PSUGroup3

WEEK 10: Open Learning

Design Blueprint

‍‍Tech Tool Briefing Discussion: (Comment here on which ones would work best for learning, then we can pick one to work with for the lesson plan)‍‍

Debi's ideas:

Tool: Skype http://www.skype.com

Reason : Skype would work for a lesson plan, due to the fact that more than one classroom can be involved. Students are making their own connections with others in and out of their classroom, and are more collaborative. This technology would target many modalities.

‍‍‍Group Blueprint:‍‍‍
 * [[image:https://edtec498.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=52 width="200" height="52"]] || ** Blueprint for Implementing NETS•S ****// (More Directed Learning Activities) //**  ||
 * Teacher(s) Name |||| Debi Webb, Alan Graff, Shari Manley (add names here) ||
 * Position |||| English Teacher ||
 * Grade Level(s) |||| Grade 12 ||
 * Content Area |||| Literature / Forensic Science ||
 * Title for Lesson |||| “Forensic to Virals” ||
 * Time line |||| 2 Weeks Preparation / 1 Day Skype Interview ||
 * Time line |||| 2 Weeks Preparation / 1 Day Skype Interview ||


 * Overview/ Objective: **
 * English Students will read the novel, //Virals// by Kathy Reichs, then collaborate with Forensic Science class to create questions for Skype interview with Kathy Reichs. ||

Common Core Standards (CCSS): RI 3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. RI 7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. ||
 * Standards: **
 * SL 1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on //grades 11–12 topics, texts, and issues,// building on others’ ideas and expressing their own clearly and persuasively.

NETS*S Standards: b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources 2. Design and Develop Digital Age Learning  Experiences and Assessments a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity 4. Promote and Model Digital Citizenship and Responsibility c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information ||
 * 1. Facilitate and Inspire Student Learning  and Creativity

[|https://education.skype.com] [] novel //Virals// by Kathy Reichs (also author of //Bones//) – Forensic scientist and archeologist [] Hall Dillon’s “Forensic Scientists: A Career in the Crime Lab” [] [] (Forensic Science extra materials)
 * Websites: **


 * Equipment: **
 * PC or Mac computers
 * Internet connection
 * webcam to make video calls
 * headsets (optional) / microphone
 * speakers

1. Skype 101: Give yourself a quick tutorial and get up to speed on Skype. 2. ‍Skype Etiquette: Ask learners what etiquette they would like to follow and address the following list if not provided. This will help with buy-in for appropriate etiquette. 3. Questionnaire: __ Lesson: __ __ Other: __ Skype session will be held in the Media Center classroom (holds 50 students). Podiums set up for Author Interview and Q & A session. __ ‍Assessment:</range id="415979570_1">‍ __ <range type="comment" id="417506808_1">Rubrics </range id="417506808_1">will be developed for the wikipage and discussion forum. Students will submit these tasks for quantitative and formative feedback. There will be an opportunity for formative feedback only on the interview questions. This will allow students the opportunity for revision for these questions, and group development of the questions. ||
 * Instructional Plan / Procedure: **
 * __ <range type="comment" id="417464516_1">Pre-Lesson Activity (at least 1 week before day of “field trip”)</range id="417464516_1"> __ :
 * 1) Watch this quick video (scroll down page): “Skype in 60 Seconds: How to make a free Skype video call” [|http://www.skype.com/intl/en-­][|‐][|us/home]
 * 2) Read “Skyping: Technical Know How” before you begin: []
 * 3) Conduct a trial run using Skype with a friend or relative to ensure you address any technical issues
 * Posture in front of the webcam
 * Tone and volume when speaking and asking questions
 * Proper reactions when listening to peers</range id="416616960_1">‍
 * Be prepared! Have <range type="comment" id="417680406_2">questions prepared</range id="417680406_2"> before the day of the field trip.
 * Read the novel, Virals by Kathy Reichs (one week)
 * Research Kathy Reichs writing background and training in forensic science and archeology (Scavenger Hunt)(2 days)
 * <range type="comment" id="417687106_1">Collaborate with the Forensic Science class to create interview questions for Kathy Reichs (2-3 days)</range id="417687106_1">
 * Design a Project wikipage (on high school wiki) with the FS class (2-3 days)
 * Interview Kathy Reichs via Skype
 * Teacher will record the interview with Kathy Reichs (with prior permission) using the built-in recording option to post in the class wiki.
 * Share observations and learnings from interview in discussion forum. Each learner is required to post one entry and respond to one other classmate's post

Week: “GROUP” Consensus


 * //1.//** **//Describe two technologies from all those generated by your group members and explain why your group decided on those two.//**

The two technologies that would most benefit instructional design and lesson plan development would be the following:

= SKYPE: = Why? Skype is a great way to bring guest speakers to your classroom without the cost of transportation or missed work time. The students really love the idea of someone on the "outside" helping with class work! Practice: I love the idea of using Skype in the classroom as a part of any in-depth and collaborative research lesson or even as simple as reviewing for a vocabulary quiz. Using Skype in the classroom is complicated because of the connectivity issue for most teachers and districts (sometimes it works, sometimes it doesn't). But having members of the community come into the classroom as a guest speaker or inviting a popular author to speak or read an excerpt of their favorite book is a wonderful, real world experience for students.

= EDMODO: = Why? My personal favorite is www.edmodo.com – the look and feel of Facebook with the educational perspective…polls, assignments, a gradebook, and now quizzes! Practice: I use Edmodo every day with my AP students. We have groups for novel discussions; they post questions, and questions, and collaborate on projects. I consider this a simplified version on Angel or Blackboard. This is definitely easy for high school students to learn and use. They can also access the site from home to complete assignments.


