PBL-VI: Resolution of social challenges through the methodologies of Problem Based Learning and Virtual Interaction

 

The project at glance:

PBL-VI Resolution of social challenges through the methodologies of PBL and VI 11 weeks, 1 weekly session
Project’s acronym Project’s name Duration
Objectives & Target competences –     Development of students’ communicative and social competence in the English language (oral and written comprehension and expression)

–     Development of the capacity for collaborative work toward the achievement of a common goal

–     Development of students’ autonomy and responsibility for their own learning

–     Promotion of critical thinking and research skills

–     Promotion of problem-solving skills through the resolution of social challenges

–     Curriculum enrichment of the Degree in Translation and Interlinguistic Mediation by fostering students’ motivation and their involvement in the learning process

Language configuration Monolingual – one language is used: English as a Lingua Franca
Target group Second-year students at UV (Universitat de València), Spain

Sample size: Approximately 55 students

Degrees: Degree in Translation and Interlinguistic Mediation (Universitat de València)

Subject: English Language IV, second semester

Linguistic level B2+ level of English, as stipulated by the Common European Framework of Reference for Languages (CEFR)
Duration 11 weeks
Communication mode Synchronous and asynchronous in a blended learning environment (i.e. one that combines face-to-face and online learning experiences), online and offline work, in-class, and out-of-class.
Main communication and task completion tools Google+ Communities, video-editing software (Movie Maker, iMovie), presenting software (Prezi, PPT), Mentimeter online platform
Stages of the Telecollaborative Project Stage 1: Presentation of the project and explanation of roles and work dynamic

Stage 2: Getting started, building the online community and engaging classmates

Stage 3: Information Exchange: Sharing views on social issues and exploring solutions in class

Stage 4: Knowledge Construction: Reaching a solution and creating a prevention and social awareness campaign

Stage 5: Development: In-class presentation of videos, reflections and evaluation

Tools & Resources Google+ Communities for the forum discussions, video-editing software (e.g. Movie Maker, iMovie) and presenting software (e.g. Prezi, PPT) for the creation of prevention and social awareness campaigns, Mentimeter online platform for real-time voting
Assessment Individual contributions (personal reflections and replies within their corresponding Google + community, follow up information and reading materials suggested for their team members to keep the thread going), team work production and evaluative telecollaborative artefacts (creation of listening comprehension tests for classmates to discuss social issues assigned to their group and

creation of a prevention and social awareness campaign in the form of a video)

 

 

 

 

Students’ working hours
Stage 1: Presentation of the project and explanation of roles and work dynamic (50’+50’)
1.1. Teacher presentation of the aims of the project and the roles played by students In class 20’
1.2.  Administration of an online pre-questionnaire to check opinions/knowledge about telecollaboration In class 30’
1.3.  Administration of a diagnostic test to streamline groups according to level In class 40’
1.4. Creation of a digital profile on Google+ Community In class (online) 10’
Stage 2: Getting started, building the online community and engaging classmates (20’+ 50’ + 50’)
2.1. Introducing themselves and answering ice-breaking questions related to their corresponding social issue (e.g. gender violence, drug and alcohol abuse, poverty, etc.) on their Google + community In class (online) 20’
2.2. Discussing with team members several real life situations proposed by the teacher, either from Spain or other parts of the world (e.g. narratives of victims affected by different social problems) In class 20’
2.3.Elaboration of a slogan/poster to show support of social problems In class 30’
2.4. Giving a 5-minute oral presentation in groups to introduce their problems and the slogan/poster to the rest of classmates In class 50’
Stage 3: Information Exchange: Sharing views on social issues and exploring solutions (180’+50’)
3.1. Making a forum contribution by sharing personal opinions about a newspaper article dealing with their corresponding social problem Individual homework 60’
3.2. Choosing a video in order to create a listening comprehension activity for classmates revolving around a social issue. Open debate about the social issue addressed in the video. Classmates may suggest solutions. Homework + In class (Group work) 60’ + 50’
3.3. Making a forum contribution by sharing personal opinions about a documentary dealing with their corresponding social problem Individual homework 60’
Stage 4: Knowledge Construction: Reaching a solution and creating a prevention and social awareness campaign (120’+40’+40’+50’)
4.1. Making a forum contribution by proposing different solutions to the problem assigned to their group. Reaching a joint solution. Individual homework 60’
4.2. Teacher presentation of persuasion techniques to be used in the prevention and social awareness campaigns

Students work on exercises designed  by the teacher and intended for students to master the different persuasion techniques.

In class 40’
4.3. Teacher presentation of creativity techniques to be used for the creation of the prevention and social awareness campaigns In class 40’
4.4. Students start working on the prevention and social awareness campaigns using the persuasion and creativity techniques taught by the teacher. Oral presentation of the initial draft. In class (Group work) 50’
4.4. Students refine their campaigns at home and create videos. Group homework 60’
Stage 5: Development: In-class presentation of videos, reflections and evaluation (50’+20’+20’)

 

5.1.Projecting the group video in class In class 50’
5.2. Giving real-time feedback on classmates’ campaigns through Mentimeter In class 20’
5.3. Organizing focus-group interviews to obtain students’ views about the project Homework 20’