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WEBQUESTS: An Introduction to Dynamic Systems Design

 

 

 


 

You are a teacher who has decided to document as action research a proposal to introduce Design by TEAMS Methodology to their school.

You set up a chat room and Discussion Board on your home webquest page. (Comes pre-designed in the Design by TEAMS Format for different grade levels to save the teacher some time, with "built-in" features that allow statistical data analysis with the click of the mouse, using sign-in features that give each student a number within the intranet matrix to preserve anonymity if desired.) You send out a general invitation via email and/or snail mail, asking any administrator, student, parent, community leader or other teachers who may be interested to log on to your page and "sign-in" to participate in your research Project, promising free information, feedback loops and data analysis as part of the reward.

On the page, each user takes a short survey (can be done by graphic interface and clickable hyperlinks for younger or non-literate users.)

This survey will determine the interest and talent of the user and help to match them with those who have similar or complementary interests to create a TEAM. For one user, the computer can simulate the other team members, according to what role the user picks in the team once assigned. Intra-net or internet capabilities are necessary for this simulation to be effective and more technology is required for XML and learning- disabled interfaces.

Here is a sample list of questions you may include in this survey:

1. Have you ever participated in a Design by TEAMS Methodology Workshop?

Note: If this answer is yes, a different set of survey questions appear to aid in feedback loops generated by the Matrix called Teams.

2.Have you ever done any PBL (Project-Based Learning)?

3. Have you ever worked as a team on any Project?

4. Have you ever taught or tutored young children (including siblings)?

5. Have you ever designed Looping and/or Feedback?

6. Have you ever created an online Portfolio?

7. Have you ever created a Web Page or a Web Quest?

This Survey will let the user select a screen name and homepage for anonymous input (if they prefer) but will ask for a sign-in or log-in, (the parent or teacher can set this up for the young child who does not yet know how to read but will learn quickly in this hands-on matrix). This will allow the computer to analyze data quickly.

With a simple matchup like dating services use, the software will create and choose a selection of Learning Centre Workshops matched to the user's interests and preferences in the second part of the survey.

Sacred Saturdays, when the whole community comes together to learn TEAMS in a half-day "FUNSHOP", can be introduced in the first step of teaching the Design by TEAMS methodology.

Then, in the next stage of action research, I will offer an example of a short, one-to-two week workshop that combines several disciplines to create:

For example:
"Wheat is the Staff of Life" Wheat Grass Juice for Fun and Profit:
How teenagers can start their own small business with very little capital and a small amount of labor to grow wheat grass trays for local health food stores or for free for local elderly and sick people in the community for extra credit.

(Involving hands-on real-world Projects increases student interest and motivation and increases self-esteem due to the Design by TEAMS approach to teaching and learning. Any teacher or student can create a Model Project and document with video and even one such Project done as a team member will exponentiate the effectiveness of feedback loops in any system, be it home, school, or workplace.)

Spiritual United Nations

SPIRITUALUN

WEBQUESTS

CSIRI
Edutopia: success stories for the digital age.

 

WebQuest

The user will copy and paste their research ideas in their own folder and within the game matrix. 1. Now You're Cooking from Goldbeck, David. (1990).,The Smart Kitchen., PO Box 87, Dept. ET, Woodstock, NY 12498 Microwaves and Ovens 2. Aerate Your Faucets Reduce Faucet flowrates 3.All Washed Up Cold Water and Load levels 4.How Dry I Am Dryer Facts 5.Dialing for Dollars Thermostats 6. Let There Be Light 7.The Amazing Fluorescent 8.Dish It Out 9.Smoke Enders 10. Refrigerator Madness 11. How's It Hanging? 12. Lights Out 13. Space Heaters: The Final Frontier 14. Don't Get Soaked 15. Air-Power Your Shower 16. Duct Soup 17. One More Time 18. The Great Escape 19. The Unknown Attic 20. It's Your Loss 21. Shop Smart 22. Insulate 23. The Lawn Rangers 24. Carpooling 25. Tanks A Lot 26. Here's Looking Through You, Kid 27.Tune Up the Heat 28. Play It Again, Fan 29. Stay Active 30. Spread The Word |

"Student Pages" Name/FileName/Description

Overall Page

index.htm

"A frameset consisting of a navigation bar on the left and a main frame to the right. (You don't edit this; it's what holds all the other pages together.)"

