Title: Project-Based Learning in a Photography Workshop

Author Name: Dominic Boyd

1. Introduction:

Instructional Designers have seen a huge increase in having to use their expertise to build high quality educational materials within business settings over the past few years. Many businesses, no matter the kind, rely on training to educate their new and veteran employees on so many different tasks within the organization. Not only is training given to employees, but training is also given to consumers or participants. When it comes to a business that utilizes trainings as a way to teach consumers, one of the key factors to determining how to deliver the training lies with figuring out the best learning method to use. In this chapter, we focus on what could be seen as a combination of a business and educational setting. We will discuss how one photography business, along with the help of an instructional designer and an assistant photographer, utilized building a new workshop training using the Project-Based Learning method in order to teach participants better black & white photography skills and how they increased overall participant satisfaction and workshop enrollment.

Project-Based Learning (PBL) is a learning theory that runs off the notion that students learn best through actively doing, which would result in them obtaining knowledge and skills based on a genuine topic or concern. Most educators would contribute the origin of project-based learning being built by the hands of a man by the name of John Dewey. Dewey’s book “My Pedagogical Creed” (1897) went into detail about the idea of students “learning by doing”. When you think about learning by doing, it is an easy concept to understand because it is something that every living thing is born with. Think of it this way: imagine that you have just purchased a puppy and the first thing you want to teach them is how to use the bathroom on a puppy pad. When you start, the puppy has no idea what is going on and the first thing that they want to do when you put it on the pad is run off of it. Through the use of dog treats and repeatedly placing the puppy on the pad, they start to get the idea that maybe there is a reason why you keep putting them back on the pad and maybe they should stay put. Sooner or later, the puppy starts to learn that the reason they are getting treats is because they have been using the bathroom on the puppy pad. This is when the magic starts to happen! The puppy starts to go to the pad on their own and has learned that the pad means it’s time for business. This is essentially learning by doing (and positive reinforcement). Even the notion of conquering your fears can be seen as learning by doing. It is the idea of figuring out a solution to a problem by actively working through it, discovering what works and what does not work.

How does this relate to project-based learning? Project-based learning, when implemented into an educational setting, can allow learners from all different backgrounds to have the opportunity to obtain knowledge through active engagement and collaboration, inquiry, and reflection while relating the experience to something that is a problem or concern. As described by Brush & Saye (2014), project-based learning is a form of inquiry-based learning, one that focuses on a problem that is both engaging and authentic (Dempsey & Reiser, p. 178). By implementing project-based learning within educational settings students are allowed to gain so multitude of skills, skills such as:

• Good Communication
• Relationship Building
• Problem Solving
• Personal Confidence
• Curiosity and Understanding
• Project Management.

In an article called Project-Based Learning: A Primer, written by Gwen Solomon, the initial framework of project-based learning is broken down and explained in a simplistic and easy way to understand. Solomon describes project-based learning as a way for students to go beyond traditional teaching by engaging in more hands-on and real world like experiences to build their knowledge upon. With the assistance of technology, project-based learning becomes a method that can be viewed through a positive lens as one that can help boost educational experiences for all individuals involved. Through Solomon’s explanation, it is apparent that project-based learning is a concept and method of learning that has to be both accepted by the learner and the educator because it pulls so far away from traditional learning methods and techniques.

Understanding project-based learning is to understand that it is connected to a constructivist approach of learning. Fenwick (2003) was one to propose that the constructivist approach “focuses on reflection of experience” and can be deeply tied to a collaborative effort through community. Fenwick’s book “Learning Through Experience” (2003) expresses how “the outcome of experiential learning as participation reflects in the community practices, develops new ones, or discards and changes practices that are harmful and dysfunctional” (p. 25). This highlights how important the community aspect of project-based learning can be to the overall knowledge building and retention gained from students. 

In this chapter, we learn about a photographer trying to boost overall participant satisfaction in his photography workshop. 

