ETEC 510 The Education by Design Project Proposal The “Trig for … · 2018-10-18 · YouTube, TeacherTube, podcasts, games, or webquests. We will use features of Edmodo such as

ETEC 510

The Education by Design Project Proposal

The “Trig for Apprentices” Group

Jhodi Leong

Deb Kim

Sherman Lee

Tim Roos

(Chris Sandor)

The University of British Columbia

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Section 1 Key Frameworks:

Trig for Apprentices will focus on Grade 10 Mathematics for students intending to enter a

trade or apprenticeship after graduation from high school. We will be creating an online

trigonometry unit covering primary trigonometric ratios, Pythagorean Theorem, right triangles,

angles of elevation, and angles of depression. Primarily, our goal is to explore the use of social

media tools in an online format of delivery to investigate the impact that collaboration with other

students will have on aiding learning when students learn from and with their peers.

This design project will have foundations in constructivism with a focus on creating a

highly collaborative learning environment through the use of social media. It is our goal that, by

using this approach, students will be required to actively participate in their own learning and

gain the ability to see alternative perspectives. Participation and course completion will rely on

students’ ability to self-regulate their own learning; the student must choose to participate in the

activities and maintain up-to-date contact with their peers. Vygotsky’s (cite year) Social

Development Theory will be used to guide the creation of activities, sequence of the course, and

to develop assessment strategies (Driscoll, 2005). Social media as a learning tool utilizes

cultural knowledge and tools through collaboration with peers to promote cognitive development

and learning. Vygotsky’s zone of proximal development will help determine and create

activities to encourage students to stretch their previous knowledge through further exploration

in order to reach a higher level of potential development. Appropriate scaffolding will be

provided to ensure that all students possess the needed prerequisite skills to complete the task.

We will focus primarily on problem-based learning activities that provide students with

authentic learning experiences and direct links to real-life experiences. Our goal will be to create

learning experiences that require students to use previous knowledge to develop meaning with

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new material. Learning in context through problem-based learning tasks will encourage students

to think critically about various topics, which will allow students to see the applicability of what

they are learning to experiences outside of the classroom.

We will be framing our educational activities through a variety of problem-based learning

tasks that appeal to a wide variety of learning styles. Students will have ample opportunities to

explore topics with their peers in an attempt to solve novel problems. Students will be required

to take risks with their learning as they attempt activities that will require much trial-and-error

through student-led solutions. In addition to requiring students to be active participants in the

learning process, we will provide appropriate resources and materials to aid learning.

Supplemental material will be provided to students through a wide variety of forums such as

tutorial videos, podcasts, or games.

Our primary forum for the delivery of this unit will be Edmodo. We will use Edmodo as

a social networking environment for students to collaborate and have discussions on a regular

basis. We will also provide students with links to external resources and activities such as

YouTube, TeacherTube, podcasts, games, or webquests. We will use features of Edmodo such

as quizzing, polling, and grouping to guide discussion and collaboration, and to check learning.

Students will also be able to find tutorial resources, assignments, grades, projects, and many

other helpful and relevant links to success in the unit.

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Section 2: Intentions and Positions

Our purpose in the “Trig for Apprentices” Unit can be summarized in the following generalized

educational or pedagogical goals:

• Initiate and maintain motivation and connectedness to learning through a framework of

problem-based learning.

• Create a collaborative and supportive learning community-of-practice through

asynchronous discussions developing from the specific learning activities.

• Enhance learning by scaffolding necessary skills through lessons, tutorials, practice and

quizzes with instant feedback.

• Consolidate learning with a culminating, hands-on individual/group project.

Each of these goals is a product of our research into academic literature. The following sections

will summarize the theory behind each goal, providing them with academic credibility and

clarifying for us how we will work these goals out in a practical way throughout the unit.

