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EDUCATION BY DESIGN FINAL PROJECT 1

Education by Design Final Project


Collaborative Learning: A Focus on Grade 6 Science (Extreme Environments)
Steve Holmberg, Christine Hulme and Eva Perez



ETEC 510
UBC
Mary Bryson
University of British Columbia










EDUCATION BY DESIGN FINAL PROJECT 2
Key Frameworks
The focus of our design project is to introduce Grade 6 students to digital tools,
while applying constructivist strategies to deliver a science unit on Extreme
Environments. An Extreme Environment is a place where the conditions are so harsh
that human survival is difficult or impossible; for example, deserts, volcanoes, and
space (Bowman, Doyle and Vissers, 2005). We wish to create a user-friendly,
collaborative environment in which learning is student centered. With use of digital tools
(Mindmeister, Wikispaces, YouTube, Google Docs, and Weebly), students can be
supported to structure learning by building trust within a community and working
together towards the identification of learning goals pertinent to completing a task.
These applications can encourage higher level thinking skills through inquiry and
provide students with the opportunity to approach learning as a form of meaningful
engagement and therefore, providing powerful knowledge building capacities and
opportunities.
Jonassens Constructivist Learning Environment Model (CLE) highlights factors
such as design, real world problems, presentation of the task, learning environment,
and available resources and opportunities for the development of conversation skills
within collaborative learning opportunities and spaces (Jonassen, 1999). Presenting
learners with interesting tasks and activities is an important design consideration. The
Knowledge is individually constructed and socially constructed by learners based on
their interpretations of experiences in the world (Joanassen, 1999, p.217). Computer-
supported intentional learning environments (CSILE) focus on a Knowledge Building
Community supported by technology. Collective knowledge created through a
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community database built by the students, rather than a classroom focused on pursuit
of individual interests or on teacher-organized activities, increases motivation
(Scardamalia, 1994, p. 276). Through recognition and respect from peers, student
engagement increases as the class works together to produce a collective product
(Scardamalia, 1994, p. 270, 272).

The primary educational activities are comprised of opportunities for students to
collaborate with others and build upon prior knowledge on the subject. The students will
explore and advance their knowledge and experience, including the identification of
their own goals for learning, while also meeting the learning outcomes of the Province of
British Columbia for Grade 6, in Extreme Environments. Engaging in online activities
will enable them to work in a collaborative environment, explore questions they have
about extreme environments, and demonstrate their learning about the unit.

Some existing collaborative environments that address Extreme Environments
include: The Science 6 Extreme Environments module, hosted by Open School BC,
Exploring Extreme Environments, a Weebly website designed by Mandy Dolan at Maple
Creek Middle School, and Extreme Environments: An Integrated Science Learning Unit
for Yukon Grade 6 Students from the University of Manitoba.

In the Science 6 Extreme Environments module, students attend a fictional
academy where Extreme Environmental experts teach lessons. Building on the concept
of expertise, we propose that students create their own knowledge by becoming experts
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themselves of an Extreme Environment. Although this resource claims to be an
entertaining, interactive, multimedia resource that allows students to learn and study the
topic, we were not able to fully explore the resource due to purchase restrictions.

The website http://maplecreekscience.weebly.com is used as a summative
assessment tool at the end of an Extreme Environment unit, once students have
learned about the topic. A difference between this resource and our proposal is that our
website guides students from the beginning of their journey learning about Extreme
Environments, through to the end. The interactivities within the website fulfill both
formative and summative assessment practices. It is very user friendly, well structured,
and includes the following components: rationale, timeline, recommendations,
assessment, resources, and clear criteria. Our proposal is different in that it allows
students to create their own criteria for the project. This gives students ownership over
the process of learning, building their own knowledge to make learning more authentic
and meaningful. Although in the Maple Creek Middle School website, students
collaborate together to create a PowerPoint presentation, they do all of the work in class
on a printable Word Document. Taking the collaboration aspect one step further, our
proposal encourages students to use Google Docs to collaborate online and in real-
time. This allows for greater flexibility providing the opportunity for students to work
both synchronously and asynchronously.

The PDF resource from the University of Manitoba includes pictures, diagrams,
valuable websites, cross-curricular applications and student activity worksheets. It does
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include student initiated and directed investigations to foster independence, creativity
and curiosity; however, it is very text heavy with lots of information about Extreme
Environments. It is not inquiry based, but more traditional in the sense that information
is given to the students. Our design ensures that students guide their own thinking and
questioning, to create a project that demonstrates constructivist learning.

