This document describes two collaborative projects that integrate web 2.0 tools across the curriculum. The first project is about clean watersheds where students collect water quality data using GPS and test kits. They analyze the data and discuss environmental impacts. The second project is about immigration where students research topics, discuss issues online, and map immigrant journeys using web tools. Both projects promote inquiry, collaboration, and real-world application of skills.
2. Where to find this information
The Networked Learner Wiki
http://thenetworkedlearner.wikispaces.com
Networked Learning 2009
3. Overview
• Shift in Education
• Technologies that Promote the New Learning Style
•Teachers as Designer
•Science Project Example: Clean Watersheds
• Social Studies Project Example: Land of Hope
• Building a Learning Network
Networked Learning 2009
5. Sift in Technology Use for Teens
Technology Technology
to Transact to Interact
The Student’s Perspective in Educating the Net Generation
Networked Learning 2009
(Windham 2007)
6. The New Learning Style
• Inquiry based research projects
• Less lecturing, more class discussions
• Books as references, not textbooks
• Use a multi-media approach
• Activities the promote inquiry and social action
• Exercise ones passions to create
• Being part of a learning community
Generation M (Kaiser Foundation 2005) Networked Learning 2009
8. Seven Survival Skills
• Critical Thinking and Problem Solving
• Collaborating Across Networks and
Leading by Influence
• Agility and Adaptability
• Initiative and Entrepreneurialism
• Effective Oral and Written
Communication
• Accessing and Analyzing Information
• Curiosity and Imagination
The Global Achievement Gap (Wagner 2008) Networked Learning 2009
9. Here Comes Everybody
• Share
• Cooperate (connect)
• Collaborate
• Collective Action
Here Comes Everybody (Shirky 2007) Networked Learning 2009
10. Education is on the Move
Shifting From Shifting To
Learning at School Learning anytime / anywhere
Teaching as a private event Teaching as a public,
collaborative practice
Learning as passive participant Learning in a participatory
culture
Learning as individuals Learning in a networked
community
Linear knowledge Distributed knowledge
Networked Learning 2009
12. Web 2.0 Social Media Tools
• Blogging
• Document and Photo Sharing
• Mashups
• RSS Feeds
• Social Annotating
• Social Networking
• Podcasting / Vodcasting
• Wikis
• Multi-player Worlds
Networked Learning 2009
13. The Video Game Learning Cycle:
Not All that Bad?
The Kids are Alright (Beck and Wade 2006) Networked Learning 2009
14. Skills Top Business Companies
Want
• Investing in peer to per
networks
• Help in providing a
competitive edge
• Help employees to be
problem-solvers
• Works with Other
Companies
• Better communication
with customers
McKinsey Quartly, January 2007 Networked Learning 2009
17. 21st Century Project Characteristics
• Promote discover, research, and problem-solving
• Involve discourse and negotiation
• Have real-world applications
• Ask students to work collaboratively over
networks
• Allow students to create a product
• Give them time to rethink and revise their work
• Provide opportunities to give back to the
community
Networked Learning 2009
18. What is Understanding by Design?
• Constructing understanding
• Uncoverage, not coverage
• Identifying the big ideas
• A set of tools to make you
more productive
• It’s about revisiting
assumptions with increasing
complexity
Understanding by Design (Wiggins and McTighe 2005) Networked Learning 2009
19. Stages of Backward Design
Wiggins and McTighe (2005) Networked Learning 2009
20. Identify Desired Results
• Consider Goals (content standards, skills,
objectives, learning outcomes)
• Determine Understandings (and
Misunderstanding)
• Develop Essential Questions that Foster Inquiry
and Transfer of Knowledge
• Consider how technology can be used to analyze
information and create this evidence.
Wiggins and McTighe (2005) Networked Learning 2009
21. Determine Acceptable Evidence
• Decide what performance tasks students will do
to demonstrate learned skills.
• Decide what criteria will be used to evaluate
student performance.
• Determine how technology can aid students in
the production of the evidence.
• Determine how students will reflect and self-
assess their learning.
• Decide how students evidence will be
evaluated.
Wiggins and McTighe (2005) Networked Learning 2009
22. Plan Learning Experiences
• Decide on the knowledge and skills students
will need to perform effectively and achieve
desired results.
• Decide on the activities that will equip students
with the needed knowledge and skills.
• Collect the materials and resources that are best
suited to accomplish these goals.
• Determine what assistance you will need from
the technology department.