2. Overview of the Case:

Case, owner of Case Photography, hosts Personal Photography Workshop every quarter of the year. Over a span of four classes, Case saw a 23% decrease in overall student satisfaction, making Case assume that there was something not working with his training. With the Personal Photography Workshop, students partake in both in-person sessions and virtual trainings. However, Case started to feel as if his training material was outdated and needed to be revamped and updated. He reached out to his assistant photographer and a curriculum developer to create a new, revamped workshop training program. Case hoped that the this more innovative training would result in a 15% increase in overall student satisfaction and ultimately boost enrollment numbers.

 One thing that Case, the assistant photographer, and the curriculum developer did was compile all the evaluations from previous workshops and get a better understanding of what students liked and disliked about the workshop. After compiling a list of things that the students liked and disliked, they sat and discussed Case’s previous workshops, gathered information about tasks and assignments, engagement and student participation, and details about the virtual trainings. It was important to review the virtual trainings to get a better sense of whether or not they were engaging and informative, or boring and easily lost in translation. Once the virtual trainings were assessed, Case and the assistant photographer reviewed notes and discussed different topics, activities, and techniques with each other. They came up with a detailed list of topics to cover for the next workshop, including a comprehensive list of activities. They collaborated with the curriculum developer and came up with an outline for the virtual trainings, including content to be covered and the type of media used.

In an article titled “Project-Based Learning: Approach in Increase of Medical Student Empathy”, written by Kyong-Jee Kim for the Department of Medical Education with Dongguk University School of Medicine in Korea, Kim focused on implementing a project-based learning approach within an assignment designed to gauge whether or not the assignment would help increase the student empathy levels towards an interviewee. Kim was basing their assignment on a foundation that was built from using empathy as the “problem” or “cause” aspect of project-based learning. One of the key components of great project-based learning is the use of building an assignment rooted in an connected cause.

Case and the team began thinking of ways that they could focus the next workshop training activities around a social cause. Ideas were tossed around, ranging from having students attend a protest or rally, exploring the cities low-income areas, or raising awareness for the cities homeless population. By having to choose a concern to bring awareness to, the team figured that it would allow the students to connect to something more meaningful, something that transcends beyond themselves and could open their minds to seeing the whole of the picture. They figured that Case’s previous trainings were a bit stale, in the sense that they were not very interactive and were very “traditional text-book”. They did not involve an aspect that would actually have his participants engaged in every aspect.

In Kim’s article, students had the opportunity to collaborate in teams on a project that involved interviewing a person and to report on whether they had any shared empathy with the interviewee or not. Students had the chance to reflect on their experiences with the interviewee and express if they felt any empathy connection and growth. Kim reported that in one setting where students had first met their interviewee, they felt a sense of feeling empathy for the interviewee on a more personally understanding level. They did not just feel base level empathy, but they started to see beyond the first layer of the person and notice the different hats that the wear or faces that they share. One student reflected on how they were able to get to know their interviewee as “not only as a counselor but also a mom, wife, and grad student” (Kim, p. 4).

3. Solutions Implemented:

After much discussion, the team decided to base the final workshop project around bringing awareness to the homeless population around the city. Case also decided that the artwork created from the workshop will be displayed throughout the city’s next arts festival. Ertmer and Ottenbreit-Leftwich (2013) go into detail about an assignment where students would have the opportunity to present their results to a larger audience (Dempsey & Reiser, p. 178). This factor is another important component of project-based learning. By having an aspect of the learning that results in positive public display it can help increase not only the awareness brought to the cause but also the students confidence level, a confidence boost that would ultimately impact their work for the rest of their lives.

They also determined that they wanted the photography lesson to revolve around enhancing black and white photography knowledge and skills. The lesson that was planned involved introductory or base-level camera knowledge around topics such as: aperture, shutter speed, mode, lens type, and lighting. Case’s previous workshops were very sit-and-watch based, where participants would spend majority of their time watching video footage going over the topic for the week. Once the participants watched the videos, they were to complete a basic assignment by following the steps outlined in the video. The benefit to this was that students would get their work assessed by Case and then they would be able to have them uploaded to their personal portfolios and onto Case’s photography website and social media channels.

