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1 | 7/27/2008 8:16:15 | Literature | Cheryl Lykowski | Michigan, USA | Twitter: CLykowski | http://globalexplorers.wikispaces.com | September, 2008 -June, 2009 | Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13), High School Students (ages 14-18), College/University Undergraduate Students, College/University Graduate Students | No | 4/5/2008 | We will be connecting via Skype, podcasting,& blogs. An initial introduction podcast will be completed in September that introduces your classroom and where you are located. A shedule/calendar will then be in place that will take in account time zone, vacations, etc. | cheryl.lykowski@bedford.k12.mi.us | Last year my students made a reflection video. We also used a survey. | |||||||||
2 | Untitled Question | Timestamp | Narnmia and Narni in Italy | Martha Thornburgh | Mount Vernon, WA | t56linc@gmail.com | skype= roswellsgirl | lincs2.pbwiki.com | pacific | Ongoing projects | Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13), High School Students (ages 14-18), College/University Undergraduate Students, College/University Graduate Students | No | 2 or more | lincs is a group of activities that are organized by strand. Each project is created to encourage conversation and to make cultural connections with students in other parts of the world. | Education and interculturale project by internet | Projects are based on NCTM standards for each strand. | Students will demonstrate what they have learned by creating projects that show understanding. | All are welcome. | is the only language required. | Blogs, Wikis, Digital Videos, Chat (AIM, iChat, Skype), Digital Photos, Podcasts, projects are open ended and students can use different tools to share learning. | Please complete sign up on wiki or email me at t56linc@gmail.com to join. | Last year's project. http://www.t56linc.com/moodle (lincs) |
3 | 7/29/2008 8:00:04 | Classroom Braids | Sharon Betts | Maine, USA | sharonbetts@sharonbetts.org | Twitter: sharonbetts | http://msad52.org | EST | Oct - June | Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13), High School Students (ages 14-18), College/University Undergraduate Students | No | 3 | Register at http://classroombraids.wikispaces.com during September 2008. Complete project steps throughout the year | This year we are concentrating on geography, science, environment, travel through the Ocean Challenge Live! - Vendee Globe 2008 | Concentrate on NETS for students | Participation and feedback Individual assessments can be made by mentor teachers. | It will be completed in English | Wikis, Digital Videos, Social Bookmarking Tools, Digital Photos, Podcasts | http://classroombraids.wikispaces.com | |||
4 | 7/29/2008 9:23:43 | culture exchange through blogs | Dorothy Lee | Texas, U.S.A | sl667@mail.utexas.edu | http://www.austinisd.org/schools/details.phtml?id=001/ | Central | Sept- Dec | Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13), High School Students (ages 14-18), College/University Undergraduate Students | No | 3 schools | During the blog exchange, students will form cohort groups of 3-6 students (from different countries). They will exchange two tyeps of culture knwoledge: (a) high school stduents' life in their own country and (b)information/ideas about 3 current world events: immigration, terrorism prevention and promote diversity. This project would be ideal for social studies curriculum. Last spring our students had a great time exchanging culture information with student from Taiwan. We hope to expand this project to other countries during Fall. We know most of the high school students are already very familar with blogs and maybe already have one or more blogs. We hope to expand our students' horizon through a technology that they are already familar with. Please join us. This will be an eductaional and fun project for your students ^^ | Social Studies | 1. Critical thinking to process information 2. Knowledge on current events | Each blogs will be a portfolio showing how students' reasoning skills evolve through the culture exchange. Please contact me for a copy of the rubric (sl667@mail.utexas.edu) | We need partners from Asia, Africa, Australia, Europe or Russia | English will be the language for this project. | Blogs | ||||
5 | 7/29/2008 10:18:36 | Building Learners Project | Candace Hackett Shively, TeachersFirst | TeachersFirst.com- U.S. | cshively@sfl.org | http://blog.teachersfirst.com/blp/about/ | all | Now through December 1, 2008 | Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13), High School Students (ages 14-18), College/University Undergraduate Students | Yes | 100 teachers | Read details about the project at the project blog: http://blog.teachersfirst.com/blp/about/ Join TeachersFirst (free) and apply for membership in this documented pilot project. You will hear back within 48 hours with complete log-in information. | all subjects- looking for a wide range | Your choice, since the projects are across all disciplines. This project could easily be used to address all six NETS-S standards, as well. | Individual teachers will determine the assessment of student projects. The project itself will be evaluated based on input on the project blog and a follow-up survey of the teachers involved. This is a documented pilot, with opes of generating some research and possible conference presentations. | Anywhere. This is asynchronous. Primary language is English, thought at least one current participant has asked about communicating in Spanish (for English-speaking students to get practice). | Primarily English. All support materials are in English. | Standard web pages, Other collaborative documents, Digital Photos, TRintuition workBench tool | Please use the links from the Building Learners Project Blog to apply, not direct email to the organizer. The list of technology options beyond the workBench depends on participant's interests. Video can be embedded. The actual projects can also be embedded into blogs and/or wiki, if you wish, but these are of part of the main project. Building Learners is a cooperative venture offering a supportive environment for teachers to create collaborative online (and offline) projects within their classrooms or together with others. One hundred teachers will be involved. At the time of this writing, about half the project slots are open. We would like to fill the slots by September, 2008. | http://blog.teachersfirst.com/blp/about/ This site explains the project. http://www.teachersfirst.com is the free, non-profit site organizing the project together with TRintuition. http://www.teachersfirst.com/single.cfm?id=8892 is a review of the workBench tool with some ideas for ways it can be used. http://www.trintuition.com/tr/#/user_preview_8/ is the home page of TRintuition, the tool developer offering the premium access for this project (note that those seeking membership should enter the project via the project BLOG, not this "public" portal). | ||
6 | 7/29/2008 10:46:15 | Where in the World? | Kerri Westgard | USA | kerriwestgard@hotmail.com | http://www.dgf.k12.mn.us | Central U.S. | School year 08-09 | Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13), High School Students (ages 14-18) | Yes | 50-60 | We would like to set up an ePal exchange. | Geography, Social Studies | National Geography Standards Minnesota State Standards | Through ePals project pages | English only | Blogs, Social Networks ( i.e. Ning, Facebook), Other collaborative documents | http://www.epals.com | ||||
7 | 7/29/2008 11:21:23 | The Global Challenge | David Gibson | USA | david.gibson@globalchallengeaward.org | Skype = dcgibson | http://www.globalchallengeaward.org | zones vary with student participants | Sept 08 to Apr 09 | Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13), High School Students (ages 14-18) | No | 1 - yours | Any student can start a team. The student registers, finds 1 friend and 1 adult to also register and forms a "Country Team" which then joins with another country to form an "International Team." That team decides which project to do and is assigned a project Mentor and given a team work space. Solutions are formed over several weeks - work done mostly outside of school - and are submitted on April 30 for judging. Wew awarded over $60,000 to 80 students on June 1 in 2008 and plan to do the same in 2009. | earth sciences, complex systems, sustainability, global warming, the future of energy | Several of the standards of the "Partnership for 21st Century Skills" are addressed: Global teamwork Entrepreneurship Creativity Science, technology, engineering and ematics applied to complex problems | We use online assessments of several types: pre- and post-tests of global team work, STEM content, and demographic data. The final products are assessed by peers, staff and outside experts in rounds of feedback using rubrics. Student in the US can also choose to be assessed for possible selection for the US team to the International Earth Science Olympiad (held in Korea in 2007, Philippines in 2008 and scheduled for Taiwan in 2009) | 40 countries were involved in 2008. All locations are welcome. | The project is in English. | Standard web pages, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Other collaborative documents, Digital Photos, games and simulations | We welcome individual students, after-school clubs, classrooms and whole schools! Please be in touch! | http://www.globalchallengeaward.org | |
8 | 7/30/2008 8:19:08 | The HSTE Project | John Peters | Hereford, Texas | johnpeters@herefordisd.net | Twitter, johnpeters | http://www.herefordisd.net/HHS/index.htm | US Central Time | August 25, 2008 - June 5, 2009 | Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13), High School Students (ages 14-18) | No | 1 | The HSTE Project will be a [[http://en.wikipedia.org/wiki/Project-based_learning|Project Based Learning]] experience for all students enrolled in [[http://web.mac.com/meddude/HHS_HSTE/HHS_HSTE.html|Health Science Technology Education]] classes at [[http://www.herefordisd.net/HHS/index.htm|Hereford High School]] for the 2008 - 2009 school year. The **HSTE Project** concept will be to actively engage students in their particular course of study of Health Science Technology Education using Project Based Learning precepts of working together and [[http://en.wikipedia.org/wiki/Collaborative_learning|collaborating]] in order to produce the desired outcome, real, measurable learning that directly results from the use of the technology to answer to a question, series of questions, or a concept by obtaining expert advise from practicing health care professionals. The HSTE Project will challenge students and attempt to tap into their innovation and creativity by allowing them to take an active part in the development of this project. | Technology Health Science Technology | Students will initially start developing their project by analyzing the [[http://www.texashste.com/administrators/teks.htm|Texas Essential Knowledge and Skills (TEKS)]] for the following courses: [[http://www.texashste.com/documents/teks/subchapter_a_coherent_sequence_high_school.pdf|Introduction to Health Science Technology]] [[http://www.texashste.com/documents/teks/subchapter_a_coherent_sequence_high_school.pdf|Health Science Technology 1]], and [[http://www.texashste.com/documents/teks/subchapter_a_coherent_sequence_high_school.pdf|Health Science Technology 2]] | The students will then take these answers provided by the health care professionals and develop these into an Internet based framework to share with their entire class thereby allowing them to have a greater understanding of the health care field and their course study. | Yes, Health Care Professionals, Doctors, Nurses, X-Ray Technicians, Paramedics, Phlebotomists,etc. | No | Blogs, Wikis, Standard web pages, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Social Bookmarking Tools, Online whiteboards, Other collaborative documents, Digital Photos, Podcasts, Various Web 2.0 Tools | <a href="http://hsteproject.ning.com/">HSTE Project Ning</a>. <a href="http://healthsciencetechnology.wikispaces.com/">HSTE Project Wikispace</a> <a href="http://hsteproject.blogspot.com/">HSTE Project blog</a>. | ||