Our learning environment will use educational media in various ways to provoke
students to relate to and consider the world around them, engaging in deeper thinking
situated around the inquiry of Extreme Environments. YouTube will provide students
with real world scenarios and examples of the Extreme Environments around them.
Within our Extreme Environments website, students will have access to and be provided
with video examples of five Extreme Environments that exist on land, in oceans, and in
space.


Students will engage with these visual representations as they embark on their
Extreme Environment investigation. Digital media will also play a large role within the
research portion of the project. Videos, film, and the application of iMovie can be used
to expand individual and group knowledge, and showcase student learning. Students
may choose to use media and remix the content as a way to transform public
knowledge into their own creation. Baraniuk (2007) describes an online creative
environment that participates in a create - rip - mix - burn process where entities are
created, borrowed, altered, and then re- distributed as a new work. He insists that this
online collaborative activity is a vibrant interactive community that is current, connected,
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and innovative. Our design will take advantage of this web based collaborative mash
up as a vehicle for students to use media in personalized ways to build knowledge
within their learning community. The cycle that Baraniuk suggests is very similar to the
learning cycle that scientists work through when investigating phenomena to solve
problems in a research based scientific process. In the elementary classroom, science
teachers often use a four phase learning cycle to guide student inquiry. First, students
engage with materials and by doing so, they become well acquainted with the task at
hand. This is similar to the create step in Baraniuks environment as it finds subjects
interacting and engaging with object/things that are already produced and considered
complete. Second, students explore phenomena and materials in the scientific process.
This exploration often witnesses students dissecting or ripping materials in order to
gain a deeper understanding of the material they are manipulating. Third, students
explain the findings, which help them to connect with past experiences and build new
knowledge. This step in the scientific process aligns with a mix that Baranuik refers to
as it allows participants to draw from other experiences to create and justify a point of
view. Lastly, the scientific inquiry cycle asks the user to expand on findings realized
through the scientific cycle. In a similar fashion to Baraniuks burn process, users in
both cycles produce new works that are derived from a culmination of the previous
steps within both cycles.

Creative Cycles: R. Baraniuks Online Creativity Cycle vs. A Scientific Inquiry Cycle
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Intentions and Positions
Through this design project, the intention is to create a collaborative learning
environment where students are active, constructive, and [engaged] in authentic
learning to develop higher level thinking skills and ultimately build on and create
collective knowledge (Jonassen, 1999, p. 219). As Jonassen states, the key to
meaningful learning is ownership of the problem or learning goal (Jonassen,1999, p.
219). Students drive their own learning, create knowledge and share it through
technology within a learning community. They are able to create content
simultaneously and be part of the groups advancing knowledge (Jonassen, 1999, p.
277). Students are at the centre of this process, as authors, making learning engaging,
authentic, and therefore meaningful (Scardamalia, M., & Bereiter, C. 1994). The New
London Group authors of A Pedagogy of Multiliteracies: Designing Social Futures,
broaden the understanding of literacy by extending the idea and scope of literacy
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pedagogy to account for the context of our culturally and linguistically diverse and
increasingly globalized societies (New London Group, 1996, p. 62). To effectively
address the complex reality of schools they address the many text forms that exist
with information and multimedia technologies; multimodal literacy skills that are
becoming increasingly important today (New London Group, 1996, p. 63). Through
collaboration, inquiry and with the use of digital tools, the goal is to create learning
conditions for the participation of all, and to build on the diversity that exists in todays
population.

Barriers to placing values on this particular set of outcomes include the digital
divide, resistant educators, lack of professional development and/or support, and the
correlation between the use of technology and an improvement in learning outcomes.
To counter these critical points in the context of our design project, students have
access to iPads and laptops at school and are not required to work from home
(although encouraged). Teachers are supported by administration to professionally
develop in the area of technology through after-school sessions and through the
appointment of a technology lead within the school. Lastly, to counter the argument that
the use of technology does not show any marked improvement in learning outcomes,
we intend to leverage the power of digital tools to create and engaging, open learning
space for our students.