Problem-Based Learning (PBL)

This approach to learning has historically been attributed to Kilpatrick and Dewey (Hmelo-

Silver, 2004). Current theories of learning advocating the use of PBL are constructivism and

situated cognition (Driscoll, 2005). At the beginning of a learning experience, students are

challenged with an ill-structured (many possible solutions) problem to solve (Şendağ & Ferhan

Odabaşı, 2009). Through peer collaboration and discussion in groups, possible solutions to the

problem are developed (L. O. OZYURT, Besikduzu, & OZYURT, 2011). Through ongoing

assessment of these discussions, the teacher determines whether the students need scaffolding

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help and provides them with the necessary guidance to learn the information necessary to take

the next step in the problem solving process. This guidance is typically presented as a self-guided

study (Hmelo-Silver, 2004). It is imperative that the teacher does not make any direct links with

this information to the problem itself but rather supports learning through open ended

questioning. The problems need to be structured in such a way that each of several solutions

would require several steps to solve. Each step could then be supported with scaffolding to reach

the final outcome (Barron, Schwartz, Vye, & Moore, 1998). The problem solving process and

solution should reflect an understanding of the initial goals of learning. This method of learning

provides the student with purpose and underlying motivation that makes the task meaningful and

engaging. This builds skills for life-long learning as well as promoting self-efficacy.

Learning Communities

Due to the lack of face to face interaction in this online unit, it is important that we provide the

students with opportunities to interact and collaborate (L. O. OZYURT et al., 2011). As the PBL

section already indicates, peer assessment for learning through online discussion will be essential

in several ways. Discussion with others through exchange of ideas often triggers prior

knowledge through connections to shared experiences and learning (Rose & Smith, 2007). It

also promotes social negotiation and accommodation of ideas through interactive reasoning

amongst group members. Through guidance by the “expert” teacher, this can lead to a

community-of-practice where each member is comfortable with their contribution to knowledge

building (Maor, 2003). Each student needs to feel okay with taking risks, even “guessing” at

possible solutions without feeling threatened by what others think or by a possible numerical

evaluation by the teacher. This develops teamwork and camaraderie, both important

characteristics in life.

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Scaffolding

Since the students are not expected to be able to solve the problems as presented, scaffolding

them through the problem solving process will be needed (Hmelo-silver, Duncan, & Chinn,

2007). This scaffolding is designed to connect their mathematical thinking of what they already

know into areas where they are unfamiliar (Verenikina, 2003). By using discovery learning and

guided practice along with assessment activities with instant feedback, students will be able to

make connections with the problem they face, allowing them to generate possible solutions to the

problem. Having the students discuss these activities in a forum will provide peer scaffolding as

well as allow teacher assessment for intervention and possible further guidance. Quiz marks

collected and reported by the Edmodo software will give the teacher the necessary information to

move things along or review. Scaffolding in context of the greater problem will allow stronger

connections to long-term memory as well as the ability to apply learning to new situations

(Reiser, 2004).

Project Based Learning

This will provide the students the opportunity to exhibit what they have learned in a practical

sense (Markham, 2011). Since students are expected to be able to master the expectations of an

apprenticeship program through this unit, it is logical that they apply their learning to a practical

project that connects to a trade of interest. Research shows students, who are able to apply

knowledge in a team environment to a hands-on artifact as a product of learning, gain retention

of learning and ability to communicate that learning clearly among other benefits (Barron et al.,

1998; Grant, 2011; Lattimer & Riordan, 2011; Moylan, 2008).

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There are those who may argue against these goals as the guiding principles in presenting a unit

for learning. Kirschner, Sweller and Clark (2010) argue that the minimal guidance provided by

the teacher is detrimental to learning. These authors conclude from their review of research that

learning techniques such as inquiry-learning, problem-based learning and other constructivist

approaches to learning provide no significant benefits in comparison to strong instructional

guidance. They indicate that these approaches lead to negative consequences such as strong

misconceptions and incomplete or disorganized knowledge. Mayer (2004) also questions the

validity of arguments that constructivist learning situations receiving minimal or no guidance

produces more knowledgeable students. He argues that constructivism, as a learning theory,

needs to be defined with more clarity and precision so that its claims can be tested through

rigorous scientific research. We feel we have addressed these concerns by providing a necessary

amount of guidance both through the sequence of instruction as well as opportunities for

intervention (Hmelo-silver et al., 2007).

