TEACHING, LEARNING, & CURRICULUM

"Standard 3:

Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning, higher-order skills and creativity and support learner-centered strategies that address the diverse needs of students." I like the idea of using Criterion to increase assessment techniques that are Project and Portfolio based.

iii. "TEACHING, LEARNING AND THE CURRICULUM

a. FACILITATE TECHNOLOGY-ENHANCED EXPERIENCES THAT ADDRESS CONTENT STANDARDS AND STUDENT TECHNOLOGY STANDARDS.

b. USE TECHNOLOGY TO SUPPORT LEARNER-CENTERED STRATEGIES THAT ADDRESS THE DIVERSE NEEDS OF STUDENTS.

c. APPLY TECHNOLOGY TO DEVELOP STUDENTS' HIGHER ORDER THINKING SKILLS.

d. MANAGE STUDENT LEARNING ACTIVITIES IN A TECHNOLOGICALLY-ENHANCED ENVIRONMENT."

THE FOLLOWING PAPER ILLUSTRATES HOW MY WEB PAGES CARRY OUT THESE STANDARDS IN ACTION RESEARCH AND WEB QUEST FORMAT.

TEC 560 M3 Paper

Andi Bowe

Grand Canyon University

4/14/05

DESIGN BY TEAMS METHODOLOGY:[1]

Project-Based Learning (PBL) Approach.

My lesson plan to teach students how to do research and problem-solving skills is already online on my web page, the SpiritualUN, incorporating WebQuests for many different ages and Design by TEAMS, to merge generations and set up feedback loops that will hopefully increase learning skills like meta-cognition and critical thinking. I have also set up an action research Project asking for feedback from anyone who participates in one of these Design by TEAMS workshops, including a Portfolio that documents the team process as well as implements the final Project. This, however, may be given anonymously if the participants wish, so that feedback may be indicative of true and unbiased comments and suggestions.

All this is available for free and can be printed at the library or at home with a personal computer and printer and internet access. I think the lesson will be successful because it is based on backward design techniques and rooted in the concept of student choice, as several areas and interests are presented in the WebQuest format, so that motivational techniques like grades or bonus points are not necessary.

The components of the instructional design model in the Dick and Carey systems approach to curriculum design and planning fit together in a feedback looping model that affects the design outcome even before the final design is planned and implemented.

“Instructional design should consider all aspects of the instructional environment, following a well-organized procedure that provides guidance to even the novice learner.” (Simonson, 2003, p. 145.)

Dick and Carey’s approach is the result of many years of research and uses systems thinking to model the designing phase, including feedback loops to revise instructional planning both during and after the design phase. First, the model demonstrates the principles of backward design, as it considers the goals that need to be assessed and identified. Then the model splits into two levels. One is to analyze learners and contexts and the other is to conduct instructional analysis.

After the writing of objectives for performance, assessment instruments are developed, along with instructional strategy and materials so that the final phase of conducting formative evaluation of instruction and summation of evaluation will return to a feedback loop for further modification through real experience.

In analyzing the systems approach model proposed by Dick and Carey, I would alter only the necessity of considering the learners by age groups or levels. I would use my design by TEAMS to increase both feedback loops within a system and to alter the current paradigm that utilizes the teacher instead of the student as the primary motivator and guide. I like to see my students develop their own expertise in these areas as they develop teams and team learning as role models of systems thinking. Then the student as well as the teacher joins in creating rubrics (on a scale of one to ten, ten being rich and one being poor) and assessments by self-evaluations and Project Portfolios, keeping the simple steps of the design process in mind (BE SAMS) and using them to implement ever more creative and complicated designs and systems. I would leave in the feedback loops but make them much more a part of the design process and, way before the evaluative or summative phase is reached in the Dick and Carey model, I would be increasing the role of the student in the design process, letting them work backward after giving them the big picture and teaching the role of mentor and teacher in the process. (Kim, 2000)

If the roles within a TEAMS Matrix are clearly delineated and the goal or Project area are decided by student choice and not by grades or ages, then the mastery comes about with the exercise of the Design by TEAMS Methodology.

I like the idea of scaffolded learning, where the class from the year before "teaches" a programmed self-test style of course by giving tests verbally to each student for each Chapter or Module, while allowing the individual students to work through the chapters at their own pace. They could produce a hyper-content web page that collects action research data at the same time it teaches a Design methodology. Working as TEAMS, kids across the nation and the globe could brainstorm on global "win-win" solutions.

