3. 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
4. Web 2.0 Social Media Tools
• Blogging
• Document and Photo Sharing
• Mashups
• RSS Feeds
• Social Annotating
• Social Networking
• Podcasting / Vodcasting
• Wikis
Networked Learning 2009
6. 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)
7. The Video Game Learning Cycle:
Not All that Bad?
Hypothesize
Re-probe to Get Probe the
Better Results World
Reflect on the
Get a Reaction
Results
The Kids are Alright (Beck and Wade 2006) Networked Learning 2009
8. 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
9. 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
10. Stages of Backward Design
3. Plan Learning
Experiences and
2. Determine Instruction
Acceptable
Evidence
1. Identify
Desired
Results
Wiggins and McTighe (2005) Networked Learning 2009
11. Use Google Docs to Design Collaboratively
Networked Learning 2009
12. Doorway to Design: Key Skills
An Important
Topic or
Content An Important
Established
Skill or
Goals or
Process
Content
Standards
Design Template
Stage 1 – Desired Results
State 2 – Assessment Evidence
Stage 3 – Learning Plan
A Favorite
A Significant Activity or
Test Familiar Unit
A Key Text or
Resource
Wiggins and McTighe (2005) Networked Learning 2009
13. 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
14. 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
19. Video For Interviews
• Podcasting /
Vodcasting
• Flip Video
• Direct USB
Connection
• Up to 2 hours of
recording
• $150 – $200
Networked Learning 2009
20. 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
22. 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.
Networked Learning 2009
23. Provide a Place for Schools to Join
(Wikispaces – Participating Schools)
Networked Learning 2009
30. Post Data to Share
(Google Forms)
Networked Learning 2009
31. Tools Can Provide Immediate Results
(Google Forms)
Networked Learning 2009
32. Promotes Explanation
(3rd Facet of Understanding)
• 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
33. Promotes Application
(3rd Facet of Understanding)
• 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
34. 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)
35. 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
