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The Nepal Project
- 1. The Nepal Project Nora Nevera Angelique Maldonado
- 2. The TELE PROJECT The Transnational Ecosystems Learning Exchange, or TELE Project. Goals are: Increase cross-cultural awareness of global ecosystems Establish a scientific community of inquiry for knowledge exchange
- 3. Participating Schools St. Pius X High School Albuquerque, New Mexico Dr. Barbara Rothweilwer, Principal Go-Green Club Nagarjuna Academy High School Kathmandu, Nepal Amit Bikram Sijapati Private, College Preparatory School Urban-based campus English speaking Eco Club
- 4. Challenges Time zone difference 11.45 hours Different learning standards School year varies Cultural Communication Communicating via email is slow and requires many emails before an idea is solidified Building a consensus Different educational theories
- 5. Strengths Motivated to partner with an international school Have established technology base Computers, internet, Skype English speaking Low Context vs. High Context Visual learning preferences
- 6. Initial Contact The Nepal Project was dependent on client feedback to proceed. Email has been primary means of communication Feedback as to the direction of the project, i.e. vision etc. was requested from each participant Neither contact had a clear vision of project It was determined that creating a product and then soliciting feedback was the way to move the stalled project forward
- 7. Project Concept Both clubs are environmentally based St. Pius’ Go-Green Club Recycling Nagarjuna Academy’s Eco Club Global warming Goal was to find age-appropriate and engaging content Renewable Energy Sources
- 8. Content Delivery Wordpress.com Theteleprojectdotcom.com Pages divided by subject with links to lesson plans Ability to comment Google+ The TELE Project Social Networking Create social presence “Hang Out” feature Videos Google Drive File sharing
- 9. Renewable Energy Sources Google search Renewable Energy The Infinite Power of Texas Lesson Plans Introduction to Photovoltaic Systems Clean Energy From Landfills Renewable Energy and Electric Utilities Renewable Energy and Sustainability Renewable Energy Guide for Buildings Rural Renewable Applications Wind power Basics
- 11. Overview Original concept Content delivered solely on Google+ Added Wordpress blog Content on Wordpress Social networking and videos stay on Google+ Sites linked to each other for ease of navigation Time-Zone issue Ideal: occasional meetings in “hang out” feature Practical: clubs post videos and comment via Google+
- 12. Overview Flexibility Formal feedback nonexistent Informal feedback minimal but useful Both contacts wanted faculty feedback Changes in Learner Support Communication Support Orientation to Distance Learning Other
- 13. Learning Strategies Initial Social Learning Social Development Communities of Practice Renewable Energy Resources Module Collaborative Social Construction of Knowledge WisCom
- 14. ENDANGERED ECOSYSTEMS A WEB-BASED LESSON PLAN FOR GRADES 6-12 By Angelique Maldonado and Nora Nevera
- 15. One-Stop Science Resource Site http://www.unm.edu/~pearl1/GlobalEcosystems.htm Learner support
- 16. Inquiry-Based Learning Exploration of human impacts on river ecosystems: The Rio Grande case study In this unit plan for high school earth and environmental science, students explore the impact of human activity on the health of rivers in urban and non-urban settings. Students mimic current scientific research by measuring physical and biological indicators of river health. The case study on which the unit is based involves the Rio Grande in Albuquerque, NM, but instructions are provided for various settings. Depending on allotted time and resources, students may do field work in any urban stream or river; teachers can mock up classroom-only experiments; or teachers may provide students with data from the river study to analyze.
- 17. 5-E Instructional Model The Rio Grande River Study curriculum module follows the 5E Instructional Model. • Engagement to capture students’ interest and gives students an opportunity to explore concepts and generate ideas • In the engagement activity students examine photos of various urban streams and natural streams • In the exploration activity students begin focusing on the Rio Grande site. • In the explanation, the teacher leads a class discussion to help students put together ideas from the engagement and exploration • The elaboration activity students research teams make physical, chemical, and biological measurements to assess stream health at the three Rio Grande research sites.
- 18. Teacher instructions Group Work Divide your students into pairs. Give each student pair two photos of New Mexico streams, one of an urban stream and one of a natural, forested stream. Give the student pairs a few minutes to look at their photos and identify ways in which the two streams look different. Brainstorming ask students to share ways in which the urban streams looked different from the natural streams. Help the class come to a general consensus on what traits are associated with a typical urban stream. Tell the students that they will soon be conducting research on an urban stream in Albuquerque, NM, to determine whether or not it recovers from the effects of urbanization.
- 19. Initial Research Research is conducted with the missions, field sites and field reports. Students are encouraged to access the media resources available at course website. Course Blogs, blogs on WordPress and blogs on Google+ are also free available sources for building social presence and generating interest and feedback.
- 20. Essential or Invasive? Among the butterflies being smuggled out were the Southern Birdwing, Common Blue Bottle and the Malabar Tree Nymph which are all on the endangered list. Apparently the caterpillars were just extreme in their numbers and causing extreme defoliation," he said. "They have already stripped the trees."
- 21. Field Sites
- 22. New Mexico & Nepal
- 23. Game-Based Learning Reinforcing learned ideas from research with a fun game-based approach. http://www.fs.fed.us/r3/resources/health/field-guide/images/large/fid-f047- large.jpg
- 24. QUESTIONS?
Editor's Notes
- Nagarjuna Academy High School, Kathmandu, Nepal. Site coordinator is a social studies teacher, Amit Bikram Sijapati, who also coordinates a very active Nagarjuna Eco-Club for students. Students speak English (mandatory) at the school, but have opportunity to learn their respective languages like Newari, Hindi, German, and French. St. Pius X High School, Albuquerque, New Mexico. Principal Barbara Rothweiler, PhD has approved the project and identified teachers who have volunteered to assist, including two science teachers, and possibly one each from fine arts and mathematics. St. Pius has several active and functioning student clubs and organizations, one of which is called the “Go-Green Club”. (It may be feasible for this club to coordinate activities with the St. Pius site coordinator as well as the Nepal Eco-Club.) The goals of the TELE program are to 1) increase cross-cultural awareness of global ecosystems and, 2) establish a scientific community of inquiry for knowledge exchange among target audience of 17-18 year olds.”