Once the teacher has "designed" such a course, they only need to sit back and observe the feedback loops begin and grow and offer suggestions when students ask for help or guidance, becoming a partner in learning instead of a lecturer. (Noll, 2005)

This process answers the need for scaffolding learning even for the novice teacher and the design process followed teaches systems sciences and cooperative team learning at the same time. Either by simulation or real world applications, the Project designed by a team will implement a matrix that will be more effective over time as the level of mastery of the Methodology increases and critical thinking skills manifest. (Wiggins and McTighe,1998).

As I quoted our textbook in the beginning of this paper, I would like to close with the same quote to illustrate the principle of starting with an idea and using systems science methods to work backward from this idea to create the curriculum or feedback loops necessary to realize the idea as a real world Project and Portfolio assessment that may well free our children from the current paradigm of age levels and separation of masters from those who would learn mastery. (Vygotsky, 1978) The concept of the whole child has been approached in the areas of child psychology and brain-based learning (Jensen, 1998), but does not seem to have been used to change the paradigm we called teaching in the industrial age, where children were seen as parts of a machine, not individuals with innate rights and destinies. (Tomlinson, 1999). Singing graphic interfaces, using continuous and effective feedback loops and modeling the TEAMS process, many more students will realize and appreciate their roles as future teachers and have fun doing so! (Dils,2004)

In the tradition of apprenticeship, I plan backward from a finished Project or Goal to allow a team process to teach critical thinking skills and meta-cognition and to employ a method simple enough to include even a two year old in a team project.

“Instructional design should consider all aspects of the instructional environment, following a well-organized procedure that provides guidance to even the novice learner.”(Simonson, 2003, p. 145.)

Design by TEAMS Methodology is not only a PBL approach to learning that can be implemented in person or in an online “game simulation”, but may also become a tool for the ongoing development of a comprehensive theory of learning using the principles of backward design and a movement toward a constructivist pedagogy. Either by simulation or real world applications, the Project designed by a team will implement a matrix that will be more effective over time as the level of mastery of the Methodology increases and critical thinking skills manifest (Wiggins and McTighe, 1998). I believe the team will become both teacher and role maker for further exploration on the Ship of Discovery I prefer to call education.

Developing a lesson plan to teach students research and problem-solving skills can be so simple if the matrix is followed and the Design by TEAMS ensures the lesson is appropriate to any grade you teach and incorporates the use of online resources as a primary focus.

http://www.citejournal.org/vol4/iss2/general/article2.cfm

Jensen, Eric. (1998). Teaching with the brain in mind. Alexandria, VA: ASCD.

Kim, M.K., & Sharp, J. (2000). Investigating and measuring preservice elementary mathematics teachers’ decision about lesson planning after experiencing technologically-enhanced methods instruction. The Journal of Computers in Mathematics and Science Teaching, 19, 317-338.

Noll, J.W., (2005). Taking sides: Clashing views on controversial educational issues. Dubuque, IA: McGraw- Hill/Dushkin

Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: ASCD.

Simonson, Michael, et.al. (2003, 2000). Teaching and learning at a distance: Foundations of distance education, 2nd Ed. Columbus, Ohio: Merrill Prentice Hall

http://www.prenhall.com/simonson

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, Massachusetts: Harvard University Press.

Wiggins and McTighe, (1998).Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD)

-------------------------------------------------------------------------------- [1] http://www.angelfire.com/hi3/spiritualun

Andi Bowe

TEC 545

WebQuest

11/20/04

· Here is my template for a WebQuest concerning Earth Conservation

· "Tips and Tricks"

| "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. Redesigning a simpler 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 simpler 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. I have also included my ideas for expanding to future WebQuests.

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 have only a simple hyperlink word to each of 30 simple Projects based on the pamphlet by John Javna.

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 redirected to an 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 and enter the Ship of Discovery Page that allows access to a wide range of Workshops and Learning Centres.

For this sample WebQuest, I will illustrate the process using "30 Simple Energy Conservation Things YOU Can do to Save the Earth", by Earth-Works Group (John Javna) and Puget Power (1990).

Later, I will be developing my Projects further with the ideas described below:

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

Introducing

The Alphabet Game!

(Music 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 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 various interactions and keyboard shortcuts that show increasing mastery in skills like metacognition and the mastery of the Design by TEAMS Methodology.)

(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, will choose 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. ·

· 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 five have the examples described. 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. 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 and I will eventually design the software to "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 intra-net 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 intra-net 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 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, acknowledgment 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 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.

