Defining Project-Based Learning for the Next Generation of e-Learning Resources in Science
Robert Wilson, Scott Slough, Texas A&M University, United States
Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Defining Project-Based Learning (PBL) for the next generation of e-learning resources is needed due to the advances in publishing technologies (Stern, Aprea, & Ebner, 2003; Trumbo, 1999) and the demand for increased visual content (Slough & McTigue, 2010; Leu, 2000). Multi-touch tablets (MTT) have been reported to provide enriched interactions; new instructional approaches and models; interactive assessment and feedback (Roschell et al., 2007) which are strong characteristics of PBL. One evolving innovative science textbook that takes advantage of the MTT is E. O. Wilson’s Life on Earth: An Introduction (Wilson, Ryan, & McGill, 2012). One interesting feature of this e-textbook is the inclusion of Project-Based Learning activities as drivers for inquiry (Slough, Erdogan, Cavlazoglu, Wakefield, & Akgun, 2012). This paper discusses the development of an evolving framework using a synthesis of several well respected PBL proponents for the evaluation of PBLs in e-textbooks using the Life of Earth text as a referent.
Wilson, R. & Slough, S. (2013). Defining Project-Based Learning for the Next Generation of e-Learning Resources in Science. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 4927-4932). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE).