Wiki Project Lesson Plan – Group 1


Lesson Plan – Wiki Project
Group 1: Adam Cavotta, Miriam Maske and Sam Stichter

EDLT...
Wiki Project Lesson Plan – Group 1


in designing knowledge rather than in interpreting and encoding it (pp.
187).” By all...
Wiki Project Lesson Plan – Group 1


adapted for use with younger students (K - 3) the example provided
would be directly ...
Wiki Project Lesson Plan – Group 1


Research and Information Fluency                Students conduct research using the W...
Wiki Project Lesson Plan – Group 1


        responsibility for lifelong learning.
   d.   exhibit leadership for digital
...
Wiki Project Lesson Plan – Group 1


Technology Resources

Access to computer
Internet connection
Web browser
Account on P...
Wiki Project Lesson Plan – Group 1


2. Division of labor

  The essential purpose of this phase is to identify the tasks ...
Wiki Project Lesson Plan – Group 1


4. Writing

  In this phase students work in their respective groups to
  synthesize ...
Wiki Project Lesson Plan – Group 1


       be conducted to unveil the site and provide and opportunity for
       questio...
Wiki Project Lesson Plan – Group 1


      Based on feedback from other teams, what could have been
      done differently...
Wiki Project Lesson Plan – Group 1




 Assessment Procedure

Rubric to focus on quality of posts and interconnections (i....
Wiki Project Lesson Plan – Group 1



                                                                     that they have ...
Wiki Project Lesson Plan – Group 1



                                                                       clear. The co...
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Lesson Plan: Wiki Project Group 1

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Lesson Plan: Wiki Project Group 1

