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[7] PBL Process

PBL Process outlines the growth process that creates, builds, and deploys a project in Project-based Learning (PBL). The PBL Process system is an elaboration on [7] The Seven Questions of complete subject matter comprehension, both of which are built from [7] The Matrix, the seventh systems shape of the Semantic Ontology Framework (SOF).

Process Starting Point

The starting point of the learning project depends on whether the project is the first iteration for the learner or a subsequent iteration. When people haven’t done something before, it’s difficult for them to have a firm Why? : Why should I do this, or Why is this important?. This is due to the Invisibility of Primes system problem and is resolved by altering the start order of steps in a system:

First Iteration

The first time a learner works with a project, they should start at position 2: What?i | Subject Discovery, then proceed to position 3: What?e | Project Plan, then, before launching into their project build in the Praxis zone, they should explore Why? | Center on Purpose. The learners work at position 2 and 3 will inform their understanding of the Why? of their project, which will continue to evolve especially as they see the impacts of their work in the Contribution zone.

Subsequent Iterations

After a learner has sufficient experience with the project, they will understand the Why? because they have seen the impacts of their previous work. This means the system of their project is an Inspired System for them, and they can begin their projects at position 1: Why? | Center on Purpose. In cases there groups are doing projects and some are new and some have experienced a previous iteration, the project should be managed according to the majority.1

Process Description

Zone 1: Inquiry (Planning It)

Why?

Center on Purpose [1 ⊙]

The learner educes what purpose the subject serves in the wider world and what purpose their project will contribute to that larger purpose — and combines these to create motivation and a core objective (this must be done for this project to be a success).

Question Set

  • Why is this subject important?
  • Why does our project matter?
  • Why do I want to do this?
  • Why does this need to succeed?
What?i

Subject Discovery (2)

The leaner researches and describes the subject of their project. They also identify at least one need for change concerning the subject.2 They create a project story that describes both the subject and the need and shows the creative tension between the two.3

Question Set

  • What is it?
  • What’s cool or likeable about it?
  • What do we know about it?
  • What do people need to know/do about it?
  • What does it need from us?
What?e

Project Plan (3)

The learner discovers and maps out what knowledge, physical stuff, and process will be needed for their project and creates a plan that will meet the need.

Question Set

  • What do we need to know?
  • What do we need to do?
  • What do we we need to do it?
  • What impact will this make on the need? (connects back to Why?)

Zone 2: Praxis (Doing It)

Transition 1

Build It! (∴)

It’s time to build out the project, but there should be a check-in to make sure we’re ready to transition to Praxis (Doing It) and feel energized to get to work.

Question Set

  • Do we feel ready to go?
  • Are we feeling this project is worth our effort?
  • Is there anyone who would be excited by our project or benefit from it?
  • Can we see the impact this could have in the real world?
Who?

Clarify Connections (4)

Learners beginning building the project by linking things together: knowledge to process, component to component, and person to person. This last element of collaboration is essential for projects to be the most successful and beneficial.

Question Set

  • Who can help?
  • Who are the stakeholders who care about this?
  • Who is going to do what and when?
  • Who is this piece in relation to the whole?
How?

Tweak Technique (5)

Work on the project is in full swing as learners figure out and experiment with how-to. This is how-to do the project and also how-to do you (gifting and flow). Constant process improvement through tweaking is core to this step and should feed back to who in multiple who-how cycles for larger projects.

Question Set

  • How do we do this?
  • How do I want to do this?
  • How is this coming along?
  • How can we do this in a better way?

Zone 3: Contribution (Spreading It)

Transition 2

Launch It! (✛)

The build of the project is wrapping up and the learner is getting ready to launch. Time for a check-in on maximizing the good the project can do before it enters the real world.

Question Set

  • Is our project ready to launch out?
  • Have we improved the project to produce the best possible results and the most good?
  • Are there things we could do to produce more good?
Where/When?

Plant it IRL (6)

The learner finds a space to place and grow their project in real life (IRL) and deploys it for maximum impact and benefit to others.

Question Set

  • Where/When are we going to launch our project?
  • Where/When would our project make the most impact or difference?
  • Where/When do people encounter the issues our project helps with?
To what extent?

Share the Seeds (7)

As the project makes its impact, the learner focuses on spreading good far and wide: sharing the story, offering know-how, broadcasting tools and benefits as broadly as possible.

Question Set

  • To what extent is this making an impact?
  • To what extent can we share what we made/learned with others?
  • To what extent can this impact other subjects and other areas of life?

Media

SVG
PNG, limited to console

Related Entries

References & Notes

  1. In mixed groups where experienced learners are in the minority, those with more experience should reserve speaking overtly about their Why? until the rest of the group is ready for a reveal.
  2. This could be a personal need, but by extension connects to bigger needs (if I have this need, it’s likely others do too). Human needs include the need to be informed, the need to gain capacity, and the need to change. Needs could also be the need of a system or the world in general (nature or common good).
  3. A good example of this tension in a project story is demonstrated by nature documentary film intros: Look at this beautiful, amazing animal/place that may soon disappear without our help.