Inquiry, Self-Regulation and Digital Literacy, are the three pillars of the West
Vancouver School District. These three pillars guide the planning and implementation of
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the curriculum to encourage innovation and promote personalized learning. Increasing
personalization and choice allows for students to take an active role in their learning and
increase engagement. Through inquiry-based learning, students are encouraged to
take initiative and organize themselves to learn a task or skill and demonstrate learning
through multimodal ways. The West Vancouver School District is focused on the
implementation of new pedagogy to move students from already high achievement
levels to even stronger achievements through a culture of excellence that allows
students more choice and self-organized learning (School District #45 (West
Vancouver) District Achievement Contract, p. 2).

Teachers and students across the district are provided with digital tools and
opportunities that support planning, teaching and learning. With access to technology
at all levels and within each school, exploration and implementation of new teaching
strategies is encouraged through the progressive approach of digital literacy, supporting
the central role that technology plays in effective teaching and learning. Self-directed
learning, through inquiry and technology can under certain conditions, improve student
learning and support students to develop the skills needed for the construction of
knowledge.


In addition, teachers, support staff and administrators in the West Vancouver
School District have the opportunity to apply for innovation grants in these areas to form
learning teams and collaborate with colleagues and develop professionally to support
student learning. This inquiry team structure has provided a staff development model to
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deepen understanding of teaching practices and student achievement (School District
#45 (West Vancouver) District Achievement Contract, p. 6).

The predominant technology used with this design will be iPads and laptops. To
improve student engagement and learning, schools in the district are moving towards
pervasive digital access, integrating devices into student learning through technology
plans. In primary classes, iPads are provided by the school and at the intermediate
level, Grades 4 and 5 students are provided with laptops. In Grades 6 and 7, students
are asked to bring in their own devices (BYOD initiative) to provide collaborative
settings and opportunities in connection with the focus of the district on inquiry-based
learning. Ubiquitous access as well as the ability to work across multiple platforms
allows for the successful integration of technology in the classroom. Providing
opportunities for students to develop inquiry, digital and collaborative skills may lead to
increases in student achievement.


Key Concepts and Contexts
Through active engagement and collaboration, students will build knowledge of
extreme environments based on the concepts derived from the BC Grade 6 Science
Curriculum:
clearly identifies many characteristics of an extreme environment
explains obstacles unique to exploration of a specific extreme environment
is able to assess technologies used for extreme environments
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In order to realize their goals, students will be guided by the instructor to develop
effective collaborative practices and develop digital citizenship. A defining factor in any
constructivist knowledge building learning community is the ability to collaborate online
and in the classroom. Goulet et. al (2003) defines collaboration as a process that
involves bringing people and groups together, with a purpose in mind. Within this
collaborative framework, students learn to value relationships that nurture action and to
transform knowledge as they work towards a common goal. As students collaborate,
the teacher scaffolds and encourages metacognitive skills through reflection and self-
assessment. This helps students learn effective collaborative skills required for groups
to operate collectively, value all points of view, and develop a strong sense of trust so
that risks will be taken to foster innovative ideas (Goulet et. al 2003). Another defining
characteristic of good collaborative practice is the ability for groups to engage in self-
reflection during the realization of a common goal. Although Scardamalia & Bereiter
posit that learners individual goals within collaborative environments need to be valued,
effort needs to be spent solving a common problem, demanding that each individual
frame personal goals directed at the realization of solving an assigned task.
Scardamalia & Bereiter (1994) declare that within knowledge building environments
collaborative work should focus on the advancement of group learning rather than the
unveiling of individual wisdom within the group. Classroom discourse defines culture
within a learning environment that leads to collaborative knowledge building.
Scardamalia & Bereiter (1994) also believe that collective classroom discussions help
define valid collaborative environments rather than classrooms that focus on individual
goals and pursuits. We agree that individual goals and thought processes are an
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important aspect of collaborative learning but in order for a common goal to be realized,
individual views need to align together.


Another procedural consideration within the constructivist knowledge building space
is the ability of the student to navigate effectively and ethically within technology based
environments. Within digital spaces, students develop the skills and learn how to be
creative and collaborative, develop research and information fluency skills, build
necessary technology and operational conceptual knowledge, and become ethical
digital citizens.