Our pedagogical goals for this unit fit very well with those advocated by curriculum documents

produced in both British Columbia and Alberta. The BC Integrated Resource Package for

Apprenticeship and Workplace Math 10 includes the content of this unit in its teaching

requirements in Outcome D1(Education, BC Ministry of, 2008). The guiding principles of

Communication, Connections, Mental Mathematics and Estimation, Problem Solving,

Reasoning, Technology and Visualization are all covered through the activities of this unit. This

is also reflected in the Alberta curriculum document titled Outcomes with Assessment Standards

for Mathematics 10- 3 in the Geometry Section (Education, Alberta, 2010). Our model of

instruction reflects the proposed BC Educational Plan suggested goal of real-world skills,

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flexibility, adequate and timely intervention, technological integration and varied learning

opportunities to address the diversity of students (Education, BC Ministry of , 2011).

We will accomplish these goals using Edmodo as our primary technological tool. Edmodo

affords us the ability to present all aspects of the unit in one place as well as allowing for student

privacy. It allows seamless integration with a variety of other software types to allow the

presentation of learning materials in a variety of ways. Since it is an online platform,

accessibility for students should not be a problem. Edmodo presents us with the ability to create

social learning groups, interactive quizzes, immediate feedback, sequencing of instruction and

ease of assessment and intervention by the teacher. As our primary tool to present the unit to the

student, it allows us to fulfill all desired pedagogical goals.

Section 3 Key Concepts and Context

Edmodo provides much flexibility in presenting our key concepts in a wide variety of ways.

However, it makes no logical sense to attempt utilizing absolutely every last bit that Edmodo

could afford, as not all functionality is applicable. More important than consideration given

towards affordance of our delivery platform is the needs of our grade 10 students who plan to

participate in the trades and apprenticeship programs; what works best for them for a specific

concept?

Contextual Distribution in Mixed Media Design

It makes practical and logical sense to revisit the context outlined briefly earlier and categorize

them to devise the best way to present each concept. Our contextual focus on trigonometry can

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be roughly divided into conceptual and procedural knowledge:

Conceptual Knowledge Procedural Knowledge

• Terminology:

o hypotenuse

o adjacent

o opposite

o similar triangles ASA, SAS, SSS

• Formulae:

o a2 + b2 = c2

o SOH CAH TOA

• Reference:

o http://cnx.org/content/m32620/1.3/

· Steps to solving trigonometry problem

· steps to identifying similar triangles

Mastery of the conceptual and procedural knowledge is required for students to be successful in

problem-based and project-based learning, and as an active participant in the learning

community (Long, 2005). Conceptual knowledge will be presented in the form of brief written

introductions and short video clips, whereas procedural knowledge will be mainly presented

through video tutorials and follow-up discussion activities. These will form the foundational

knowledge to scaffold students toward application. The Transmissionist-based delivery of basic

material is short-lived in this program, and is quickly blended and later replaced by Student-

Centric Learning. The Student-Centric portion of learning will involve group assignments;

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completion of such assignments require cumulative conceptual and procedural knowledge at the

foundation of the scaffolding process. These group assignments encourage consolidation of basal

knowledge, as well as individual ideas and learning experiences.

Millennial Generation Learning Preference

Current grade 10 students belong to the Millennial or Generation Y cohort, which includes

individuals with birth year ranging from 1981 to 2000 (Jones, Jo and Martin, 2007). When we

examine the upbringing of this generation, it is apparent that this group has expectations towards

learning quite unlike that of its predecessors (Carter, 2008.)

This generation is native to technology; unlike other generations, they see technology as an

essential part of daily life (Kruse, 2004). They connect with the world through social media, such

as Facebook and Twitter, on a daily basis. This mode of communication replaced much of the

face to face interaction that you see in Baby Boomers (1946~1963) and Generation-X

(1964~1980) cohorts. Hence, Edmodo was chosen as the delivery platform for Trig for

Apprentices, as it supports digital interactions much like that in Facebook.