WebQuest for Design by TEAMS on my web page, SpiritualUN, will be the overall theme of my Project. The youngest user will enter a simple quest for an animal or a letter and will click on this to enter a poem room that will have interactive coloring programs and a song that will play quietly in the background until multiple usage ensures retention (50 times in that room?), and then the words of the song will go by on the bottom of the page to teach reading by memorization instead of phonics. This will be for 2 years old and up. The older child who can read can use the Earth conservation portion of the quest instead. (3rd grade and up?) Designing a simple model using a link I will add to a Project entitled "30 Simple Energy Conservation Things YOU Can Do To Save the EARTH", based on The Book by the same name by EARTH-Works Group and Puget Power (John Javna, 1990), will be a task that can be accomplished as a WebQuest in less than a week and the child can later choose to implement some of these tasks at home and school as a TEAMS or Community Project.

Each group or user will choose or be assigned a group of five out of 30 selections to research. Each selection will be a clickable hyperlink to a page discussing one of the 30 "do-able" Projects outlined in the energy conservation pamphlet I have chosen to illustrate the example of a Design by TEAMS for this WebQuest Project. The first two links (perhaps illustrated with the graphic of a roaring lion),are illustrated for example at the top of the page.

Navigation Bar

navbar.htm

"Navigation bar to allow skipping among the sections of the student page, along with a link to the teacher page. (You can customize this by adding your own background graphic or color, but you shouldn't change the links unless you really know what you're getting into.)"

I will design my own system of navigation using interactive graphic overlays and rollover buttons and including sound and video cues with a Kokopelli Hopi fluteplayer. These will include video that can be adapted to each user's previous "game" and their unique artistic and musical creations.

Top Page

top.htm

"The splash screen that contains the title and author names. Would usually contain an appealing graphic that distills the content."

Design by TEAMS

by Andi Bowe

Graphic moving through various stages of a design process like a basketweaving, from gathering the materials to preparing and dyeing and weaving and using finished Project in a tribal situation where it might be found in real life. Music plays (theme song) in background associating top page graphic with fluteplayer who will lead and scaffold the learning.

The first WebQuest will be a simple clickable hyperlink to a poem for each letter of the alphabet. I have the poems but have not yet added the music because of storage limitations on my free website. A simple hyperlink word or phrase linking to each of 30 simple Projects pages based on the pamphlet by John Javna will be included for the older child. (As a home school mom of multiple ages, I always design a Project with several levels of mastery so I can keep all the children occupied and "on task".) The child can print their design or color their Project manually by printing it, thus freeing up our single computer for the next child.

Introduction

introduction.htm

"An engaging first statement that draws the reader in while setting the stage for the WebQuest. Includes the guiding or central question around which the WebQuest revolves."

This page will introduce the fluteplayer motif and ask for a login or signup cue to steer the new user to another introductory page asking for input that will determine their level of entry into the "game", dependent on not only age level but also whether they have previous experience within a Design by TEAMS Project.

If not, they will be re-directed to a preliminary page that others will skip, introducing the principles and roles inherent in the Design Process. If they have already used this entry page they can hit the Skip word hyperlink and enter the "Ship of Discovery Page" that allows access to a wide range of Workshops and Learning Centres.

AGE from 2+ until literate will have an Alphabet Game.

Introducing The Alphabet Game!

Music of samples of song/poems playing in background and a dancing, hump-backed, fluteplayer, who leads the young child to click on the link that introduces each letter of the alphabet and a visual of an animal associated with that letter as an entry to a page that includes interactive coloring games that mimic animals whose names also start with the letter the child clicks on and with Sacred Geometry and art including mandalas the child may alter and effect with the mouse and later with various interactions and keyboard shortcuts that show increasing mastery in skills like metacognition and the mastery of the Design by TEAMS Methodology. The "game" will save the user's creations and enter them into the matrix when the child again signs on or logs in.