The following Technology Scope and Sequence was developed from a culmination
of criteria referenced from the ISTE (International Society for Technology in Education),
the West Vancouver School District Technology Scope & Sequence, and the Hollyburn
Elem
entar
y
Tech
nolo
gy
Action Plan. Criteria from these documents were adjusted, altered, and re-worded to
suit the needs of our learners, and value the culture within the classroom. Within the
scope and sequence there are abbreviated terms. Please refer to the following table for
clarification.
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Figure 1: Technology Scope and Sequence
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The inquiry unit on Extreme Environments will involve questioning, collaboration,
and reflection in the classroom, at home, and in various spaces within the community.
The design will use specific applications and web 2.0 resources to help facilitate the
learning journey and provide ubiquitous access to functioning devices and wifi for all
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students. The environment will rely on open source and multi-platform digital tools to
mediate the construction of knowledge.


Figure 2: Digital Tools for Constructivist Knowledge Building Environments
WHAT HOW WHY
YouTube A web based video site Provocations and to link in class content to real
world scenarios/examples of extreme
environments
Mindmeister A multiplatform and web based
collaboration mind map.
Class and small group collaboration. Students
will brainstorm in Mindmeister so everyone can
learn from the collective knowledge of the
group.
Google
Docs
A robust, multiplatform/web
based real world creation &
collaboration tool.
Store information in various formats for their
website anytime, anywhere and on any platform
Weebly A free, multiplatform website
creation tool.
Develop and showcase learning within Weebly
websites.
A Wiki A collaborative knowledge
building tool.
Creation of a learning journal where
knowledge is expanded into a realm that reflects
the collaborative learning of the entire class.


Although all digital tools will be valued in this unit of inquiry, an emphasis will be
placed on the significance in the knowledge building possibilities of the class wiki. In a
similar fashion to academic journals, the wiki will provide students with a vehicle to edit,
review, publish, combine, and remix the collaborative learning as they build knowledge
in a community (Scardamalia, M., & Bereiter, C. 1994).

In designing a constructivist learning environment that is centered on
collaboration and digital access, it is important to consider environmental and contextual
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factors, diverse learning styles, and the authenticity of tasks and goals. When choosing
technology for our design, we investigated and ultimately valued Jonassens (1999)
view that technology projects have not been successful because the project designers
fail to recognize the importance of the environment and context they are situated in. As
a result, our design proposal ensures that virtual environments are cognitively
appropriate, ubiquitous, multiplatform, and intuitive to all users. Everyone learns
content differently and transforms knowledge in varying ways. Within our design,
scaffolding of material either by the teacher or by the students, defines the context of
our environment. Within constructivist learning environments, Jonassen (1999) defines
scaffolding as a manipulation of a task. This environment will ensure that all learners
realize their full potential by providing an organic approach to how student learning is
scaffolded. This will be achieved by using a diverse set of strategies to obtain goals
and allow students to showcase learning in alternative and various ways. The design
will also ensure that the tasks students embark on are authentic and meaningful. The
design and organization of the activities is described in more detail in the following
section below. If the projects are not engaging and meaningful, students will not see
the value in realizing the goals associated with the task. The design ensures
authenticity by providing a context that is interesting, appealing, and engaging by
situating the content in specific real world tasks that foster cognitive development
(Jonassen 1999). The image below outlines an authentic process of engagement in the
constructivist knowledge building environment. Regardless of what entry point one
decides to jump into the inquiry cycle, the learning will be authentic and engaging
because the context of our design situates students at the center and encourages them
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to question, communicate, collaborate, and evaluate personal learning in deep and
meaningful ways.

Figure 3: The five stages to the Collaborative Learning System (aboutChange
Collaborative Learning Suite)





InterActivities
We have created a website to introduce Grade 6 students to the Extreme
Environments unit (http://extremeenvironment.weebly.com). This website contains
activities that pertain to the unit and compliment classroom instruction. The website
allows for easy navigation and provides resources and structure to outline the
objectives. We have used the Weebly domain to host our site, as it is accessible on
both iPads and laptops. Since it is a public domain, the website will not include any
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personal information pertaining to the school and/or students. The components of the
website include: an introduction, expectations for navigation through the classroom
activities facilitated by the teacher, guidelines for the class wiki, YouTube videos
showcasing different Extreme Environments, a community forum in the form of a blog
and assessment criteria (rubrics will be included once generated by students).

