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Designing and Managing Collaborative Projects

Designing and Managing Collaborative Projects:Using Google Tools to Integrate Geography, Science and The ArtsNetworked Learninghttp://www.thenetworkedlearner.comThomas Cooper, The Walker School

Networked Learning 20101Where to find this informationThe Networked Learner Wikihttp://thenetworkedlearner.wikispaces.com

Networked Learning 2010

Teachers as DesignersInstill a Desire for ExplorationCustomize Based on Student InterestsTeach How to Identify ProblemsDo ResearchCollect and Analyze Data ObjectivelyConnect and Collaborate with OthersCommunicate Our ResultsIncrease Global Awareness Develop Character, Encourage CitizenshipNetworked Learning 2010Five Mindshttp://www.howardgardner.com/http://www.thinkers50.com/book_extracts/gardner.pdfDisciplined MindSynthesizing MindCreating MindRespectful MindEthical Mind

Networked Learning 2010Application to Five MindsDisciplined Mind: Asks students to explore their world, ask thoughtful questions, to look at a problem and collect data on it over a long period of time in order to gain an in depth understanding of the issue.Synthesizing Mind: Asks students to take information from various text, interviews and other data sources, including other disciplines, and to evaluate it objectively, in order to get the big picture.Creating Mind: Ask students to look at problems in different ways in order to develop unconventional solutions to solve a problem. Respectful Mind: Asks students to be globally aware and to welcome differences, and to work effectively with others in different places and from different cultures.Ethical Mind: Ask students to good citizens, to look beyond our own self interest and see how are education and work can serve to improve our community.

Networked Learning 2010Good Games, Good LearningCreate an IdentityExplore New TerritorySolve Problems in Alternative WaysLower Risk TakingRequire Interaction, SpecializationAllow for CustomizationHave Situated MeaningRequire Performance Before Competence

Networked Learning 2010The Video Game Learning Cycle: Networked Learning 2010The Kids are Alright (Beck and Wade 2006)Gaming Can Save the Worldhttp://www.ted.com/talks/jane_mcgonigal_gaming_can_make_a_better_world.htmlResearcher at the Institute of the Future in Palo Alto, CA

Wants to build games that teach us how to solve the problems of the next century.

To build games that inspire use to be inventive, to collaborate and cooperate.

Example: Urgent Evoke http://www.urgentevoke.com/

Networked Learning 2010Clean Watershedshttp://cleanwatersheds.wikispaces.com

Networked Learning 2010Project Overview:Focus: Environmental Science and EcologyOther Disciplines: Geography, Technology, Health Suggested Age: 5th CollegeTime: 1 Field Day, 2 Class Days, 2 Tech DaysEquipment: GPS Unit, Computers, High-Speed Internet, Water Quality Test KitSoftware: Google Earth 5.0, WikispacesNetworked Learning 2010Doorways to DesignNetworked Learning 2010Established Goals or Content StandardsAn Important Topic or ContentAn Important Skill or ProcessA Significant TestA Key Text or ResourceA Favorite Activity or Familiar UnitDesign TemplateStage 1 Desired ResultsState 2 Assessment EvidenceStage 3 Learning PlanWiggins and McTighe (2005) The Learning ProcessNetworked Learning 2010Exploration:Networked Learning 2010Students can use Google Earth to explore their town. Have the locate the school and surrounding water sources. Trace the schools water back to its source. Identify any businesses that might contribute to various forms of water pollution. Students can use the path tool and placemark balloons to document this process. Students can use Earths measuring tools to understand how far away they these places are. Students can also look at how geology affects the movement of water, such as in the case of run-off from farms or other pollution sources.Problem Identification:Networked Learning 2010Students can use Google News to identify news articles about the subject then mark known locations in the Google Earth layer they are constructing. Problems are never isolated. Students can discuss and identify situations that might contribute to the main issue. Students can concept map the issue in Google Earth. They can use balloons to geolocate information and use the path tool or balloons with arrows icons to show the relationship between balloons.Walker Students Investigated Nitrates from Golf Courses

Networked Learning 2010Customization:Networked Learning 2010Develop projects that have broad themes, but allow for specific choices to reflect student interests. Poll students about what articles they found interesting during the research phase. Put students in groups with similar interests. You can use a Google Spreadsheets to track your groups. Embed the spreadsheet in your project site so that participants know who is studying what issue. Groups in other participating schools can see who is studying a similar project and ask each other questions. Students can use Google Alerts to keep up to date on new developments from Google News, or you can set up alerts to notify you when student groups post new information to their blog.