(The child may exit the game at any time and save for re-entry at a future date. )

Task

task.htm

"A description of the end result of the students' work; the culminating performance or product that drives all the activities of the lesson."

Each Project for this sample of a simple WebQuest for TEC 545 for the older child will be a random or user-selection of one of the 30 Energy conservation tips offered and the child will exit the game as a winner after researching five of these Tips and entering their finished Project in their own folder, name/myfiles, on their desktop. (The first two samples are included for clarity. The younger child will be assisted in the home by the parent to enter the alphabet game offered below and to also save their work as a Portfolio.

First, login with name and class. Set up a folder on your personal desktop or school computer with the "your name" and "myfiles" and name of class or project for saving your work.

Choose one of these simple projects to simulate within a Sims-type matrix and then save and print for later sharing with teachers, parents or peers.

30 tips and tricks: (in groups of five)

The first two have the examples described. the links are above for the first two. The teacher can assign these tips by clicking on a link to groups of five that can be random or chosen in advance by examining the levels of mastery or intervention assigned by each tip and grouping them so that the slower students get the least difficult and the older students who need more challenge get the more difficult tips to try and implement at home with their parents.

The user will copy and paste their research ideas in their own folder and within the game matrix.

1. Now You're Cooking from Goldbeck, David. (1990).The Smart Kitchen., PO Box 87, Dept. ET, Woodstock, NY 12498

Microwaves and Ovens

2. Aerate Your Faucets

Reduce Faucet flowrates

3.All Washed Up

Cold Water and Load levels

4.How Dry I Am

Dryer Facts

5.Dialing for Dollars

Thermostats

6. Let There Be Light

7.The Amazing Fluorescent

8.Dish It Out

9.Smoke Enders

10. Refrigerator Madness

11. How's It Hanging?

12. Lights Out

13. Space Heaters: The Final Frontier

14. Don't Get Soaked

15. Air-Power Your Shower

16. Duct Soup

17. One More Time

18. The Great Escape

19. The Unknown Attic

20. It's Your Loss

21. Shop Smart

22. Insulate

23. The Lawn Rangers

24. Carpooling

25. Tanks A Lot

26. Here's Looking Through You, Kid

27.Tune Up the Heat

28. Play It Again, Fan

29. Stay Active

30. Spread The Word

These are the 30 selections, six groups of five each, that may be selected by the child or the teacher or chosen at random by the software and assigned to the user, like moves in a chess game, interpolating user preferences and interests and comparing them also to areas the student needs work in. If the user has previously entered the matrix in the Introduction to Design section the software will "remember" the user's interactions and intelligently offer interaction with the child to improve specific areas that the software "sees" need more work before mastery is achieved.

Process

process.htm

"Describes step by step how the learners will accomplish the task. Includes online (and offline) resources, role descriptions (if any), and guidance on individual steps in the process."

The roles in the Design process are detailed in my paper and on my web page. Here is a link to the roles: angelfire.com/hi3/spiritualun/Design.html

Each learner will be helped and led through a sample Design simulation where they can explore each role. After mastering this Process, they will gain entry to an interactive Design Group online or on intranet for the classroom. Hopefully, the teacher will have time to oversee each user and help those most in need.

Then, an entire class may take on several Projects that will culminate in a Live Presentation by each TEAM and even a community Project that can include others that are not traditionally observed in the educational matrix.

Each Task within any simulation will be led through step by step in XML mode by the fluteplayer.

2+ and non-literate enter an Introduction to Design Page that scaffolds their understanding with simulated Design Projects, before being allowed into the interactive "game" interface, that starts with the alphabet and music and art as interactive coloring programs and progresses to the next stage in the game only after the user has mastered reading the alphabet.

3rd grade-HS

Each child will enter a room designed not for their age but their level of mastery within the ongoing "Game". The user login may begin at 2+ with a parent's help and may be "saved" as an online Portfolio that traces not grades but actual progress in mastery of the Design by TEAMS Methodology as well as game Projects and Processes.

Each room will have an interactive motif reflecting a particular discipline and how it interacts with other skills and knowledge within the matrix we call education.

