Ed Ic 706 Miranda Satterthwaite

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Ed Ic 706 Miranda Satterthwaite

  1. 1. Energy Consumption in New Zealand By Miranda Satterthwaite EDIC 706 Assignment 2 A study on reducing energy use with ICT Assisted Project Based Learning
  2. 2. Energy – the Science Issue <ul><li>Excessive energy consumption is a major national and international issue that can only be solved through international collaboration. </li></ul><ul><li>By designing and using a wiki to discuss this issue at a national level, students learn the 21st century skills necessary to solve future issues. This would be our first laptop class. </li></ul><ul><li>The student wiki for this assignment can be found at http://cbhs-tench.wetpaint.com </li></ul>
  3. 3. Graph of Increasing Energy Consumption Worldwide
  4. 4. The Central Issue <ul><li>The key question was </li></ul><ul><li>“ How can we best manage our energy use to reduce costs? </li></ul><ul><li>Additional questions posed on the wiki or used during teaching with </li></ul><ul><li>Bloom’s taxonomy to encourage authentic learning through deep </li></ul><ul><li>thinking and inquiry included: </li></ul><ul><li>What are our sources of energy? </li></ul><ul><li>What are our energy uses? </li></ul><ul><li>What are the pros and cons (social, etc.) of using energy from different sources? </li></ul><ul><li>Identify examples of efficient and inefficient strategies? </li></ul><ul><li>Who uses the energy? </li></ul><ul><li>What are the potential consequences of continuing with current energy management practices? </li></ul><ul><li>What are the pros and cons (social, etc.) of using energy from different sources? </li></ul><ul><li>Identify examples of efficient and inefficient strategies? </li></ul>
  5. 5. The students <ul><li>I worked with a class of 29 Yr 9 students on this wiki but a number of other classes have joined also. The episode took 3 hours class-time on inquiry and Bloom’s taxonomy, 3 hours as a laptop class and unlimited homework time until October 28 2008. </li></ul><ul><li>Students were required to use ICT as a medium to present an innovative solution to New Zealand’s environmental issues </li></ul><ul><li>The wiki would be for the Tench competition. </li></ul>
  6. 6. The eLearning Aims <ul><li>The aim of the learning episode was to develop a wiki for the competition which students had to contribute to using a variety of online technologies eg U-tube clips, widgets, video flies, PowerPoint presentations, online surveys using surveymonkey.com etc. </li></ul><ul><li>An overall aim was to improve boys’ information literacy skills , as is the goal of our ICT PD Cluster, Boys Learning through ICT. </li></ul>
  7. 7. Information Literacy Skills <ul><li>Information Literacy Skills taught prior and assessed formatively included </li></ul><ul><li>Research skills to support answers to supporting questions. Eg key words, questioning skills, information gathering skills, skimming and synthesising, evaluation, acknowledging sources. </li></ul><ul><li>managing self in carrying out the inquiry ( assess each other ) </li></ul><ul><li>Effective use of ICT to support research and analysis, creating and presenting stages. </li></ul><ul><li>Ability to communicate in a way that relates to the audience; using language, symbols and text. </li></ul><ul><li>Quality of self and peer evaluation shown by online comments. </li></ul><ul><li>Relevancy of presentation to the target audience ( shows processing, analysis and synthesis) </li></ul><ul><li>Authenticity of the product and ethical conduct online </li></ul><ul><li>Useful, useable, relevant and linked resources </li></ul>
  8. 8. The Role of Teacher <ul><li>A wiki like this is an effective ICT context because it enables the teacher to act as an M Teacher - working face-to-face with a class. </li></ul><ul><li>At the same time the teacher can conduct a project that is provided by an external international organization, for example FIRST (USA) or Tench (NZ) , as used in this learning episode. </li></ul><ul><li>Teacher support for the students is available by e-mail or phone throughout the course. </li></ul>
  9. 9. Teacher Support <ul><li>Teachers at the secondary level have limited experience with Inquiry Learning so I have developed the following resources to assist the teachers in our ICT PD Cluster with this inquiry. </li></ul><ul><li>Teacher Energy Resource Site Cluster ; http://scsscience.wikispaces.com </li></ul><ul><li>Teacher Resource Site CBHS: http://cbhssci.wetpaint.com </li></ul>
  10. 10. Learning Objectives <ul><li>The learning objectives for the students were: </li></ul><ul><li>To review the main forms of energy used in New Zealand. </li></ul><ul><li>To understand the effect their energy consumption has on the environment. </li></ul><ul><li>To communicate about how they can reduce energy consumption in the future. </li></ul><ul><li>To demonstrate the revised New Zealand Curriculum Key Competencies. </li></ul>