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. Each role may be experienced within the scope of the game by every player, 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. This info can be inserted by parent or teacher who is scaffolding the learning for the child. 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 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 above "30 simple things" Project 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 also 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 aritistic and can be "saved" as future Portfolio.

Credits

credits.htm

"Description of sources used in the creation of the WebQuest, acknowledgment 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 bio-ethical 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."

"Due Week 16

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

http://webquest.org"

"Create a rough draft of a Webquest using a word doc representing all the info you will post in the future. Rough draft by end of Week 14"

The GATEWAY or Introduction Page will ask the user ID and login info with age. This information can be inserted by parent or teacher who is scaffolding the learning for the child. 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 intra-net structure of the learner software, ensuring parent supervison and limiting online access. The intra-net 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. Each role may be experienced within the scope of the game by every player, over time.

The Design TEAMS Methodology will be the entry page so every age above 1st grade will have experience deisgning 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 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' years.

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.

Other projects I am working on are outlined below:

(Each Page in the next 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.)

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

Forum: Module 4, Discussion Forum, due by Monday Jan. 31

Date: 01-31-2005 16:20

Author: Bowe, Andrea <abowe@cruiser.grand-canyon.edu>

Subject Re: TEC598 – Module 4: Church-State

Yes, evolution is already disproved and yet we are still teaching it? Forum: Module 4, Discussion Forum, due by Monday Jan. 31 Date: 02-02-2005 20:46 Author: Bowe, Andrea <abowe@cruiser.grand-canyon.edu> Subject Re: no preference, not seperation between church and state I agree. It is only in the ability of each individual to consider and view others and their own unique viewpoints with equal respect that any community can live and grow. Forum: Module 4, Discussion Forum, due by Monday Jan. 31 Date: 01-31-2005 16:30 Author: Bowe, Andrea <abowe@cruiser.grand-canyon.edu> Subject Re: Church-State I agree that there are more important issues at stake. This is one that seems to be over-emphasized. Even as a Christian evangelist whose spirit walk was a learning experience at the same time, I found myself "sent" to many different forms of religion and experienced first hand the concept of "the Father is no respecter of persons", because it seemed to only matter where peoples' hearts were at, not so much in what they believed to be doctrine. I like this paraphrase from a translation of the I Ching: "All religions and conceptions of God are only sequined mirrors on His robe." If we truly believe that Our God is a God of the Living and not of the dead, will we not refresh all our souls with the living waters? Forum: Module 4, Discussion Forum, due by Monday Jan. 31 Date: 02-01-2005 16:14 Author: Bowe, Andrea <abowe@cruiser.grand-canyon.edu> Subject Re: Church-State Separation Calling it emotional intelligence is one way to bring it out of the realm of politics and into the realm of psychology and mental health, where I believe the issues of freedom can co-exist for all religions if we adopt the correct paradigm to include all types of learners and teaching methodologies. I do, however, advocate a simple class in Design by TEAMS to offer the correct tool to accomplish the job.