Wiggins and McTighe (2005) Networked Learning 2009
23. Six Facets of Understanding
• Explanation
• Interpretation
• Application
• Perspective
• Empathy
• Self-Knowledge
Wiggins and McTighe (2005) Networked Learning 2009
24. Doorways to Design
An
Important
Established Topic or An
Goals or Content Important
Content Skill or
Standards Process
Design Template
Stage 1 – Desired Results
State 2 – Assessment Evidence
Stage 3 – Learning Plan
A Favorite
A Activity or
Significant A Key Text Familiar
Test or Resource Unit
Wiggins and McTighe (2005) Networked Learning 2009
27. Project Stats:
• Focus: Environmental Science and Ecology
• Other Disciplines: Geography, Technology,
Health
• Suggested Age: 5th – College
• Time: 1 Field Day, 2 Class Days, 2 Tech Days
• Equipment: GPS Unit, Computers, High-Speed
Internet, Water Quality Test Kit
• Software: Google Earth 5.0, Wikispaces
Networked Learning 2009
28. #1 Doorway to Design: Key Skills
An
Important
Established Topic or An
Goals or Content Important
Content Skill or
Standards Process
Design Template
Stage 1 – Desired Results
State 2 – Assessment Evidence
Stage 3 – Learning Plan
A Favorite
A Activity or
Significant A Key Text Familiar
Test or Resource Unit
Wiggins and McTighe (2005) Networked Learning 2009
29. Skills:
• Use a database to research production facilities
and their environmental policies
• Identify possible sites of contamination
• Use GPS Technology to record geographical data
points.
• Collect water quality samples to analyze.
• Use technology to share, visualize, and analyze
data.
Networked Learning 2009
30. Conduct Research on Contamination Sites
(Google Earth)
Searches
1. Golf Courses
(N, P, K)
2. Concrete Plants
(Ca, Mg)
3. Paper Plants (Cl)
4. Coal Plants (S, Hg)
5. Pig and Cattle
Farms (N)
6. Metal Fabrication
(Fe, Mn, Cu)
Networked Learning 2009
35. Video For Interviews
• Podcasting /
Vodcasting
• Flip Video
• Direct USB Connection
• Up to 2 hours of
recording
• $150 – $200
Networked Learning 2009
36. Informed Consent Document
• Informs the interviewee of the project.
• How the recording will be used.
• Where the recording will be stored (typically a
library, or online.
• Should be signed by each interviewee and kept
on file with recording.
• Does not mean you can do anything with what
they say after the sign it.
Networked Learning 2009
38. Basic Steps
• Join the project wiki.
• Use Earth to research possible contamination sites.
• Choose a test site.
• Plan a field trip to collect data.
• Post data to project site using a Google form.
• Interview facility about environmental policies and
practices (optional)
• Construct a placemark in Google Earth.
• Discuss the implications of human production on the
environment.
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39. Provide a Place for Schools to Join
(Wikispaces – Participating Schools)
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46. Post Data to Share
(Google Forms)
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47. Tools Can Provide Immediate Results
(Google Forms)
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48. Promotes Application
• Identification of a problem
• Collection of data using industry standard
equipment
• A performance-based learning experience
• Asks students to assess their performance
• Allows students to apply information and skills
learned to new situations
Networked Learning 2009
49. Promotes Explanation
• Describe the process of field testing
• Collect data and report the facts
• Compare data in order to support your results
• Developing a model of a natural system
• Predict water quality and effects on the ecosystem down
river
• Discuss the state of our environment and raise
awareness.
• Awareness that these issues are common to all parts of
the world.
Networked Learning 2009
50. Did We Succeed?
Shifting From Shifting To
Learning at School Learning anytime / anywhere
(doing a prescribed lab in one period) (conducting open-ended field tests)
Teaching as a private event Teaching as a public, collaborative practice
(teaching a group of students in your (conducting a field lab with other classes)
classroom to do the water test) Learning in a participatory culture
Learning as passive participant (using an online research database)
(watching a demonstration) Learning in a networked community
Learning as individuals (participating in an online discussion)
(coming to your own conclusions) Distributed knowledge
Linear knowledge (seeing the big picture, understanding)
(terms and facts)
Networked Learning 2009
51. Improvements
• Get more schools involved to increase our
database.
• Provide online instructional classes on software.
• Use the wiki to promote more discussion
between students.
• Add viewpoints of experts through interviews.
• Have students write papers and peer review
them. (after AP exam)
Networked Learning 2009
53. Land of Hope Project
http://landofhope.wikispaces.com
Networked Learning 2009
54. Project Stats:
• Focus: Immigration, Government, Power
• Disciplines: Anthropology, History, Physical
Geography, Technology
• Suggested Age: 11th Grade – College
• Time: 5 Class Days, 2 Tech Days
• Equipment: Computers, High-Speed Internet
• Software: Google Earth 5.0, Wikispaces
Networked Learning 2009
55. #2 Doorway to Design: A Big Idea
An
Important
Established Topic or An
Goals or Content Important
Content Skill or
Standards Process
Design Template
Stage 1 – Desired Results
State 2 – Assessment Evidence
Stage 3 – Learning Plan
A Favorite
A Activity or
Significant A Key Text Familiar
Test or Resource Unit
Wiggins and McTighe (2005) Networked Learning 2009
56. Characteristics of Big Ideas
• Broad and abstract • Provide Opportunities for
• Represented by one or Discourse
two words • Promote Global
• Based on Real-World Awareness
Concepts / Problems • Ask for Social
• Resonate with Student’s Engagement
Passions • Require “uncoverage”
• Allow for Research • Transferable
Networked Learning 2009
57. College Board Course Pages
http://apcentral.collegeboard.com/apc/public/courses/teachers_corne
r/index.html
Start with approved
syllabi or special
focus materials
Networked Learning 2009
62. Use a Essential Questions and a threaded
discussion to have students compare, discuss
immigration topics while reading their texts.
