Title: Exploring Project-Based Learning in K-12: Encouraging Students to Incorporate Literacy and Multimedia Projects 

Author Name: Katherine Wright 

Selected Case (Published Article): Spires, Hiller A, et al. Energizing Project Based Inquiry: Middle-Grade Students Read, Write, and Create Videos, Journal of Adolescent & Adult Literacy, Mar. 2012, www-data.fi.ncsu.edu/wp-content/uploads/2020/01/28150139/JAAL-energizing-pbi.pdf.

1. Introduction

Project-Based Learning (PjBL) is the use of learner-centered projects to create authentic learning environments for students, with constructivism serving as its foundation (Jumet, et. al. 2017). Constructivist learning theory, a culmination of research stemming from the work of John Dewey and Jean Piaget, views learning as an internal process in which the focus from external stimuli shifts to intricate cognitive processes by building on prior knowledge and novel experiences. Constructivism proposes high-level learning goals such as problem-solving and informal reasoning (Reiser and Dempsey, Chapter 6, 2018). The active and hands-on nature of constructivist learning is the natural foundation of PjBL, in which students collaboratively explore real-world problems through authentic learning environments (Jumet, et. al. 2017). Because constructivism emphasizes student-centered and authentic learning environments, in PBJL, instructors act as facilitators who encourage continuous thought, guidance, and collaboration to help students build knowledge (Jumet, et. al. 2017).

In summary, Constructivism provides the theoretical underpinning for PjBL by emphasizing the active role of learners in constructing knowledge. As a result, PjBL is a very commonly used and effective instrument for translating constructivist practices into contemporary K12 classrooms. But, as PjBL expands in the K12 classroom, it becomes clear that the next key phase of this strategy will be a greater integration of technology-based projects and instructors who facilitate technology-based literacy (Reiser and Dempsey, Chapter 20, 2018).

 

“Project Based Learning: Explained.” YouTube, PBLWorks, 9 Dec. 2010, https://www.youtube.com/watch?v=LMCZvGesRz8. Accessed 1 Dec. 2023

2. Overview of the Case

The research “Energizing Project-Based Inquiry: Middle-Grade Students Read, Write, and Create Videos” is based in the use of technology for PjBL, focusing on video creation as a pedagogical tool for eighth-grade classrooms in which a cinmeatagraphy method called “Cinéma Veritéen” was implemented over a six week period. The study recognizes the prevalence of video consumption in contemporary society and aims to bridge the gap between students’ familiarity with video consumption and their ability to create meaningful content aligned with expected educational learning outcomes (Reiser and Dempsey, Chapter 31, 2018). 

This includes addressing challenges such as balancing creativity with appropriateness, providing scaffolding for various tasks, and diversifying video-editing tools. But, the most problematic situation addressed in the study revolves around the skills gap observed in students regarding the meaningful use of media creation tools for content production in PjBL. “Cinéma Veritéen” therefore operates as a response to the recognized skills gap in students’ understanding of using media creation tools for meaningful content production. Rooted in the concept of cinéma vérité—a film-making process from the 1950s that prioritized autobiographical, documentary style content (Lipscomb, 1964)—the “Cinéma Veritéen” method operates as a response to the identified skills gap, pushing truth-seeking and the producer’s commentary in the product (Lipscomb, 1964).

“What Is Cinéma Vérité? .” YouTube, Criterioncollection, 28 Feb. 2013, www.youtube.com/watch?v=S0dOLHemSgs.

Because the creator (student) is at the center of the Cinéma Veritée approach and is the pivotal voice in the cinematography storytelling process (Lipscomb, 1964), the role of instructors in the study by Spire et. al. is multi-faceted, including: facilitating information, providing resources, providing assessment and feedback, guiding collaboration, and modeling inquiry-based practices. Whereas students are engaged in asking compelling questions, gathering and analyzing information, creatively synthesizing information, critically evaluating and revising information, and finally, publishing, sharing, or acting on the knowledge gained. In the study, bi-weekly mini lessons provide scaffolding for each phase, fostering collaborative efforts to create concise 5-minute videos. Likewise, the research follows the evolving definition of literacy to incorporate multimodal practices, from linguistic, visual, audio, gestural, to spatial modes. 