Students will access the digital tools for constructivist knowledge building
environments (as outlined in Figure 2) in both blended and online modes within the
classroom and from home. Students are encouraged to bring in to class their own
devices, everyday, however if they are not able to, the school will provide access to
laptops and iPads. The affordance of the cloud-based technology of Google Docs as
a learning platform allows for the possibility of supporting the learning process at any
location. Since many opportunities are available at school to work collaboratively on the
InterActivities, the obstacle of available of technology that can be accessed from home
will not be an issue.

Our environment will see students working collaboratively within contexts
situated around a constructivist framework. Our design diminishes the role of the
teacher to that of a guide/facilitator and witnesses students seeking and defining their
own knowledge acquisition. In our collaborative learning space, we believe that social
relationships and values should drive the students construction of knowledge and not
see the teacher as the conduit of that knowledge.

Verifications
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The goal of our design is to showcase constructivist knowledge construction by
documenting the learning journey through the process of collaboration in a digital
environment. At the end of the unit, we will use Survey Monkey to ask students
questions about the design of the unit and provide them with an opportunity for them to
reflect on the process. This will provide us with the necessary feedback to improve our
design. We will also provide students with self and peer assessments, which will
increase student metacognition and also allow us to improve our design. By looking at
the survey, assessments, and reflections, we will have the opportunity to add to, change
or remove any part of the design we feel would enhance the design and increase
learning. These reflective practices will enhance our practice, encourage life-long
learning, and ultimately increase student engagement and learning.

Reflections and Connections
Group Reflection:
Engaging in this creative design process provided a vehicle that encouraged us
to question, challenge, and reflect throughout each and every step of the organic
process. Designing a lesson plan situated solely within a tangible classroom
environment is difficult. This process was compounded immensely as we designed our
extreme environment inquiry within a virtual space. As we designed our digital
environment, we questioned and discussed the issue of equal and ubiquitous access for
all students. Even within affluent societies, digital divides can and do exist. With this in
mind, our goal is to be careful and ensure that all students have equal access to
functional laptops with adequate wifi while they are at school. This potential issue
EDUCATION BY DESIGN FINAL PROJECT 23
unveiled another-we realized we needed to investigate the access students would have
to technology at home. To address this issue, individual interviews and/or discussions
with students will take place to ensure the necessary digital tools are available at home.
Students who do not have this at home will be provided with extra supports and
hardware at the school level. Another important aspect of our design is collaboration. It
is important to us that all students collaborate ethically and equally within small groups
and also within the classroom community. We hope that by preloading tasks, scaffold
learning, and nurturing those students who may need support with the process, will
result in collaborative practices that value all learning styles. It is also important to us
that all students are engaged in their inquiry of extreme environments. The design of
our environment, from a content and esthetic point of view, engages students in ways
that traditional stand and deliver methods of learning could never do. One example of
this active engagement was realized when we decided that students would be the ones
to create their own definition of an extreme environment. Once we decided to pursue
this approach, we researched other online science lab learning environments and found
that there are really no other learning environments of this kind that allow students to
define their own learning goals this way. Upon reflection, we realized that as a group of
designers, we worked very well together. We got to know each other very well and
were able to have deep conversations about the strengths and weaknesses of our
design. We assigned initial tasks and roles and worked independently on the various
aspects of the design. Throughout the process, we were able to meet face to face, as
well as online, to share, review, reflect and align our thinking, ensuring we met the
desired goal.
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Individual Reflections:
Eva Perez:
Reflecting upon the evolution of our design, I see growth in my understanding
and knowledge in creating effective learning environments with technology. Initially, I
was unsure as to how to begin with the design of our Extreme Environment learning
space. Working with my peers, questioning and inquiring led us into discussions about
the strengths and weaknesses of our initial ideas and outline and to the collaboration of
creating our final product. The process, much like the process for students in our
design, has been most beneficial for my understanding and learning journey. Working
face to face and also virtually, has allowed our group the time and flexibility to
continuously add to and enhance our design. As we researched and engaged in
discourse, referring to learning theories covered in this and other MET courses, we
found ourselves wanting to create a constructivist environment where students were in
control of their own learning. Looking at and comparing with other resources, we were
able to build upon and create an environment we feel allows students to engage with
material and to share and create knowledge. Involving students in generation of the
criteria for each task gives them ownership, which makes learning more meaningful and
authentic. I often have my students create their own rubrics, with their own language,
which helps guide their learning and encourages them to achieve the goal. Encouraging
students to then assess and reflect adds to the learning process, enhancing
metacognitive skills, and providing important feedback for future projects. Many factors
come into play when developing effective learning environments. As a designer, it was
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important for learners to digitally and collaboratively interact with and create knowledge,
in creative and innovative ways, to honor different learning styles and ensure the
success of each and every student.