Conduct Research on Contamination Sites (Google Earth Search on Golf Courses)Golf Courses (N, P, K)Concrete Plants (Ca, Mg)Paper Plants (Cl)Coal Plants (S, Hg)Pig and Cattle Farms (N)Metal Fabrication (Fe, Mn, Cu)SearchesNetworked Learning 2010Collect Data Continually:Networked Learning 2010Task students with collecting data from a number of different sources. Also ask the to collect data over time. Students can conduct interviews of company officials or people affected by the problem. Student can use GPS units to mark the point of test sites that are remote and hard to find so that repeated testing on an issues is done in the same location each time. Students can use a video camera do document the environmental status of the site before notifying officials. Recently CENS is teaching teachers how to add sensors to smart phones and program them to collect data on the environment. Center for Embedding Networked Censing (CENS) http://research.cens.ucla.edu/http://urban.cens.ucla.edu/

Networked Learning 2010Data Analysis:Networked Learning 2010Student can use a Google form during lab experiments to upload data to Google Docs. They can be stored in a Google spreadsheet and then embedded on a Google project site page so that data can be shared. Charts can be made from school data, or as your database is added to by other schools, students can look at how their results differ by geographic location or by type of industry or type of pollutant.Post Data to Share(Google Forms)

Networked Learning 2010Tools Can Provide Immediate Results(Google Forms)

Networked Learning 2010Connect and Collaborate:Networked Learning 2010It is important for our students to work with other in different geographic locations. Students need practice entering into social discourse. A teacher can set up an extra Announcement page in a Google Site that can be used by students to ask questions of each other. These students could be in different classes in the same school or preferably working on the same problem in different schools. The teacher can set up collaboration groups using a Google Spreadsheet and then embedding it in a Google Site page. Communicate Your Results:Networked Learning 2010Students can use Google Docs to write reports on their findings. They can share this document with the people they interview so that they can check the students facts and see what the student is saying about the issue. They can share the document with the teacher so that they can give comments before the paper is due. Students can have their document go through a peer review process by collaborating with your peers in other classes or other schools. Teach students to 1) give praise for what was done right, 2) make a suggestion where there could be improvement, and 3) offer possible solutions for the improvement.Increase Global Awareness:Networked Learning 2010Design projects to be collaborative. Ask yourself how the project would be different in another location. Results can vary by geology, water availability, types of industry, laws, and cultural practices. Encourage other schools to participate and add their information to your site and collaborative layer. Make friends in the process.Encourage Citizenship:Networked Learning 2010Develop a plan of action to fix a problem. Dont stop a collecting and posting the data in your layer. Create a Google Doc for you plan and share it with your students have them talk about what the data means and how they could go about fixing the problem. As teachers we want to design projects that meet our curriculum. We want to have the project outlined and tested before the students start. They feel left out of the process and are more hesitant to do the work. This is a great place to get the students involved. You can review the doc as a collaborator and make sure the project is manageable. Some ideas are cleanup, writing letters to officials, or educational campaigns.Scale projects for other divisionsNetworked Learning 2010Google Earth Professional Learning Community(college professionals)http://geplc.wikispaces.com/

Networked Learning 2010Our Town Project(elementary students)http://sites.google.com/site/exploreourtownproject/Networked Learning 2010

Our Town LessonsNetworked Learning 2010Start simple but keep the learning process you want in mind. You can simplify a complex project for younger students while still following a basic research model. The Our Town Project asks student to explore their town, identify problems, collect and share data, promote global awareness and engage in digital citizenship and teach character development and ethics.