A Study of the Efficacy of Project Based Learning in Database Design

1. AStudy of the Efficacy of Project Based Learning in Database Design Saisunee Jabjone a1102923@hotmail.com Nakhonratchasima Rajabhat University

2. Why Project base learning? Tell me—and I will forget. Show me—and I may remember. Involve me—and I will understand. Confucius (450 B.C.)

3. Average Retention Rate 5% 10% 20% 30% 50% 75% 90% Involve Me and I Will Understand From: National Training Laboratories, Bethel Maine

4. Why Project base learning? • Student could not analysis and design the real world project.

5. What is Project-Based Learning? Studentsactively engaged in learning Teachersas facilitators and coaches

6. Characteristics of PBL • Organizes standards-based curriculum around a meaningful open-ended problem or project with more than one approach or answer • Encourages active inquiry and higher-order thinking skills • Engages students as stakeholders • Creates a learning environment where teachers coach, guide inquiry and facilitate deeper levels of understanding • Concludes with realistic products

7. Project Based Learning • emphasizes learning activities that are: • student-centered • They become the problem solver, decisions maker, investigator, documentarian • They take on the role of those working in a particular discipline • long-term • Projects can be a variety of lengths • What they are not is one-day teacher centered lessons • integrated with real world issues and practices and have compelling questions • Significance beyond the classroom walls

8. Project Based Learning • Develops real world skills • many of the skills are those desired by today's employer such as: • the ability to work well with others • make thoughtful decisions • take initiative • solve complex problems. • Allows for a variety of learning styles • accessible for all learners

9. The Students Move • from following orders . . to carrying out self-directed learning activities • from memorizing and repeating . . To discovering, integrating and presenting • from listening and reacting . . To communicating and taking responsibility

10. The Students Move • from knowledge of facts, terms and content . . to understanding processes • from theory . . to application of theory • from teacher dependent . . to empowered

12. Objective To investigate the effectiveness of project-based learning in database subject

13. Problem Definition and Project Objective • Analysis and conceptual design Entity Relationship Diagram (ERD) II. Relational database mapping Relational scheme and normalization III. Database implementation Application Presentation and documentation Methodology 50 IT students who enrolled in Database subject

15. EVV Sale Ticket System

16. EVV Sale Ticket System

17. Results • more experience in analysis (84.62%) • collaborate with colleagues on solving common tasks (53.85%) • more exchange and discussion (84.62%) • However, they have far less experience with find the learning resource (only 23.07% are familiar with learning by themself) and using the Internet to find peers for solving problems (only 38.46% answered positively). • Majority of them (53.85%) reported that they have learned as effectively as in traditional way, and 30.77% reported that they have learned more than in traditional way.

18. Conclusion • Project-based learning helps students develop skills for living in a knowledge-based, highly technological society. • Students make effective use of IT as they produce a product, presentation, or performance • IT is integrated into the learning – students are NOT learning IT skills in isolation • technology is used to promote critical thinking and communication

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