Final+PBL+Project+for+CCA

= Final PBL Project for CCA=

Yes, this is where we can discuss how we will organize our final PBL Project.

We had a good discussion in class but didn't come up with a final idea. At the end of class session, Diana and Hailey came back to me to reinforce their suggested ideas. There are lots of great ideas:

Here is the process: 1. List your ideas below under the Ideas section. We have two types of ideas. We have format ideas for how we will work with the Problem Based Learning challenges and we have the Project Ideas where you can list/discuss possible projects/topics that might be used. 2. Instead of discussing your ideas on the actual Wiki page, use the discussion tab above to discuss the ideas that are posted.

This should be fun. What do you think? 1. 24 students - work with 6 groups of 4 each. 2. All of the students don't need to be involved in all of the projects. Therefore, if we paired up groups, then the pairs could teach each other. That would mean that for each pair, one group could be the facilitators for 3 sessions and the other group could be the facilitator for the following 3 sessions. This would provide more of a real-time PBL experiences.
 * Formats for the PBL Final Project (How we should run the final project):**

1. Consider Technology-Enriched Problem Based Learning 2. Create a Resources Center where teachers can share their ideas for achieving various 3. Create a WikiBook of resources (an example of such a book created in Emerging Instructional Technologies -[| http://en.wikibooks.org/wiki/Emerging_Instructional_Technology)] 4. Hold a "Phone Camera Film Festival." 5. Art Show incorporating art and technology 6. Goal-based technologies (Identify what you want to do and then find the technologies that can do what you want to achieve.) 7. Continue with the PBL projects that we created at the beginning of the semester.
 * Ideas for Topics for the PBL Final Project**

-Come up with a project and work with the kids on it to learn what would need to be changed. -Come up with the project and carry it out, go visit students somewhere -How to make a video (write it/process, film it, edit it) -Working with Deborah Deemer to teach her how to Prezi. -Work with a professor or another teacher develop professionalism. -Create our own instructional video on how to do something -Everything technology, no paper -A webquest for teachers to do their own problem based learning- I like this one! -Wiki, bring in the new software -Lending Wiki, “Free Cycle Wiki for Teachers” -Wiki for books or blog “The books kids loved” -New form of technology that we haven’t touched on in this class and teach it to the rest of the class. -Useful application for the classroom/phone -Go to a teacher and ask what something is that they want to learn how to do or need help doing -Develop a workshop for educators/webinar on technology -Mac Vs. PC -Flat Classroom Project from another school -Make up our own technology
 * Ideas from the "Short & Sticky Ones":**

I like the ideas that are posted, but I agree with what Krystle said in the discussion on elearning - this really is probably too much work - especially for something we've already discussed. Personally, I would like to learn about other technologies and applications that can be used in schools. I guess I thought that's what this class is about. . . it is called Computer Classroom Applications after all. Maybe just a quick demonstration on how these sources could be used. Just something new that we haven't learned, not only review. It just seems like too big of a project for something we have already talked about. --Libby Sturgeon

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I was trying to wrap my brain around this project and I hit on this: In my GIS techniques for teachers class, our prof Chad Heinzel has this phrase - "concepts not keystrokes" - meaning the purpose of the course is not to get good at using ArcMap (or any of the rest of the variety of ESRI software) per se, but rather to learn how to convey a concept using whatever is the current gis hardware and software system. He made up a five-pointed star and put People at the top point, data next, then procedures, hardware and software. The most important part of a GIS is the People. Who is the audience you are trying to address and what is the problem you are trying to solve? So the problem could be something like limiting the spread of invasive plant species in Iowa. You would map the sites using a GPS or something - compile the data, then use current hardware and software to create a map-type product and finally present it to your end users (customers, students, consumers - whoever). In our case, I was thinking about the Dipity software and I started working it backwards. I asked myself "why are time lines important?" There are all kinds of subjects that use them from history to geology to philosophy. [|__http://www.rff.com/sample_timelines.htm?gclid=CIyJkKO6hqgCFYS8KgodpGINqQ__] This software has a timeline for 20th century philosophers. I think Alex might get a kick out of that. Anyway - I was thinking we could tell our students to gather some rudimentary historical data (a few names and dates, along with some basic information) then use one of a variety of software packages to make up a timeline. We could ask them what they did and did not like about each one. What was helpful as far as getting at the central goal of making any timeline - etc... I did a quick google search and found several timeline type packages in just a few minutes, had no idea there were so many options (Dipity included). ---Posted by Colin Lamb =====