Can be found under Land of Hope Student Pages Movies
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63. Essential Questions
• Cause genuine and relevant inquiry.
• Provoke lively discussion and sustained inquiry.
• Stimulate rethinking of big ideas and prior
lessons.
• Spark meaningful connections between prior
learning and experiences.
• Recur and therefore create opportunities for
transfer.
(Wiggins and McTighe 2005) Networked Learning 2009
64. Turn and Talk
• What topics does this unit
project address?
• What “essential questions”
come to mind?
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65. Tips on Using Discussion Threads
• Create a post for each chapter of primary text.
• Should answer one or more of the essential
questions.
• Should not be long, but interest other readers.
• Should end in a question to promote a
conservation.
Networked Learning 2009
66. Basic Steps
• Join the project wiki.
• Investigate and interview immigrants in your school.
• Choose an immigration topic and do research.
• Participate in discussions about the issues.
• Map out an immigration using Google Earth.
Networked Learning 2009
67. Assessment Task - Web Page
Use a wiki page for students how do not have web
design experience.
Assign one page to each book and have students collaborate on
constructing a page about their issue.
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69. Google Sites
•Embed docs, spreadsheets, presentations and forms in your site.
•Can edit HTML and CSS to add templates from Dreamweaver.
Networked Learning 2009
70. Wiki Pages Content
• Overview of immigration issue.
• Pictures of issue.
• RSS Feed of news articles on issue.
• Social bookmarking account with links to web
sites on the issue.
• Podcasts of students in your school who are
immigrants discussing their experiences.
Networked Learning 2009
72. Benefits of Adding Google Earth
• Measure distances between places.
• Explore physical barriers and climates that
promote or impede migrations.
• Visualize push and pull factors.
• Uncover common trends between one migration
and another.
Networked Learning 2009
73. WHERETO Elements
• W = Help the students know WHERE the unit is going and WHAT
is expected. Helps the teacher know WHERE the students are
(interests, knowledge)
• H = HOOK all students and HOLD their interests?
• E = EQUIP students, help them EXPERIENCE the key ideas and
EXPLORE the issues
• R = Provide opportunities to RETHINK and REVISE their
understandings and work
• E = Allow students to EVALUATE their work and its implications
• T = TAILOR activities to different needs, interests and abilities
• O = Be ORGANIZED to maximize engagement and effective
learning
Networked Learning 2009
76. Diigo
http://www.diigo.com
A social annotation service that combines Social Bookmarking, Web
Highlighter, Sticky-Note & Clipping; A powerful tool for online research,
collaboration and information management and discovery
Networked Learning 2009
77. Film and Video
Use a chat room to watch a film and identify
understandings ( and misunderstandings).
Can be found under Land of Hope Resources Movies
Networked Learning 2009
80. Become an AP Reader
http://apcentral.collegeboard.com/apc/public/homepage/4137.html
Networked Learning 2009
81. Advertise on College Board EDGs
http://apcentral.collegeboard.com/apc/public/homepage/4340.html
Networked Learning 2009
82. Search for (AP) Blogs on Google Blog Search
http://blogsearch.google.com/
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83. Join a Global Social Network on Ning
http://globaleducation.ning.com/
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84. Join a Subject Area Network on Ning
http://englishcompanion.ning.com/
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85. Join the Networked Learner School Collaborative
http://thenetworkedlearner.wikispaces.com/Elluminate+Schools
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86. Elluminate: An Online Learning Environment
http://www.elluminate.com
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87. Tips for Designing Collaborative Projects
• Choose the Content
• Choose the Teaching Strategy
• Choose the Tools
• Create the Learning Activity
• Use Shirky and Wagner to Make it 21st Century
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88. References Cited
• Educating the Net Generation (2007), Diana and Jam
Oblinger, Online at: http://www.educause.edu/
• Here Comes Everybody (2008), Clay Shirky (ISBN-10
1594201536)
• The Global Achievement Gap (2008), Tony Wagner (ISBN:
9780465002290)
• How Business are Using Web 2.0: A Global Mckinsey Study
(2007); McKinsey Journal Quartely
• The Kids Are Alright: How the Gamer Generation is
Changing the Workplace (2006), John Beck and Mitchell
Wade
• Understanding by Design (2005), 2nd Ed. Grant Wiggins and
Jay McTighe (ISBN: 0131950843)
Networked Learning 2009
89. Contact Information
• Name: Thomas Cooper
• School: The Walker School
• Location: Marietta, GA
• Email: coopert@thwalkerschool.org
• Phone: (770) 427-2689 Ext. 8502
• Skype: tcooper1966
• Twitter: tcooper66
Networked Learning 2009