Group+5

= = =The Internationals=


 * [|Executive Summary]
 * [|Course Syllabus]

**Group members**: > Regina Vertiz, Jorge Ascencio, C.Dillon Hall, Kevin McMullen, and Michael Weinstein

> ** //Your City and You// **
 * Topic name:**

Technologies to Use:
> **Course Delivery:** > We will use a PHP-based open source CMS called Drupal (http://drupal.org). > - Web site located at: [|http://yourcityandyou.com] > > **The following will also be used (integrated with Drupal as an API):** > - Google Maps [|http://maps.google.com] >

** Essential Questions: **
> ** H ** ow // does your city define you as a person? //
 * Overarching Essential Question:**


 * Topical Essential Questions:**
 * 1) What determines the choice of the cultural center of your city for you?
 * 2) What is culturally significant for you in relation to this place?
 * 3) What determines your choice of your personal center?
 * 4) How does the city or town in which you live affects who you are culturally and in relation to other?

** Learning Activity Goals: **
__Our learning goals for our students are...__
 * Students will develop an understanding of the geography of their home towns
 * Students will utilize technologies to express their ideas
 * Students will communicate what they have learned with the other members of the class
 * Students will learn the difference between the concepts of 'geographic center' and 'cultural center'
 * Standards in all of the following disciplines will be addressed... Language Arts, Technology, History, Geography, and Mathematics (Geometry)

__**SUGGESTIONS FROM GROUP 3- THE GLAMATRONS!!!!!!!!!!!!**__


 * **Good learning goals - goal 5 too broad (needs to be redefined)**
 * **Essential question is confusing (grammar)**
 * **Question - under assessment "Participation in the learning activity and Completion of the learning activity" - are A,B, and C, as well as 1,2, and 3 going to be how participation and completion are assessed? Another question - how will creativity be measured?**
 * **Under "Learning activities and plan" - define "research" -- what will entail? what will specifically be expected to be researched and at what level?**
 * **Is there going to be a synchronous aspect to your lesson?**
 * **Where will the photos be uploaded?**
 * **Where is the connection to backwards design?**
 * **We had some trouble distinguishing through lesson and notes for group goals -- confusing**
 * **How many class sessions is this - mentioned two?**
 * **Are there any prerequisite readings for the lesson?**
 * **There are two sections of methodology and assessment - one in bold, one in regular font, which one is going to be used?**
 * **The link between the essential question and assessment and goals is not clear -- looking for the "cultural effect", but this is lacking in how you will be assessing learning of students, how will this be shown**
 * **// "Does your city defines you as a person? // " Right now this is a yes/no question -- reword the question to stimulate thought**
 * **Are you using this question to incorporate empathy/personal connection?**
 * **Again, activity does not seem to directly relate to the EQ as it stands now**

NEW!!! Post your Goals for your Learning Activity (you have done this already- well done!) See above NEW!!! Post any EQ's you will use for your Learning Activity **** See above

NEW!!! Post the assigned readings or pre-work you are thinking about using  No pre-class work required

NEW!!! Refine your educational technologies list to those that you will use during the week you conduct your activity Course delivery technology: We will use a PHP-based open source CMS called Drupal (http://drupal.org). Web site located at: []

The following will also be used (integrated with Drupal as an API):** Google Maps [|http://maps.google.com] /


 * YOUR CITY AND YOU - Brainstorming Notes**

10th grade geography lesson for online education: //Your city and you//.

Mobile device with Google Earth and Maps and a course management system. Text messaging is delivery and assessment system. Students will be challenged with a series of tasks to learn and teach fellow students about the geography and history of their town according to teacher prompts sent to their mobile device using text messaging. Sample prompt 1: students will find the geographical center of their town and send 4 pictures ( N,S,E,W) and discover a historical fact about that location and tag it on shared Google map and write a reflection on what was learned about the spot. Sample prompt 2; what is your center of your city based on your point of view. Sample prompt 3; What is the center of your city based on the official point of view?

Notes on 1/26/10: How do you educate a generation of students distracted by the Internet, cell phones, and video games? We enable them by using smart phones and integrating them into our class assignment and possibly in the future into a curriculum. Abilene Christian University did a one year pilot study with 1,000 freshman students with iPhones or iTouches. They explored how a smart device could affect the classroom experience with digital interactivity. The device is used to look up information, receive assignments, post responses and questions, post work, discuss issues with other students and teachers, and send quizzes and polls to see how the students are understanding the assignment. http://www.wired.com/gadgetlab/2009/12/iphone-university-abilene/ http://www.acu.edu/technology/mobilelearning/index.html

The phone becomes the eyes we see and make sense of the city in which we live. http://oedb.org/library/features/top_50_iphones_for_educators 50 apps for educators with an iPhone, for free.

Web 2.0 Tools to use for this assignment: Google Maps and Geo-Pedia can be used for the assignments we will create. Google mobile and Ever-note can be used for searching and collecting video and audio and syncing to other devices. Drupal messaging module allows multiple features and methods. http://drupal.org/project/messaging

1/28/10; 3 requirements of an instructional design from Wiggins.