  11. 11. Reflection Focus <ul><li>My reflective focus included reviewing: </li></ul><ul><li>The ability of students to behave ethically and collaboratively online. </li></ul><ul><li>The effectiveness of students to participate in discussions in this project or online with students from around the school and then ultimately the world through FIRST Climate Connections Competition. </li></ul><ul><li>The usefulness of a wiki as a central place for students to collaborate. </li></ul>
  12. 12. Theoretical Background
  13. 13. The Pedagogical Background <ul><li>As I had a talented class, with some gifted students, I applied the principles of ICT Assisted Project Based Learning, a constructivist approach. </li></ul><ul><li>ICT Assisted PBL is a student-centered approach to curriculum, instruction, and assessment that focuses on students making routine and powerful uses of ICT as they develop products, performances, and presentations. (Morsund 2004) . </li></ul><ul><li>The product to be developed was the wiki. </li></ul>
  14. 14. ICT Assisted Project Based Learning <ul><li>In ICT PBL, students work individually or in groups over an extended period of time to develop a product, presentation, or performance. Students gain increased skill in being independent, self-sufficient, intrinsically motivated learners. (Moursund, 2006) </li></ul><ul><li>This is especially motivating for gifted and talented students who need differentiation. </li></ul>
  15. 15. Independent Learning <ul><li>In ICT-assisted PBL, students learn to use ICT as an aid to being an independent, self-sufficient learner, as well as learn to work cooperatively in a group and to help their peers to learn. ( Moursund, 2004 ) </li></ul><ul><li>By applying principles of instructional design, I set up the wiki with questions of increasing depth, to encourage independent learning. ( Bond, T. 2007 ) </li></ul><ul><li>I nominated strong ICT users as coaches to facilitate this learning. ( Dalton, J. 2006) </li></ul>
  16. 16. Semantic Networks & Inspiration <ul><li>The first stage of this creative process is build a semantic network or mind-map on software, “ to engage students in representing what they know, including the concepts and relationships that they have identified as important,” in the design of the product. </li></ul><ul><li>(Jonassen, D.H,Peck, K.L.& Wilson B.G,1999) </li></ul><ul><li>Senior student ICT coach. </li></ul>
  17. 17. Student Centred Planning <ul><li>Students began their planning using Inspiration® mind-mapping. This software is particularly useful for planning any ICT experience, as it is easily amendable, it has a notes function and it can be dropped down into an outline in word once the planning is completed. </li></ul><ul><li>Some students posted their Inspiration® mind-maps online. Other mind-mapping software can be used in a similar way for example Freemind®, Mindmanager® or Mindmeister® have support constructivist pedagogy during planning. </li></ul>
  18. 18. Student Sample Mind-Map
  19. 19. Constructivism <ul><li>This is a constructivist approach, where </li></ul><ul><li>students learn the most from the </li></ul><ul><li>instructional materials, as they are the </li></ul><ul><li>designers and producers of those mind </li></ul><ul><li>maps. ( Jonassen, Wilson, Wang and </li></ul><ul><li>Grabinger, 1993) </li></ul>
  20. 20. Inquiry & New Zealand Curriculum <ul><li>The semantic mind-maps can be easily modified again throughout the inquiry before final posting online. </li></ul><ul><li>Students can undertake further inquiry, research & development on the topic. </li></ul><ul><li>By discussing their ideas online and collaborating to improve the wiki they become “connected” learners. </li></ul>
  21. 21. Assessment <ul><li>Aside from assessing information literacy skills, students can be </li></ul><ul><li>assessed according to the New Zealand Curriculum Competencies </li></ul><ul><li>relating to others – commenting on other’s wiki pages – ability to work independently and collaboratively in a group on the Inspiration® mind-maps for planning. </li></ul><ul><li>managing self - being able to plan using Inspiration® and meet timelines </li></ul><ul><li>belonging - participation and collective decision making online/surveymonkey.com </li></ul><ul><li>using language and information (thinking ) - spelling, grammar, accuracy. </li></ul><ul><li>using language, symbols and texts ( making meaning </li></ul>
