on Grade 6 Science (Trees and Forests) Ryan Layton, Mariana Reinoso, Mel Burgess, Dale Pearce & Ryan Dub ETEC 510 65B/C 2013 Site: https://sites.google.com/site/etec510treesandforests/
Key frameworks
This project focuses on one of the required units in the Grade 6 science curriculum Trees and Forests. Our objective is to introduce the students to the Google+ world while applying constructivist strategies, in a blended learning context. From the Google suite, we integrated into our design Google Sites, Google Search, Google Drive, Google+ (Communities), YouTube, and Blogger to frame and structure learning in a collaborative fashion that promotes inquiry and meaningful engagement.
When designing this unit, we mainly considered the ideas of Piaget (individual engagement), Vygotsky (sense of community), and Scardamalia & Bereiter (collective knowledge).
Piaget (1978), with his Schema Theory, suggests the need of mental patterns to guide learning and interpret new experiences or material in relation to existing schemes. However, for new material to be assimilated, it must first fit an existing scheme. Therefore, new concepts well anchored by or attached to existing schemata (or schemes) will be more readily learned and assimilated than new information relating to less established schemata. In order to achieve this, our design includes examples that the students can use as a model when completing the assignments.
Vygotsky developed the concept of Zone of Proximal Development; the idea is that there is a zone for each learner, bounded on one side by the developmental threshold necessary for learning and on the other side by the upper limit of the learners current ability to learn the material under consideration. This concept can be reflected in the interactivities created, where students are required to work together as a group.
Scardamalia & Bereiter distinguish between knowledge building and learning. Learning is an internal (almost) unobservable process that results in changes in beliefs, attitudes, or skills. Knowledge building is seen as creating or modifying public knowledge and lives in the world and is available to be worked on and used by other learners (people). By using a blended-learning approach we give the students the tools
to discover and build their knowledge with the support from their peers and their teacher.
The activities are based on constructivist approaches and their potential for exciting learning and promoting learners of all levels. Jonassen (1999) considers factors such as design, real world problems, presentation of the task, the learning environment, the available resources and the opportunity for collaboration with other learners, and sometimes experts. In our design project, learners are presented with interesting, relevant, and meaningful problems to solve. They are provided with a sufficient area to research, experiment, and pose hypotheses with the problem (Jonassen, 1999). In this case, some applications of the Google suite are used as a means for the students to achieve the desired learning outcomes. Successful collaboration and communication leads to peers being seen as resources rather than combatants (Strommen and Lincoln, 1992).
The students will be engaged within the Google suite and through a variety of Google options. They will explore and advance their knowledge and experience while meeting the Province of Albertas Grade 6 Trees and Forests learning outcomes (Alberta Education website). Throughout the project, educational media will be used as a means to encourage learners to solve practical problems and work in a collaborative environment. Students can refer to the rubrics included for each module as a means of verification when doing the activities. The design also considers an evaluation form that students have to complete at the end of the unit as a means of reflection. Peer and self assessment is a very important step in the learning process, as it helps to create a learning community within the classroom.
Other factors, like online security and privacy were also considered. As the minimum age to open a Google account is 13, the school will organize the accounts on behalf of the students, after the parents sign a consent form.
We used Robert Gagnes nine events of instruction as a model to design this unit and included aspects of the constructivist and social learning theories.
Intentions and positions
In preparing this project, the goal was to create an environment that considers the importance of creating a learner-centred, knowledge-centred, assessment-centred and community-centred environment while exploring the science concepts of trees and forests. (Anderson, 2008, p.47-51). The project changed and evolved a number of times while striving for a balance between these four areas.
In order to fashion a learner-centred (or learning-centred) context, it was important to first understand where our students were coming from. Comprehending what students are already bringing into a course allows for correction of misconceptions and also informs the instructor whether or not the content accurately matches where students are in their own learning. In order to achieve this, an initial section where students could share information about previous knowledge was created. As students share here, connections are being made to the content, but also social connections are made.
The community-centred aspect was also extremely important as learning is a social activity. According to Vygotskys sociocultural approach to learning indicates that near the beginning of any activity, learners will rely on those that are more knowledgeable. Overtime, as they are able to be accountable and responsible for more and more of their own learning, students require less dependency on others (John- Steiner & Mahn, 1996, p.192).
