Scaffolding project competences in project-based learning with ICT

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This paper presents results from a two-year study involving eight liberal schools. The schools have been experimenting with the use of digital learning resources in project-based learning, focusing especially on inclusion and innovation. In the present sub-study we examine the role of digital learning resources in scaffolding project-based learning. We draw on a mixed methods approach combining a quantitative base-/endline-measurement (teacher surveys and structured observations) with qualitative data including video observations, systematic collecting of students’ products, and interviews with students, teachers, school consultants and school principals.
In a precursor to the present study it was demonstrated that teachers’ scaffolding in project-based learning has statistically significant effects on students’ use of academic language and reasoning; on their way of collaborating; on the quality of their products; and on their scores in tests on 21st- century skills (Illum Hansen and Bundsgaard 2016, 26; cf. also Devolder, van Braak, and Tondeur 2012; Azevedo and Hadwin 2005; Pea 2004).
In the present study we focus specifically on the use of digital learning resources in scaffolding students’ development of what we call ‘“project competencies’”, i.e., cross-curricular competencies of inquiry, production, process management and reasoning (Mikkelsen et al. 2015). The broad set of data allows for a multi-faceted analysis looking at a range of topics incuding changes in the use of learning resources over time; differences in scaffolding practices between teachers, disciplines and school types; teachers and students’ reflections on scaffolding and learning resources; the impact of learning resources and scaffolding on students’ collaboration and on their products; and the situated interplay between the scaffolding function of the learning resources and the scaffolding actions of the teacher in relation to the students’ self-directed learning. The scope of the study is to provide new insights into the design of digital learning environments that are both inclusive and innovative.
Periode27 sep. 2017
Sted for afholdelseUniversity of Lusófona, Portugal
Grad af anerkendelseInternational


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