9 | 7/30/2008 8:35:42 | Pilgrims to United States | Britt Pumphrey | Kansas City, Kansas | brpumph@kckps.org | http://sites.google.com/site/roomtwozerosix/ | Central Standard Time | TBD | Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13), High School Students (ages 14-18) | Yes | 2-3 classrooms | Using either a wiki or a couple of blogs, the two classrooms would jointly research several of the occurrences between the time of the pilgrims through the revolutionary war. The research would be, in large part, separate, but the two classes would take the research and gain a whole new perspective. | Social Studies | Kansas State 5th grade Social Studies Standards | The research, comments, and reflections would all be documented in a wiki and/or blog. | Europe, especially England (English is preferred, though Spanish would fit my class perfectly as well) | English and Spanish | Blogs, Wikis, Other collaborative documents | The criteria of the project are still in the developmental stages and I would be open to any and all suggestions on how to make it better. I am primarily interested in utilizing the technology to help the students gain a better rounded view of the events in the curriculum and to help the students gain a more accurate world view. | |||
10 | 7/30/2008 9:32:43 | Global environmental project | Louise Maine | Punxsutawney, PA USA | lmmaine@gmail.com | www.punxsy.k12.pa.us | Eastern | Spring 2009 | Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13), High School Students (ages 14-18) | No | need representative schools from all countries or continents | Please contact me if you are interested in researching and discussing environmental issues that affect all organisms on the Earth. The goal is to use the information to create an environmental bill of rights or at least to create an understanding of the common issues affecting us all as well as an understanding of the viewpoints of others around the world. In the US, our viewpoint is US-centric and no real understanding happens unless other stories are told and heard. | Biology Environmental Science In some respect, world cultures | Through creation of a "bill of rights" for the Earth and specific examples of problems/reclamation around the world, students will show understanding of issues and possible solutions. Assessments are open for discussion and ideas. | Representative countries of all continents | No. English. | Blogs, Wikis, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Podcasts | |||||
11 | 7/31/2008 11:30:03 | Rock Our World: Going Green! | Carol Anne McGuire | California | rockourworld@mac.com | Twitter- rockourworld | www.rockourworld.org | PST | September 8, 2008 - December 6, 2008 | Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13), High School Students (ages 14-18) | No | 20 International, Unlimited on the Moodle | Rock Our World is an international project that works with teachers and students on all 7 continents! Together, we compose original music with GarageBand, make movies and (most importantly) talk with each other in live video chats! Each round has a specific curricular theme, this one is "Going Green!" Together we will explore how we can save our earth from global warming. Students will participate in research, critical thinking and digital citizenship activities across all grade levels. Applications for the International Team can be found at www.rockourworld.org. You can also contact me at rockourworld@mac.com. Rock On! Carol Anne McGuire | LANGUAGE ARTS HISTORY AND SOCIAL SCIENCE SCIENCE MUSIC TECHNOLOGY ALL NETS | California, USA LANGUAGE ARTS: Writing Strategies, Writing applications, Reading Comprehension, Oral Presentations- Listening and Speaking : Number Sense, Measurement, Statistics- Data Analysis and Probability, Problem Solving HISTORY AND SOCIAL SCIENCE: World Geography, Maps, Compare & Contrast, Human Characteristics SCIENCE: Life Science, Earth Science, Investigation and Experimentation MUSIC: Artistic perception, Creative Expression, Cultural context, Connections- Relationships and Applications. | Students will create a 2-minute video on their learning, as well as participate in a live worldwide webcast to celebrate their learning. Students will participate in local, national and worldwide demonstrations of "Going Green" by sharing resources and actively measuring their carbon footprint and finding ways to reduce it. | We are looking for partners on all continents. | Blogs, Wikis, Standard web pages, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Social Bookmarking Tools, Online whiteboards, Other collaborative documents, Digital Photos, Podcasts | We are looking forward to participating with you in our newest round of Rock Our World! Let's Rock! | www.rockourworld.org | ||
12 | 8/8/2008 10:39:34 | Talking kites on the footsteps of Janusz Korszack | Ruty Hotzen | Israel | eh2y42@gmail.com | Skype name: rutyisrael444 | http://iearn-israel.com/ | GMT +3 | 21.03 every year | Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13), High School Students (ages 14-18) | No | all are welcome | A tradition of flying kites with personal and group images of our dreams for a better world. We Will Fly Kites Across the world on 21, 22, 23 March Learning About Korczak By collecting Information And share it Declaration of Children's Rights Constructing and flying Kites, which have A quotation from Korczak On them | it is a PBL project and you can do it in any subject | Fly the kites which have A quotation from Korczak On them on the same day over the world | you can do it in any language | Digital Videos, Chat (AIM, iChat, Skype), Digital Photos | https://media.iearn.org/node/198 | ||||
13 | 8/8/2008 19:23:20 | Video Introductions to Communities | Rushton Hurley | Santa Clara, CA | rh@nextvista.org | http://wilcoxhs.com | US Pacific Time | August-December 2008 | Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13), High School Students (ages 14-18) | No | 6 | Students seeking to learn about other places often have little to use beyond what is in their textbooks. This project is designed to help students develop an interest in other places by seeing how their peers in other countries are similar to and different from themselves, as well as by learning about people who get joy and meaning from helping others. Participants will create short videos to be used to encourage discussion and understanding. Details are at: http://whsnihongo.googlepages.com/iearn | history, global studies, citizenship | Success of the project will primarily be a function of the quality of interaction among participants in their discussion of the videos created. | Schools from anywhere in the world are welcome. | Videos may be in any language, but we ask that those that are not in English include English summaries as support files. We also encourage students to consider making multiple versions of videos using different languages. | Wikis, Digital Videos | Those wishing to take part, please visit the project website and contact the project coordinator, Rushton Hurley, as soon as possible. | Details of the Video Introductions to Communities are at: http://whsnihongo.googlepages.com/iearn | |||
14 | 8/12/2008 6:22:13 | Project Global Cooling Australia | Jenny Luca | Melbourne, Australia | jenny.luca1@gmail.com | Twitter jennyluca | https://tconline.toorakcollege.vic.edu.au/ | Eastern Standard Time (Melbourne,Australia) | ongoing | Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13), High School Students (ages 14-18) | No | no specified limits | Students and Teachers who are willing to rally behind a cause and raise awareness in their community about issues related to global warming. This year we organised a concert for our community to help raise awareness. We ustreamed it out to the world to try and extend the message further afield. Clay Burell from Korea began the project and helped to motivate us with our involvement. Other schools from Hawaii, China, Dominican Republic and Bangkok were also involved. | Science, English, Civics and Citizenship, Global Studies | Changing perceptions in the school community are what we're hoping to achieve with a reduction in the school's carbon footprint being the ultimate aim. | Anywhere. Local, national, global. | Just English at this stage, but open to non English speaking schools joining. | Blogs, Wikis, Standard web pages, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Social Bookmarking Tools, Other collaborative documents, Digital Photos, Podcasts | http://projectglobalcoolingaustralia.wordpress.com/ http://projectglobalcooling.org/ http://globallycool.ning.com/ | |||
15 | 8/23/2008 9:11:26 | Global Citizens | Kimberly Brown | Regina, SK, CAN | globalcitizen08@gmail.com | twitter/classroomqueen | http://www.classblogmeister.com/blog.php?blogger_id=73127 | CST | 2008/2009 | Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13), High School Students (ages 14-18) | No | as many as possible | Global Citizens is a year long project designed to promote an awareness of issues and concerns around the world. Each month there will be a challenge theme for classes to work on. Classes are invited to participate every month or on the months they are able to. Turn ads off - $5/month Edit This Page Welcome to Global Citizens! Global Citizens is a year long project designed to promote an awareness of issues and concerns around the world. Each month there will be a challenge theme for classes to work on. Classes are invited to participate every month or on the months they are able to. Participating Schools will fill in the information on the schools page then a wiki page will be created for them to record challenge results. Results and activities for the month's challenge will be posted on the school wiki page. Suggestions for Web 2.0 tools are: VoiceThread, Animoto, Slideshare. For more ideas check out: cooltoolsforschools | Social Studies, Science, Language Arts, Visual Arts, | Province of Saskatchewan Curriculum Links | Holistic Rubrics will be developed. Individual Projects may be assessed by participating teachers. | Looking for any interested teachers. | Blogs, Wikis, Digital Videos, Other collaborative documents, Podcasts, voicethread | Teachers are invited to particpate for the entire year or an monthly themes that interest them. | http://globalcitizens1.wikispaces.com/ | ||
16 | 8/23/2008 15:06:57 | Global Visits | Betty Tonsing, Ph.D. | Mishawaka IN | globalvisits@aol.com | www.globalvisits.com | Eastern USA | on going | Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13), College/University Undergraduate Students | No | no specific minimum number | In the past, Global Visits linked students from the US together with students from Central Asia, Afghanistan, the Middle East and Africa in a project called Project Perception with the aim of dispelling myths and misperceptions. The technology of our web site limited us to a discussion forum, emails, uploading essays and pictures and a chat room. Using the ning system, our web site has this summer 2008 been transformed into a social networking site and it is very exciting! OUr capabilites seems endless as ning is always upgrading services. We will continue focusing on higher ed students and their instructors, but we are also involved with projects for high school students. Global Visits is non profit, and our mission is to use this exciting technology to transform educational and cultural exchanges. OUr overall mission is peace and friendship. | What ever fits the syllabus! Be it political science; sociology; anthropology; history; sciences; .......it is an invitation to college instructors, with their students, to collaborate with students from diverse parts of the world to enliven their semester's curriculum and syllabus; and to expand knowledge and information. | The evaluation tools will be developed by the participating instructors, with most projects integrated into the syllabus and part of the overall grade. | We are primarily interested in projects with students outside of what is considered the 'developed' world and focus on where the population is greatest and the need to dispell myths and misinformation is critical. | Blogs, Wikis, Standard web pages, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Digital Photos | ||||||