The idea of community was expanded upon in the design project through multiple strategies. First, students were able to interact on every page of the main project site as each page contains a section at the bottom allowing for students and teachers to leave comments on content and assignments. Having this on the main site would allow students to stay on task and allow for a constantly updating FAQ. Secondly, in many
instances students worked on the same document which encourages collaboration not only on the content, but also the conversation into its development. Each Google document allows for synchronous chatting to happen along the right hand side of the document, while content is being assembled. Thirdly, students were able to access the Google+ social media community which allows for conversations between students in regards to the content of some sections of the project, but also socialization outside of the course. Lastly, students are also given the opportunity to work in the YouTube environment that allows for interactive multimedia and content creation. As students create content, they are able to receive feedback from their peers, but also through the general public.
Student assessment has also held an important role throughout this course development. Students are assessed in three main ways. Students are provided with two formative assessments in the form of self-evaluations at the end of each module, and through feedback received from peers as they work to complete collaborative projects. The main form of summative assessment occurs as students complete module based assignments, which are then marked using the rubric provided. This allows students and teachers to receive feedback, motivates students and allows them to visualize what is being assessed before they begin their projects (Anderson, 2008, p.49).
With the specific knowledge that students will be attaining as they go through this module, they will be guided to resources that will allow them to increase their own knowledge, but also give them focus. Students can often feel overwhelmed at the amount of knowledge that exists. The sites and resources provide, as Vygotsky mentioned, the opportunity to scaffold from existing schema(s) to what the expected understanding by the end of the module. Knowledge-centred learning is additionally increased as students are given opportunities to reflect on what they have been learning through the different interactivities which are provided.
Numerous experts in the field of education have voiced their support for student- focused learning, in addition to using instructional design practices to guide learning. Robert Gagnes Theory of Instructional Design shifted thinking on how students learn. His idea that individuals learn in a multitude of ways was revolutionary and led to many others examining and re-thinking the various models of education. Dick and Carey (1978) presented a model which was an evolution of prior models of instructional design, such as the ADDIE model introduced by Florida State University. Dick & Careys Systems Design Model conceptualizes learning as a flow, where context, content, learning and instruction are interconnected and lead to a desired learning goal. We believe integrating Google technology within such a model facilitates learning in a way which is intriguing to learners in the 21st century. In following the footsteps of Piaget, Vygotsky, and Scardamalia, we strive to create a flow of learning which leads students from their existing schemas, yet which is sensitive to their culture and allows knowledge to be built and ideas explored.
Our project fits with the goals of the Alberta Grade 6 Science curriculum, developing knowledge of trees, forests, as well as human impacts upon the environment. It also strives to build knowledge (Scardamalia, 1994) while advocating for flexibility in the expression of learning within concrete learning objectives.
We will be using the tools within the Google software suite to build and implement our Module. Specifically, we will incorporate Google +, Google Chrome, Google Sites, Google Communities, Google Drive, and Google as a search engine to design and offer our learning module. Other applications we will use include YouTube and Blogger. This technology was specifically chosen for three reasons: 1. We wish to create a user-friendly, collaborative environment in which learning is student centred. 2. We intend to leverage the power of Google technologies to create an engaging, open learning space for our students. Given that technology, specifically online applications, are developing at exponential rates, it is next to impossible for educators to know of or keep abreast of every development and advancement that can
assist in the meaningful delivery of curriculum. Our intention is to use Google as a platform, and highlight the educational opportunities that select Google applications afford, beyond simply being used as a search engine. 3. We wish to demonstrate to our students and our peers the potential benefits of using free software in an educational setting. These tools can create a wonderful and powerful environment for student learning while not posing any fiscal threats to schools and classrooms.
Key concepts and contexts
According to Piaget, the students of a grade 6 classroom would mostly fall into the Concrete Operational Period of intellectual development. This level is categorized by an increased understanding of logical and mathematical thinking (Good, Mellon, Kromhout, 1978, p. 689). Children also experience a shift from egocentrism to altruism. This shift is very important when considering the use of the Google environment. Logical thinking is necessary as students will be organizing and sorting information as they go through the content of this unit. Also, students will be required to communicate and collaborate using the online tools provided. This idea will only succeed if students are able to interact in an altruistic manner.
Vygotsky has indicated that communication and collaboration are the essential tools needed in order to learn. When beginning an activity, learners depend on others with more experience. Over time they take on increasing responsibility for their own learning and participation in joint activity (John-Steiner & Mahn, 1996, p.192). Throughout this unit, students will be required to engage in interactivities in order to increase their own understanding of the concepts covered, and also to increase the knowledge of the entire group.