  1. 1. Wiki Project Lesson Plan – Group 1 Lesson Plan – Wiki Project Group 1: Adam Cavotta, Miriam Maske and Sam Stichter EDLT 573 Technology & Critical Thinking - Spring 2010 Table of Contents 1. Instructional Goal Statement 2. Theoretical Framework 3. Target Audience 4. National Education Technology Standards (NETS) 5. Instructional Objectives 6. Prerequisite Skills 7. Technology Resources 8. Instructional Procedure a. Introduction b. Main Activity c. Conclusion 9. Assessment Procedure Instructional Goal Statement The purpose of this tutorial is to showcase wiki tools (PBWorks) and provide some guidance for how to transform the use of this technology into classroom activities that support model building and critical thinking skills. Theoretical Framework The use of a wiki as a mindtool within this assignment will foster critical thinking by allowing students to work together in gathering important information to develop change in their community. According to Jonassen (2006), for hypermedia to be an effective learning tool the learner must think of hypermedia not as a source of knowledge to learn from, but instead as a mindtool to construct and learn with (pp. 186). And according to Jonassen, “students learn more by constructing instructional materials than by studying them.” Within this wiki assignment, students will be constructing the knowledge they gather and then placing that information within the wiki to share with other learners/team members. By using the wiki, also considered to be hypermedia, the students are “actively engaged 1
  2. 2. Wiki Project Lesson Plan – Group 1 in designing knowledge rather than in interpreting and encoding it (pp. 187).” By allowing the student to become the designers of their own communities, they will be able to foster critical thinking and knowledge base information while collaborating with other designers within their learning communities. This mindtool can be used by k-20 teachers for modeling that encourages collaboration and construction of knowledge in an authentic socially relevant context. According to Jonassen, “Hypermedia is a powerful tool for engaging and supporting knowledge construction (pp. 187).” The wiki will allow for collaborative team work where students will be able to write, revise, update, upload, and contribute information they have researched and gathered. This will also allow the teacher to monitor the progress of each team and participation from individual members. Parents can also access the wiki to see their child’s work in action. According to Solomon and Schrum (2007), “students are engaged in sharing, communicating, and exchanging ideas on a larger scale and see permanency to their words that a composition paper can never equal.” They also add that students are more motivated to learn how to write responsibly, accurately, clearly, and inoffensively (pp. 81). References: Jonassen, D.H. (2006). Modeling with mindtools: Mindtools for conceptual change (3rd ed.). Upper Saddle River, NJ; Columbus, OH: Pearson, Merrill Prentice Hall. Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools (1st ed.). Eugene, OR; Washington, DC: International Society for Technology in Education (ISTE). Target Audience K - 20 teachers that will be implementing technology into the curriculum. The tool itself will be used with K - 20 students. The target audience may include face-to-face and online participants, however some modification would be required to translate the lesson into a fully online format. Although the lesson can be modified for different subject areas, the most common application would be for the subjects of Social Studies, Science and English. Also, while this lesson can be 2
  3. 3. Wiki Project Lesson Plan – Group 1 adapted for use with younger students (K - 3) the example provided would be directly applicable to Grades 4 - 20 with little modification or instructor intervention. National Education Technology Standards (NETS) Based on NETS, the following standards are satisfied through this lesson: NETS In this lesson, students... Creativity and Innovation Work in groups to produce wiki entries Students demonstrate creative thinking, that synthesize research and opinions construct knowledge, and develop gathered from academic work, the Web innovative products and processes using and personal accounts (interviews) to technology. Students: propose a new recycling program for their community. a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. c. use models and simulations to explore complex systems and issues. d. identify trends and forecast possibilities. Communication and Collaboration Utilize the Wiki to write collaboratively, Students use digital media and post comments to assist other groups in environments to communicate and work clarifying their message. In addition to collaboratively, including at a distance, to published works, students are encouraged support individual learning and contribute to reach out to their families and to the learning of others. Students: communities for sources of information. Once the project is complete the results a. interact, collaborate, and publish are shared with a larger public community with peers, experts, or others in a press conference style presentation. employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. c. develop cultural understanding and global awareness by engaging with learners of other cultures. d. contribute to project teams to produce original works or solve problems. 3
  4. 4. Wiki Project Lesson Plan – Group 1 Research and Information Fluency Students conduct research using the Web Students apply digital tools to gather, and synthesize the results of their evaluate, and use information. Students: research in their Wiki posts, choosing resources that both confirm and refute a. plan strategies to guide inquiry. their point of view in order to form a well- structured persuasive argument. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results. Critical Thinking, Problem Solving, During the planning stages, students are and Decision Making prompted to define significant questions Students use critical thinking skills to plan and the task that are required in order to and conduct research, manage projects, address these concerns. solve problems, and make informed decisions using appropriate digital tools and resources. Students: a. identify and define authentic problems and significant questions for investigation. b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions. d. use multiple processes and diverse perspectives to explore alternative solutions. Digital Citizenship Produce an end-product that will be Students understand human, cultural, shared with the community and use and societal issues related to technology community knowledge and resources as a and practice legal and ethical behavior. basis for evidence that supports their job Students: of creating legislative proposals for a recycling program in their community. a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal 4
  5. 5. Wiki Project Lesson Plan – Group 1 responsibility for lifelong learning. d. exhibit leadership for digital citizenship. Technology Operations and Concepts Draft text-based, video, audio and image Students demonstrate a sound content using Wiki technology and understanding of technology concepts, understand how to create links to other systems, and operations. Students: sources of information, including internal links to Wiki documents as well as a. understand and use technology embedable and linkable content from systems. other locations on the Web. b. select and use applications effectively and productively. c. troubleshoot systems and applications. d. transfer current knowledge to learning of new technologies. Instructional Objectives Based on Bloom’s taxonomy write the instructional objectives of your lesson identifying level(s) of learning. Once teachers have completed the tutorial, they will be able to employ the follow set of instructional objectives: • The students will create a wiki that recognizes the important information needed in the form of text, audio, and video production. • Based on research and interviews, the students will be able to summarize and explain information to included in the wiki pages. • The students will also be able to plan and organize the wiki through the use of topics/subgroups. • Using a teacher-provided rubric, the students will be able to utilize established criteria to evaluate and critique their individual performance on the project and the performance of their peers. Prerequisite Skills Basic computer composition skills (understand how to draft a document using a Word processor) Basic reading skills Ability to use a Web browser Basic research skills (including use of Web-based resources) 5