17 | 8/25/2008 7:39:40 | New School Student Ambassadors | Stephen Wilmarth | Connectict & Yinchuan, Ningxia, PRC | stephen.wilmarth@gmail.com | Skype swilmarth | http://www.dragonstudentexchange.org/ and http://www.nscgroup.org/ | Eastern | Ongoing project | Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13), 9 and 10 year olds | No | 10 students per team | New School Student Ambassadors, Inc. has assembled and supports a group of networked collaborating organizations and educational professionals, and provides active learning, project-based educational programs that: • Improve language skills • Enhance cross-cultural creativity, innovation and problem solving by developing critical thinking skills • Develop collaboration and online communication skills • Build story telling, persuasion, and presentation skills Project-based programs will be delivered to teams that combine Chinese and US students in an online, interactive environment making maximum use of social media, social production, collaboration and communication (text, audio, video) tools. The organization has fully developed, tested, and piloted joint active learning, project-based curriculum and program delivery using open source course management, learning resources, electronic portfolios, and activity management systems. The organization supports teacher/coaching professional development in both China and the US. The educational programs are designed to have a maximum positive effect on increasing cross-cultural educational opportunities (preparing northwest Chinese students for US educational opportunities), developing student global awareness and cultural sensitivity, improving creativity and innovation through cross-cultural teamwork solving real-world problems, and simulating 21st century working relationships in a global knowledge economy. The online project-based learning activities are designed to serve as preparation for exchange trips and face-to-face visits between participating Chinese and US students. Exchange trips will focus on the value of sustaining unique cultural, economic, and environmental ecosystems while providing a balance of opportunities for students in emerging regions of China to prepare for global education programs and meaningful work in a global knowledge economy. | Interdisciplinary project-based learning that focuses on science, technology, digital arts, and business topics. | Oriented towards standards in critical thinking, problem solving, communication, language and writing skills. | Assessment based on electronic portfolio standard. | Any US location. | The project requires a willingness to learn some Chinese and to use peer-mediated strategies that support "negotiated understandings" with native Chinese speakers in conversational contexts. | Blogs, Wikis, Standard web pages, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Social Bookmarking Tools, Online whiteboards, Other collaborative documents, Digital Photos, Podcasts, ePortfolios, Learning & Activity Management Systems | Each US student team, supported by a teacher/coach, will be matched up with a specific Chinese team, supported by a teacher/coach. The combined team will collaborate over a 12-15 week period on a selected project curriculum delivered through an online course management system. Chinese students must be eligible to receive credit or other evidence of satisfactory completion of project work. | http://www.nscgroup.org/ http://www.dragonstudentexchange.org/ | |
18 | 8/28/2008 2:42:54 | Flat Classroom Project 2008 | Vicki Davis and Julie Lindsay | USA, Qatar | flatclassroomproject@gmail.com | Twitter: coolcatteacher and julielindsay | http://flatclassroomproject2008.wikispaces.com/ | global | October 1 - December 8, 2008 | Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13) | Yes | 10 | The Flat Classroom Project is a global, collaborative project using Web 2.0 tools to foster communication, collaboration and creation. For inspiration and content material it draws on the work of Thomas Friedman and 'The World is Flat'. Interested teachers are asked to review the Project Timeline and Project 2008 Info then fill in details on the Teacher Survey Online Form. | Information Technology, Global Studies, Technology, Computer Studies, Computer Science Suitable for Grade 10-11 (possibly Grade 9) | Collaboration and content building on a wiki Individual multimedia piece incorporating outsourced clips from team members | We are aiming to a classroom form every continent around the world. Really keen to hear from non-USA classrooms to start this next project in a few weeks | No | Blogs, Wikis, Standard web pages, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Social Bookmarking Tools, Other collaborative documents, Digital Photos, Podcasts | See http://flatclassroomproject2008.wikispaces.com/About Online application form http://flatclassroomproject2008.wikispaces.com/Teacher+Survey+Online+Form | http://flatclassroomproject.ning.com http://flatclassrooms.ning.com (for educators) http://flatclassroomproject2008.wikispaces.com/ | ||
19 | 9/3/2008 12:22:26 | Google Historical Voyages & Events | Carol LaRow | New York State - upstate | larowc@gmail.com | http://homepage.mac.com/larow2/Voyages/index.html | Eastern Time - USA | Sept 2008 - ongoing | Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13) | No | No requirement; contribute if you wish | What historical event, explorer, voyage, or community history would you like to share with other schools? Have you studied the settlement history of your own community? Have you studied about your state or country and historical events that helped shape it? This site is dedicated to the explorers, voyages, events, and historical backgrounds of countries throughout the World. We'd like to hear about famous explorers who surveyed or traveled through your community long ago. Perhaps you'd like to tell us about historical or catastrophic events that shaped your locale or region. Or, you may want to tell us how your community was founded, its historical background, early settlers. Every community, every town, every country has a past, and we'd like to hear about yours. This project is open to schools all over the World. We invite a "global community" of schools to share this site with us. We can learn about each other's countries as we contribute to this site. Note: We especially would like to use Google's free, online tools for this project. See project homepage for suggestions. | - social studies - geography - language arts - science - art (students drawings to depict events, explorers, etc, scanned for projects) - WEB 2.0 - Google tools - Google Earth - school/class WEB pages - peer-to-peer collaborative learning - others . . . | to be listed | 1) Students will demonstrate what they have learned by: - creating and posting projects after studying units - create lessons for peers or other schools - summarizing the information they've learned 2) Teachers can assess student progress: - rubrics - unit evaluations - assessing student projects 3) Note: The projects can also be posted by teachers as "teaching projects," in which those teachers accessing and using the projects would be assessing their own students. | We would love to have partners from all over the World. We'd love to learn about the history of communities and countries all over the World. This is a "global learning" project. The project has 5 sub- categories: 1. Famous Explorers & Voyages 2. Historical Events 3. History of Your Community 4. Catastrophic Events 5. Topics Suggested by Schools | The project is being hosted in New York State, USA. We are using English. If schools can post in English, that would be helpful. At this time, we have not made provisions for translating languages or hosting other languages. But, as we progress, we can look into this. | Blogs, Wikis, Standard web pages, Digital Videos, Social Bookmarking Tools, Other collaborative documents, Digital Photos, Podcasts, Google Tools - We are emphasizing Google tools such as Maps, Earth, Docs, Blogger, News, News archives, Picasa, Image search, Notebook, or any other Google Tool. | The topic is "historical events." We would like to give schools, teachers, and students as much leeway as possible to choose topics. Our goal is to have students and teachers post projects they are doing as they study historical events. You may be studying an explorer, or a battle that helped shape your history, or the early settlers of your community. Maybe you live close to a place where a famous person lived or gave a speech that helped change history. Maybe you live near a canal, such as the Erie Canal in New York State, that was built to aid commerce. There are many stories, and we'd love to collect them here. You can even suggest ones of your own. Suggested topics: * voyages of early explorers such as Henry Hudson, Columbus, Sir Francis Drake * information about the early explorers, including using primary source documents * historical events that played a role in the history of your area * early settlers in your area, the historical background of your community * famous projects, concepts, or undertakings that helped shape your part of the World * famous events in your area - battles, speeches, settlers, activists, etc. * ways your area introduced commerce or travel such as the Erie Canal or waterways or railroads * other topics you might suggest Suggested Tools: WEB 2.0 tools, collaborative tools for peer-to-peer learning Google tools | Here's the starting page. Please click on the sub-categories on the left. The page is being modified all the time. We will soon add a Google Form to assist in signing up. In the meantime, please contact Carol LaRow, Project Coordinator, and Google Certified Teacher. larowc@gmail.com NOTE: THIS SITE IS STILL BEING DEVELOPED. PLEASE CHECK BACK TO SEE THE CHANGES WE'VE MADE. WE WANTED TO POST THIS PROJECT SO YOU COULD START MAKING PLANS EARLY IN THE SCHOOL YEAR. Today's Date: 9/3/08 | ||
20 | 9/4/2008 15:24:21 | Debating without Borders | Matt Walsh | Brownsburg, Indiana (Indianapolis Metro) | mwalsh@brownsburg.k12.in.us | IndyEd | www.brownsburg.k12.in.us | Eastern | September 4, 2008 - November 4, 2008 | Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13) | No | At least 2 schools | A speech and debate class from Brownsburg High School in suburban Indianapolis is looking for national or international schools to set up a class-to-class debate about the upcoming elections in the United States. Using distance learning technology to conduct these types of debates is essential. School educators understand that teachers must collaborate online and via distance learning technology in order to make this an effective collaboration. | Government, economics, history, speech, debate | Teacher-generated rubrics Student-self assessment | All locations. English-speaking | NO | Wikis, Digital Videos, Chat (AIM, iChat, Skype) | Mr. Walsh is not the lead teacher for this project. | |||
21 | 9/14/2008 17:22:34 | GlobalArt$Caring | Michelina Thornton | NJ, USA | mthornton@nps.epals.com | http://www.nps.k12.nj.us/peshine_ave/index.htm | EST | Sept.-Dec.'08 | Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13) | No | Would like schools from all around the world | You can join the project by going to globalart4caring.wikispaces.com | Social Studies, character education, , writing, art | Rubric | Schools from around the world - still need Asia, Europe, South America, and Australia | Wikis, Digital Photos, Podcasts | ||||||
22 | 9/24/2008 21:23:03 | GetSmartmoodle.org | Jennie Lawrence | USA | jennie@getsmartmoodle.org | skype = jennie.lou.lawrence | http://getsmartmoodle.org | EST | Project still under development. | Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13) | No | will support up to 50,000 end-users; however not that many are projected ... | At present GetSmartmoodle.org is under development however we are seeking teachers and students that may wish to participate at a future time - GetSmartmoodle is a Modular Object Oriented Dynamic Learning Environment and a technology learning and teaching tool - | Content or Subject areas are left up to the individual teacher or student population to develop - GetSmartmoodle is a interactive and collaborative online educational that can support a wide range of developmental projects | Moodle's have a multiple choice application that can test learning and (personal note - learning is also never really measured until one does something with the knowledge) | This is a global endeavor - and the atmosphere should be business like - papers, contracts, etc.... | GetSmartmoodle.org has built in language packs that can translate the website programming into 78 different languages | Blogs, Wikis, Standard web pages, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Social Bookmarking Tools, Online whiteboards, Other collaborative documents, Digital Photos, Open source educational applications | Project is still in Development Stage | http://scientistswithoutborders.nyas.org http://linkedin.com http://comminit.com http://www.socialedge.org http://www.flickr.com/groups/823940@N20 http://beglobal.net/GETSMARTmoodle http://www.wiserearth.org/organization/view/9fceecf321bf33dea0a6ddddf26776cd | ||
23 | 10/6/2008 21:44:15 | Islands Around the World | Valerie Becker | Martha's Vineyard, MA | valerie@mvyps.org | ihat: vbecker@mac.com, skype: valerie_becker, twitter: vbek | www.wtisbury.mv.k12.ma.us | EST | 9/15/08-6/1/09 | Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13) | No | no limit | Create opportunities for young students to engage in collaboration and communication with students from other island communities. Objectives: Students will learn what islands are locate different islands around the world learn about the different ways islands are formed learn about cultural differences and similarities We will use a wiki - wikispaces - to share information - we will also use GoogleEarth and a variety of web2.0 tools and Skype, iChat or other videoconferencing tools to communicate Initial Activity: Each child will draw a picture of and tell about their favorite place on their island. So far our partners are from the Orkneys, Long Island (NY), Ireland, Iceland, New Zealand - possibly Puerto Rico, England and Tasmania | integrated - Geography, Social Studies, Language Arts, Art, Technology, , Music, World Languages | to be determined by individual teachers | individual teachers, rubrics, surveys, portfolios | Islands around the globe | Project participants will use their native languages | Wikis, Standard web pages, Digital Videos, Chat (AIM, iChat, Skype), Digital Photos, Podcasts | email me at valerie@mvyps.org to join | http://islandsaroundtheworld.wikispaces.com/ | |