Both Piaget and Vygotsky would agree that the ultimate goal of these activities is individual learning. According to Scardamalia and Bereiter, individual learning should not necessarily be the goal. They argue that schools focus too much on individual
students abilities, disposition and prospects (Scardamalia & Bereiter, 1994, p. 268). Rather activities should focus on advancing and developing the knowledge and ideas of the group as opposed to individualistic learning and goals.
Within a blended learning context, students will work online and in the classroom. These blended learning environments allow students to collaborate and support one another. It is important for instructional activities to provide opportunities to collaborate with instructors and peers and to engage materials at an emotional level (Lim, Morris, Kupritz, 2006, p. 35).
Our unit will be presented as a Google site, and students will move through the unit in a directed manner; working through 4 modules of work. Students will be gradually introduced and taught how to use a variety of Google software. The strengths of each piece of software is outlined in Table 1 below:
Table 1. A comparison of Google software and learning. Software Individual Learning Constructivist / Group Learning Google Search Yes - students navigate to locate information related to concepts Yes - the process of searching by thinking of keywords helps students make connections between terminology and related information Google Documents Yes - student post ideas, links, images, to represent learning Yes - students scaffold upon other's contributions to build a single shared document of learning; students and teachers can comment on entries, refining learning through questioning and supporting ideas. Google Presentation Yes - student post Yes - students scaffold upon other's
ideas, links, and images to represent learning contributions to build a class slideshow; students and teachers can comment on entries, refining learning through questioning and supporting ideas. YouTube Yes - students develop media-rich content to showcase ideas and learning Yes - videos are a means of synthesizing many modes of learning (ie. visual, kinesthetic, auditory) to represent learning; students and teachers can post comments, refining learning through questioning and supporting ideas. Google+ and Google Communities Yes - navigating the domain of Google+ and Google Community Yes - content shared through Google+ and Google Communities is collaborative and centralizes ideas related to a theme; others are able to comment on posts, refining learning through questioning and supporting ideas. Blogger Yes - students post individual thoughts and ideas or reflections. Yes - others are able to comment on posts, refining learning through questioning and supporting ideas.
As each new Module is introduced, the students will be explicitly shown how to utilize each piece of software through face-to-face seminars, through the interactivities within each Module, and through exposure to exemplars created by both students and teacher. Students who are familiar with the software will have the flexibility to move through the Modules at an accelerated pace and will be encouraged to share their knowledge with fellow students and, if willing, placed with students who may need assistance. Because each Module involves research, development of knowledge of
content, and simultaneously the development of skill using software, students will be shown how to access and continue working on their projects outside of school time. If access to technology is limited at the school, then the ease with which students are able to access and work on projects outside of school time will be crucial.
In addition, each Module will have at least one method of assessment. The teacher will assess some student work, and students will self-assess and peer-assess their projects. Several projects will also become part of a shared class community through Google Community. Through sharing knowledge in public spaces, we hope to see students taking increased interest in their learning, as their audience will not be reduced to just their teacher, but instead will include their friends, family, community, and potentially, the world.
Interactivities
The Trees and Forests Unit has been constructed with a number of interactivities framed around the research of Piaget, Vygotsky and Scardamalia and Bereiter. Each is intended to be modelled for the students either in class and/or through the use of exemplars. In-class discussions and modelling are necessary to assess and ensure student introduction to and competency with using and navigating the Google environment. The following interactivities will be used throughout the unit: Table 2. Trees and Forests Unit: Interactivities Page Description of Activity(s) Links to Theorist Link Welcome: Home Page
* Welcome to students * Brief intro to the site, the aims of the unit and general navigation. Piaget, Vygotsky, Scardamalia and Bereiter https://sites.google.com /site/etec510treesandfor ests/home Knowledge * A place for students to share prior Vygotsky, https://sites.google.com /site/etec510treesandfor
and Questions knowledge and then ask questions of content. Scardamalia and Bereiter ests/what-we-will-learn Modules: M1
M2
M3
M4-1
M4-2
* Google Search & Google Drive Activity
* Google Drive & Google Presentation Activity
* Field Trip & YouTube Video Creation Activity
* Google Drive & Google+ Discussion Activity
Blogger Activity
Piaget,
Vygotsky,
Scardamalia and Bereiter https://sites.google.com /site/etec510treesandfor ests/modules Assignments * List of assignments for each module Piaget and Vygotsky https://sites.google.com /site/etec510treesandfor ests/assignments Assessments * PDFs of rubrics used to assess the activities for each module Piaget and Vygotsky https://sites.google.com /site/etec510treesandfor ests/assessments Trees and Forests Vocabulary * Terms, definitions and images of related vocabulary Piaget and Vygotsky https://sites.google.com /site/etec510treesandfor ests/trees-and-forest- vocabulary About Us * Brief intro to the design team N/A https://sites.google.com /site/etec510treesandfor ests/about-us
Verifications
Each educational environment or design needs to be assessed or evaluated for a number of reasons. Did it clearly meet the needs of students in terms of the overall goals? Assessment can be quite standardized, subjective or a combination of the two. Our project utilizes rubrics that provide very clear objectives, but allow for students differences and choices in terms of the assignments they need to complete. In this manner, we allow the students to have input in their learning but also make them accountable for specific knowledges or learning outcomes that Alberta Education deems necessary.