We can learn much about the Generation Y learning style by examining how this group self

learns content of their interest (be it games, hobbies or more academic subject matter). When

seeking information, this generation would often first direct their attention to Internet search

engines and digital resources, as it is a natural library to them: for procedural knowledge, they

watch videos through YouTube; for conceptual knowledge, they base their research in

Wikipedia. After they gain their initial understanding, they proceed on with that knowledge and

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apply it to the issue/problem facing them.

The design of Trig for Apprentices follows how most Millennials would conduct self learning -

watch (via media), chat (digitally) and consolidate (within their own minds). This mode of

learning is very similar to that proposed by Vygotsky in Social Constructivism. Students develop

in their zone of proximal learning through watching their teachers; they discuss with their peers

to gain multiple insights; finally, they construct their own understanding of the concept in

question. Therefore, the structure of learning delivered electronically and incorporating social

media makes logical sense for the current grade 10 population as it matches closely to their

natural communication and learning preferences.

Section 4: InterActivities

Our lessons on Trig for Apprentices are divided into 6 sections, according to the

Prescribed Learning Outcomes in the current BC Curriculum. There will be at least one or two

activities in each section prepared for grade 10 students intending to enter a trade or

apprenticeship.

In particular, the interactivities will be covering B2, B3 and B4 in the Geometry section

of the Prescribed Learning Outcomes (PLOs) listed in the BC Apprenticeship and Workplace

Math 10 curriculum

(http://www.bced.gov.bc.ca/irp/pdfs/mathematics/WNCPmath1012/2008math_app_work10.pdf).

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1) The Pythagorean Theorem

o InterActivity A: Bronowski’s Proof of the Pythagorean Theorem

§ Objectives:

• PLO B2.1: Explain, using illustrations, why the Pythagorean

Theorem only applies to right triangles.

• PLO B2.2: Verify the Pythagorean Theorem, using examples and

counterexamples, including drawings, concrete materials and

technology.

Students will be asked to draw the following square accurately and divide it into

sections as shown below:

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Then, they will be asked to cut out the 6 parts of the square above and rearrange

the 4 triangles to form a square with a side length of 7 cm.

There will be a video tutorial of how to draw the Bronowski’s square available

in our Edmodo website. The video tutorial can be found on YouTube and we

will provide a link so that students can follow instructions while they are

working on the interactivity. In case we cannot find a YouTube video tutorial on

the Bronowski’s square, we will create an instructional video tutorial and upload

it to YouTube. The link will be shared among the students in Edmodo.

There are questions to follow after the hands-on activity is complete. Students

will be asked to discuss their answers to the questions in the Edmodo discussion

forum. As participation in discussion will also be assessed, it is mandatory for

all students to participate in the discussion.

o InterActivity B: Squares on the Sides of a Right Triangle

§ Objectives:

• PLO B2.1: Explain, using illustrations, why the Pythagorean

Theorem only applies to right triangles.

• PLO B2.4: Determine if a given triangle is a right triangle, using

the Pythagorean Theorem.

• PLO B2.5: Explain why a triangle with the side length ratio of

3:4:5 is a right triangle.

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In this interactivity, students will be asked to draw the following diagram with a

= 3cm, b = 4cm, and c = 5cm using educational software called GeoGebra. They

will also be asked to draw a diagram with a = 5cm, b = 12cm, and c = 13cm and

so

on.

Similar to the first interactivity, we will provide a video tutorial on how to draw

the diagram using GeoGebra. After watching the tutorial on YouTube and

working on the diagram, students will engage in discussion in the Edmodo

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discussion forum. They will be asked to post their drawings and compare their

results with other classmates.

In addition, students will make a table to determine and compare the areas of the

squares on the 3 sides of a right triangle using MS Excel or MS Word. This

activity will help students understand the relationship among the areas of the

squares on the sides of a right triangle and find the length of a side of a right

triangle.

o InterActivity C: Pythagorean Triples

§ Objectives:

• PLO B2.3: Describe historical and contemporary applications of

the Pythagorean Theorem.

• PLO B2.5: Explain why a triangle with the side length ratio of

3:4:5 is a right triangle.

• PLO B3.2: Determine, using ratios of side lengths, if two or more

regular or irregular polygons are similar.

• PLO B3.4: Explain the relationships between the corresponding

sides of two polygons that have corresponding angles of equal

measure.