24 | 10/22/2008 14:31:34 | Ningxia Dragon Student Ambassadors | Steve Wilmarth | CT, USA & Yinchuan, PRC | stephen.wilmarth@gmail.com | http://www.dragonstudentexchange.org/ | Ongoing | Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13) | No | As many as wish to engage in participatory learning projects using social media tools. | We give learners a chance to explore China. Our students engage in global studies and participatory learning through peer-to-peer social media frameworks. | Project-based learning, filmmaking and documentaries, language (Mandarin & English), cultural exchanges, history, global learning, travel, geography, social issues | ePortfolios, reflection (blogs), peer-to-peer participatory learning | Mandarin and English, but students of all proficiency (no proficiency to high proficiency) can participate. The project seeks to teach students how to collaborate across language barriers, and to learn the skill of "negotiated understanding." | Blogs, Wikis, Standard web pages, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Social Bookmarking Tools, Online whiteboards, Other collaborative documents, Digital Photos, Podcasts | We have a unique project opportunity that we'd like to extend to a select group of students interested in filmmaking around international social issues. | http://www.dragonstudentexchange.org/ http://www.nscgroup.org/ | |||||
25 | 10/23/2008 13:16:27 | A Day in the Life of the World | Lorie Lee | Central Florida | lorie_lee@scps.k12.fl.us | AIM lorieann | http://teachercenter.scps.k12.fl.us/education/school/school.php?sectionid=13 | EST | Ongoing | Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13) | No | at leaast 2 | We have a wiki with a template to fill out information about a day in your life, where you live. Please post the filled out template and pictures or podcasts to tell us what your day is like. http://twentyfirstcenturyleaders.wikispaces.com/Join+a+Project | Social Studies, writing | Communication skills, critical thinking, creative thinking, global awareness | By posting on the wiki. | all over the world! | no | Wikis | Essential Question: How does daily life in my community compare to daily life in other parts of the world? | http://twentyfirstcenturyleaders.wikispaces.com/Join+a+Project | |
26 | 10/28/2008 9:01:54 | Student Voice | Ximena Rayo | Brooklyn Park, Minnesota | rayox@district279.org | http://www.district279.org/sec/pcsh/indexbig.htm | central US | ongoing | Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13) | No | a couple schools | Student's Voice is a group that gives opportunities to voice diverse opinions on topics of interest. We are looking for a couple of High Schools that would like to join the discussion. The discussion would be in English and students are open to topics that our counter part want to bring to the discussion. | Current events and Topics of Interest, Different global issues like global warming, international economy situation and how we are all related etc. | This is an extracurricular activity that can help students English Language Learner around the world to practice their English skills. Our goal is to bring International Mindedness into the curriculum and hear from other cultures. | We would prefer to have partners in regions other than the United States. We want to hear diverse opinions. | No | Blogs, Chat (AIM, iChat, Skype), tele conferencing - Polycom | |||||
27 | 10/28/2008 10:21:59 | Student Voice | Ximena Rayo | Brooklyn Park, Minnesota | rayox@district279.org | http://www.district279.org/sec/pcsh/indexbig.htm | central US | ongoing | Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13) | No | a couple schools | Student's Voice is a group that gives opportunities to voice diverse opinions on topics of interest. We are looking for a couple of High Schools that would like to join the discussion. The discussion would be in English and students are open to topics that our counter part want to bring to the discussion. | Current events and Topics of Interest, Different global issues like global warming, international economy situation and how we are all related etc. | This is an extracurricular activity that can help students English Language Learner around the world to practice their English skills. Our goal is to bring International Mindedness into the curriculum and hear from other cultures. | We would prefer to have partners in regions other than the United States. We want to hear diverse opinions. | No | Blogs, Chat (AIM, iChat, Skype), tele conferencing - Polycom | |||||
28 | 11/3/2008 18:26:30 | Connecting with Kids | Dale Schulz | Brooklyn Elementary | das@oregon.k12.wi.us | http://www.oregonds.org | US central | Nov 08- May 09 | Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13) | Yes | 1 or 2 schools, 25-50 students | We are a 4th grade class that is just learning spanish as a second language. I would like to skype with another school to get kids to meet each other that is a spanish-speaking school with english as a second language. It would be great to see and talk with students from a different culture. I also have a blog that kids from both schools could meet and share ideas and possibly solve common problems from each region of the world. | Social studies, multi-cultural awareness, technology as a learning tool | Kids will participate in the project both through interactions with skype and submitting responses with the blog. I will give a reflection survey to the kids at the end of the year to see what they got out of the project. | Mexico, Central America or South America due to time zone issues | english/spanish | Blogs, Chat (AIM, iChat, Skype) | |||||
29 | 11/4/2008 20:42:47 | Connections | Linda V. Nitsche | Spring City, PA USA | lvnitsche@gmail.com | Skype: lvnitsche | www.ojrsd.com | EST | November 2008- December 2008 | Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13) | No | Open to any interested classes | is found and used everywhere in our world. This collaborative project is designed to provide a place for students and teachers to share their experiences with and discover the connection of ematics study to their own real world experiences. This year's project is centered about four CHALLENGES which will use a variety of online tools to engage your students' in exploring and communicating their understanding of within four different strands. * For each CHALLENGE, students will share a real world example of within the challenge strand using web2.0 tools. * Students will pose questions and problems about their real world example for others to explore and solve. * Students will post their example with questions on their individual wiki page in Connections. * Classes will then be partnered enabling students to work collaboratively to ask questions and solve the problems posed. See the Students and Partners Page. | ematics | Projects are based on NCTM standards for each strand. | Participation and feedback Individual assessments can be made by mentor teachers. | All are welcome. | English | Blogs, Wikis, Digital Photos, Podcasts, VoiceThread Blogs, Wikis, Digital Videos, Chat (AIM, iChat, Skype), Digital Photos, Podcasts, projects are open ended and students can use different tools to communicate their understanding. | http://connections.wikispaces.com | ||
30 | 11/4/2008 20:49:46 | Connections | Linda V. Nitsche | Spring City, PA USA | lvnitsche@gmail.com | Skype: lvnitsche | www.ojrsd.com | EST | November 2008- June 2009 | Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13) | No | Open to any interested classes | is found and used everywhere in our world. This collaborative project is designed to provide a place for students and teachers to share their experiences with and discover the connection of ematics study to their own real world experiences. This year's project is centered about four CHALLENGES which will use a variety of online tools to engage your students' in exploring and communicating their understanding of within four different strands. * For each CHALLENGE, students will share a real world example of within the challenge strand using web2.0 tools. * Students will pose questions and problems about their real world example for others to explore and solve. * Students will post their example with questions on their individual wiki page in Connections. * Classes will then be partnered enabling students to work collaboratively to ask questions and solve the problems posed. See the Students and Partners Page. | ematics | Projects are based on NCTM standards for each strand. | Participation and feedback Individual assessments can be made by mentor teachers. | All are welcome. | English | Blogs, Wikis, Digital Photos, Podcasts, VoiceThread Blogs, Wikis, Digital Videos, Elluminate, Digital Photos, Podcasts, projects are open ended and students can use different tools to communicate their understanding. | Please complete sign up on wiki or email me at lvnitsche@gmail.com to join. | http://connections.wikispaces.com | |
31 | 11/13/2008 10:08:12 | Sign Me a Lesson: Tutorials in ASL | Caryl Williams | Albuquerque, New Mexico | caryl.williams@signmealesson.com | chattyhandsnm skype/aim | www.signmealesson.com | pacific | on going | Primary Grade Students (ages 6-9) | No | unlimited | I am looking for teachers to share their expertise in their subject area by creating mini review lessons. Currently we are using power point/key note with all its animation/timings and coloring. We have an honors class in NJ where the students are creating the lessons with guidance from me and their teacher using geo sketch pad and a screen capture. This reinforces learning for studetns while they learn new technologies and they see their names in print as they create lessons that will become accessible for deaf and spanish speaking students and adults to learn from. We are also in need of fluent spanish speakers to assist with voice overs. This is a national collaborative that builds a much needed national data base for deaf students and their families (95% are unfamiliar with deafness or sign language prior to their childs arrival). All students benefit from see curriculum in multiple formats. Let's join resources to educate all students in printed English, american sign language and spoken spanish. (we are open to adding other spoken languages if someone has the resources to do the voicing.) | all academic areas | addressing all standards across all grades within the usa | Students who are involved have the opportunity to design using their prior knowledge of a subject area. Teachers who do this, have a resource they can send their own student to study independantly...creating student responsibility for their own learning while freeing up the teacher. | Predominately USA. If others who may use English as a second language, may be interested in a resource for their students too... | It uses ASL, spoken spanish. You do not need to know these languages to be invovled in creating the English background of each lesson. | Standard web pages, Digital Videos, Chat (AIM, iChat, Skype) | teachers can participate in any phase: 1) lesson design 2) lesson build ( in power point or other design) 3) editing using final cut pro 4) building interactive graphical games to reinforce each lesson | ||
