EDUC 4762 Assignment 4.3


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Problem-Based Learning Project

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EDUC 4762 Assignment 4.3

  1. 1. EDUC 4762 – Problem Solving with Communication Technologies<br />Problem-based learning project<br />
  2. 2. Project overview<br />
  3. 3. The Project<br />In practice, this problem-based learning project would serve as a culminating task for the Science 9 Unit D: Electrical Principles and Technologies.<br />The task outlined ahead would only be one of many options students could choose from in order to use and demonstrate the knowledge and skills they acquired throughout the unit. <br />
  4. 4. The Project<br />This particular task requires students to complete research on two or more energy sources and their associated technologies and present their research.<br />Their guiding question will be:<br />“ What are the advantages and disadvantages of selected energy sources?”<br />This presentation can be completed using any method they chose, but the research process and essential information will be documented using an online wiki. <br />
  5. 5. The Project<br />
  6. 6. Project Rationale<br />By completing this culminating task, students will demonstrate an understanding of the science unit as well as use the scientific process of inquiry and research.<br />Energy sources are among one of the most discussed topics in 21st century academia and politics which makes the task relevant and student presentations and publications make the task authentic.<br />Student choice within the task will also allow students to use previous skills and skills learned outside the classroom. <br />
  7. 7. Context<br />Grade: 9<br />Class: Science (with possible cross-curricular links to Social Studies, Mathematics, and English Language Arts)<br />Unit: Electrical Principles and Technologies<br />Students should have prior understanding of :<br />forms of energy and energy transformation and transmission<br />generation of electrical energy<br />electric charge, current and storage<br />circuits<br />measures and units of electrical energy<br />electrical resistance and Ohm's law<br />renewable and nonrenewable energy<br />
  8. 8. Learner outcomes<br />What are the primary objectives for the project? Are there secondary ones?<br />
  9. 9. Learner Outcomes<br />Only the BOLDED UPPERCASE outcomes listed ahead would be part of summative assessment with the chosen project; although, many of the outcomes listed from the Alberta Program of Studies would be included in the problem-based project.<br />
  10. 10. Learner Outcomes<br />Science <br />Knowledge & Understanding Outcomes<br />IDENTIFY AND EVALUATE SOURCES OF ELECTRICAL ENERGY, INCLUDING OIL, GAS, COAL, BIOMASS, WIND AND SOLAR<br />identify, describe and interpret examples of mechanical, chemical, thermal, electrical and light energy<br />investigate and describe evidence of energy transfer and transformation<br />identify the forms of energy inputs and outputs in a device or system<br />describe the by-products of electrical generation and their impacts on the environment<br />identify concerns regarding conservation of energy resources, and evaluate means for improving the sustainability of energy use<br />
  11. 11. Learner Outcomes<br />Science<br />Skill Outcomes (focus on problem solving)<br />Students will: WORK COLLABORATIVELY ON PROBLEMS; AND USE APPROPRIATE LANGUAGE AND FORMATS TO COMMUNICATE IDEAS, PROCEDURES AND RESULTS<br />work cooperatively with team members to develop and carry out a plan, and troubleshoot problems as they arise<br />communicate questions, ideas, intentions, plans and results, using lists, notes in point form, sentences, data tables, graphs, drawings, oral language and other means (e.g., use charts to present data on the voltage, current (amperage) and resistance found in series and parallel circuits)<br />defend a given position on an issue or problem based on their findings (e.g., develop and defend a proposal on the appropriateness of an alternative energy source in a given application)<br />Students will be encouraged to: Work collaboratively in carrying out investigations and in generating and evaluating ideas (e.g., demonstrate interest and become involved in decision making that requires full-group participation; consider alternative ideas and interpretations suggested by members of the group; share the responsibility for difficulties encountered in an activity)<br />
  12. 12. Learner Outcomes<br />ICT Outcomes (Division 3)<br />C.5 - STUDENTS WILL USE TECHNOLOGY TO AID COLLABORATION DURING INQUIRY.<br />C.1 - Students will access, use and communicate information from a variety of technologies.<br />C.2 - Students will seek alternative viewpoints, using information technologies.<br />C.4 - Students will use organizational processes and tools to manage inquiry.<br />F.6 - Students will demonstrate a basic understanding of the operating skills required in a variety of technologies.<br />P.1 - Students will compose, revise and edit text.<br />P.3 - Students will communicate through multimedia.<br />P.5 - Students will navigate and create hyperlinked resources.<br />P.6 - Students will use communication technology to interact with others.<br />
  13. 13. Learner Outcomes<br />Social Studies<br />Skill Outcomes<br />MAKE CONNECTIONS AMONG RELATED, ORGANIZED DATA, AND ASSEMBLE VARIOUS PIECES INTO A UNIFIED MESSAGE <br />determine the validity of information based on context, bias, source, objectivity, evidence or reliability to broaden understanding of a topic or an issue <br />access and operate multimedia applications and technologies from stand-alone and online sources <br />participate in and predict outcomes of problem-solving and decision-making scenarios <br />articulate clearly a plan of action to use technology to solve a problem <br />identify the appropriate materials and tools to use in order to accomplish a plan of action <br />evaluate choices and the progress in problem solving, then redefine the plan of action as appropriate<br />organize and synthesize researched information <br />include and organize references as part of research <br />refine searches to limit sources to a manageable number <br />
  14. 14. Learner Outcomes<br />There are also many English Language Arts and Mathematics outcomes that are tied to this project, but are too numerous to list. <br />