Therefore, in addressing the challenges encountered in the project-based inquiry process, the study emphasizes proactive expectations for content during video production, scaffolding for varied tasks, and diversifying video-editing tools. And, despite the complexities, the study observed positive student engagement in the learning process, underscoring the transformative potential of integrating video creation into the 512 classroom within the framework of project-based inquiry.

3. Solutions Implemented

In the context of the study, Spires et. al. put 8th grade students at the center of the PjBL learning process, strategically positioning them to harness video creation for educational purposes aligned with constructivist learning theory (“who”). The rationale behind adopting Cinéma Veritéen (“why”) acts as a foundational recognition of students’ interest in media consumption and production, aligning with the basics of PjBL which emphasizes relevance and student engagement. Throughout the study, Spires et. al. persuasively argue that video creation serves as a powerful mode for learning, fostering meaningful connections between video production and traditional reading and writing experiences – a key integration of multimodal literacy and PjBL (“what”). 

However, Spires et. al. makes sure to address challenges encountered in implementing Cinéma Veritéen, aligning with the acknowledgment in PjBL that student-led projects may present complexities. Some of these challenges include varied background knowledge and skills, differentiation of resources and tools, and difficulty with self-guided collaboration (Tamim and Grant, 2013). In the study, these challenges further necessitate finding a delicate balance between fostering creativity and ensuring appropriateness, providing diverse task scaffolding, and incorporating varied video-editing tools. 

But, Spires et. al. provide solutions to these challenges, aligning with the iterative and problem-solving nature of PjBL. The researches propose including clear content creation guidelines, differentiated support aligned with diverse skill levels, and the diversification of technology based tools. The solutions in the study resonate with the principles of PjBL and the findings of other researchers  (Tamim and Grant, 2013), drawing the conclusion that effective PjBL usage in the K12 setting emphasizes the importance of clear expectations (rubrics / feedback), tailored scaffolding, and multiple avenues for student expression and engagement.

In order to do this Spires et. al. provide multiple opportunities for reflections on student engagement in the video creation process, underlying the success of the Cinéma Veritéen process, and emphasizing a commitment to further research on the method’s cognitive and social impacts. This commitment aligns with the reflective and continuous improvement aspects of PjBL, emphasizing the need to understand how project-based inquiry and video production impact diverse learners and teachers. Therefore, the solutions in the study not only align with major ideas of PjBL by focusing on student-centered, authentic responses to challenges inherent in PjBL projects but also provides solutions in line with the fundamental principles of clear guidelines, tailored support, and expanded tool options for effective integration of video creation in education (Rieser and Dempsey, Chapter 20, 2018). 

Spires, Hiller A, et al. “Energizing Project Based Inquiry: Middle Grade Students Read, Write, and Create Videos”, Journal of Adolescent & Adult Literacy , Mar. 2012, www-data.fi.ncsu.edu/wp-content/uploads/2020/01/28150139/JAAL-energizing-pbi.pdf.

4. Outcomes

The outcomes highlighted in the study shed light on the impact of PjBL and are crucial for understanding how PjBL contributes to student performance, both in terms of improvement and potential challenges. For example, Spires et. al. underscores the efficacy of project-based inquiry in increasing student content literacy. In the study, PjBL becomes a vehicle for deep understanding and mastery of subject matter, contributing to improved content literacy outcomes. By integrating video creation into PjBL, as demonstrated by Spires et. al., PjBL’s objective of providing students with opportunities to apply and showcase essential skills in real-world contexts is mastered. This not only emphasizes literacy skills but also offers a tangible representation of student development. 

Likewise, the study highlights the expected benefits of PjBL, including the enhancement of critical thinking, collaboration, and research skills. The emphasis on essential 21st-century skills aligns with PjBL’s broader goals, aiming to develop multifaceted competencies crucial for academic and real-world success. This anticipation of real-world buy-in and motivational impact in the study, particularly through publications on platforms like YouTube and TikTok, is consistent with PjBL’s principle of connecting learning to authentic contexts. Therefore, the use of project-based inquiry in the study results in authentic intellectual work and significant student engagement, emphasizing and mirroring real-world challenges, as demonstrated by the positive student response surveys.