32 | 11/17/2008 11:26:23 | THINKQUEST | Bernie.Trilling@oracle.com | http://www.thinkquest.org/competition/. | wmcgrath@nu.edu | http://oraclefoundation.org/ | PST | CURRENT - APRIL 09 | Primary Grade Students (ages 6-9) | No | AS MANY AS POSSIBLE! | ThinkQuest is an International Project wherein students, divided by three chronological categories, collaborate with students from different classrooms from around the world to create web sites- The categories for the sites are listed at http://www.thinkquest.org/competition/ Take a look at the LIBRARY to see previous entries Oracle Education Foundation will help your class obtain software that will enable your students to create vibrant sites I listed my email above-- Please note-- I am not the project lead-- RATHER JUST TRYING TO STIMULATE INTEREST IN A WONDERFUL LEARNING OPPORTUNITY Thanks Bill McGRATH, Ph.D. | Categories Create a site on an educational topic that interests your team. * Arts & Entertainment * Books & Literature * Business & Industry * Computers & the Internet * Geography & Travel * Health & Safety * History & Government * * Philosophy, Religion & Mythology * Science & Technology * Social Sciences & Culture * Sports & Recreation | Most of the projects are based in curriculum arenas which are aligned with state standards throughout the United States-- I am not aware of others, but I know in the United Kingdom there is alignment as well | ThinkQuest Website Competition Evaluation Criteria 2009 Each of the criteria below is worth 10 points. Judges will evaluate entries in accordance with these criteria, entering a numerical score (0 to 10) for each of the criteria. Content(10 points) * Website expertly explores the chosen topic, evidenced by depth of information, supporting details and a variety of sources. * All content is accurate and current. * Media elements (e.g. movies, photo essays, digital stories) include a concise written synopsis that enhances the portrayal of the topic. Writing & Organization(10 points) * Content is written in English using correct grammar, punctuation and spelling. * Writing is concise and easy to understand. * All content is effectively organized so as to hold the reader’s attention and ease transition between sections. Originality(10 points) * Website is creative and original in its approach to presenting the topic. * A variety of information sources are used, including primary sources such as interviews, surveys, personal observations, original artwork and multimedia recordings. * Written content, and where appropriate, photographs and artwork are clearly the original work of the students. * The majority of written content is not paraphrased or copied from outside sources. * Website structure, design and style are unique and original. * Please see Rules for information regarding plagiarism. Educational Relevance(10 points) * Content is written and organized for a student audience. * Team effectively describes its intended audience and relevance to teaching and learning according to the purpose of the website. * All content (e.g. written, media elements) is educational and informative. Global Impact*(10 points) * Team has selected a topic of global importance and maintained focus on this topic throughout their website. * Website proactively presents diverse viewpoints on the topic, with clear differentiation between opinion and fact. * Website intentionally raises awareness, presents action steps, and effectively engages others in addressing the issue and making a difference. Citations(10 points) * All sources used to research and create the website are clearly identified and credited, ideally as footnotes on the relevant page as well as on a summary citations page. * In-Text References are effectively utilized throughout the website. * If the website includes legally protected materials (e.g. copyrighted information, images, audio, video), permission to use these materials is clearly stated or noted as public domain. * Citations are credible and thorough enough to verify content. Collaboration(10 points) * Site Profile and website include a candid narrative on how the team worked together to create the website, divide tasks, share responsibilities, and overcome challenges. * Students share reflections on difficulties encountered, group problem solving, and teamwork as experienced during the competition. Team Diversity*(10 points) * Student team members come from multiple socioeconomic backgrounds, cultural groups, or have overcome other challenges to participate. * Team effectively utilizes their diversity to explore and present the topic. * Site Profile and website explain how the team is diverse and the ways in which this diversity is reflected in the development and content of the website. Website Structure, Appearance, and Function(10 points) * The site’s design and layout make it easy to use. Every page is visually well organized. * Colors, fonts, and overall layout are creative, artistic, consistent across the website and do not interfere with the ability to easily read content. * There are limited, or no technical problems (e.g. broken links, missing files, etc.). Media use(10 points) * Creative and purposeful use of media (e.g. images, audio, video, animation, games, interactive features, etc.) enhances the presentation of information by engaging the user more deeply and demonstrating key concepts. * All media elements are an essential component creating understanding and emotional impact. | Everywhere(country ) and everyone one ( 12-19) on the planet is welcome! | English is the competition language | Blogs, Wikis, Standard web pages, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Social Bookmarking Tools, Digital Photos, Podcasts | Well while this is simply anecdotal, I have been in education for over thirty years and this project is unique in my experiences in several ways. The collaborations amongst the students. The end resulted entries and the participants are now published via the OEF library | https://www.thinkquest.org/library/ http://oraclefoundation.org. | ||
33 | 11/18/2008 21:41:37 | The StudyBarn | Chris Hobbs | Vancouver | chobbs@studyguidesystems.com | MSN cehobbs@hotmail.com | www.studybarn.com | gmt -8 | ongoing | Primary Grade Students (ages 6-9) | No | as many as possible | The Study Barn was created to help each other reach scholastic and professional enlightenment where education is no longer tied to geography or financial scarcities. Putting it simply, the Study Barn aims to provide the world with the tools to be prepared for any class or exam. | covers all topics. Currently have groups covering history, SAT, ACT, MCAT, DAT, PCAT, real estate Literature. | Feedback is provided through the system. Peer content analysis is also provided. | all over the globe. | No. The system was designed to allow all languages be utilized. We are very interested in having many languages used as this will allow more people to study in thier native tongue. | Wikis, Standard web pages, Social Networks ( i.e. Ning, Facebook), Social Bookmarking Tools, Other collaborative documents, Digital Photos | http://www.studybarn.com | |||
34 | 11/24/2008 19:39:49 | Creative Web Tools Forr and By Kids | Jackie Gerstein | jgerstein@sahuarita.k12.az.us | http://weewebwonders.pbwiki.com/ | Ongoing Project | Primary Grade Students (ages 6-9) | No | unlimited | Visit the website. If interested, request access to the PB Wiki. | Technology Inter-disciplinary | Most of the National Education Technology Standards for students developed by ISTE | Project based and authentic assessment | We are seeking global participants. | The language of the project is English - | Wikis, Standard web pages, Digital Videos, Digital Photos, Web 2.0 - Animoto, Dipidty, My Studiyo, Wordle, Voki, Titkatok | http://weewebwonders.synthasite.com/ | |||||
35 | 11/26/2008 1:26:49 | Sharing Art and Literature | Nellie Deutsch | Wikieducator | nellie.muller.deutsch@gmail.com | google chat: nellie.muller.deutsch@gmail.com | http://ww.wikieducator.org/Ort_Gutman_High_School#International_Literature_Sharing_Projects | GM+2 | September 2008/2009 | Primary Grade Students (ages 6-9) | No | unlimited | Sharing cultures, literature, and art | cultural exchange via art and literature tolerance learning about others and their cultures peaceful coexistence open areas for discussion; up to the teachers involved | English as a foreign language standards in using authentic material for language learning | The assessments will be a work in progress and developed collaboratively with the teachers/schools involved | Every are is perfect. | English is the only language we use. | Wikis, Social Networks ( i.e. Ning, Facebook), Online whiteboards | We use wikieducator, nings, Moodle, and wiziq | http://www.building-relationship.com/education/ http://ww.wikieducator.org/Ort_Gutman_High_School#International_Literature_Sharing_Projects | |
36 | 12/1/2008 12:26:08 | What's For Breakfast | Kathy Laughlin | Olney, MD | kathy.laughlin@stjes.com | http://www.stjes.com | EST | Dec 08-May 09 | Primary Grade Students (ages 6-9) | No | lots! | The goal of this project is to collect as many primary source accounts of breakfast from around the world as possible. Our objective is to have a truly international, global, authentic collaboration with as many countries as possible from all socioeconomic backgrounds in order to educate ourselves and eachother about the realities of global economics starting with something as conceivably simple as breakfast. | Social Studies International Studies Health Technology | Students will create graphs of collected data and multimedia projects summarizing their findings. It is also our hope that students will be able to discuss the results with participating schools live, via Skype conference or pre-recorded session. | All | The primary language will be English. | Wikis, Digital Videos, Digital Photos | http://4breakfast.pbwiki.com/FrontPage | ||||
37 | 12/3/2008 23:02:37 | Postcard Geography with Google Maps | Colette Cassinelli | Beaverton, OR | colette.cassinelli@gmail.com | skype: colette.cassinelli | http://sites.google.com/site/postcardgeography/Home | Fall 2008 - June 2009 | Primary Grade Students (ages 6-9) | No | unlimited | This project was started during the Fall of 2008 by a private Catholic school in Beaverton, Oregon. We invite you to participate in our collaborative Google Map project. It is open to classrooms of all ages and any location. The main goal of this project is to share famous landmarks, locations, or unique aspects of your home state or region. Click http://snurl.com/4jvf3 to access the shared Google map or copy the URL into your browser. *Postcards can be made by individual students or classes as a whole. *More than one postcard can be embedded for a location. *Please do not use photos that have copyright restrictions. Consider using images from Wikimedia Commons those that use Creative Commons licensing. See photo resources. *Include research and descriptions along with your postcards - it makes it so much more educational. *Follow the simple directions for embedding your postcards. | Technology Geography Digital Photography | Use maps, charts, and graphs to understand patterns of movement over time and space. Identify the location of major mountain ranges, deserts, rivers, cultural regions and countries in the world. | View current map of postcards (need Google account) http://snurl.com/4jvf3 | anywhere | no | Digital Photos, Google Maps | More image and embedding directions at http://sites.google.com/site/postcardgeography/Home | Directions: http://sites.google.com/site/postcardgeography/Home Map: http://snurl.com/4jvf3 | ||
38 | 12/9/2008 10:20:48 | How does your region’s culture affect your life and does that make us different? | Brian Licata | Staten Island, NY, USA | BVLicata@gmail.com | Google Talk | http://www.stjohnslutheransi.org/ | Eastern: UTC-5/-4 | Ongoing Project-Through Feb 1,2009 | Primary Grade Students (ages 6-9) | No | 5/10/2008 | The purpose of this project is to examine, understand and appreciate diverse cultures, including your own. Our class will be participating in a worldwide project with 4-5 classes from other countries. Instead of reading about their cultures, we are going to ask them directly. We can then use the information that we acquire to determine how our region’s culture affects our lives and how their culture affects their lives and determine if different cultures really make us different. • Provide technology skills concurrent with 21st century needs • Learn traditions of other cultures • Create and design websites • Decrease biases and stereotypes • Intensify curiosity about their own culture • Increase students inquiry and analytical skills | Social Studies, Technologies, English | Detailed Rubric available upon request. | Outside US | Must speak some english | Blogs, Wikis, Standard web pages, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Online whiteboards, Other collaborative documents, Digital Photos, Podcasts, email | http://www.Google.com Search Engine http://en.wikipedia.org/wiki/culture Search Engine http://www.ipl.org Internet Public Library http://www.googleearth.com Maps/Atlas http://www.Google.com/talk Videoconference http://www.apple.com/iTunes iTunes http://www.lcweb2.loc/frd/cs/profiles.html Country Studies http://www.cp-pc.ca/english Cultural Profiles http://www.loc.gov/rr/international/portals.html LOC Portal to the World http://ning.com Social Network http://epals.com Social Network http://www.peacecorps.gov Cultural Videos http://www.culturequest.us/definitionsofculture.htm How Do Students Study Culture http://www.skype.com/helloagain.html Videoconference | |||