  15. 15. Methods & technology<br />What teaching methods and technology will be used?<br />
  16. 16. Description<br />The learning project will be student-centered and the teacher will act mostly to facilitate the problem solving process and make suggestions for technology and resources suitable to research and presentation.<br />The student hand-out will include instructions and suggestions as well as a grading rubric.<br />The activity is left open-ended enough so that students can pose their own questions on their topic and continually formulate new questions as they complete their research.<br />Students are encouraged to use this opportunity to not only demonstrate their knowledge and understanding of the topic, but also to showcase and build upon their artistic and technology skills.<br />
  17. 17. Technology<br />All students are required to use technology in the following ways:<br />Discussion forums – students working within groups or as individuals will use online discussion forums to record their problem solving steps, collaboration techniques and reflections on the research and presentation process. <br />Wikis – students will post summaries of research to be shared on a class wiki that group members can each edit and add to and the remainder of the class can view.<br />
  18. 18. Technology<br />Students will be using technology throughout the research process via:<br />Web search engines<br />Library searches<br />Word processors for keeping notes<br />Blogs for reflection<br />Digital collaborative thought webs<br />Students will have the option to use technology as part in their product by creating:<br />Word-processed reports<br />Videos<br />Slideshows<br />Prezis<br />Digital Posters<br />Websites<br />Other student-suggested formats<br />
  19. 19. wikis<br />Why use wikis for this project?<br />
  20. 20. ‘Wiki’ by bobobluemonkey1<br />
  21. 21. What’s a Wiki?<br />“A collaborative website which can be directly edited using only a web browser, often by anyone with access to it.”<br /> []<br />
  22. 22. Rationale<br />The pedagogical potential for wikis can be viewed as:<br />Opportunities for learning:<br />Students create content: knowledge production and synthesis<br />Ownership and autonomy – Authentic Learning Tasks<br />Linking patterns and contextualising<br />Sharing, collaboration and group work<br />Reflection <br />Dialogue through discussion pages<br />
  23. 23. Rationale<br />Opportunities for differentiated activities:<br />Group project work<br />Building shared repositories<br />Conference style presentations<br />Critical peer review<br />Debating course topics<br />
  24. 24. Rationale<br />Benefits of writing for wikis:<br />Improve the most challenging phase of the writing process: revision<br />Increase flexibility to consider other ways of saying things<br />Build an awareness of a wider, more authentic audience<br />Stimulate discussion and reflection about the writing process<br />Help students articulate different conceptualizations of the same content<br />
  25. 25. Activation Matrix<br />
  26. 26. Strategies<br />Students will likely be involved in many problem solving strategies throughout the project, here is a short list:<br />Creating Subgoals<br />Students will break down the problem into more manageable pieces to keep their research focused and to avoid being overwhelmed with too much information. <br />Brute force - Trial and Error<br />Some students may wish to use trial and error as a means of brainstorming presentation ideas or to do decide what pieces of information are most important.<br />Hill climbing<br />If students have an idea at the beginning of the project of how they would like to proceed with their research and what their product might look like, this strategy is one that they will be using. <br />Acquisition of content knowledge<br />Most students should already have enough background knowledge, but some may need to go back and review unit content, or complete a broader scope of research so that they become more knowledgeable about the topics before they narrow their scope. <br />
  27. 27. Strategies<br />Pattern recognition<br />As students complete their research, they will recognize patterns in how previous published materials were organized. They will likely choose to follow those patterns in an effort to maximize efficiency. <br />Elaboration<br />The use of discussion forums and wikis throughout the research process will likely lead to new questions that students must elaborate externally and communicate that elaboration to their peers. <br />Chunking <br />This is similar to creating sub-goals in this case as students break down the problem into smaller ones . They will hopefully be doing this using the discussion boards or graphic organizers. <br />Organizational instruments<br />The end product itself, is a means to understand the problem. Students will be creating some form of organized presentation, thus this strategy will be used throughout the entire process. <br />
  28. 28. Student Resources<br /><br />The wiki space for students to post their information and discuss the project with peers (not fully developed)<br /><br />An up-t0-date site on news regarding alternative energy<br /><br />A great informative site from the U.S. Energy Information Administration<br />
  29. 29. Conclusion<br />Using these types of technologies in the classroom is not something I’ve had the opportunity to try yet... but...<br />“Reports that say that something hasn’t happened are always interesting to me, because as we know, there are known knowns; there are things we know we know. We also know there known n; that is to say we know there are some things we do not know. But there are also unknown unknowns – the ones we don’t know we don’t know.”<br />- Donald Rumsfeld<br />Known knowns: institutional barriers, pedagogy, current student competencies, my own competencies<br />Known unknowns: impact of web 2.0 (quality and trust), direction of e-learning, next generation learners<br />Unknown unknowns: ???<br />
  30. 30. References<br />Mah, K. (2002). Science in Action. Toronto: Addison Wesley Publishing.<br />Wetzel, D. (2009, June 10). 5 Strategies for Using Wikis in a Classroom. Retrieved December 1, 2010, from Suite 101:<br />Wikiquote. (2010, November 1). Donald Rumsfeld. Retrieved December 1, 2010, from WikiQuote:<br />