Designing And Leading Collaborative Projects

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  • 1. Networked Learning
    Thomas Cooper, The Walker School
    Designing and Leading Collaborative Projects:Using Google Tools to Integrate Geography, Science and The Arts
    Networked Learning 2010

2. Where to find this informationThe Networked Learner Wiki
Networked Learning 2010
3. Five Minds
Disciplined Mind
Synthesizing Mind
Creating Mind
Respectful Mind
Ethical Mind
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4. Application to Five Minds
Disciplined Mind:Asks students to explore their world, ask thoughtful questions, to look at a problem and collect data on it over a long period of time in order to gain an in depth understanding of the issue.
Synthesizing Mind:Asks students to take information from various text, interviews and other data sources, including other disciplines,and to evaluate it objectively, in order to get the big picture.
Creating Mind:Ask students to look at problems in different ways in order to develop unconventional solutions to solve a problem.
Respectful Mind:Asks students to be globally aware and towelcome differences, and to work effectively with others in different places and from different cultures.
Ethical Mind:Ask students to good citizens, to look beyond our own self interest and see how are education and work can serve to improve our community.
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5. What is Understanding by Design?
Its about constructing understanding
Its about uncoverage, not coverage
Its about identifying the big ideas
Its a set of tools to make you more productive
Its about revisiting assumptions with increasing complexity
Wiggins and McTighe (2005)
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6. Stages of Design
Wiggins and McTighe (2005)
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7. Doorways to Design
An Important Topic or Content
Established Goals or Content Standards
An Important Skill or Process
Design Template
Stage 1 Desired Results
State 2 Assessment Evidence
Stage 3 Learning Plan
A Favorite Activity or Familiar Unit
A Significant Test
A Key Text or Resource
Wiggins and McTighe (2005)
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8. Games are Popular Because They Ask The User to
Create an Identity
Explore New Territory
Solve Problems in Alternative Ways
Lower Risk Taking
Require Interaction, Specialization
Allow for Customization
Have Situated Meaning
Require Performance Before Competence
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9. The Video Game Learning Cycle:
Similar to Scientific Process and Problem-Based Learning
The Kids are Alright (Beck and Wade 2006)
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10. Gaming Can Save the World
Researcher at the Institute of the Future in Palo Alto, CA
Wants to build games that teach us how to solve the problems of the next century.
To build games that inspire use to be inventive, to collaborate and cooperate.
Example: Urgent Evoke
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11. Projects can be found in the nav. barThe Networked Learner Wiki
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12. Overview of Many Projects
Clean Watersheds
environmental science, pollution sources, water quality
Grades 5-College
Expedition Lit Trips
English, history, explorers
Grades 10-College
First Light
astronomy, telescope tech
Grades 10-College
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13. Projects (cont.)
Fueling America
science, alternative energy tech (needs rebuilding)
Includes: photoshop, sketchup, and Google Earth
Grades 9-College
Land of Hope
social studies, immigration
Grades 9-College
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14. Projects (cont.)
Our Lost Children
social studies, marginalized children
Grades 9-College
Our Town
Social studies, geography, anthropology
Grades 5-7
Poetry of Place
English, history, poetry, art
Grades 7-College
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15. Projects (cont.)
Walk on the Wild Side
science, biology and environmental science
Grades 6-College
Vernal Ponds
science, biology, environmental science
Grade 9-10
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16. Distance Learning, CollaboRation
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17. Open Room in Elluminate for Collaboration with Colleagues
The Walker has an open room in Elluminate that you can sign up and use free of charge if you want to connect with others.To schedule use of the room, contact Thomas Cooper at you end up using the room frequently, was ask that you join the our school cooperative.Details at
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18. Online Tutorials in Elluminate
Day: Tuesday
Time: 4 5 pm EST
Where:Walker Elluminate Room
Session Link:
Coordinators:Thomas Cooper, Alice Barr
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19. Teachers as Designers (Learning Experiences in Stage 3 of Design)
Instill a Desire for Exploration
Customize Based on Student Interests
Teach How to Identify Problems
Do Research
Collect and Analyze Data Objectively
Connect and Collaborate with Others
Communicate Our Results
Increase Global Awareness
Develop Character, Encourage Citizenship
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20. Walk on the Wild Side Project
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21. Wild Side Project Overview:
Focus: Biology, Ecology, Geology
Other Disciplines: Geography, Technology
Suggested Age: 5th College
Time: 1 Field Day, 2 Class Days, 2 Tech Days
Equipment: GPS Unit, Computers, High-Speed Internet, Water Quality Test Kit
Software: Google Earth 5.0, Wikispaces
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22. Wild Side Composite Layer
The power of collaboration on a GE graphic visualization project is that students from different schools can complete an individual walk, create a layer and then share it with other students.During a field trip, students get an in depth knowledge in their areas, but canalso use the collaborative layer to look at walks around the globe and get a broad understanding about a species or the health of an ecosystem.
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23. The Learning Process A Detailed Example
Tide to Howard Gardners Five Minds and Understanding by Design
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24. Clean Watersheds