39 | 12/12/2008 9:15:25 | Flags of our Fathers | Kevin Michaud | East Syracuse, NY | kmichaud@esmschools.org | www.esmschools.org | eastern | February-March 2009 | Primary Grade Students (ages 6-9) | No | at least 2 | Looking to create a blog that provides discussion questions based on the reading of Flags of Our Fathers, adapted for young readers, by James Bradley | Social Studies and/or ELA | Online discussion | United States and/or Japan | Blogs, Wikis | ||||||
40 | 12/12/2008 12:32:56 | India Culture Study | Emily Vickery | Montgomery, Alabama USA | ehvickery@aol.com | Skype emilyvickery | http:/www.ma21stcenturylearning.wikispaces.com | Central Standard Time | February 2009-June 2009 | Primary Grade Students (ages 6-9) | Yes | 50 students (or a little more or a little less) | Our elementary school will undertake a culture study of India next semester (February 2009 - June 2009), and we are looking for an elementary school (or schools) in India to partner with us in learning. We study the various aspects of India: geography, architecture, music, languages, traditions, religion, food, and art. Specifically, we would like to collaborate with students in India through sharing with each other’s rtwork and conversations using VoiceThread. We would also like to Skype with students and teachers. (We'll work through time differences!) Goal: Sharing student artwork and conversations using VoiceThread 1. Teachers connect (via email or Skype) and discuss specifics on selecting the artwork topics. Teachers may use a wiki or a Google Doc to assist in their planning. 2. Each teacher creates a VoiceThread. 3. Teachers determine the topic of the artwork to create and share (What did you have for breakfast? What do you do for fun? What are you learning in school? Where do you live? etc.). 4. Each group of students creates artwork on a mutually agreed upon project. 5. Digital photos are taken of the artwork, and the photos are uploaded to VoiceThread. Children record their voice about their artwork. 6. The VoiceThread is shared with the students in India, and they can leave their comments on the VoiceThread. The VoiceThread created by the students in India is shared with the students in Alabama, and they can leave their comments. 7. After students have commented on each other's VoiceThread, they will be able to speak with each other as groups using Skype. (We'll work through the time differences. We may even have a spend the night party at the school for participating students!) (NOTE: Teachers may decide to undertake one or more pieces of artwork.) | The culture study includes geography, architecture, music, languages, traditions, religion, food, and art. The focus on the collaboration will be on art; however, the artwork may include architecture, geography, food, etc. The teachers will mutually decide on the artwork topic. | As an independent school, we adhere to the standards set in our locally designed curriculum. | Learning objectives for artwork will be assessed based on the student's performance. Cultural understanding will be assessed in informal conversations with students throughout the project. | India | Unfortunately, the only language we speak is English. | Chat (AIM, iChat, Skype), Other collaborative documents, Digital Photos | The Montgomery Academy's 21st Century Learning Wiki http://www.ma21stcenturylearning.wikispaces.com | ||
41 | 12/18/2008 10:48:43 | Women in the Media: The Impact that Media Has Had on Women Around the Globe | Barry Kallmeyer | United States, Ohip, Shaker Heights | bkallmeyer@hb.edu | http://www.hb.edu | GMT-5 (EST) | 1-6-2009 to 1-23-2009 | Primary Grade Students (ages 6-9) | No | 2/10/2008 | Our 7th grade World Geography Teacher is designing a project that will allow 7th graders to analyze the impact that media has on women around the globe. To accomplish this, we are hoping to gather magazines covers and advertisements depicting women (using digital photography and Web 2.0 tools to share) from various countries, and then look at the ads, headlines, visuals, etc, to draw conclusions about its impact on women. We want to be fair in representing the world by choosing at least two countries from each continent; for example, they would look at a popular girl's magazine from France and compare it to one from the Ukraine. If you (or someone you know) have world magazines that you are willing to share with the girls, it would be a huge help. We would be willing to share our own magazines for your students to come up with their own conclusions. It would be ideal to have schools from around the world participate. The sharing of photos can be done with email exchanges or other online tools (i.e Flickr, drop.io, etc.) Although most of the work for this project is asynchronous, we would be willing to connect for a videoconference to share results and discuss our findings. We are hoping to work on the project starting as soon as possible, and we will need to finish the collaboration by January 23. | Social Studies | Undecided | No | Other collaborative documents, Digital Photos | ||||||
42 | 12/29/2008 15:31:50 | Global Fusion | Nancy Shepherd | Lubbock, Texas | nancy.shepherd@ttu.edu | www.ccfcs.org | central time | ongoing | Primary Grade Students (ages 6-9) | Yes | 1 at a time | Traveling Trunk curriculum unit on Global Hunger and Food insecuritites. The teacher handbook is available to download from this website under online resources www.ccfcs.org under Global Fusion teacher handbook. The Trunk is available to teachers for 3 weeks to teach the 2 week unit incorporating an interdisciplinary approach and includes all materials, including the website, videos, books and materials. | Global Hunger and Food insecurities by exploring the root causes of hunger. | Constructivism based learning theory is structured into the lessons which incorporate experiential and transformational learning. Students are asked to take the lead and develop their own project or event to impact hunger. | I would like to continue to share the resource with students and teachers. I am developing additional trunks as classroom resources. I would be interested in partnering and sharing grant funds for the projects. | No | Standard web pages, Digital Videos | This curriculum unit was developed and tested as part of my Master's research and showed signifant learning occured when the unit was delivered via the traveling trunk and implemented using experiential learning activities. | www.ccfcs.org under online resources- Go to Global Fusion | |||
43 | 12/29/2008 22:00:00 | Thunderbird Early College Charter School, Inc | Anna Wilbur Roys | Wasilla, Alaska | roys.anna@gmail.com | gmail | www.TECC-Alaska.org | Alaska Standard Time | Proposed to open July 2010 | Preschool Students (ages 3-5), Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13), High School Students (ages 14-18) | No | the more the merrier | Please go to our website www.TECC-Alaska.org and make "Public Comment" Our local school board seeks public comment as part of our application to open the new school. This public charter school is proposed in Matanuska Susitna Borough School District, Alaska, USA. It is proposed to have an e-learning component through the elluminate website, which allows for web participants. We hope to have students and experts in their fields from around the world participate in our e-learning projects. Student will research and then present their projects to experts. We hope experts will ask questions on student projects to help them think about their projects in new ways - encouraging higher order thinking. Our first year UN Simulation topic is Climate Change & Sustainability. | , Science, Social Studies, Literacy and Communications | Download Science Standards www.eed.state.ak.us/standards/pdf/standards.pdf | Rubrics for research, oral presentations, position papers, resolutions, PowerPoint presentations and participation in UN Simulation. | Worldwide | English needed | Blogs, Standard web pages, Chat (AIM, iChat, Skype), Online whiteboards, Other collaborative documents, Digital Photos, Podcasts | Please keep in mind that this school is not open at the present time. Thunderbird Early College Charter School, Inc. is proposing for the year round public charter school to open in July 2010. | www.uaa.alaska.edu/modelun/ | |
44 | 1/2/2009 21:43:22 | Time Zone Experiences | Lisa Parisi | Long Island, NY | collaborative@herricks.org | Twitter and Plurk: lparisi Skype: LisaParisi | http://www.herricks.org/webpages/spcollaborative/ | Eastern -5 GMT | Ongoing | Preschool Students (ages 3-5), Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13), High School Students (ages 14-18) | No | Unlimited | http://timezoneexperiences.wikispaces.com/ This is a wiki that explores timezones and climates around the world. Children describe their happenings for each time and explain monthly activities. There is a place for creative projects - podcasts, pictures, movies, etc. as well as a Voicethread for reflections. | Science, writing, reading, speaking, listening, social studies | The reflections will demonstrate the understanding children have about timezone differences. As students begin to use this wiki as a resource for planning future collaborations, true understanding will be further demonstrated. | We would like to include as many different timezones as possible. | Right now, all the work is in English. | Blogs, Wikis, Digital Videos, Other collaborative documents, Digital Photos, Podcasts | http://timezoneexperiences.wikispaces.com/ | |||
45 | 1/2/2009 23:37:17 | When Donkeys Fly...Through Classroom Walls | JoNelle Gardner | Fort Mill, South Carolina, US | jonelleg@comporium.net | Skype, Twitter, jonelleg | http://ghes.fort-mill.k12.sc.us/home.aspx | Eastern Standard Time | ongoing | Preschool Students (ages 3-5), Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13), High School Students (ages 14-18) | No | at least 4, but unlimited | Before Activities, choose a class to share projects with - either one of my classes or another participating class. Decide on project(s) that will be shared on Skype or Voicethread. 1. Teachers read book to class - When Donkeys Fly 2. Choose one or more technology project(s) from list - resources/links provided. http://whendonkeysfly.wikispaces.com/DonkeysFlyActivities 3. Communicate with chosen class for date of video conference or date Voicethread will be posted. 4. Share project via discussions on Skype or Voicethread | Technology and Written/Oral Communication | NETS - Students, Written/Oral Communication - The student will access and use information from a variety of sources. | Rubric is provided on project wiki. Students will also demonstrate understandings via video conference and/or written/oral communication on Voicethread project | no | no | Wikis, Chat (AIM, iChat, Skype), Other collaborative documents, Voicethread | When Donkeys Fly is an award-winning new motivational book about a child who constantly feels discouraged from following her dreams. This brief story is very timely in light of events in our world. Incorporated topic can include- Dreams, Presidents, Goals, and Character Ed topics. All children benefit from communicating with others about the message in this book. You will create experiences for students to discuss with other digital learners. PLEASE NOTE: I want to encourage beginners to use technology tools effectively with your students. I am available to help you through learning how to set up and use Skype and use Voicethread. | http://whendonkeysfly.wikispaces.com/ | |
46 | 1/3/2009 12:23:24 | Ningxia Dragon Student Ambassadors Participatory Learning Project | Steve Wilmarth | Yinchuan, Ningxia Hui Autonomous Region, PRC | stephen.wilmarth@gmail.com | Skype: swilmarth | http://www.dragonstudentexchange.org/ | GMT+8 | Ongoing | Preschool Students (ages 3-5), Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13), High School Students (ages 14-18) | No | Teams of 5-8 students, to be matched up with a Chinese team of 5-8 students | 1. Students & teachers - sign up on http://www.dragonstudentexchange.org. Teachers - sign up on http://www.nscgroup.org to contribute to specific project-based activities. 2. Commit a specific amount of time to the project - i.e., 1 hr. as a group per week, 3-4 hrs. independently working online per week, over an 8, 10, 15 or longer time-frame (determined by individual groups and teachers). Plan on 1-2 hr. every 2-4 weeks in a synchronous meeting combining both Chinese and US students and teachers, via video conference (Skype, Flash Meeting, etc.) 3. Help collaboratively build the project-based activity curriculum via an open source portal for project management and Moodle/LAMS hosted services. 4. Create e-portfolios of student work to be shared with the community via a "virtual exhibition" in SecondLife or another online 3D medium. | Teachers can use project-based activities as components of any subject area or state standard. | All standards, as determined by teachers creating the activity plan. | ePortfolio assessment strategy. | Open to all middle school, high school, and college age learners. | Teacher/Mentors and learners must be prepared to tackle ESL students through a process of negotiated understanding. | Blogs, Wikis, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Social Bookmarking Tools, Online whiteboards, Other collaborative documents, Digital Photos, Podcasts, LAMS, Moodle, ePorfolios (all open source and hosted by a third party hosting service) | http://www.dragonstudentexchange.org http://www.nscgroup.org | ||
