This document outlines communication tools that could be used by students in an environmental science and speech class to research and debate various energy sources. It describes the problem of students lacking knowledge about energy topics and not having enough time to develop counterarguments for debates. Options discussed for a collaborative activity include using websites and learning resources to research energy sources, and online discussion boards, email groups, and wikis for asynchronous debate and feedback. The goal would be for students to knowledgeably debate the advantages and disadvantages of different energy sources based on key aspects outlined in a rubric.

1. Communication Tools

2. Unit 2
Types of Tools
 Content Exploration
 Production
 Communication
 Data Collection/Analysis
 Productivity

3. Overview of Communication
Tools
 Basic Communication Patterns
• One to one | One to many | Many to many
 Interaction
• Synchronous | Asynchronous
 Media
• Text | Audio | Images | Video | Animation

4. Communication Definition
 Conveyance of information either one-
way or through an exchange with two
or more partners
• Collaboration: social interaction where
participants must plan and accomplish
something together (whole together)
• Cooperation: students have separate
roles in a structured task and pool their
data to a specific end (parts to whole)

5. Communication Ideas
 Communicate with other students
• Local | State | National | Global
• Email | Synchronous | Project site |
Images | Wiki
 Project Bud Burst
• For teachers
• Report observations

6. Communication, Globalization,
Multiple Perspectives
 American Revolution/War of
Independence
• How important is this in U.S. History courses?
• What about the U.K.?
 Lecture Question #1
• What topics in your curriculum would be
important to get multiple perspectives?

7. Asynchronous Communication
Examples
 Email
 Quizzes/Tests
 Spanish PenPals
 Posting assignments (Blogs, Wikis)

8. Gaggle and PhoneBlogz

9. ePals
 Communication in a safe
environment…
 Link this to the PPT file!

10. CASE - SNOWY

11. Case
 Mrs. Yakamodo
• Teaches 10th grade science
 Ms. Ackley
• Teaches 10th grade speech
 20 students
• Enrolled in both courses simultaneously
 Concerns:
• Lack of knowledge of energy
problems, sources, etc…
• Debate is difficult – no time to think about
counterargument
• Multidisciplinary work is important

12. S: Standard
• Environmental Science: 1.16
 Cite examples of how all fuels have advantages and
disadvantages that society must question when
considering the trade-offs among them, such as how
energy use contributes to the rising standard of living in
the industrially developing nations.
• Speech: 1.16
 Deliver reflective presentations that:
 explore the significance of personal experiences,
events, conditions, or concerns, using appropriate
speech strategies, including narration, description,
exposition, and persuasion.
 draw comparisons between the specific incident and
broader themes and illustrate beliefs or generalizations
about life.
 maintain a balance between describing the incident and
relating it to more general, abstract ideas.

13. N: Needs
 What do your students need in a resource or tool?
 Grouping
 Individual or groups
 Home, classroom, computer lab
 Time
 One hour in computer lab
 Home
 Classroom
 Resources (environment)
 Computer lab
 20 student computers, Internet access
 Classroom
 1 Teacher computer
 Projector
 Videos
 Magazines
 Papers
 Pencils
 Media (students)
 Text
 Images
 Animation

14. What is the problem that
specifically needs to be addressed?
 Need time to think about debate points
 Knowledge of energy sources aligns
with propaganda
 Objective:
• Given a specific energy source, the
students will be able to debate the
advantages and disadvantages of various
energy sources. The debate will address
the main aspects of energy sources (see
Energy Sources Rubric).

15. O: Options
What resources can you access that might address the problem?
CONTENT EXPLORATION COMMUNICATION TOOLS
TOOLS
 Contact Congress or the
 PBS: Deregulation map President
 Research guide  Debate instructions
 NREL (Natural Renewable  Debate worksheet
Energy Laboratory)
presentations  Gaggle (Email)
 NREL learning resources  Post to wiki (Google groups)
 Department of Education  OnCourse discussion board
Kid’s Website  ePals
 Energy Kid’s Page  iEARN
 Xpeditions

16. Lecture Worksheet #2 & #3
What: Which of the tool you identified should
be used? How should these tools be used?
(Provide a brief description of the activity)
Why: How does the tool you chose address…
 Effectiveness?
 Efficiency?
 Enhancement?
 Objective
 Given a specific energy source, the students will be able
to debate the advantages and disadvantages of various
energy sources. The debate will address the main
aspects of energy sources and respond to other
presentations.

17. Overview of Lecture
 Basic Communication Patterns
• One to one | One to many | Many to many
 Interaction
• Synchronous | Asynchronous
 Media
• Text | Audio | Images | Video | Animation
 Examples
 SNOWY

18. Unit 2
COMING UP…
 Content Exploration
 Production
 Communication
 Data Collection/Analysis
 Productivity

19. In Lab This Week…
 Communication lab
 Contact your lab instructor

20. For Next Week’s Lecture…
 Download and listen to Pre-Lecture Podcast
#10: Data Collection/Analysis (PPT also
available)
• OnCourse>> Resources >> Lecture >> Lecture
#10
 Complete Pre-Lecture Activity #10: Data
Collection/Analysis
• OnCourse>> Test/Survey Tool >> #10
 Print off and bring Lecture Worksheet #10
• OnCourse>> Resources >> Lecture >> Lecture
#10

21. Back to
availability
ePals

22. Back to
availability
iEARN

23. Back to
availability
Xpeditions