Forum: Module 4, Discussion Forum, due by Monday Jan. 31

Date: 01-31-2005 18:09

Author: Bowe, Andrea <abowe@cruiser.grand-canyon.edu>

Subject TEC 598 Mod 4DB

Andi Bowe TEC 598 Module 4 1/31/05 The conflict over the issues in the debate over the separation of church and state is one that has raged from the inception of the democracy. Whether we believe, like Mr. Butts, that the long history of this separation implies a political agenda, or, like Mr. Cord, that this was a doctrine of "no preference" for any one religion, a much narrower view, we may all agree that the conflicts must be resolved through understanding. As R. Freeman Butts points out in “A History and Civics Lesson For All of Us” as referenced on page 54 of the text, Taking Sides,(Noll, 2005), “I would like to remind educators that the present controversies have a long history, and the way we understand that history make a difference in our policy judgments.” It is all in the point of view of each Chief Justice and in their understanding of the historical viewpoints of the “founding fathers” that each case heard by the Supreme Court is judged. However, how about the “founding mothers”? Has anyone done any research to obtain their point of view on this subject? Did the principle of separation of church and state have a time when the voice of the grandmothers was included? Perhaps the use of the Iriquois Confederacy as a basis for the constitution itself, as a 600-year working democracy, should also be included in this discussion. The very basis of freedom as we know it today was made possible by the template of life as it worked in this four-part balance. It included, in harmony with the participants in this democracy, a care for the fourth to the seventh generation to come. Somehow, this became a three-part balance, leaving out the women and grandmothers, and, to this day, I believe we are still reaping the effects. Leaving the principle of compassionate caring for the generations to come out of the state and federal constitutions is, I think, at the heart of the issue, even more than the separation we imagine to be between church and state. At the least, the emphasis on emotional intelligence is often missing from case histories concerning these issues. “Resolution of the philosophical questions regarding the content and conduct of public education has become increasingly politicized.” (Noll, 2005). The above quote emphasizes the need for an overview of not only the Supreme Court, but also the very fabric of our government. Why let politics rule our world? Treason used to be the selling of votes, but now “pacs” in congress are only a joke. How long can we, as teachers and educators, stand by while our freedom of speech becomes a mockery of fear? If we do not stand up and change this paradigm, no one else will. Therefore, I feel this is an issue of moral responsibility that can not be treated lightly. I accessed the web page below through a search engine, and was pleased to see the amount of research available on the subject. http://members.tripod.com/~candst/index.html “The Authors: Jim Allison is a certificated paralegal and historical-legal researcher and writer living in Virginia Beach. Susan Batte is a lawyer and a member of the US Supreme Court bar who practices in Virginia. Both have been involved in the separation of church and state debate, researching and writing extensively on the subject, for several years.” Here is a direct quote from this website: “Why create another separation of church and state web page? First, and foremost, there are a number of anti-seperationist web pages in existence attempting to tear down the wall of separation between church and state. We feel the need to counter these efforts with a web page of our own. Second, while there is a wealth of information on Tom's page, we wanted to go in depth into the legal, historical and political / social evidence that exists to support separation of church and state. Though we have brought some of our past efforts forward onto this web page, we do not plan to stop there, but will dig deeper into the meaning, purpose and use of the principle of separation of church and state. Finally, the church / state debate is a timely issue which merits an on-going monitoring of current events. We want to continue to post new information about court battles, proposed amendments, state action and church / state events.” Studying the history allows us to have a more unbiased view of this issue. I also agree with Robert L. Cord, who points out that no other country in the world has opted to “so carefully prevent the combination of the power of religion with the power of the national government.”( Noll, 2005). He believes the separation clause is there to prevent Congress from giving one religion preference over another, not to eliminate religion from the schools and workplaces of America. I also feel this to be the case and I believe that giving ourselves and our children the rights of free choice entail not giving the government any rights that would curtail our own. This makes me believe that we are going the wrong way when we prevent prayer and promote violence and war instead. Peace is also a “win-win” solution and cooperation will produce better results than a global body of humanity that preaches competition rather than symbiosis. References Allison, Jim and Susan Batte. "The Constitutional Principle: Separation of Church and State" Retrieved January 30, 2005 from http://members.tripod.com/~candst/index.html. Noll, J.W., (2005) Taking Sides: Clashing Views on Controversial Educational Issues. Dubuque, IA: McGraw-Hill/Dushkin.

Forum: Module 4, Discussion Forum, due by Monday Jan. 31

Date: 01-31-2005 16:18

Author: Bowe, Andrea <abowe@cruiser.grand-canyon.edu>

Subject Re: The practical answer

Yes, I heard just last year of a little boy being expelled in the Deep South because he passed out pencils saying Jesus Loves You! on them for Valentine's Day. This is way out of line! Taking prayer out of public schools is also out of line. Even prayer, however, should be voluntary and, in some opinions, "in the closet". Let the child who wants to pray have a time to do so in private and let other children use the time to meditate or speak quietly. Reflection is just as good and everyone works better with others when they have some time alone. For a government to believe in freedom of religion and then "stick it's nose" into whether and how we practice that religion (i.e. only at home, not in school), is to denigrate the very foundation of freedom. I believe not letting home school parents use the bible to qualify as a reading assignment is also a travesty. The separation of church and state should require more restraint on the part our govenment plays in our lives, not less! Forum: Module 4, Discussion Forum, due by Monday Jan. 31 Date: 01-31-2005 18:14 Author: Bowe, Andrea <abowe@cruiser.grand-canyon.edu> Subject Re: The practical answer Yes, that is exactly what I am saying! Government has become a mockery, when the will of the people is subverted with misunderstood laws. We need to move away from the rule of law and towards common sense and compassion. Law is OK for those who need constraint so as not to hurt others, but against Love there is no law!

http://www.angelfire.com/hi3/spiritualun/CAPSTONE.html

THESE ARE JUST IDEAS AND YOU MAY DESIGN YOUR WEB QUESTS ANYWAY YOU LIKE! IF YOU DO SO AS PART OF A TEAMS WORKSHOP, PLEASE PROVIDE FEEDBACK TO US! THANKS!