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Pedagogy by project

Want to develop practical skills with your learners?

To initiate in them the spirit of a project developer?

Is autonomy in your work a central value for you to transmit to them?

Test the pedagogy by project and you will no longer have to doubt the interest of your courses.

Pedagogy by project

Group size : Group (10-15 persons), Classroom (20-30 persons)

Modality : Presential, Hybrid, Distancial

Duration of the teaching method : In a session, Education or training unit

Special equipment : TD Room

Type of knowledge developed : Knowledge, Know-how, Social skills

Target Audience : Students, Professionals in training, Particularly suitable for heterogeneous groups, Particularly suitable for groups with cultural heterogeneity, Particularly suitable for mixed groups

Course Type : Tutorials (TD)

Preparation time :Long project search phase; little preparation required for TOD sessions; long correction phase

Author and persons who made changes : Bruno Tisseyre

Why am I using this technique?

For my learners...

  • Allows to simulate a future mission in relation with the learner's training.
  • Applies knowledge on a specific theme.
  • Develops professionalizing skills.
  • Strengthens the ability to work in groups and independently.
  • Allows contact with the professional environment.
  • Allows to homogenize the level of knowledge of a heterogeneous group by focusing only on the knowledge necessary to solve the problem.

For me, teacher or trainer...

  • After the project and sponsor research phase.
  • Little preparation required during TD sessions.
  • Generally improves group dynamics and listening. Avoid the boredom of repeating the same course every year.

Framework and steps / Instructions

The preparation

A sufficiently large space in relation to the group is necessary to allow everyone to express themselves without disturbing each other's work.

Students' schedules must be thoughtful to allow sufficient time for independent work. The TD sessions must be regular to allow students to answer any questions they may have.

The process

  1. Introductory phase (2 to 3 hours): A TP session allowing the presentation of the project with a sponsor, the organization of the different work phases and the evaluation method. The teacher then accompanies the students in reformulating the problem and clarifies the preliminary questions to the project. The teacher provides bibliographic resources related to the project.
  2. Work phase: Learners work independently in groups of 4 to 5. Regular communication with the teacher for the preparation of clarification sessions on possible theoretical blockages.
  3. End of projects (2 to 3 hours): Sessions with all groups to review the knowledge acquired during the projects.

Evaluation

The evaluation generally focuses on the deliverables at the end of the project.

Several deliverables are possible depending on the type of project (written document, oral presentation to the sponsor or a professional.

Variants

Many adaptations are possible according to the importance of the project (duration, technical ambitions, etc.)

Points of vigilance

Group monitoring and facilitation to maintain collective momentum and interest throughout the project.

What if it doesn't work?

There is always knowledge acquired (as with classical teaching).


Testimonials

When you address a group of students you explain in a way -yours- and there are many other ways to explain it.

Students don't prefer the same ones. Forming groups of students allows one to understand the teacher's vision and explain it again.

This allows the student to ensure that he or she has understood and for others to understand. It's a comfort for the teacher. If the students discuss something else, if there is noise, it doesn't matter.

The percentage of learners who complete the TD is disproportionate.

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Simulation of a real project: notifications concerning releases of genetically modified higher plants

This method is a methodological strategy of teaching and learning in which students carry out a real project applying the skills and knowledge acquired during the formative process.

Therefore, students simulate a real solicitation by completing the information required in notifications concerning releases of genetically modified higher plants (gymnospermae and angiospermae), which includes information relating to recipient or parental plants, the genetic modification, the genetically modified plant, etc.

Simulation of a real project: notifications concerning releases of genetically modified higher plants

Group size : Classroom (20-30 persons)

Modality : Hybrid

Duration of the teaching method : An entire session

Special equipment : Computers with internet connection

Type of knowledge developed : Knowledge, Know-how

Target Audience : Students

Course Type : Practical work (TP)

Preparation time :2 hours

Author and persons who made changes : Estela Gimenez, Patricia Giraldo, Ana Moliner and Soledad Sacristan

Why am I using this technique?

For my learners...

Doing this learning activity, students not only apply the knowledge previously acquired in a real project but also learn how to use the web page from UE about the legal framework that ensures that the development of modern biotechnology, and more specifically of Genetically Modified Organisms, takes place in safe conditions. In this page, students find information about legislation, authorisation, registration, public consultations, traceability and labelling, post-authorisation, transboundary movements, etc. of GMOs, which allow students to learn and to become familiar with applicable law and request form.

For me, teacher or trainer...

The method allows the teacher to know if students understood genetic engineering techniques, such as genetic transformation in plants, plasmid design, in vitro culture techniques, etc., previously learned. Additionally, this activity initiates the applicable legislation, which includes authorisation, registration, public consultations, traceability and labelling, transboundary movements, etc., that will be posteriorly taught.

                This activity helps me to reinforce the knowledge explained in theoretical classes, amplifying it and relating it to real situations. I can also refer to this experience in subsequent theoretical classes, because a real experience always combines many different concepts.

 

Framework and steps / Instructions

The framework

    When this workshop is given, students must have previously learnt lessons related with genetic engineering (plasmid design, genetic transformation methods, in vitro culture techniques, genetic editing, etc.). Students must understand that in order to grow GMOs or to market food and feed, derived products or GMOs, the crops must be authorized by the competent authorities, according to international, European and national laws.

    Therefore, we mimic in a real situation of request for authorization of deliberate release of a genetically modified higher plant.

The preparation

    The teacher must prepare computers with Internet access for each student.

    The teacher must know the legislation about GMOs and the web page used to develop the activity.

The process

Students play the role of employees in an international agritech company, which is developing GM plants. To evaluate the safety of these plants, the company needs to submit the request form for authorization of deliberate release of a genetically modified higher plants.

In order to be able to carry out the authorization, students are led in the UE web page of GMOs and all tabs (legislation, authorization, register, etc.) are shown and analysed.

Finally, students are led to applicable legislation and the request form for authorization of deliberate release of a genetically modified higher plant is downloaded.

Students must fill in the request form. Students can use all information studied in previous classes and information from UE and specific country web pages and from internet in general.

Evaluation

Once the activity is finished, each student must submit the request of authorization filled up. Students will have one week to complete the activity and prepare the request and submit it. The evaluation will be made based on the request.

Points to evaluate:

-Design of GMO:  Clear description of recipient or parental plant, genetic modification (description of the methods used for the genetic modification, nature and source of the vector used, source (name) of donor organism(s) and intended function of each constituent fragment of the region intended for insertion, etc.), information relating to the genetically modified plant (description of the trait(s) and characteristics which have been introduced or modified, information on the sequences actually inserted/deleted, information on the expression of the insert, etc)

-Innovation in the genetic modification event

-Punctuality to apply the request

Variants

-The genetic modification event described does not necessarily need to be invented. Instead, an event previously described can be modified and used to carried out the activity.

-The web pages relating to GMOs from each UE countries can be used to develop the activity instead the UE web page.

What if it doesn't work?

This activity can be considered more or less complex, but it always works. If the computers do not work, the authorization of deliberate release of a genetically modified higher plant can be filled on paper.


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