One thing that was to change in the new trainings was the implementation of a more hands-on collaborative approach to teaching and interacting with participants. Instead of forcing students to sit and watch boring visuals, Case started implementing more in-person trainings. This allowed for the students to feel more immersed and connected to the instructor during the learning period of the workshop. Students were broken into groups and worked together on their weekly assignments, being able to build relationships with one another while working on their communication skills. One of the things that has been challenging about project-based learning is the acceptance of its migration into educational environments that thrive off continuing to push traditional methods of teaching. In areas where educators are reluctant to accept project-based learning, it creates a barrier keeping students from being able to experience a method that could increase their overall potential of learning.

In an article called “Opportunities for Educational Innovations in Authentic Project-Based Learning” written by Lewis, Gerber, Carison, and Esterday, the focus around project-based learning is centered mainly on the hurdles that educators would face when adopting project-based learning into their classrooms and the different ways that they can work toward implementing them successfully. After interviewing 47 university project-based learning instructors, they determined what challenges they faced as it pertains to adopting project-based learning into their classrooms. The study concluded that instructors faced challenges within these areas: scoping (finding balance between meeting the needs of the students, program, and client), curriculum preparation, being a guide on the side by assisting, and coordinating with stakeholders with assistance of other clients and students.

While the learning sessions are taking place during the assignment, everything that the students are participating in is going to be added along to their final topic. The goal is to show progression from where they begin to where they are as it relates to the topic of the week. The participants have the ability to capture whatever pictures they choose around the city involving bringing awareness to the homeless community. They are then allowed to edit their photos to their liking as a way to increase student individuality. By implementing this aspect of the project, it feeds into that confidence building obtained through project-based learning. Students are able to explore their curiosity through their photography and the things that they capture around the city as a way of self-expression while also setting the groundwork that leading toward public display.

“College-Level Project-Based Learning Gains Popularity” by T. Fender (2017) wrote about how different colleges and universities went about implementing project-based learning programs within their courses. They expressed the different trials and errors that they went through in regards to figuring out what works and doesn’t work, and what things would be of true benefit to the students and help increase the overall student performance and retention. The results they obtained once they implemented project-based learning in their courses were that there was an increase in performance between both male and female students, as well as an increase in student interest for the course. 

With Case and the team using a more project-based learning approach to the workshop project, he was hoping that this would help increase participant satisfaction and enrollment numbers, just like the college and universities did. 

4. Outcomes

Once the project was complete and the participants got the chance to display their work in front of the city to see, Case and the team held an assessment to gauge the students overall satisfaction with the course. They administered a course evaluation form that consisted of five rating scale questions that gauged how satisfied or dissatisfied the participants were with the overall course. The form also consisted of ten open-ended questions that asked participants to give their thoughts and opinions about the different topics covered, the instructor, and the overall experience with the topic at hand. Case saw an 18% increase in overall student satisfaction with the workshop, letting them know that the overall design and implementation of the course was an overall success. Case also saw an increase in participant enrollment in his next workshop and instructor satisfaction. 

5. Implications

The take away from the project-based learning approach is simple: by allowing learners to participant in a project that centers on personal growth and expression while being able to connect it to something meaningful, you allow for students to have the opportunity to learn so much more beyond what they would have learned through a traditional learning environment. It allows for teachers to work collaboratively with their students while allow students to build their own knowledge through a learning experiment. Project-based learning can lead to a greater understanding of something when the assignment is connected to something that is of meaning. It has always been said that students learn better when they are more engaged, and project-based learning gives learners the opportunity to engage in a way that they would not be able to traditionally. Teachers and trainers are not looked at as just educational facilitators but as individuals that are there to assist when needed. 

6. References

Dewey, J. (1929). My pedagogical creed. Wash., D.C.: Progressive Education Association.

Kim, K. (2021). Response to medical students’ perspective: Project-based learning approach to increase medical student empathy. Medical Education Online, 26(1), 1877100. doi:10.1080/10872981.2021.1877100

Krueger, J. (2015, January 20). The real history of project-based learning. Retrieved April 26, 2021, from https://stratostar.com/the-real-history-of-project-based-learning/

Solomon, G. (2003, January 15). Project-Based Learning: A Primer. Retrieved April 24, 2021, from https://free.openeclass.org/modules/document/file.php/ENG155/Projects%20online/PBL-Primer-www_techlearning_com.pdf

 

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