  6. 6. Wiki Project Lesson Plan – Group 1 Technology Resources Access to computer Internet connection Web browser Account on PBWorks Email Account required (for teacher and participants) Instructional Procedure Introduction The purpose of this lesson plan is to provide teachers with a basic structure for how to use a wiki space for a collaborative class assignment. The assignment will incorporate cooperative, inquiry, and problem based learning activities. Different levels of scaffolding for projects will be discussed as well as methods used by students to link associated content to create connections to factual references and opinions. In addition, teachers will learn how to organize working groups within the wikispace in order to optimize interaction among students. As part of this tutorial, several instructional videos will be used in order to train teachers about how to perform procedures within the PBWorks program in order to accomplish the design and instructional objectives of this lesson. Main Activity This lesson employs a problem-based instructional design model where students will be asked to draft a legislative proposal to implement a more robust recycling program in their community. Activities in the lesson will be conducted through the following phases: 1. Introduction to the problem Students will be provided with a brief introduction to the problem, which may detail some facts and opinions about the issue as well as a description of the process that follows. The driving principle behind this phase is to make students aware of what needs to be done and spur interest in the subject. 6
  7. 7. Wiki Project Lesson Plan – Group 1 2. Division of labor The essential purpose of this phase is to identify the tasks that need to be completed and find and equitable division of labor among the class in order to accomplish the tasks. Instructor support will vary for this phases as needed depending on the level of knowledge and skills of the students. For example, the instructor may provided tasks and groups to the students as examples and then ask for input about additional task and/or groups that are needed. Or instructors can leave the entire process up to the students to form groups on their own. In this context, students may form groups such as budget communities, facilities and planning groups and public information teams. As a result of this process, groups will be formed and objectives for each group, including the overall tasks that need to be accomplished, will be established. 3. Research and collaboration Once the problem has been identified and students have been charged to accomplish specific objectives, the students will need to collaborate with other groups to determine where shared interests may be at stake. Also, the process of research will begin, drawling from academic resources, Web resources and personal experiences (interviews with family and the community). Again, depending on the level of knowledge and skills of the students, instructors can provide more or less structure and scaffold the development of research activities. One example may be to draft a Webquest for less skilled students in order to make resources available for them to research, whereas more advanced students will look for sources of information on their own. While it is important to include scholarly and empirical research studies to support this endeavor, the formation of policy is not solely determined by facts, but rather the interaction between facts and opinions. Student research would focus in these areas and students will be asked to provide a balance between these two sources of information. In addition, a major objective of this phases is to provide support for a point-of-view with a balanced argument that acknowledges multiple perspectives on the topic. Students should research not only the perspective they support, but also acknowledge and seek out other points of view. 7
  8. 8. Wiki Project Lesson Plan – Group 1 4. Writing In this phase students work in their respective groups to synthesize the research conducted in the previous step in order to develop a well-formed persuasive argument endorsing their plan for recycling in the community. The primary purpose of this activity is to synthesize, distill and organize information from sources in such as way as to not adopt the voice or language of the cited text, but to translate the information into a common voice that would provide enough detail to the reader that the written work alone would be sufficient to communicate this cohesive message. While this activity is primarily text-based composition, other sources such as pictures, audio and video can be incorporated where appropriate. This phase, and the following review phase, are where the Wiki will be used most often in this project. 5. Reviewing After writing phases is complete, students will be asked to review their own work and the work of others in the class via the Wiki. The primary purpose of this phases is to help students identified where common interests exists and where opportunities to link from one groups section to another may be applicable. While students discussed possible common ground in step 3 (Research and Collaboration), this is where they will be making the virtual link to others content. Also, students are expected to comment on and ask questions related to the others groups content pages using the comments section of the Wiki page. In this respect, students will conduct a peer-review process where students evaluate whether the goals of the group have been accomplished and to provide suggestions for clarification. 6. Publishing In this phase students "publish" their work in the sense that they make the content reviewable by others outside of their own class. That is to address the root of the word publish, which is to make public. Several types of activities can be used in this phase depending on the resources available. One example is to hold a meeting with the students and teachers from the school where other classes may be involved in seeing the content generated by the students and a "press conference style" presentation may 8
  9. 9. Wiki Project Lesson Plan – Group 1 be conducted to unveil the site and provide and opportunity for questions and answers. Other alternatives include making the event public so that parents and community members can participate in the "press conference". Finally, the document could be distributed over the Internet and sent to community action groups, government officials or non-profit organizations for their review. Conclusion My conclusion will be based in part on chapter 16 of the textbook Modeling with Technology by David Jonassen. Carver, Lehrer, Connell, and Erickson (1992), list five major thinking skills that learners need to use as designers of knowledge. • Project management skills-based on the tasks to complete the project, students will be required to create a time line to complete the various parts of the project. They may be responsible for assigning roles and selecting members from their team to complete various tasks within a certain time frame. • Research skills-the facilitator will provide guidance on the areas within the project that will require research. The team members will be required to gather, analyze, interpret, and organize this information and present it within their online working communities in a well structured sequence that conforms with the requirements of the rubric. This is where knowledge structure and constructionism will play a major role. • Organization and representation skills-students will decide how to best present their information by organizing it in a sequence that makes the best sense for presenting their material to their intended audience. This also includes both their online audience as well as their live audience. • Presentation skills-all members will be actively involved in the design and outline of their online working community by using multimedia to represent their data and attract and maintain the interest of their audience. Students will work on both their oral presentation skills and communication skills. • Reflection skills-what experiences did members have in the process of gathering this information and what could have been done differently to make this experience more manageable? 9