5. Implications

The information presented by Spires et. al. in “Energizing Project-Based Inquiry: Middle-Grade Students Read, Write, and Create Videos” underscores several implications and limitations of the study, offering valuable insights for educators using PjBL. The study underscores the need for educators to adapt instructional approaches that align with the changing literacy skills of students in a media-rich society. Spires et. al. provide a compelling case to emphasize the incorporation of multimodal literacy, including linguistic, visual, audio, gestural, and spatial elements for engaging PjBL strategies. Their research acknowledges critical skills gaps in using media creation tools for PjBL and suggests a balanced approach for instructors that encourages creativity while ensuring educational relevance for students. The study also offers guidance for enhancing student engagement, critical thinking, collaboration, and research skills through video creation, showing the motivational impact on student outcomes. The study positions itself as a foundation for future technology-based PjBL efficacy research and calls for ongoing exploration of innovative practices to meet the evolving needs of learners in the digital age.

On the other hand, the inherent complexities in the study imply that implementing these strategies may necessitate careful consideration and continuous refinement. Ongoing research and adaptation are deemed essential by Spires et. al. to successfully integrate digital tools and mitigate this divide. Additionally, the study recognizes the pros and cons of video-based PjBL, taking into account factors such as students’ capacities and time constraints. The intricate landscape of adapting instructional practices implies that educators may encounter challenges while aligning goals with student capacities.

In conclusion, the case study provides practical guidance for educators in embracing contemporary trends and highlights the nuanced landscape of implementing PjBL with video creation. The study’s implications and limitations contribute to a comprehensive understanding of the transformative potential and challenges associated with integrating multimedia tools into educational practices. 

References 

“Essential Components for Implementing Project-Based Learning.” Education.Vermont.Gov, Vermont Agency of Education, education.vermont.gov/sites/aoe/files/documents/edu-essential-components-for-implementing-project-based-learning%20.pdf. Accessed 1 Dec. 2023.

“Gold Standard PBL: Essential Project Design Elements.” PBLWorks, www.pblworks.org/what-is-pbl/gold-standard-project-design. Accessed 1 Dec. 2023.

Jumaat, Nurul Farhana, et al. “Project-Based Learning from Constructivism Point of View.” Researchgate.Net, Oct. 2017, www.researchgate.net/publication/320558653_Project-Based_Learning_from_Constructivism_Point_of_View.  

Lipscomb, James. “Cinéma-vérité”. Film Quarterly 1 December 1964; 18 (2): 62–63. doi: https://doi.org/10.2307/1210954

“Project Based Learning: Explained.” YouTube, PBLWorks, 9 Dec. 2010, https://www.youtube.com/watch?v=LMCZvGesRz8. Accessed 1 Dec. 2023. 

Reiser, Robert A., and John V. Dempsey. Trends and Issues in Instructional Design and Technology. 4th ed., Pearson, 2018. 

Spires, Hiller A, et al. “Energizing Project Based Inquiry: Middle Grade Students Read, Write, and Create Videos”, Journal of Adolescent & Adult Literacy, Mar. 2012, www-data.fi.ncsu.edu/wp-content/uploads/2020/01/28150139/JAAL-energizing-pbi.pdf.

Tamim, Suha R., and Michael M. Grant. “Definitions and uses: Case study of teachers implementing project-based learning.” Interdisciplinary Journal of Problem-Based Learning, vol. 7, no. 2, 2013, https://doi.org/10.7771/1541-5015.1323.

“What Is Cinéma Vérité? .” YouTube, Criterioncollection, 28 Feb. 2013, www.youtube.com/watch?v=S0dOLHemSgs.

YouTube, Bc Technology for Learning Society , 5 July 2021, https://www.youtube.com/watch?v=u51-ByfnltM. Accessed 3 Dec. 2023.

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