Research Solidly Supports Project-Based, Deeper Learning For College, Career And Life
Meet the Makers
Michael Niehoff, Maker Team Advisor / Content Creator
What book changed my life the most?
I have to say “Catcher In The Rye” in terms of long-term impact and inspiration.
What is the best perk I’ve enjoyed from a job?
Well, besides the best perks of human impact and intrinsic things, I would say free concert tickets when I worked for a music publication.
What are my favorite places that I’ve traveled?
Ireland, Scotland, Australia, and Germany
This Week’s Why
For practitioners of project-based learning, there has always been overwhelming qualitative and anecdotal data and evidence of learning success. We have known this through experience and qualitative measures related to more engaged learners, 21st century skill development, learner feedback, and through observation of deeper, meaningful learning in real time. But whether we were talking to believers or skeptics, adopters or laggards, or any of our stakeholders, we are often told “to show me the data.” Well, the good news is we now have the data and it’s overwhelming.
This Week’s Focus
How can we use research, data and evidence to support the adoption and implementation of project-based learning?
When it comes to wholesale acceptance and adoption of project-based learning, we have to operate at the policy level. And to do so, we need to be able to prove and demonstrate, in uncertain terms, that PBL works and works well. Let’s add the latest research, along with overwhelming data and evidence, to once-and-for-all prove that project-based learning is the ideal instructional model for today’s learner and today’s world. Let’s examine some of the latest research and be able to share it through meaningful communications with any learner, facilitator, leader, parent, industry representative or policy maker.