Listen and learn: Research paper Presentations with similar research topics are each assigned to round tables where hour-long discussions take place. Roundtables are intended to be more collaborative discussions about research.
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The predominant learning theory is either Cognitivism or Constructivism, as the practices of collaboration represent active learning practices. One of the main learning goals will be the increase in the amount and flexibility of collaboration, mostly interdisciplinarily, which puts a lot of agency on the students. The Constructivist-based course that I will be discussing is Xlab, a PBL VR development course. As we are working with Agile methodology, students are required to do a check-in "stand up" every morning which I would attempt to move into this new modality. The TPAK model will also be used as a framework for implementing this project. This model describes the overlap between technical knowledge, pedagogical knowledge, and content knowledge. While faculty members will be responsible for the content knowledge, the companion materials will provide technical guidelines and pedagogical use cases for each of the environments.
I am utilizing qualitative research methods in the form of pre and post surveys, and journaling and interviewing throughout the multi-semester project. Students were selected based on GPA, and prior classroom experience, which suggested that they would work well collaboratively. While the number of participants involved in each iteration of the project varies, it is always 10 or fewer students and 5 or fewer faculty mentors.
This research is ongoing, but initial qualitative student responses are that the skills learned through engaging with this learning model have improved their motivation and engagement in other courses. Academic Motivation Scales given at the beginning and the end of the term also demonstrate an increase in academic motivation and a clearer conception of the purpose of their coursework within the trajectory of their academic and post-academic careers.
This study is ongoing, but initial data suggests that this project-based, experiential learning model increases academic engagement within the population of undergraduate students. This could be valuable to ISTE attendees as support for their own use of experiential learning.
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