• PLO B3.7: Solve a contextual problem that involves similarity of

polygons.

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In this activity, students will be asked to go to Wikipedia to explore Pythagoras

and the Pythagorean Triples. They will also explore how the ancient Egyptians

used the Pythagorean Triples to lay out the boundaries of their fields by doing

the following hands-on activity.

Using a felt marker and a piece of string, students will make 11 equally-spaced

marks that separate the string into 12 equal lengths. Then, they will have to

collaboratively discuss in the Edmodo discussion forum how the ancient

Egyptians would have used this string to ensure that they had a right angle and

what would have been the lengths of the sides of the triangles the Egyptians

used. More discussion questions involving their understanding of similar

triangles will follow in the discussion forum. For example, they will discuss if

the triangle they created using the string would still be a right triangle if they

doubled, tripled, or multiply the lengths of the sides.

2) The Sine Ratio

o InterActivity D: The Sine of an Angle

§ Objectives:

• PLO B4.2: Show, for a specified acute angle in a set of similar

right triangles, that the ratios of the length of the side opposite to

the length of the hypotenuse are equal, and generalize a formula

for the sine ratio.

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Using a guided GeoGebra lesson, students will learn how to calculate the sine of

an acute angle of a right triangle. In this interactivity, they will develop a table

of values for the sine ratio. They will then use it to draw a graph and solve

related problems. While working on the interactivity, students will actively

participate in discussion in the discussion forum to determine the relationship

between an angle and its sine.

3) The Cosine Ratio

o InterActivity E: Movement of a Ferris Wheel

§ Objectives:


right triangles, that the ratios of the length of the side adjacent to

the length of the hypotenuse are equal, and generalize a formula

for the cosine ratio.

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Using a guided GeoGebra lesson and a real-life example (e.g. Ferris Wheel),

students will find the relationship between an angle and its cosine. Considering

that Ferris wheels are constructed using many right triangles and using angle

measurements that are multiples of 10˚, they will determine the lengths of the

horizontal segments by filling in a chart like the one below. This will be created in

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MS Excel or MS Word.

Then, students will participate in discussion in the Edmodo discussion forum

and answer some questions in the interactivity.

4) The Tangent Ratio

o InterActivity F: Drawing a Tangent Graph

§ Objectives:


right triangles, that the ratios of the length of the side opposite to

the length of the side adjacent are equal, and generalize a formula

for the tangent ratio.

Using a guided GeoGebra lesson and the Ferris wheel diagram used in the

previous interactivity, students will be asked to consider the ratio of the vertical

distance to the horizontal distance of the Ferris wheel. They will create the

following table and use the values in the table to sketch a tangent graph.

Then, students will participate in discussion in the Edmodo discussion forum to

find the relationship between an angle and its tangent.

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5) Angles of Elevation and Angles of Depression

o InterActivity G: Making and Using a Clinometer

§ Objectives:

• PLO B4.4: Identify situations where the trigonometric ratios are

used for indirect measurement of angles and lengths.

• PLO B4.5: Solve a contextual problem that involves right

triangles, using the primary trigonometric ratios.

Using a YouTube video instruction, students will build and use a clinometer to

measure actual angles of elevation to calculate the height of an object such as a

building or a tree.

They will choose at least five objects whose height they cannot measure directly

around their neighbourhood to determine the angle of elevation as well as the

distance from the base. They will have to provide camera pictures of the activity

and digital drawing (Photoshop, Paint, MS Word, etc.) of the situation to show

their work and results. Their pictures and drawing will be posted in the Edmodo

discussion forum.

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6) Finding Angles and Solving Right Triangles

o InterActivity H: The Tower of Pisa

§ Objectives:



• PLO B4.6: Determine if a solution to a problem that involves

primary trigonometric ratios is reasonable.

Using a guided PowerPoint presentation on the history of the Tower of Pisa and

on how to determine an angle and a side length of the Tower of Pisa using

primary trigonometric ratios, students will determine all the possible angles and

side lengths they are able to find in the Tower of Pisa photo.

o InterActivity I: The Height of a Person and its Shadow

§ Objectives:



• PLO B4.6: Determine if a solution to a problem that involves

rimary trigonometric ratios is reasonable.

