Adoption-Ready Project-Based Learning for Computing Education: The FORAP Framework and a Multi-Scale Project Portfolio

2026-07-13

AI Summary

Project-based learning (PjBL) remains challenging to scale in computing education due to high instructor workload and student technical barriers. To address this, this work proposes the FORAP framework, which systematically organizes reusable and easily adaptable PjBL project packages that coherently integrate aligned learning objectives, project characteristics, and comprehensive support materials—including instructor guides, student resources, and assessment tools. Innovatively combining multi-scale project portfolios with educational design research methodology, FORAP was empirically validated across 44 classrooms in seven universities. Findings demonstrate that instructors can adopt the framework with minimal adaptation, significantly lowering implementation barriers while effectively mitigating students’ technical difficulties and enhancing engagement.

Abstract

This innovative practice full paper presents FORAP (Framework for Organizing Reusable and Adaptable PjBL Projects) and a portfolio of 14 adoption-ready project-based learning (PjBL) project packages built with the framework. PjBL in computing education offers strong educational benefits, yet its adoption remains limited by high instructor workload and recurring student technical challenges. FORAP addresses these barriers by organizing each package around a project designed with aligned learning objectives and described through project attributes, along with coordinated instructor, student, and assessment materials that support adoption and adaptation across diverse computing courses. We report on four years of deployment across 44 classroom trials at seven universities, drawing on feedback from students, instructors, and advisory board members. Results suggest that structured project packaging supports feasible adoption with limited modification effort and that targeted support materials help reduce the technical barriers that commonly hinder student engagement. The contributions of this work include FORAP and a multi-scale portfolio that demonstrates its use across diverse computing domains and project scopes, offering practical guidance for instructors who wish to design, adopt, or adapt reusable PjBL projects in computing education.

Problem

• project-based learning
• computing education
• instructor workload
• technical barriers
• adoption challenges

Innovation

• Project-Based Learning
• Reusable Educational Resources
• Computing Education
• Instructional Framework
• Adoption-Ready Design