The rooms may be online or within a local intranet so that use may be monitored by adult teachers who may choose intervention to scaffold learning for children who need specific help with certain computer skills or language skills or interactive skills within the group matrix, etc.

Grades will be private and include emphasis on skills the individual child shows a need for improvement in and will reflect that improvement in a portfolio style of assessment.

Evaluation

evaluation.htm

"A rubric or other means to evaluate the final task. May include rubrics or tests to measure competencies or accomplishment of interim skills."

Each user will have a portfolio site to save their favorite creations to share with friends and family or online. This ongoing Portfolio will be accessible to the teacher and will serve as a permanent record of assessment that the child and/or the teacher and/or other teachers or parents can review and examine as evidence in action research in the Design by TEAMS Methodology.

Conclusion

conclusion.htm

"Final statement that may include reflections on the lesson or extensions of the content for further exploration."

Each user will have access to increasing levels of game complexity and Projects that challenge and allow interactive creative play.

The program will be designed to include a record of the child's achievements.

Portfolio assessment is the "wave of the future" for differentiated learning classrooms. Each teacher may directly access the ongoing documentation and the software will ensure anonymity.

Credits

credits.htm

"Description of sources used in the creation of the WebQuest, acknowledgement of help received, etc."

"Teacher Pages"

Name/FileName/Description

Overall Page

t-index.htm

"A frameset consisting of a navigation bar on the left and a main frame to the right. (You don't edit this; it's what holds all the other pages together.)"

I can create my own frames in FrontPage.

Navigation Bar

t-navbar.htm

"Navigation bar to allow skipping among the sections of the teacher page, along with a link to the student page. (You can customize this by adding your own background graphic or color, but you shouldn't change the links unless you really know what you're getting into.)"

The fluteplayer will be the helper who shows how to navigate with this bar in the introduction that may be skipped when mastered by simply clicking on the word Skip.

Top Page

top.htm

"The splash screen that contains the title and author names. Would usually contain an appealing graphic that distills the content. Same file for both student and teacher."

Design by TEAMS

by Andi Bowe Graphic moving through various stages of a design process like a song being created on flute or keyboard or whatever interactive instrument the user chooses or, (for bioethics), a basketweaving, from gathering the materials to preparing and dyeing and weaving and using finished Project in a tribal situation where it might be found in real life. Each letter in an alphabet game will include an animal character that will be a hyperlink to the interactive coloring poem/song page. Music plays (theme song) in background associating top page graphic with fluteplayer who will lead and scaffold the learning. Introduction t-introduction.htm "An opening statement about the lesson, perhaps including a description of the origins of the lesson." The lesson will include references to previous use and preference or will scaffold the beginner with a Kokopelli fluteplayer who dances the child to various hyperlink graphics representing different letters of the alphabet in any language chosen and will be affected by the user in an interactive coloring game that does not so much encourage a "win" as allow entry into ever-more complex levels and simulations. AGE from literate (K-3rd or English as second language) will have a geography game like Risk but with cooperation and community responsibility to the least (like children and elders and disabled), as determining "winning". This will be a Group or individual Project by user choice or teacher involvement. Each "Country" or "Nation" will have a community Project that will include the child and the elder in this "recipe for awareness." The user will have choices along the way of what role or craft they will model and a simulation that will also be their Portfolio and assessment. Every player may experience each role within the scope of the game, over time. Process t-process.htm "Describes step by step how the learners will accomplish the task. Role descriptions (if any), and guidance on individual steps in the process from the teacher's point of view. Includes hints on implementation and time requirements." The GATEWAY Page will ask the user ID and login info with age. Parent or teacher who is scaffolding the learning for the child can insert this information. Then the first-time user will enter an Introduction to Design Page that will scaffold the learner through the Design Process as it simulates a real world design project like a flute song or a basket or a simple weaving of a friendship bracelet, etc. The user will enter a Projects page after showing they understand the Design by TEAMS Process through playing a simple, mouse-controlled, user simulation.

For the purposes of this assignment, I have chosen the Alphabet Book 1 "game" for younger children or non-literate and the above "30 simple things" Project for older children as my first WebQuest Project Proposal.