2/09/10; timeline due next week, tools due next week, email teacher for last week presentation, MW and KMcM will talk about syllabus this week.


 * COURSE TIMELINE, DELIVERABLES, & DATES**

2/09/10; Learning goals, student assessments, learning activities and plan, and class sessions. 2/09/10; References, resources, and previous work in the field. 2/16/09; Tools and web site creation in place. 2/23/10; Syllabus complete and Timeline with deliverables and dates complete. Develop strategy for delivery of class and roles of team members. Discuss the Executive Summary due March 1, 2010. 3/01/10; Executive summary delivered in PDF. 3/08/10; Review our class delivery strategy for delivery on 3/22/10. 3/15/10; Review and finalize our class delivery roles and strategy for 3/22/10. 3/22/10; Course delivery at 9 PM PST 3/26/10; Homework one assignment due 3/29/10; Follow up to class assessment, review homework submitted, and reflect on experience.

GOALS & PURPOSE: How do you educate a generation of students distracted by the Internet, cell phones, and video games? We enable them by using smart phones and integrating them into our class assignment. The device is used to look up information, receive assignments, post responses and questions, post work, discuss issues with other students and teachers, and see how the students are understanding the assignment. Key opportunities in mobile learning are: 1. encourage anywhere, anytime learning 2. reach underserved students 3. improve 21st-century social interactions 4. easy fit with learning environment 5. enable a personalized experience (8)

"Mobile devices bring the the real world into the classroom, and they bring the classroom into the real world" (Liz Kolb, 2008). (9)

STANDING ON THE SHOULDERS OF GIANTS: The GeoHistorian project utilizes wireless mobile technologies to link classrooms with local historical landmarks. Students use mobile phones to take photos, videos, and audio clips of local landmarks, which are combined into short movies and uploaded to the Internet. Then, using QR codes, regular citizens passing these landmarks can access the student created content. (6) Mobile devices enable students to develop passions and interests via their own personalized, media-enhanced environments that can transport them to different times and places. Students today are not only digital natives but mobile natives as well. (7)

GROUND ZERO: The ACU Connected initiative is built upon the theory that humans learn best when they are in community - collaborating with others in a learning environment without boundaries. A technological solution that aims at increased learning must enhance communication and convergence. Mobile Learning at ACU seeks to connect learners through engaged, collaborative, distributive, integrated, and evaluative models, all of which combine to produce a profoundly connected learning experience.

In the fall of 2008, ACU became the first university to distribute Apple iPhones and iPod touches to the incoming freshman class, allowing us to explore a new vision for mobile learning. Now, a new freshman class has received the second-generation mobile learning devices, allowing students and their teachers to integrate technology and learning both in and out of the classroom.

"Our research last year clearly showed these converged media devices have an impact on the students' engagement," says Kevin Roberts, associate vice president for operations at ACU. (1)

DWARFS ON THE SHOULDERS OF GIANTS: We are promoting the use of mobile devices by students in their communities as the classroom environment. Students will communicate, learn, investigate, and express ideas through finding geographical, cultural, and personal significant landmarks in their city. Photos, information, and facts will be collected and shared. Self directed reflections will be an integral of the research process. The phone becomes the eyes we see with and make sense of the city in which we live.


 * References and Resources:**

1. http://www.acu.edu/technology/mobilelearning/index.html [|Watch the Video], [|Commentary with ACU Students], [|Commentary with Dr. James Langford], [|Commentary with Kevin Roberts and Dr. William Rankin] [|Mobile Experimentation], [|Mobile Collaboration] ,[|Mobile Engagement], [|Mobile Research], 2. www.childrenslibrary.org The world's largest digitizes children's books freely available online. 3. www.educationarcadre.org/node/356 Augmented reality games 4. http://education.mit.edu/ar Augmented reality games 5. www.eusd4kids.org/edtech/Read.html Escondido Union School District's Project Read 6. GeoHistorian Project at Kent State University, Mark van Hooft and Thomas McNeal http://www.rcet.org/dvcproject/geohistorian.html 7. www.goknow.com/index.php Elliot Soloway, U. of Michigan and Cathleen Norris, U. of North Texas 8. www.joanganzcooneycenter.org 9. Kolb, Liz. "From Toy to Tool: Cell Phones in Learning", 2008. International society for Technology in Education. http://www.cellphonesinlearning.com/ 10. www.learning2go.org Collaborative mobile learning project in the U.K. 11. wwww.mobilelearninginstitute.org 12. www.mymobi.co.za/mobi_signin.php University of Pretoria, South Africa 13. pbskids.org/read/research/cellphone.html Mobile bases intervention for literacy, US Dept. of Education funded. 14. www.prel.org/programs/care/jump.aspx JUMP hybrid vocabulary instructional game, U. of Hawaii, Stanford, UC Berkeley, and the US Dept. of Education. 15. www.projectknect.org Uses smart phones to deliver educational material to ninth grade students in North Carolina. 17. www.sri.com TechPALS technology mediated peer assisted learning

www.joanganzcooneycenter.or

Post a link to your Executive Summary (as a PDF) by March 1, 2010.

Post a link to your Final Design Report (as a PDF) by April 5, 2010.

Back to group index