Any instructional design needs to have methods of measuring success. The most obvious method in this case is a summative test at the end of the module/course to measure the students understanding of the basic concepts covered. A summative test does not measure all that the project is designed for. A key feature of this project is to create a constructivist learning environment, where students will work together to build on their own knowledge. Student involvement in the social spaces built into the course would be an indication of success and high student motivation. Verification activities will aim to measure both the process of learning (formative) and the product of learning (summative). Assessment strategies will include authentic tasks, group assessment tools, and self-assessment tools. With the results from these tools, the designers will be able to see if the project is working as anticipated and how to improve on it for future learning.
While part of the verification process may be its presentation to Alberta Education, the ultimate test will be the classroom. We are hoping that students will be part of this verification process. This will be accomplished through the completion of a Course Evaluation rubric at the end of the course.
Reflections and Connections Group:
As a group, we learned the importance of communication. Open communication is critical in developing a collaborative climate where all members are actively participating. In our design project, many decisions required all of us to be in agreement and involved in the process. Early in the design, we had some breakdowns in communication due to equipment failures and access to Internet services in rural areas. This caused some confusion for the member affected, but the rest of the group was able to keep the member involved. Fortunately, all matters were discussed and responsibilities were assigned and through this, the climate of collaboration grew stronger. The resulting experience for our group has been educational and growth building, both personally and professionally.
Timing became another critical element in the collaborative process. It became clear, that regular correspondence would be necessary to the creative process and successful completion of this project. We communicated at first through e-mail and eventually we set up communications using Google Hangouts. This became a very effective means of communication and allowed us to video conference and record our meetings allowing for them to be sent to YouTube for access later if required. This allowed for all to be kept abreast of what was happening if unable to attend the meeting.
This project brought together a dedicated and diverse group of educators that were committed to the development of a course using the Google suite of technologies. As a group we learned that there is a fair amount of theory and research involved and it is not just a matter of having students place their artifacts into an electronic repository. Using the constructivist theory in general made us realize that students learn in different ways and that our course needed to address the issues if all students were to experience success and make the subject matter meaningful.
Individual: Mel Burgess
Aside from learning several Google technologies which students can use to represent knowledge (specifically Google Communities, Google Presentation, Google Documents), I have learned that being a member of a group has rewards that extend beyond the building of a project. For the past 4 months, the only face-to-face contact I have had with any member of the MET community has been with the fabulous members of my design group. I really feel that these Google Hangouts kept me motivated towards completing this project. I have deep respect for the members of my group and this definitely pushed me to bring my best effort forward. Throughout this project, I was humbled by the skill, experience, ideas, and professionalism of the individuals in my group. Each member has a very unique skill set which pushed this project in directions that I could not foresee. At this point I feel that each member brought something valuable to our design and that this truly was a group effort. My contributions to this design were: attendance and collaboration at all online chats, development of Modules 2 and 3 of our Google Site, and construction of much of the Google Site, including the layout of the site (ie. building links and developing the page design thereby creating a consistent feel across the site). I worked hard to make our Google Site as polished as I could in the time allotted. I also revised and rewrote the Key Concepts and Contexts section (originally crafted by Ryan Layton) of this final document. I personally feel that I put a great deal of effort into this course and especially into this design project as I found it very relevant to my own teaching practice and I enjoyed learning the subtleties of collaborative software made by Google.