Each group of five things can be chosen or assigned by the teacher as the Project and then can motivate the child to pass this knowledge on to their parents and communities as video documentaries or ...?

For future design projects:

HS+

Independent Study utilizing online research that is also interactive using the Design TEAMS Methods will be the "order of the day" for future systems scientists.

I WILL HAVE VARIOUS WORKSHOPS THAT MODEL COPYRIGHTING, SELF-PUBLISHING AND E-PUBLISHING, WRITING POETRY, MUSIC, OR PAPERS ON GLOBAL WARMING, TEACHING TEACHERS HOW TO TEACH, etc.

(Even the head of the NSF (National Science Foundation) has voiced the need for increasing communication and synthesis among the disciplines.)

Links will be included.

For example, a class on Bioethics would include link below:

http://www.woodrow.org/teachers/bi/1992/outline.html (above link for an outline for high school students on a course in Bioethics)

Teacher Script

t-script.htm

"A page on which you can put a script to be printed out and used by the teacher, an aide or older student. Useful for a one-computer situation in which a single screen is used to guide whole-class discussion, or for use by a facilitator working with primary students or other non-readers. This page isn't linked from the navigation bar but could easily be called up by a link from the Teacher Process page (t-process.htm)."

Below are the links to a simple printout of each poem and letter of the alphabet, for teacher or parent or child to access online from home and/or school. These links are free and the poems, although copyrighted by the author, (myself), are also encouraged to be copied and reproduced for free and without any other prior permission, as long as the author's name is included.

ALPHABET BOOK: A TO Z IN SONG AND VERSE

26 Poems for the DOLPHINS and the CHILDREN

A LITTLE BIRD TOLD ME

BIG SUR

CYCLES RETURNING

DREAMHOME

EARS TO HEAR

FATHER

GLORY, GLORY, GLORY

HEARTLAKE

I HEAR A SONG

JAH, I AM WATER

KAUAI

LOVE IS NOT FOR SALE

MOTHER EARTH'S SONG

NEW LAND

OLD RIVER

PEGASUS KING

Question

RAIN OF HEALING

STORY OF THE TREE

TEMPLE OF BEAUTY

"U" 4 HAIKU

VOICE OF THE WIND

WALK THRU THE RAIN

X-RAY VISION (TINA'S SONG)

YES TO THE FOREST

A TO ZED: A CHILDREN'S FAERY TALE

PART 1

A LITTLE BIRD TOLD ME

BIG SUR

CYCLES RETURNING

DREAM HOME

EARS TO HEAR

FATHER MADE THE FLOWERS

GLORY, GLORY, GLORY (WAIMANU)

HEART LAKE

I HEAR A SONG

JAH

KAUAI

LOVE IS NOT FOR SALE

MOTHER EARTH'S SONG

NEW LAND

PART 2

OLD RIVER

PEGASUS KING

QUESTION

RAIN OF HEALING

STOREY OF THE TREE

TEMPLE OF BEAUTY

VOICE OF THE WIND

WALK THRU THE RAIN

X-RAY VISION

YES TO THE FOREST

A TO ZED: A CHILDREN'S FAERY TALE

Resources

t-resources.htm

"Detailed description of any physical resources needed to implement the lesson."

Computers with online access and audio/visual capabilities and with interactive chat- room-style intranet qualifications, voice activated for disabled, languages can be added and Braille-type audio cues for blind.

Learners

t-learners.htm

"Describes the grade level, class, entry level skills and knowledge expected, and anything else another teacher would need to know about the learners for whom the lesson was designed."

The grade or age level is not as important as level of mastery. The user interface will increase motivation and retention of DEsign by TEAMS.

The software will screen by age and activity level, as well as factors like literacy or language difficulties. The age determines the complexity of the information but not the level of play, so that the age determines only the entry level and not the re-entry level. Once the child masters reading skills with music as a carrier, the next stage will be a live Design by TEAMS in collaboration with the teacher and/or parent.

The Design TEAMS Methodology will be the entry page so every age above 3rd grade will have experience designing a TEAMS project, hopefully evolved into "real life".

