Abstract
From a use case concerning a master level course on pedagogical video games, this article describes how Project-Based Learning uses Internet-based services. Initially, Information services have been mostly used to facilitate communication between the students and the teacher, and to provide support in the project management. More recently, Internet has more deeply changed the philosophy of PBL, towards an increased integration into the real world. An innovative approach has emerged, in which products delivered by the students are both disseminated and reused for the course itself, for future classes.
Highlights
From a use case concerning a master level course on pedagogical video games, this article describes how Project-Based Learning uses Internet-based services
In higher education in general, Project-Based Learning (PBL) is still considered as an innovative approach, certainly due to the fact that the culture of knowledge transmission is dominant in universities, compared to the culture of product making
How PBL evolved from this traditional approach — that was already using ICT in some extent, via database search — to the current digital era, characterized by the heavy use of the World Wide Web ? What are the benefits of using the WWW services for PBL ? How information technology could fundamentally change the PBL approach, beyond the mere providing of “useful tools” ? In this paper, we want to answer those questions through a specific case, a master course on educational video games given during the last 15 years through PBL
Summary
Project-Based Learning (PBL) is a constructivist teaching method that involves students into a project. We want to answer those questions through a specific case, a master course on educational video games given during the last 15 years through PBL. This course, the VIP course (stemming from “Jeux VIdéo Pédagogique” in French), has been inherently based on ICT because it is part of a blended master, combining presence and distance periods. It is a 12 ECTS course, spanning a whole year, in which students work in groups to design and implement an educational video game (or serious game). The article’s structure will follow this evolution, starting from a technical use of ICT to a more innovative approach using Internet as a sharing space
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