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Problem-based Learning Activity Examples

Page history last edited by Shelley Blundell 4 years ago

Shelley's Contributions:

 

PBL task: Create a 'product' (e.g. presentation, creative work, dance or theater presentation, etc.) that responds to the question, "What do I think all first year YSU students should know?" Completed as a group project within F2F lower-division course College Success [YSU's first year experience offering in the Cliffe College of Creative Arts and Communication] (overview and directions document here).

 

PBL task: "Rebrand" an on-campus organization to maximize student success and engagement. Completed first a group project within F2F upper-division course Media Relations Writing (overview and directions document 1 here), now completed as a group project within fully online version of the course (overview and directions document 2 here).

 

PBL task: Create an online platform for student media publication YO Magazine that allows students to publish the magazine all year. Completed as a 'whole class' group project (i.e. the whole course worked on one platform with smaller groups responsible for certain tasks, etc.) within F2F upper-division course Introduction to Magazine Journalism.

 

Overall project: Create a news website that covers stories in an area you believe to be un(der)-covered and/or un(der)-reported. PBL task within project: Each student in the group gets a chance to serve as 'editor' of the publication and data collector (i.e. students learn how to use Google Analytics and report on their findings to improve their news site over time). Completed as a group project within F2F upper-division course New Media Journalism (overview and directions document here).

 

The Missing Persons Project (from Shelley's collaborative PBL tasks between courses, departments, colleges, etc.).

 

Using a data file obtained from the Youngstown Police Department (YPD), students must a) work with the YPD to determine how to read/decode the data accurately according to the hard-copy files from which the data were drawn, b) work with students who have used the data file before them to learn more about the information within it and to ensure they are interpreting the information correctly, c) learn more about basic and advanced statistical analysis and data computation to turn 'raw data' into investigative stories.

 

Thus far, seven stories have been told as a result of this project - you can read them online here: http://theyomag.com/index.php/category/missing-persons/

 

Greg's Contributions:

 

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