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Plateforme web, développée à l’université de Hambourg (licence GPL), qui permet de gérer des processus de formation (selon le principe de l’apprentissage par projets). Pour en savoir plus lire aussi l’article Project-based Learning with CommSy.

PBL is an individual or group activity that goes on over a period of time, resulting in a product, presentation, or performance. It typically has a timeline, milestones, and other aspects of formative evaluation as the project proceeds.

Plus d’informations

Une ressource anglophone, Process Thinking, pour aider à planifier un échéancier lorsqu’on doit gérer un projet.

• Tecfa SEED Research and Catalog
• Topic dans Edutopia
• Project-based learning sur Cord
• Meridian
• Project-based learning space de Houghton Mifflin’s
• Technology Supports for Project-Based Learning (1998)
• Project Based Learning in Engineering
• Foundations for The Road Ahead: Project-Based Learning and Information Technologies
• PBL: A WEB SITE FOR THE EXPLORATION OF PBL AND TECHNOLOGY
• ICT-Assisted Project-Based Learning
• Project Based Learning in Davidson County Schools
• Design Features for Project-Based Learning
• Harnessing the Power of the Web
• On Project-Based Learning
• Project-Based Learning - Blumenfeld, P., Soloway, E., Marx, R., Krajcik, J., Guzdial, M., & Palincsar, A. (1991)
• Exemples de projets
• Project-based Learning and Other On-line Teaching Resources
• Des exemples de tâches
• Discussion autour de PBL à partir d’un article
• A propos de PBL
• Liste de ressources sur TecfaSeed

Abstract: Project-Based Teacher Partnerships is a model for teacher professional development to help teachers doing technology-supported project-based learning in the Challenge 2000 Multimedia Project. Experienced teachers team with a small number of less-experienced teachers to form a partnership. The partnership plans a project that the teachers will execute together in all the partners’ classrooms. The partnership submits a project proposal to Challenge 2000, and approved proposals are eligible for equipment and software grants and stipends. Evaluation data shows the model is effective in building technology, pedagogy, and leadership skills and collaboration practices that support teacher learning.

The Partnerships model is significant in its combination of teacher collaboration with projectbased learning. Teachers’ learning was structured by a classroom project they designed and then did with their students, rather than being structured around a piece of technology. This lent a sense of focus and vividness to learning technology.