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25. Project Overview:
Focus: Environmental Science and Ecology
Other Disciplines: Geography, Technology, Health
Suggested Age: 5th College
Time: 1 Field Day, 2 Class Days, 2 Tech Days
Equipment: GPS Unit, Computers, High-Speed Internet, Water Quality Test Kit
Software: Google Earth 5.0, Wikispaces
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26. Many Projects have UbDs
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27. Exploration:
Students can use Google Earth to explore their town.Have the locate the school and surrounding water sources.Trace the schools water back to its source.Identify any businesses that might contribute to various forms of water pollution.Students can use the path tool and placemark balloons to document this process.Students can use Earths measuring tools to understand how far away they these places are.Students can also look at how geology affects the movement of water, such as in the case of run-off from farms or other pollution sources.
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28. Problem Identification:
Students can use Google News to identify news articles about the subject then mark known locations in the Google Earth layer they are constructing.Problems are never isolated.Students can discuss and identify situations that might contribute to the main issue.Students can concept map the issue in Google Earth.They can use balloons to geolocate information and use the path tool or balloons with arrows icons to show the relationship between balloons.
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29. Walker Students Investigated Nitrates from Golf Courses
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30. Customization:
Develop projects that have broad themes, but allow for specific choices to reflect student interests. Poll students about what articles they found interesting during the research phase.Put students in groups with similar interests.You can use a Google Spreadsheets to track your groups.Embed the spreadsheet in your project site so that participants know who is studying what issue.Groups in other participating schools can see who is studying a similar project and ask each other questions. Students can use Google Alerts to keep up to date on new developments from Google News, or you can set up alerts to notify you when student groups post new information to their blog.
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31. Conduct Research on Contamination Sites (Google Earth Search on Golf Courses)
Golf Courses(N, P, K)
Concrete Plants (Ca, Mg)
Paper Plants (Cl)
Coal Plants (S, Hg)
Pig and Cattle Farms (N)
Metal Fabrication (Fe, Mn, Cu)
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32. Collect Data Continually:
Task students with collecting data from a number of different sources.Also ask the to collect data over time. Students can conduct interviews of company officials or people affected by the problem. Student can use GPS units to mark the point of test sites that are remote and hard to find so that repeated testing on an issues is done in the same location each time.Students can use a video camera do document the environmental status of the site before notifying officials. Recently CENS is teaching teachers how to add sensors to smart phones and program them to collect data on the environment.
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33. Center for Embedding Networked Censing (CENS)
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34. Data Analysis:
Student can use a Google form during lab experiments to upload data to Google Docs.They can be stored in a Google spreadsheet and then embedded on a Google project site page so that data can be shared.Charts can be made from school data, or as your database is added to by other schools, students can look at how their results differ by geographic location or by type of industry or type of pollutant.
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35. Post Data to Share(Google Forms)
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36. Tools Can Provide Immediate Results(Google Forms)
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37. Connect and Collaborate:
It is important for our students to work with other in different geographic locations.Students need practice entering into social discourse.A teacher can set up an extra Announcement page in a Google Site that can be used by students to ask questions of each other.These students could be in different classes in the same school or preferably working on the same problem in different schools. The teacher can set up collaboration groups using a Google Spreadsheet and then embedding it in a Google Site page.
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38. Communicate Your Results:
Students can use Google Docs to write reports on their findings.They can share this document with the people they interview so that they can check the students facts and see what the student is saying about the issue.They can share the document with the teacher so that they can give comments before the paper is due.Students can have their document go through a peer review process by collaborating with your peers in other classes or other schools. Teach students to 1) give praise for what was done right, 2) make a suggestion where there could be improvement, and 3) offer possible solutions for the improvement.
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39. Increase Global Awareness:
Design projects to be collaborative.Ask yourself how the project would be different in another location.Results can vary by geology, water availability, types of industry, laws, and cultural practices.Encourage other schools to participate and add their information to your site and collaborative layer.Make friends in the process.
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40. Encourage Citizenship:
Develop a plan of action to fix a problem.Dont stop a collecting and posting the data in your layer.Create a Google Doc for you plan and share it with your students have them talk about what the data means and how they could go about fixing the problem. As teachers we want to design projects that meet our curriculum.We want to have the project outlined and tested before the students start.They feel left out of the process and are more hesitant to do the work. This is a great place to get the students involved. You can review the doc as a collaborator and make sure the project is manageable. Some ideas are cleanup, writing letters to officials, or educational campaigns.
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41. Land of Hope Project
Incorporating Bookmapping
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42. Land of Hope Project
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43. Land of Hope Project Overview:
Focus: Immigration
Other Disciplines: Geography, Technology
Suggested Age: 9th College
Time: 10 Class Days, 5 Tech Days
Equipment: Computers, High-Speed Internet
Software: Google Earth 5.0, Wikispaces
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44. Find the UbD in the Nav. Bar
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45. Find the Book List in the Nav. Bar
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46. Steps to Book Mapping
Identify a major theme.
Determine what books, short stories, biographies, or poems you would like to use.
Determine what literary themes, or concepts from other disciplines you want the students to understand.
Read and Discuss the Book
Outline the Book as You Go
Storyboard the Book
Learn to Use the Software
Conduct a Peer Review
Construction the Layer
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47. Scale projects for other divisions
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48. Google Earth Professional Learning Community(college professionals)
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49. Our Town Project(elementary students)
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50. Our Town Lessons
Start simple but keep the learning process you want in mind.You can simplify a complex project for younger students while still following a basic research model.The Our Town Project asks student to explore their town, identify problems, collect and share data, promote global awareness and engage in digital citizenship and teach character development and ethics.
Work Together by Houghton Mifflin
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51. Summary Create A Digital Tribe
Think about the major themes you want to address and choose at least 2 other minor topics in your project.Use these topic to reach out to other teachers who are experts in these fields and design a collaborative project.They can be in your school other parts of the globe.Use Google Tools to manage the flow of information for your project and to keep in contact with each other.Start small and dont give up if it doesnt work right away.As your participants grow, use their expertise to improve the project.Our educational efforts will be more rich and diverse if we use these tools to break down geographic barriers and to tap the skills and knowledge of our colleagues in other regions.
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