Steve Holmberg:

When I initially engaged in the process of designing a virtual learning space, I
was unsure what aspect of design would best serve our objectives. My initial thoughts
were that designing a site situated within, and surrounded by strict educational
pedagogy, was the most appropriate choice. However, as the design process unfolded,
I started to investigate other aspects of design found predominantly in strategies
associated with corporate and commercial environments. I believe that form and
function play an equally important role in any relevant and meaningfully designed
product and environment. Good design engages the user and encourages the
participant to connect with the tangible in deep and sometimes subconscious ways.
Now, as we put the finishing touches on our digital learning environment, it is clear to
me that form and function play a very important part in the success of technology based
learning environments. The interface, intuitiveness, aesthetic vibe and accessibility
will determine if the user will engage with a particular digital environment. Jony Ive
(2014) insists that design defines so much of our experience and that the goal of a well-
designed product/environment is to bring order to complexity. As I reflect on our design
and the growth I experienced, I would have to agree with his view.

Christine Hulme:
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I have experience creating summative assignments for my students where they
are given set criteria to complete a project. This process of creating a design proposal
allowed me to think beyond traditional ways of providing my students with information
and act more as a guide to help facilitate their learning process. I believe this project
gives students a more authentic learning experience as they are asked to explore
questions pertaining to Extreme Environments that interest them, as opposed to being
told all of the information so they can memorize it for a test. Within this project, I also
felt encouraged to include open access platforms such as Google Drive to allow
students the opportunity to collaborate both at school and at home. It was a valuable
platform for us as it allowed flexibility and real-time editing. Creating this project with
two other capable educators was also a rewarding experience because they provided
another lens on the overall validity of the Extreme Environments unit in an online
collaborative space.




References

aboutChange Collaborative Learning Suite [Image]. Retrieved January 29, 2014,
from: http://www.aboutchange.com/cs-process.html

Apple. (2014, Jan 23). Apple - iOS 7 - Introduction. Retrieved from
https://www.youtube.com/watch?v=F0ErUMeT7uE
EDUCATION BY DESIGN FINAL PROJECT 27

British Columbia Ministry of Education. (2005) Science: Grade 6: Integrated Resource
Package 2005. Retrieved from Government of British Columbia
https://www.bced.gov.bc.ca/irp/pdfs/sciences/2005scik7_6.pdf

Centre for Youth, Research, Science Teaching and Learning University of Manitoba.
(2013). Extreme Environments: An Integrated Science Learning Unit for Yukon
Grade 6 Students. Retrieved from
http://www.umanitoba.ca/outreach/crystal/YukonResources/Extreme%20Environ
ments.pdf

Dolan, M. (2014). Exploring Extreme Environments. Retrieved from
http://maplecreekscience.weebly.com

Goulet, L., Krentz, C., & Christiansen, H. (2003). Collaboration in education: The
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Educational Research, 4, 325-340.

Jonassen, D. (1999). In C. Reigeluth (Ed.), Instructional design theories and models:
Volume II. Mahwah, NJ: Lawrence Erlbaum.

New London Group. (1996). A pedagogy of multiliteracies: Designing social futures.
Harvard Educational Review. 66 (1), 60-92.
EDUCATION BY DESIGN FINAL PROJECT 28

Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building
communities. The Journal of the Learning Sciences, 3(3), 265-283.

School District #45 (West Vancouver) District Achievement Contract. Retrieved
February 1, 2014, from:
http://www.bced.gov.bc.ca/schools/sdinfo/acc_contracts/2014/45.pdf

Bowman J., S. Doyle & D. Vissers, 2005. Science Probe 6. Thomas Nelson
Incorporated

TED Talks. (2007, January 12). Richard Baraniuk on open source learning. Retrieved
from http://www.youtube.com/watch?v=RRymi-lFHpE

The Science 6 Extreme Environments Module (2011). Open School BC. Retrieved from
http://www.openschool.bc.ca/features/sc6.html

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