In this interactivity, students will use trigonometric ratios to determine the angle

of elevation to the sun and the height of an unknown object. This could be done

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in groups of 2 or more people; thus, students can collaborate to complete this

activity. Students will use the height of a person and the length of his or her

shadow to find the angle of elevation to the sun. Then, the students will use that

angle of elevation and length of an unknown object’s shadow to find the height

of that object. This interactivity gives the students two different applications of

trigonometric ratios. They will videotape to show the process and their

calculations. Students will then upload the video on YouTube and provide the

link on our Edmodo website or directly upload the video on Edmodo. They will

discuss their experience and answer related questions in the discussion forum.

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Jhodi, Deb, Sherman, Tim and Chris,

I am quite interested in the approach you have taken with your design in this proposal. The Edmodo site sounds like it will be a useful space to support social constuctivist approaches to the teaching of this unit, and it will be interesting to see how you implement some of these activities. Throughout your proposal, you do an excellent job of clearly describing your design approach and you effectively leverage the research literature to build a strong ground upon which your design will stand. As well, your description of the context of your design and the specific unit of instruction is very clearly expressed, with a wealth of concrete examples, particularly in the interactivities section. I appreciate all of the effort you went through to make your design so coherent and compelling.

You do mention that this unit will be entirely online, and I found myself wanting to know more about any potential connections between the on-campus and on-line classrooms. You are clear about this unit being entirely online, but I would like you to say more about the overall context of these learners. Presumably, they are taking some classes in a regular classroom, so in what way (if any) does this on-line resource connect? Another thing that I found myself wondering about was time: how much time do you expect this unit to take and how will you organize this time in terms of student activity, assessment and another other roles that fall to either the student or the instructor(s) involved in the curse.

Also, you make the point that millennial learners take to social media naturally. There are, I think, some problems with this assumption, particularly as we are starting to see research that indicates that informal use of social media and tool use doesn’t necessarily map onto formal literacy practices where social media is used for academic purposes. There is certainly an interplay here between students and instructors, but I’d like you to dig a bit deeper with the goal of more precisely describing the implications of having to scaffold these students to effectively use social media for the purposes of school.

Finally, as happy as I am to see so many creative examples of how you might use social media tools, I would like to caution you to be careful and to choose a limited sub-set from which to design. It is more important for you to go deeper in your analysis/implementation of particular interactivities than it is for you to go wide. Pick interactivities that will help you to work through problems or think about a conceptual approach that well engages with the particular learning needs of this context.

Mark: 92

Design Focus

Educationally Significant Not clearly educational

Excellent-‐-‐-‐-‐-‐-‐-‐-‐-‐X-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐Avg-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐More Work Needed

28

Well elaborated Unclear

Excellent-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐X-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐Avg-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐More Work Needed

Specific Focus Too general


Use of Scholarship

Good use of research literature

Little integration of research literature

Excellent-‐-‐-‐-‐-‐-‐-‐-‐-‐X-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐Avg-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐More Work Needed

Appropriate literature Omission of important research


Research-‐based design framework

More connections needed

Excellent-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐X-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐Avg-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐More Work Needed

Research-‐based description of learners

More connections needed


Design Plans for InterActivities

Appropriate for Objectives Inappropriate for Objectives


Achievable Scope Too ambitious/not achievable


Appropriate plans for use of technology

Inappropriate

Excellent-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐X-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐Avg-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐More Work Needed

Clear design plan Unclear design plan

29


Good fit between objectives and plans for objects

Poor fit


Quality of Writing

Knowledge-‐transforming (analytical)

Knowledge-‐telling (descriptive)


Argument deals with multiple points of view

MySide bias


Clear and concise Rambling and disorganized


Free of grammatical errors Multiple grammatical errors


APA style correctly used APA style used incorrectly


Documents

ETEC 510 The Education by Design Project Proposal The “Trig for … · 2018-10-18 · YouTube, TeacherTube, podcasts, games, or webquests. We will use features of Edmodo such as