1. Define PBL and how it meets both academic and portrait of a graduate goals.
2. Showcase an overview of the design process using multiple common models (like engineering design process)
3. Share examples of what mind maps look like at each stage of the design process.
4. Show how student-created mind maps transform throughout the process to give students control, agency, and the structure necessary for success.
1. Learn the general arc of tasks in a project-based or design process.
2. Understand how mind maps looks differently at each stage of the design process with examples from various student projects.
3. Leave with an understanding of how mind maps not only provide student agency during PBL, but also enable students to take control of the complex issues and messy problems inherent in PBL projects.
Boss, S. and Krauss, J. (2007) Reinventing Project-Based Learning: Your Field Guide to Real-World Projects in the Digital Age. International Society for Technology in Education, Eugene, OR.
Katz, L.G. and Chard, S.C. (2000) Engaging Children's Minds: The Project Approach, 3rd Edition. Stamford, CT: Ablex.
Novak, J. D., & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them. Institute for Human and Machine Cognition. Retrieved from https://cmap.ihmc.us/docs/theory-of-concept-maps
Paivio, A. (1990). Mental representations: A dual coding approach. Oxford University Press.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://psycnet.apa.org/record/2000-13324-007
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