Course design matrix for project-based pedagogies: two spectrums, four quadrants¶

Theory · All theories
Evidence · no claims cited

Description¶

The article proposes a 2x2 matrix for describing variations in project-based course design. One axis is the course structure spectrum, ranging from Fixed (faculty make most decisions about goals, assignments, tasks, timetables, and assessment criteria) to Flexible (students make many of these choices); the other is the interpersonal work style spectrum, ranging from Individualistic to Cooperative. As the authors state, "we named one axis the 'course structure spectrum,' with endpoints called 'Fixed' and 'Flexible,' and the other the 'interpersonal work style spectrum,' with endpoints called 'Individualistic' and 'Cooperative.'" The matrix was derived inductively via the constant comparative method from syllabi, faculty interviews, and student reflections, and resembles Mascolo's (2009) foursquare matrix of teaching and learning modes.

Design Implications¶

Context¶

Requirements¶

• Data triangulation across syllabi, faculty interviews, and student reflections to place a course on the matrix

Constraints¶

• Derived from five courses in one VIP program at a single urban state university; the authors note PjBL can happen in all four quadrants, unlike Mascolo's placement of inquiry learning

Target Learners¶

• higher education students in project-based courses

Target Learning Objectives¶

• course design vocabulary for project-based learning across disciplines

Claims¶

Related Theories¶

• Cognitive Flexibility Theory

Examples¶

• Flexible-Individualistic PjBL: students design their own projects with separate final presentations

Key Sources¶

• Son, E. H., & Penry, T. (2022). Variations in Project-Based Course Design. Journal of Problem Based Learning in Higher Education, Vol. 10, No. 1.