Dale Pearce
Every opportunity to work with a new content management system expands the way I think about organizing and delivering learning materials and facilitating interaction. I found the entire design project to be a learning journey. I had no idea what it would be like as this was my first exposure to Google technologies. It was very interesting to see
how different people with different backgrounds/strengths collaborate and work within different time zones. Overall, designing this project with my colleagues was a highly rewarding constructivist collaboration. Because we were working with the tool while reading about design and technology affordances, I have been able to connect the tools more concretely with the theory. We practiced what we were learning and designing, collaborating effectively both synchronously and asynchronously. In many ways, it was the success of this group that enabled me to see how effective a project such as ours could be. The process of creating this project was truly a group effort, which we achieved through using technology to support our disparate team. We used Google Docs, and Google Hangouts to stay connected and build our shared understanding and expertise. For me, there were the issues of communication because of poor Internet connections, but once rectified, I was able to participate with the group.
My contributions included attendance and collaboration at the online chats that I was able to make. When it came to the overall website, I added material to various web pages and modules to enhance the course material and add to the learning process. I provided the final comments to the Verifications and Group Reflection portions of this final report. Overall, I personally feel I made an equal contribution to this project as did all other members of the group.
Ryan Layton
At the beginning of each group project that I have undergone, I have worries about communication and collaboration. Our group did not have that problem, mostly due to the regular contact that was kept through two methods. We did email back and forth quite a bit, but the majority of our communication happened through Google Hangouts. This tool has become a very powerful and important tool for me, not only in this course, but in others. I have enjoyed the ability to take my courses online, but have missed the in class interactions of my undergrad. This tool has bridged the gap and engaged me in a meaningful way for me.
It was also nice to share some of my knowledge of the Google environment with others in the MET program. I found myself mentoring others in the use of the different Google tools. It also allowed me to approach these tools from an instructional viewpoint. This will continue to help me as I look to continue to use the Google environment in my own class and as my school district adopts, little by little, Google as well.
One of the great things that I took away from this project was the thought and time that needs to go into the planning and production of content systems, whether it be an LMS, or a simple content library. It is important to understand the key objectives and outcomes then, as development begins, to return to them and the plans that have been made. This process was accelerated and facilitated by the way in which the group collaborated and discussed questions, concerns and comments about what was being done.
Ryan Dub
My prior expertise with Google was limited to Googles Search, Gmail, Drive and Calendar applications. These programs were only a taste of the larger community and I am happy to have had the chance to explore how Google can enhance my teaching, learning, education and communication and that of my students and colleagues alike.
I was most impressed with the Google Hangouts application in Google+. Not only did this avenue allow video conferencing but it also enabled screen sharing and video posting of Hangouts to YouTube. The combination of these services increases individual engagement, strengthens collaboration and enables easier visual communication with others. Rather than solely verbal explanations as in video conference, in Hangouts the speaker can share his/her screen and visually show/model for others what he/she is explaining. The screen that is shared is accompanied by the speakers voice-over. Concurrently, questions and answers can be shared by all participants in the Hangout. As a result, Google Hangouts has advanced beyond the limitations of video conferencing applications.
Google Sites was also new to me. While I would not recommend it as a place to start for those interested in creating websites, I would say that those who are familiar with Weebly, Wikis and other basic website creation software would most likely find Google Sites worthwhile. Google Sites operates with similar Edit and Save functions as well as other widgets etc. found on other websites/applications. I think this site could be overwhelming to a novice and for this reason it would be better suited to those with previous experience working with other website creation programs.
I am pleased to have worked with a group of professionals who share a passion for exploring new technologies in an effort to expand their individual and our collective knowledge as well.
Mariana Reinoso
Working on this design project was a very satisfying and rewarding experience. While I was already familiar with some basic components of the Google suite, I didn't know how they worked from a developers (or instructors) point of view. My favorite one so far is Google Hangout (video conferencing). Although we didnt incorporate this technology in our final work, it became an essential communication tool throughout the design project. We organized hangouts on a weekly basis (and even more often towards the end of the course), to share ideas and make decisions. The Hangout also has chat functionality and it is possible to share the desktop with the other participants. This was extremely useful when one of us wanted to make a demonstration of one of the features. As if this wasnt enough, there was also the option for uploading the Hangout to Youtube; this way, if a member of our group couldnt attend the virtual meeting, he/she could still be informed of the discussion and progress. This feature could be used as a method to generate an archive of the Hangout meetings. The tools provided by Hangout for face-to face interactions made our sense of team stronger.
For me, it was particularly important to see the theory we have learned throughout the course reflected and applied in our final project. We played different
roles as students, teachers, and peers at the same time, and we used the same principle when verifying the content and activities in our Trees and Forests unit. This has definitely been an enriching learning experience. I personally enjoyed this activity thanks to the professionalism and respect shown by all members of our group.
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