 * //2. Describe how these two tools could be applied in practice (i.e., as part of an instructional design/lesson).//**

Both tools are very useful in the areas of providing socialization and engagement.
 * Engagement**

Through modeling, observation, and demonstration, students have the opportunity for interaction in which learning and socializing can take place. This helps those students who are shy and have anxiety about face-to-face interactions. Even with Skype, students are more open to using this technology than being in the same room with the interviewee. Technology seems to be a “safe place” for interaction.
 * Social Learning**

Students are responsible for their “actions” online (User netiquette) and how they respond to other participants. Both tools are fairly controlled environments, so teachers are able to monitor and redirect conversations if needed. Consequences of online actions are discussed before use of technology (User Agreement and Copyright Forms).
 * Personal Responsibility**

Both tools help promote students to think, discuss, engage, and create - together. Depending on the lesson, both tools can be used in various areas of engagement and level of critical thinking. Using these social networking tools, students will have the chance to take control of their learning, allowing the teacher to be the facilitator.
 * Collaboration is Encouraged**

There are so many possibilities to incorporate these technologies into teaching and learning that it would be impossible to list them all. I will say that the most important opportunities for me concerning these tools would be the real world application of technology and having my students learn how to collaborate and to immerse themselves in higher level thinking skills in order to participate in society after they graduate high school.
 * //3.//** **//What could be additional opportunities for teaching and learning using these tools?//**



=<span style="font-family: Georgia,serif; font-size: 1.4em;">Group 3 - Individual Tech Tools! =

= Debi Webb's List: =

SKYPE : Why? <range type="comment" id="411950444_1">‍‍Skype</range id="411950444_1">‍‍ is a great way to bring guest speakers to your classroom without the cost of transportation or missed work time. The students really love the idea of someone on the "outside" helping with class work! Practice: I love the idea of using Skype in the classroom as a part of any in-depth and collaborative research lesson or even as simple as reviewing for a vocabulary quiz. Using Skype in the classroom is complicated because of the connectivity issue for most teachers and districts (sometimes it works, sometimes it doesn't). But having members of the community come into the classroom as a guest speaker or inviting a popular author to speak or read an excerpt of their favorite book is a wonderful, real world experience for students.



EDMODO : Why? My personal favorite is www.edmodo.com – the look and feel of Facebook with the educational perspective…polls, assignments, a gradebook, and now quizzes! Practice: I use Edmodo every day with my AP students. We have groups for novel discussions; they post questions, and questions, and collaborate on projects. I consider this a simplified version on Angel or Blackboard. This is definitely easy for high school students to learn and use. They can also access the site from home to complete assignments.

GLOGSTEREDU : Why? GlogsterEdu is a favorite Web 2.0 tool. Sometimes we use it too much, but the students really like it! Practice: It lets us express, share and discuss our ideas in unique, creative ways. Besides, it is just plain fun! This is a great way for teacher’s to present everything from notes and class objectives to students presenting major projects.



WORDLE : Why? Wordle is my favorite Web 2.0 tool…. love using it to teach word choice. It is an excellent tool to integrate literacy into other content areas. Practice: I love using this as a different way of learning vocabulary or literary terms. It gets very boring for students to work on terms they need for the AP exam in the normal way, but Wordle gives them the creative opportunity to learn and play! We post our Wordles to Edmodo and Wiki to show our final products to other students.



PREZI : Why? Prezi by far my favorite Web 2.0 tool because it makes presentations fresh, energetic and brings the basics of “show and tell” into the future. This is an excellent tool for sharing and engaging the audience with more creative, imaginative content. Practice: I will say it is time consuming to create prezis, but the effect in the classroom is fantastic. The students love the difference they see and how you can import media. This is an all-in-one presentation tool! Presentation days are fun because students can show off their knowledge and creativity in one tool.

<span style="color: #000000; font-family: Tahoma,Geneva,sans-serif; font-size: 270%;">Shari's tools:

[] This is the ebeam. It uses a computer, a projector and the eBeam edge to <range type="comment" id="411950444_2">‍‍make any flat surface interactive.</range id="411950444_2">‍‍ Students and faculty can write on the projection like a blackboard. You can also manipulate documents and images from the internet, save them, and share them. This would be great for group projects, and to have an art lesson—with everyone adding to a picture, a class mural could be created.

[] This is a conferencing tool. It allows students and faculty to interact in or out of the classroom. Voice, video, and data can be shared. This would be great for group projects or guest lecturers—the guests could be in one place and the students in another.

[|http://www.prometheanworld.com/en-us/education/products/interactive-displays/activboard-100-range#activ-100] This is an interactive display that promises to be adaptable and durable. It allegedly connects “easily” to a computer, leading to file manipulation and sharing of those files. The site hints at a world of things one can do with the accompanying software. Again, the group project, the lecture, or the art or music lesion could benefit from this, as it could make the lessons more interactive and alive—less boring.

[] This is something we have at Penn State. It allows for groups to meet, collaborate on a document, share a semi-finished paper, or allow one member of the group to revise with live comments. It can also be used as a chatroom, with the faculty member able to talk and other attendees able to use the chat function only. There is a space for sharing media or documents, so all attendees can see it. I have used it with a group last semester with great success. It is easy to learn to use.

[] This is used by a few online schools I have heard of. I have used it every week since I was hired at AIU. It is relatively easy to learn. This is used at AIU for live lectures, faculty meetings, and webinars. There is a chat area for attendees to type in questions, or the person holding the meeting can allow people to speak. One can share PowerPoints, documents, and website links. There is also a whiteboard function which helps the math faculty.

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