47 | 1/20/2009 22:21:50 | Teach India Project | Vinita Shah | Massachusetts, USA | vinitashah@comcast.net | www.teachindiaproject.org | EST | Ongoing | Preschool Students (ages 3-5), Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13), College/University Graduate Students | No | Schools around the world | Sign up for our free online educational Newsletter with lessons about India for global education programs K-12. Develop teaching kits and lesson plans together to address specific curriculum standards. Undertake small projects together (Schools, students and us) for publication in the Newsletter. | Social studies - history, geography English Language Arts Folk art and crafts | Online quizzes Publication of materials Feedback from readers | Blogs, Standard web pages, Digital Videos, Social Networks ( i.e. Ning, Facebook), Social Bookmarking Tools, Digital Photos | www.teachindiaproject.org | ||||||
48 | 1/22/2009 12:55:40 | Interstate Exchange | Felicia Caldaio | New York | fcaldaio@gmail.com | stjohnslutheransi.org | EST | Feb-March | Preschool Students (ages 3-5), Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13) | No | 3+ | We are currently learning about different communities in the United States. We would like to exchange emails, pictures of communities, videochat to learn about each others cultures and communities to see a real life view of what our textbook says | Social Studies Language Arts Computers Arts Science | Project will be assesed at the completion of each exchange of material. Material will be collated into an online-photo album that contains emails--changed into postcards, pictures, and any other correspondence | United States and its commonwealths | Speaking a secind language is not a requirement but we welcome ESL learners | Wikis, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Digital Photos, Podcasts | |||||
49 | 1/23/2009 10:43:55 | connecting cultures | annea rosenberg | ct, usa | arosenberg@ci.stamford.ct.us | www.magnetmiddle.org | est | as soom as we find matches | Preschool Students (ages 3-5), Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13) | No | about 100 | We would like to penpal with students from a culture different from ours either online or snail mail. Then, we would set up a series of video conferences where the students could share interests, dress, etc. A final video conference would allow students to share their views on specified world problems. Teaachers involved would discuss specifics prior to beginning. The thrust is learning about different cultures while realizing that we are also the same. | social studies, language arts, science | Students would respond to a series of statements prior to and after the video conferences. Students would share with their partner school(s) what they think they learned about them in the final video conference. | It would be most helpful to us if the partners spoke English although we do have spanish speakers in our school. | Blogs, Wikis, Digital Videos, Digital Photos | ||||||
50 | 1/25/2009 1:02:55 | Dharithri or Mother Earth | Geetha Narayanan | Bangalore India | g_narayanan@srishti.ac.in | skype, g_narayanan | www.srishti.ac.in | Chennai India | ongoing | Preschool Students (ages 3-5), Primary Grade Students (ages 6-9), Middle Grade Students (ages 10-13) | No | between 10 and 20 | Dharithri or Mother Earth is a "lab in a bag" science project that looks at developing a pedagogy of slowness and intimacy in the learning of science. The project will ask for learners to participate in a micro-study of an area of their environment through the year fostering ways being investigated here as part of a larger research into teaching and learning called Project Vision. Using a set of methodologies prescribed teachers or rather coaches or facilitators will lead students through a process of inquiry which involves mobility, investigation and the fostering of new literacies. Using of new media will be critical to this project | Physical and Life Sciences, Earth and Environmental Sciences, Life Skills and Personal and Social Development, Literature and Communication, ematics | Content Standards ( McREL)for Grades 5-8 have been used for the pilot trial We have also worked at alignment with Key Stage 3 of the National Curriculum in the UK | Students will be assessed based on their portfolios, their own self reflection journals or logs and some final performance tasks | No We will feel we are ready to test our project across the world | No We would prefer to work with people across the world as long as they can communicate in English | Blogs, Wikis, Standard web pages, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Digital Photos, Podcasts, SCRATCH | The project is part of the research work of Geetha Narayanan, Founder- Director Srishti School of Art Design and Technology. The actual research collective is called Project Vision and papers on it have been presented at the Global Summit in Australia in 2006, at the Ed-Media in Vienna in 2008 and at the MIT Scratch Conference also in 2008. Any potential collaborator can google my name Geetha Narayanan with any of the above links to find out more about methods and about the pedagogies I value and develop with my team | The project website will be up in a few weeks. The url will be www.projectvision.in | |
51 | 1/25/2009 11:31:16 | Hodges model | Peter Jones | Lancashire, England | h2cmuk@yahoo.co.uk | http://hodges-model.blogspot.com/ | http://www.p-jones.demon.co.uk/ | London, Greenwich | Ongoing - Learning Drupal to rewrite the website now 10 years old | Preschool Students (ages 3-5), Primary Grade Students (ages 6-9) | No | no limit | Developed in the UK during the early 1980s, Hodges’ model (h2cm) is a conceptual framework that is person-centred and situation based. In structure it combines two axes to create four care (knowledge) domains. Academics and practitioners in many fields create models that help support theory and practice (Wilber, 2000). Models act as a memory jogger and guide. Whereas in health education theoretical frameworks are discipline related with specific and generic uses, community informatics emerged from university, corporate and governmental environments without a model (Clement, et al., 2004). In health care generic models can encourage holistic practice directing the user to consider the patient as a whole person and not merely as a diagnosis derived from physical investigations? Exposure of h2cm is limited to a small (yet growing) cadre of practitioners; several published articles (Hinchcliffe, 1989; Adams, 1987; Jones 2004a, b). In addition to a website (Jones, 1998) there is a blog and an audio presentation both first published in 2006. The best way to explain h2cm is to review the questions Hodges originally posed. To begin, who are the recipients of care? Well, first and foremost individuals of all ages, races and creed, but also groups of people, families, communities and populations. Then Hodges asked: what types of activities - tasks, duties, and treatments - do nurses carry out? They must always act professionally, but frequently according to strict rules and policies, their actions often dictated by specific treatments including drugs, investigations, and minor surgery. Nurses do many things by routine according to precise procedures, the stereotypical matron - machine-like efficiency? If these are classed as mechanistic, they contrast with times when healthcare workers give of themselves to reassure, comfort, develop rapport and engage therapeutically. This is opposite to mechanistic tasks and is described as humanistic; what the public usually think of as the caring nurse. In use this framework prompts the user to consider four major subject headings or care domains of knowledge. Namely, what knowledge is needed to care for individuals - groups and undertake humanistic - mechanistic activities? Through these questions Hodges’ derived the model depicted on the website and blog (see below). Initial study of h2cm on the website has related Hodges’ model to the multicontextual nature of health, informatics, consilience (Wilson, 1998), interdisciplinarity, and visualization. H2cm says nothing about the study of knowledge, but a great deal about the nature of knowledge is implied in figures 1 and 2. This prompted two web pages devoted to the structural and theoretical assumptions of h2cm (Jones, 2000a, b.). Although the axes of h2cm are dichotomous, they also represent continua. This duality is important as an individual’s mental health status is situated on a continuum spanning excellent to extremely unwell. There are various states in-between affected by an individual’s beliefs, response to stress, coping strategies, epigenetic and other influences. H2cm was created to meet four educational objectives: 1. To produce a curriculum development tool. 2. Help ensure holistic assessment and evaluation. 3. To support reflective practice. 4. To reduce the theory-practice gap. Since h2cm’s formulation these objectives have grown in relevance. The 1980s may seem remote, but these problems are far from archaic as expansion of points 1-4 reveals. Education is now preparation for life-long learning. Curricula are under constant pressure. Despite decades of policy declarations, truly holistic care (combining physical, mental and pastoral care) remains elusive. The concept and practice of reflection swings like a metronome, one second seemingly de rigour, the next moment the subject of web based polls. H2cm can be used in interviews, outlining discussion and actions to pursue, an agenda - agreed and shared at the end of a session. The model is equally at home on paper, blackboard, flipchart and interactive whiteboard. Finally, technology is often seen as a way to make knowledge available to all; the means to bridge theory-practice gap through activities such as e-learning, governance and knowledge management. The digital divide cannot be bridged by idealism alone. The axes within h2cm create a cognitive space; a third axis projecting through the page can represent history; be that an educational, health or other ‘career’. It is ironic, that an act of partition can simultaneously represent reductionism and holism. Reductionism has a pivotal role to play, which h2cm acknowledges in the sciences domain. What h2cm can do is prompt the user that there are three other pages to reflect and write upon. REFERENCES: Adams, T. (1987). Dementia is a Family Affair. Community Outlook, Feb, pp. 7-8. Hinchcliffe, S.M. (Ed.) (1989). Nursing Practice and Health Care, [1st Edition only], London, Edward Arnold. Jones, P. (1998). Hodges' Health Career Care Domains Model. Retrieved May 12, 2007, from http://www.p-jones.demon.co.uk Jones, P. (2000a). Hodges' Health Career Care Domains Model, Structural Assumptions. Retrieved May 12, 2007, from http://www.p-jones.demon.co.uk/theory.html Jones, P. (2000b). Hodges' Health Career Care Domains Model, Theoretical Assumptions. Retrieved May 12, 2007, from http://www.p-jones.demon.co.uk/struct.html Jones, P. (2004a). Viewpoint: Can Informatics And Holistic Multidisciplinary Care Be Harmonised? British Journal of Healthcare Computing & Information Management, 21, 6, 17-18. Jones, P. (2004b). The Four Care Domains: Situations Worthy of Research. Conference: Building & Bridging Community Networks: Knowledge, Innovation & Diversity through Communication, Brighton, UK. Wilber, K. (2000). Integral Psychology: Consciousness, Spirit, Psychology, Therapy. Shambhala Publications. Wilson, E.O. (1998). Consilience: The Unity of Knowledge, Abacus. Resources: Hodges’ model website - htpp://www.p-jones.demon.co.uk “Welcome to the QUAD” Blog – http://hodges-model.blogspot.com/ There are plans to create a new website using Drupal that *might* evolve into a community. The project is also interested in other generic frameworks from other parts of the world. | Self-care Holistic - whole systems thinking Socio-technical approaches Nursing | Objective and Subjective measures to be defined, tested, assessed and assured. | Global | English - plan to leverage Drupal's functionality. | Blogs, Standard web pages, Other collaborative documents, Podcasts, Drupal, Ruby in the future...? | Learning Drupal in order to create a new website and define some content types to support the model. Two book chapters published 2008 & 2009 - please see: http://www.p-jones.demon.co.uk/publist.htm Peter Jones RMN, RGN, CPN(Cert), PGCE, PG(Dip) COPE, BA (Hons.). Community Mental Health Nurse, Independent Scholar & Informatics Specialist Wigan Lancashire UK Peter Jones http://twitter.com/h2cm http://www.p-jones.demon.co.uk/ Hodges' Health Career - Care Domains - Model http://hodges-model.blogspot.com/ h2cm: help 2C more - help 2 listen - help 2 care | htpp://www.p-jones.demon.co.uk http://hodges-model.blogspot.com http://www.p-jones.demon.co.uk/hcm.htm http://www.p-jones.demon.co.uk/chron.htm http://www.p-jones.demon.co.uk/faq-h2cm.html http://www.archive.org/details/PeterJonesHodgesModelPodcastPart1WelcometotheQuad http://www.p-jones.demon.co.uk/links.htm http://www.p-jones.demon.co.uk/links3.htm http://www.p-jones.demon.co.uk/linksTwo.htm http://www.p-jones.demon.co.uk/linksIV.htm http://www.p-jones.demon.co.uk/welcome.htm http://www.p-jones.demon.co.uk/aims.html | ||