  10. 10. Wiki Project Lesson Plan – Group 1 Based on feedback from other teams, what could have been done differently to present the material more effectively; other data, multimedia, presentation of material, organization within wiki? Was there more emphasis on knowledge acquisition or were students more preoccupied with the aesthetic design of their environment? How did the target audience, parents, and stakeholders react to the student presentations and was the message well received? Was the overall goal accomplished? In conclusion, students will have acquired various skills in the process of constructing knowledge by building their own learning environments with the knowledge they acquire. By fully participating in the various tasks and working with other members to accomplish these tasks, they also acquire critical and creative thinking skills as well as communication skills. Using multimedia to present their research allows learners to be creative in their own representation of their understanding of knowledge. According to Jonnassen (2006), "Multimedia presentations afford more creative expression than text- only presentations." Using Hypermedia to represent research can be both complex and exciting. Because hypermedia involves not only technology skills but research skills, time management and organization skills, as well as critical and creative thinking skills, learners may require guidance and assistance from the facilitator to begin the process. It is important for the facilitator to provide guidance and monitor each team's progress and to reinforce the importance of each team member's participation and involvement in the overall goal of the project. By doing this, each team member will be able to better focus on their own construction of knowledge through research and team collaboration. 10
  11. 11. Wiki Project Lesson Plan – Group 1 Assessment Procedure Rubric to focus on quality of posts and interconnections (i.e., links). Each student will be assessed by the teacher, their peers and via self-assessment using the following rubric. For criteria with multiple raters, the average value will be used. Developing (1 Proficient (3 Rater Criteria Mastery (5 pt.) pt.) pt.) Student's posts contain Student's post contain few grammatical and few grammatical and Student's posts have spelling errors. Topic spelling errors. Topic several grammatical and sentences are used to sentences are used to spelling errors. Topic frame the author's frame the author's ideas sentences are not used ideas, but supporting and supporting or are poorly conceived. Teacher Composition (x1) sentences fail to address sentences provide ample The written material ideas adequately either support for the topic lacks cohesion and is due to an sentence with an difficult to follow and overabundance of economy of words that understand the author's irrelevant details or lack detail facts and opinions ideas. of support for facts and relevant to the author's opinions. message. Teacher Connectedness (x2) Student's post do not Students' posts relate Student's posts relate relate to other content, (are linked) to content (are linked) to content as if the student acted created by other created by other alone to draft the students, however the students. Established document. No reference connections are connections are relevant to the work of others is misplaced (topically and robust (many provided. unrelated) or fail to connections). Student accurately capture other demonstrates evidence related work. Student that they read the work demonstrates evidence of other students and the 11
  12. 12. Wiki Project Lesson Plan – Group 1 that they have read the work of other students, related work is but may fail to appropriately applied in comprehend and apply reference to their own the information in writing. reference to their own writing. Most facts and opinions are supported by Most facts and opinions references. The student are supported by demonstrates little references. The student ability to differentiate demonstrates the ability between facts and to differentiate between Facts and opinions are opinions. The relevance facts and opinions and not supported by of references is includes a mix of references. Little sometimes unclear and information from Research and Teacher information outside of the student chooses to external sources. The References (x3) the student's personal adopt the voice and references used are experience and opinions language of the relevant to the topic and are used. referenced work, making provide insight and some referenced content clearly demonstrate a unclear, such that the point of view. Esoteric reader would need to terminology is explained refer to the original work for the benefit of the in order to comprehend reader. the content. Teacher/Peers/Self Content and Rhetoric Student does not Student considers Student considers (x3) consider multiple multiple perspectives on multiple perspectives on perspectives and only their topic and accounts their topic and accounts describes their own for differences in for differences in opinion point of view. The opinion, but as a result while clearly establishing content is not robust the point of view of the their own point of view. and lacks perspective, author becomes less The content is robust and 12
  13. 13. Wiki Project Lesson Plan – Group 1 clear. The content is focused, leading the robust but lacks focus, reader to believe the leading the reader to leading the reader to author is an expert on assume that author is believe the author is the topic and has an biased and not well- analysing the topic opinion about which informed about the without a strong opinion point of view is correct. intricacies of the in either direction. The The student's work is subject. student's writing is informative and informative, but not convincing. convincing. The student is engaged The student posts and in updating pages and updates pages and The student posts and passages on a regular passages frequently. updates pages and basis, communicating The student meets with passages infrequently. with peers in their group peers in and outside of The student does not and outside of their their group and may use consistently meet with group. The student the comment feature in peers in or outside of utilizes the the wiki to ask questions Teacher/Peers/Self Engagement (x1) their group and does not communication features and communicate ideas. use the comment in the wiki to engage The student is mostly feature to ask questions with the content and passive and contributes and communicate ideas. with other students. The little to the generation of The student tends not to student helps to solve ideas and solving be present or active in problems and generate problems. The student is the group. ideas. The student is generally present but present and active in the passive in the group. group. Evaluation (field test) of the lesson will be conducted by higher education faculty. 13

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