  22. 22. The Role of the Students <ul><li>A wiki also enables students to extend their learning and study beyond the time, place and space constraints of the conventional classroom. While storing examples of a range of their own authentic material, they are also able to shows an effective use of ICT. </li></ul><ul><li>In future the wiki can be used as a centralised place for collaboration and discussions, and include technologies such as videos and podcasting. </li></ul>
  23. 23. Student Reflection <ul><li>Interviews with students indicated that </li></ul><ul><li>“ We like doing our own creations” </li></ul><ul><li>“ We can get better ideas together.” </li></ul><ul><li>“ Now I know how to use U-Tube in class” </li></ul><ul><li>“ Energy is our issue to fix now .” </li></ul><ul><li>and the inquiry generated a number of other questions. </li></ul><ul><li>Mind-mapping was viewed as a fun collaborative exercise </li></ul><ul><li>Students enjoyed the creative independence of ICT assisted project based learning and some were motivated by the idea of winning a competition. </li></ul><ul><li>Students were more motivated if the wiki counted for credits than for a competition, suggesting assessment drives teaching at the secondary level. This is an issue for further professional discussion. </li></ul><ul><li>Students were secure that support was an e-mail away from either the teacher or HOD. </li></ul>
  24. 24. Student Limitations <ul><li>Despite the planning and structure of the activity and thorough work on Bloom’s taxonomy on assessment, few boys provided evidence of any deep thinking or inquiry. Computer access was an issue. </li></ul><ul><li>Students may all use ipods for one way communication, but little use has been made of the interactive commenting opportunity on each other’s work. </li></ul><ul><li>Students may have been limited by not receiving the assessment rubric prior to the wiki development, as is the school policy. Perhaps the assessment drive in the secondary where students only do work that “counts” is reducing the student creativity. </li></ul>
  25. 25. My Reflection <ul><li>Time is the main limitation to inquiry learning in the secondary sector. Students must also spend time analysing the questions before they effectively research. In reflection an inquiry conducted in parallel with Social Studies or English could develop these cross curricular skills. Collaboration and communication skills are key. </li></ul><ul><li>The ICT skill level of students varies tremendously. Yr 9 students need to learn some fundamental information literacy skills and ICT skills before embarking upon subject specific inquiry. This requires a whole school approach, and collaborative planning with other teachers. </li></ul>
  26. 26. My Learning <ul><li>The softer skills of being able to collaborate and behave ethically need to be taught to secondary students before they begin online work. This could be collaboratively with Health Education. I need to assist our school with this if we are to develop further in eLearning or the key competencies. </li></ul><ul><li>Effective planning can only be matched by performance if students not only know that they are being assessed to the key competencies, but have had them modelled to them and can actually demonstrate them. </li></ul>
  27. 27. Barriers to Effective Inquiry
  28. 28. Conclusions for our ICT PD Cluster <ul><li>Secondary staff need to be able to collaborate better between departments and across curriculum areas to integrate ICT effectively into the revised New Zealand Curriculum – this is the focus of our ICT PD Cluster Professional Learning Groups. </li></ul><ul><li>School and NCEA policy needs to be revised to allow transparency of rubrics. This allows students to monitor their own progress and consequently push themselves beyond a basic inquiry to produce deep authentic solutions. </li></ul><ul><li>Assessment must not drive learning!! </li></ul>
  29. 29. Key References <ul><li>Anderson-Inman, L.& Ditson, L (1999) Computer Based Concept Mapping, Learning and Leading with Technology 26(8) 6-13 www.itse.org </li></ul><ul><li>Frey, C. (2007) Mind Mapping Software: How to Select the Perfect Program for Your Needs. Access at http://www.innovationtools.com/resources </li></ul><ul><li>/mindmapping.asp </li></ul><ul><li>Jonassen, D.H, Peck, K.L & Wilson, B.G.(1999) Ch 6: Learning by Reflecting with Technology: Mindtools for Critical Thinking, Learning with Technology: A Constructivist Perspective. Upper Saddle River, New Jersey: Prentice Hall. </li></ul>
  30. 30. Key References <ul><li>Moursund, D.(u.d) PBL Website. Information and Communication Technology-Assisted Project Based Learning. Access at http:// darkwing.uoregon.edu / - moursund/PBL/ </li></ul><ul><li>Moursund,D. Computers in Education for Talented and Gifted Students: A Book for Elementary and Middle School Teachers, online @ http://darkwing.uoregon.edu </li></ul><ul><li>The New Zealand Curriculum, Ministry of Education. 2010 </li></ul>

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