Evaluation

t-evaluation.htm

"A rubric or other means to evaluate the final task. May include rubrics or tests to measure competencies or accomplishment of interim skills."

Each "Game" will be tracked and documented, but not judged, so that a poor try can become a finished Master of Art or Music or Dance or whatever inspires the child.

There will be sharing among the disciplines unknown today.

There will be an ongoing online Portfolio, hopefully backed up with real-world, "win-win" solutions to global problems designed by the children themselves, who will inherit our mistakes and therefore have a stake in the future beyond our own.

Conclusion

conclusion.htm

"Final statement that may include reflections on the lesson or extensions of the content for further exploration."

After many repetitions of the song, with emphasis on words designating animals that also begin with that letter of the alphabet and with interactive coloring programs with motifs indigenous to the original inhabitants, the actual words of the song will go by on the bottom of the page, (perhaps after at least 50 or more repetitions), and the game will increase user-defined parameters using memory of art created by the child as they repeated the game, culminating in an interactive "finale" that will be musical and artistic and can be "saved" as future Portfolio.

Credits

credits.htm

"Description of sources used in the creation of the WebQuest, acknowledgement of help received, etc."

Most of the sources are on my web page or the links page available from my web page, the SpiritualUN. http://www.angelfire.com/hi3/spiritualun

csiri.org

Computer Social Impact Research Institute, Inc. a 501 (c) (3)

Designer Pages (inside the myfiles folder)

Name/FileName/Description

Links

mylinks.htm

"A place to paste links to online sites as you find them. Later you can paste them into the Process sections as needed."

"http://sesd.sk.ca/teacherresource/webquest/webquest.htm (tutorial and background) http://webquest.org"

Topic

mytopic.htm

"A place to write up a tentative description of what your topic is after answering Yes to the four project selection questions."

Each Page in the WEB Quest will introduce a different letter of the alphabet for the youngest user, with a song that will play in the background in their Native tongue while they follow a XML simulation of a selected habitat. There will be forest, veldt, city, ocean kingdom, etc. There will be roles the user will also choose within the habitat and these roles may include the point of view of other species as well as those of the human players in the bioethical foundation of tribe or community.

Junk Drawer

myjunkdrawer.htm "A place to paste ideas and words that you don't know where to put yet."

The GATEWAY or Introduction Page will ask the user ID and login info with age. Parent or teacher who is scaffolding the learning for the child can insert this information. This will ensure a Portfolio Project will be created that includes the unique art and experience of each individual child and TEAM. A TEAM may form around a game within the intranet structure of the learner software, ensuring parent supervision and limiting online access.

The intranet within a pre-school or day care may have an interactive game with more than one user, after the child has learned by "hands-on", simple games, how to "play" the computer using the mouse buttons and point and click hyperlinks that will be easy to see and access with a clickable graphic and an audio cue instead of a word to start entry into each "room" in the game.

AGE from 2+ until literate will have an Alphabet Game.

Each Page in the WEB Quest will introduce a different letter of the alphabet for the youngest user, with a song that will play in the background in their Native tongue while they follow XML simulation of a selected habitat. There will be forest, veldt, city, ocean kingdom, etc. There will be roles the user will also choose within the habitat and these roles may include the point of view of other species as well as those of the human players in the bioethical foundation of tribe or community.

Each letter in the alphabet will have an interactive coloring program with a song/poem playing quietly in the background as the child "role plays" animals or humans in their native habitat. Endangered species will be represented and animals whose names in the child's native language begin with that letter of the alphabet they have chosen to "play", and they input the "action" with the mouse controls (and later, for more advanced users, keyboard commands)

as they learn Sacred Geometry by creating "Pattern Generators" that control mandalas like rheostats in a miniature car control the car's speed.

Later, I will develop more advanced age groupings somewhat as follows:

AGE from literate (K-3rd or English as second language) will have a geography game like Risk but with cooperation and community responsibility to the least (like children and elders and disabled), as determining "winning". This will be a Group or individual Project by user choice or teacher involvement.

