant multimedia resources, and allowing for independent multimodal research and exploration.
-The facilitator will introduce the importance of allowing students to connect with experts outside of the classroom when engaged in PBL, including through Google Meets. Discussion of how classroom teachers can facilitate whole-class expert Meets; orchestrate group Meets; or permit independent use of Meets with student-selected experts during class time.
4. Attendees Create Project: (40 Minutes)
-Attendees will interview a partner about their use of technology and innovation in the classroom. Interviews will be recorded, to demonstrate how students can create projects and upload original content in Edpuzzle.
-After uploading their project, the facilitator will model how to use the notes feature in student project mode.
-In partners, attendees will generate an answer to the project prompt: “How do we keep the magic and passion of ISTE alive after we leave?” They will take a picture of their joint response and upload it to their video, using the Photo Notes feature.
5. Discussion via Google Jamboard: (10 Minutes)
-Attendees will discuss how they could implement Edpuzzle, including the use of student project mode, and Google Workspace into their PBL classrooms.
6. Q&A (10 Minutes)
Bell, K. (Host). (2019, June 4). Project-Based Learning Tips from Vicki Davis [Audio Podcast]. Shake Up Learning. https://shakeuplearning.libsyn.com/15-project-based-learning-tips-from-vicki-davis
Krueger, N. (2020 , May 19). The case for project-based learning. ISTE.
Liu, M. & Hsiao, Y.P. (2002). Middle School Students as Multimedia Designers: A Project-Based Learning Approach. Journal of Interactive Learning Research, 13(4), 311-337.
PBL Research Summary: Studies Validate Project-Based Learning. Edutopia. Retrieved September 30, 2021 from https://www.edutopia.org/research-validates -project-based-learning
Prince, M. J., & Felder, R. M. (2006). Inductive teaching and learning methods: Definitions, comparisons, and research bases. Journal of Engineering Education, 95(2), 123–138.
Shin, M. H. (2018). Effects of project-based learning on students’ motivation and self-efficacy. English Teaching, 73(1), 95–114.
Stolk, J., & Harari, J. (2014). Student motivations as predictors of high-level cognitions in project-based classrooms. Active Learning in Higher Education, 15(3), 231–247.
Vega, V. (2015). Project-Based Learning Research Review. https://www.edutopia.org/pbl-research-learning-outcomes
M.Ed. Curriculum and Instruction; University of Cincinnati Edpuzzle EdTech TrainerKate Hodges M.Ed. Curriculum and Instruction; University of Cincinnati Edpuzzle EdTech Trainer