Tracking the Learning Process Using Design Notebooks

    Given the messiness of the design process, it’s important for students to be able to track their own learning while they engage in projects. In this video, Eric Mazur outlines how he uses design notebooks in his class in which students document all elements of their project- and team-building experience. Students submit design notebooks with their completed projects and are graded for their completeness and quality of reflections. These notebooks help reinforce the principles of iterative development that underpin project-based learning and further emphasize the...

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    Using Project-Based Learning to Engage Students

    In contrast to traditional lecture-based courses, using projects in the classroom pushes students to actively apply what they have learned. In AP50: Physics as a Foundation for Science and Engineering, instructors put aside textbooks and lectures, challenging students instead to construct a machine that meets a real world challenge. Once students are engaged, instructors then begin to make textbook connections, pointing out how fundamental class concepts can enhance the quality of students’ project. This is what Eric Mazur calls the “Trojan Horse” of learning.

    Designing Authentic Projects

    Effective projects are carefully designed in order to deepen and broaden students’ understanding of course concepts by applying them to real-world challenges. The point is to demonstrate to students how what they’re learning in the course -- information that may see fairly dry in the abstract -- becomes  extremely important when applied to everyday problems. In this video, Eric Mazur and his teaching team underscore the value of using projects to give learning a deeper meaning. They emphasize how learning is much more memorable when students get a chance to be hands-on and enact...

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    Presenting Projects Publicly as Summative Assessment

    Creating opportunities for students to make their learning public can raise the stakes and broaden a course's horizons. In this video, one of Eric Mazur’s students and his teaching assistant introduce how they use a public project fair as the primary summative assessment in the class. At the fair, students demonstrate how their projects work to external judges and then answer questions about the design process and related class concepts. The result is an engaged public and motivated, proud students.

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    Devaluing the Right Answer

    Most instructors experience students asking them if they have the right answer or just asking for the right answer outright. However, as Eric Mazur and his teaching team in this video acknowledge, simply giving students the right answer can “sabotage” problem-based learning. This is because what matters in problem-based learning is not the answer so much as the process of arriving at an answer. Devaluing the right answer is one way for instructors to make this principle of teaching clear in their classrooms.