Each "Country" or "Nation" will have a community Project that will include the child and the elder in this "recipe for awareness" one may refer to in later years as a study of bioethics.

The users will have choices along the way of what role or craft they will model and a simulation that will also be their Portfolio and assessment. Every player may experience each role within the scope of the game, over time.

The Design TEAMS Methodology will be the entry page so every age above 1st grade will have experience designing a TEAMS project, hopefully evolving into a "real life" Project that will also be of benefit to the child's community.

3rd-HS Each child will enter a room designed not for their age but their level of mastery within the ongoing "Game".

Each room will have an interactive motif reflecting the discipline and how it interacts with other skills and knowledge within the matrix we call education. The rooms may be online or within a local intranet so that use may be monitored by adult teachers who may choose intervention to scaffold learning for children who need specific help with certain computer skills or language skills or interactive skills within the group matrix, etc.

Grades will be private and include emphasis on skills the individual child shows a need for improvement in and will reflect that improvement in a portfolio style of assessment.

HS+ Independent Study utilizing online research that is also interactive using the Design TEAMS Methods will be the "order of the day" for future systems scientists.

I WILL HAVE VARIOUS WORKSHOPS THAT MODEL COPYRIGHTING, SELF-PUBLISHING AND E-PUBLISHING, WRITING POETRY, MUSIC, OR PAPERS ON GLOBAL WARMING, TEACHING TEACHERS HOW TO TEACH, etc.

Links will be included. for example, a class on Bioethics would include link below: http://www.woodrow.org/teachers/bi/1992/outline.html

above link for an outline for high school students on Bioethics

Each "Game" will be tracked for the child and the teacher and saving the "game" will create a Portfolio that can inspire the child and satisfy the dictates of educational excellence.

The child, however, in a true systems science fashion, will but not be graded or judged, so that a poor try can become a finished Masterpiece of Art or Music or Dance or Systems Science or Husbandry or whatever inspires the child. I envision a system that will grow and evolve with the user's input, establishing feedback and causal loops that will improve the educational matrix. There will be sharing among the disciplines unknown today.

There will be an ongoing online Portfolio hopefully backed up with real-world "win-win solutions" to global problems designed by the children themselves, who will inherit our world and therefore have a stake in the future beyond their parents' own.

Here is a sample template for the Portfolio:

Designer Pages (inside the myfiles folder)

Name FileName Description user name/Project TEAMS NAME/myfiles/TYPE.html

Links

mylinks.htm

"A place to paste links to online sites as you find them. Later you can paste them into the Process sections as needed."

"http://sesd.sk.ca/teacherresource/webquest/webquest.htm (tutorial and background) http://webquest.org"

Topic

mytopic.htm

"A place to write up a tentative description of what your topic is after answering Yes to the four project selection questions."

Each group or user will choose or be assigned a group of five out of 30 selections to research. Each selection will be a clickable hyperlink to a page discussing one of the 30 "do-able" Projects outlined in the energy conservation pamphlet I have chosen to illustrate the example of a Design by TEAMS for this WebQuest Project. For the youngest user, the alphabet book is illustrated below and the interactive program for art will be a simple MSPaint program and will eventually teach graphic arts and other programming software to scaffold the user through the layers of the game.

Each Page in the WebQuest I design will introduce a different letter of the alphabet for the youngest user, with a song that will play in the background in their Native tongue while they follow an XML or DHTML simulation of a selected habitat. There will be forest, veldt, city, ocean kingdom, etc. There will be mandalas of animals that the user controls by mouse and later controls the color and movement or shape of the mandala by keyboard shortcuts they will learn with the help of the fluteplayer, the helper in this "game".

Later, when the older child has mastered the simple games, they will see the words of a song they have already learned subliminally as they played each letter, go by in a karaoke style along the bottom of the screen as each frame of the game enters more advanced levels of interactive play.

There will be roles the user will also choose within the habitat and the Design Process and these roles may include the point of view of other species as well as those of the human players in the bioethical foundation of tribe or community. In this way, even an urban dweller or young child can learn the principles of bioethics and can therefore embrace the "big picture", increasing understanding and critical thinking skills like metacognition by the same interactive process.)