Archivo de la categoría: PBL

GOSCOS + Minecraft = Learning + AR + VR + :)

La realidad aumentada tiene mucho tirón, y a traves del popular juego Pokemon Go durante el verano de 2016, ha sido un fuerte tirón para estas tecnologías. Con esa idea de aplicarlo a educación, de forma motivante y ademas educativa se creó GOSCOS v1.

En GOSCOS v1 los alumnos veían instalaciones por el colegio de forma real, y además colaboraban en grupos, con los tres roles asignados.

  • La cobertura en las distintas partes hacía dificil la visualización del contenido creado por los alumnos.
  • La necesidad de entrar con llave a diferentes salas, o armarios distribuidores para ver la tecnología real.
  • La variación de la luz con el día hace que dependa de las condiciones atmosféricas para poder realizar la ejecución de las tareas.
  • La prohibición de dispositivos móviles en el colegio hace que la jugabilidad quede restringida en horario externo a las horas colegiales.La galería de imágenes:

Seguir leyendo GOSCOS + Minecraft = Learning + AR + VR + 🙂


Learning Design for PBL

After the collaboration activities, trying them to work interdependently and being autonomous, I will show the next step for leading the task to a successful one. In my experience, I have realized that students have many difficulties finding their own way to leading the group. I had planned some time to solve this but now I will add some question that they have to review and answer before they go to the next level.

Hopefully these questions will do a deeper understanding of the task and will make them to get inside what they are doing. My task in the class will be motivating them and thinking guiding and accurate questions for each of the moments. Also motivating and coaching to improve the resilience of the students.

I have reviewed the design to provide opportunity for students:

Seguir leyendo Learning Design for PBL

PBL Question Analysis

I will sumarise some thing to have in mind not-to-forget, when thinking about the driving question for our PBL.

The question can be from any of these topics (taken from

And moreover, the question should achieve these rules:

  • should be open-ended,
  • engage and inspire students by creating curiosity,
  • be aligned to your learning goals,
  • be non-Googleable.

In the Example 2 the context was Students of Basic Vocational Training in the subject about Networks combined with ICT, for students between 15 – 18 years, with some technical knowledge (Second year).

The task consisted in creating a video-budget as an innovation in their freelance future job. The question was creating that product, with no more rules. Lets analice it:

  • The question drove the students (in pairs) to the video product that should include some technical data, but was an open result. Considering as a product for innovation it was close, but I thought that I had to put some limits for a better assessment.
  • It was motivating. For sure! The Students of vocational Learning are guided directly to a job, and this idea of freelance, and doing a video motivates them a lot.
  • It was aligned in the objectives of Networking Hardware and Video editting of ICT. Transversal skills as enterpreneurship and mathematical skills were involved.
  • Was not Googleable. The product it is not common, and also there is no a single solution for that video.

I think I could let them wider products for next time, but it was a good first step.

Reflections about PBL

Time to reflect: There are many methodologies and PBL is highlighted as a good one. But this depends on what are we normally doing in class and if our teaching skills suits for all of the methodologies. Here I will point out some considerations to have in mind and some experiences that YOU as a reader can comment:

What teaching strategy do I use most commonly? 

I use to create a learning environment instead of teaching. That process is supported with books, internet and a workshop. For those processes I use different methodologies such as PBL, IBL, and some bits of Flipped. One single strategy makes boring in many workshop hours and this is a good solution.

What do I do most of the time in the classroom?

Let the students work. I help them, not with direct knowledge, making questions for their thinking process and trying to make them feel self-confident and autonomous.

Do I already use some PBL approaches? What works, doesn’t work?

I have done some approaches this year, i.e. Example 1 or Example 2.

In the PBL approaches the curation of content for getting knowledge normally works fine. My students are from 15-18 years old and they use internet as a knowledge bank. They have skills at finding information in the Net.

On the other hand, they have some problems on collaboration in groups. They like doing more that planning (Vocational Teaching)

How do you find out about your student needs and how do you incorporate this knowledge in your teaching?

The driving question is fundamental to achieve this purpose. When I plan a PBL, y think firstly in the tasks that are required in the didactical unit and after that I make relations between the different tasks. When I have the global idea, then I started to think in the driving question an finally re-adapt everything to fit like a jigsaw.


In the Example 2 the context was Students of Basic Vocational Training in the subject about Networks combined with ICT, for students between 15 – 18 years, with some technical knowledge (Second year).


Picture: Network patch panel of Brent Hensarling