52 | 2/1/2009 21:40:08 | And To Think That I Saw It On My Way To School | Paula White | Virginia USA | pwhite@k12albemarle.org | skype tzsttchr | www.k12albemarle.org/Crozet | -5GMT EST | Feb-Mar 2009 | Preschool Students (ages 3-5), Primary Grade Students (ages 6-9) | No | no minimum | In true Seussian fashion, this project demands that students look at the world around them differently than they have before, seeking out marvels that previously went unnoticed, and then engaging others in their newly found appreciation through words and images. The idea is to have kids look on their way to school, (as Marco did in the book) and find marvels in their world. They can then take a digital picture of what they see, or draw or paint it and then upload it for others to see. Teachers will create one page for all of their student work, titling each picture "And To Think That I Saw It On My Way To School"! The big ideas are the verb to see and the cadence or rhythm of the words. Then classes can react to each other's work through the discussion tab or through skype, ichat, etc. | Language Arts, Visual Literacy | Students will be posting the "marvels" they find as they participate in the project, reacting to others' work and reading and responding to responses to theirs.. Teachers can personalize the project as they see fit, incorporating writing, poetry, letters, descriptions, etc. | Wikis, Digital Videos, Chat (AIM, iChat, Skype) | The wiki also includes background information on many of Dr. Seuss' books and accompanying activities for early childhood students. This data was originally posted to the web back in 1996. | http://andtothink.wikispaces.com | ||||
53 | 2/12/2009 9:58:04 | Empire State VC Collaborative | Cheryl Tice | NY, USA | cheryltice@gstboces.org | gmail chat (cheryltice) | http://www.gstboces.org/iss/dl | Eastern Standard Time | April 2 and 3 | Preschool Students (ages 3-5), Primary Grade Students (ages 6-9) | No | We are looking for a variety of interactions | Empire State Video Conference Collaborative is a 2 day training for teachers to immerse them in a variety of interactive video conferencing techniques. On day 2, we would like to connect with places around the world from 9-10:45AM EST to discuss strategies for using this video conferencing in the classroom. | We address as many subject areas as possible because we work with teachers with various areas of expertise from several regions around New York State. | US Educational Standards Addressed (among others): ELA: NL-ENG.K-12.4 Communication Skills NL-ENG.K-12.5 Communication Strategies NL-ENG.K-12.6 Applying Knowledge NL-ENG.K-12.8 Developing Research Skills NL-ENG.K-12.9 Multicultural Understanding NL-ENG.K-12.10 Applying Non-English Perspectives NL-ENG.K-12.11 Participating in Society NL-ENG.K-12.12 Applying Language Skills Technology: NT.K-12.1 Basic Operations and Concepts NT.K-12.2 Social, Ethical, and Human Issues NT.K-12.4 Technology Communications Tools NT.K-12.6 Technology Problem-Solving and Decision-Making Tools | The teachers will plan their own content provider or class-to-class project and we will be available to the teachers to provide assistance so they will follow through with their planned connections. | Anyone who is interested can participate! | Our participants' primary language is English, so it will be important that those who wish to contact us can speak English. Thank you! | Blogs, Wikis, Standard web pages, Digital Videos, Chat (AIM, iChat, Skype), Other collaborative documents, Digital Photos, interactive video conferencing | If you have access to interactive video conferencing equipment, such as a Tandberg or Polycom unit, that would be extremely helpful! If not, we can work with you if you have a webcam, as well. | http://www.gstboces.org/iss/dl/esvcc.html | |
54 | 2/12/2009 14:41:22 | One America | Amy Stahura | Golden, Colorado USA | astahura@jeffco.k12.co.us | sc.jeffco.k12.co.us/maplegrove | mt time | ongoing | Middle Grade Students (ages 10-13), High School Students (ages 14-18), Individals | Yes | 2 classrooms, about 60 students | Our goal is to have students learn about the other's culture and daily life. | Social Studies, Language Arts | Students will collaborate on a description of daily life for each culture. | Anywhere in Latin America | Online translation services will be sufficient if necessary. | Wikis | Our goal is to have students learn about the others' culture and daily life. | ||||
55 | 2/26/2009 19:54:42 | Cisco Networking Academy | Christina Anthony | Singapore | chanthon@cisco.com | Yahoo Chat | http://www.cisco.com/asiapac/academy/index.shtml | GMT +8 | Ongoing | Middle Grade Students (ages 10-13), High School Students (ages 14-18), Individals | No | unlimited | Cisco Networking Academy The Cisco Networking Academy Program is a public-private partnership between Cisco Systems, education, business, government and community organisations around the world, aimed at nurturing IT professionals. Educating the Internet Generation The education program employs an e-learning model, using a combination of Web-based and instructor-led training along with a hands-on lab environment to teach students how to design, build and maintain computer networks. | Formally launched in 1998 in Asia Pacific, the Cisco Networking Academy Program is an e-learning model that delivers Web-based educational content, online assessment, student performance tracking, and instructor training and support, as well as preparation for industry standard certification. With a curriculum developed by education and networking experts, the Networking Academy Program is offered by high schools, technical schools, colleges and universities, community-based organizations, and other educational programs worldwide. The Networking Academy program provides educational institutions with leading-edge IT curricula and hands-on lab exercises to train a workforce that may attract highly desirable technology employers. More information on how to offer the program to your students or how to enroll in the program in an educational institution near you, can be found in the Academy and Student sections. | Students gain access to: multi-media web-based delivery that supports student-centred learning hands-on training that develops problem solving skills globally recognised industry-standard certification an international passport to a well-paid career Educational institutions are able to access and deliver a program that: is designed by industry and education experts is ready-made and continuously updated on-line comes with a Quality Assurance Plan is available free to non-profit educational institutes utilises the latest web tools has full technical support and on-line instructors’ guide uses a specially–designed management tool which reduces administration time and increases productivity conducts assessment on-line/provides immediate feedback that monitors students’ progress Governments and societies gain access to a national pool of skilled IT manpower that: reduces the need for foreign labour boosts the growth of economies attracts foreign investment enhances e-learning and networking development at little or no cost bridges the digital divide from country to country, rural to urban, young and old, and regardless of gender | Prepare your students for the ever-changing job market by offering an industry-driven curriculum in IT. The education eco-system provides the support required of you to manage the transformation, i.e. Intellectual, financial and technical. | The Cisco Networking Academy program is a joint commitment between Cisco and education institutions. We provide you with systematic guidelines, comprehensive information and ongoing support to ensure that the program is a success. Join other centres of excellence in e-learning and benefit from this unique opportunity. | no | Standard web pages, Digital Videos, Social Networks ( i.e. Ning, Facebook), Online whiteboards, Other collaborative documents | http://www.cisco.com/asiapac/academy/become_academy/index.shtml | ||
56 | 2/27/2009 10:38:09 | Climate change: Arctic Sea Ice, Greenland ice melting, impact on society | A. Awad | Park Ridge. Illinois, USA | aawad@maine207.org | aawad6 = skype | http://east.maine207.org/ | central USA | 4/10/09-5/25/09 | Middle Grade Students (ages 10-13), High School Students (ages 14-18), College/University Undergraduate Students, College/University Graduate Students, all interested people | No | at least 1 additional | Students will use GIS (and some NetLogo and Image J) to view and analyze data related to Arctic sea ice melting. A significant component of the project is for students to create a digital movie with evidence of the impact the change in sea ice is having on society. This evidence can, and should, take on many different forms. This is the second year of this project. The students really learned a lot last year on top of being very motivated to investigate many different types of data. | Science and society | Authentic assessment through analysis of fianl project presented to a detailed rubric. | Any! | no | Blogs, Wikis, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Social Bookmarking Tools, Digital Photos, GIS | Please let me know if you are interested and we can chat! | |||
57 | 3/30/2009 17:21:29 | World War II Collaboration Project | Chuck Kane | Twelve Corners Middle School, Rochester, NY USA | chuck_kane@bcsd.org | AIM mk77c | http://www.bcsd.org/tcms.cfm | UTC (- 5) | 4/13-5/1 | Middle Grade Students (ages 10-13), High School Students (ages 14-18), College/University Undergraduate Students, College/University Graduate Students, adult/ community education | No | 3 schools | I teach eighth-grade students (age 14) from the Twelve Corners Middle School in Rochester, New York studying World War II. We are interested in gaining a global perspective on the war by collaborating with students from other countries that were involved in the war. So far we have connected with a school in the United Kingdom and a school in Russia. We are looking to connect with one school in France, one school in Germany, and one school in Japan. We would also welcome collaboration with classes from other countries that were involved in the war, however. We have put together a summary of different topics related to World War II and we would like to see what students in other countries are taught about those topics, and how that differs from what we have learned. | History / Social Studies World War II | Students will collect information on the topics listed below and present their findings (summaries, photographs, videos, testimonials, statistics, time lines) on a wiki page. Students from each participating country will be able to comment on the findings of their counterparts, add information that may be missing, and identify areas where bias may be present. | We are looking for one class from France, one class from Germany, and one class from Japan, although we would also welcome participation from students in any other nations that participated in the war. | Our project will be conducted in English. | Wikis, Digital Videos, Other collaborative documents, Digital Photos | The following information will be collected by students at TCMS. Classes from other nations may contribute as much or as little as they wish, and they may provide information on topics not covered by this outline. I. The War Begins * Invasion of Poland * American Neutrality * The Battle of Britain * Attack on Pearl Harbor II. America on the Home Front * Enlistment/draft * War Production * Rationing * Propaganda * Opportunities for Women and African Americans * Japanese Internment III. The European Theater * North Africa and Italy Campaigns * Battle of Stalingrad * D-Day Invasion * Battle of the Bulge * V-E Day IV. The Pacific Theater * Midway, Guam, Iwo Jima, Okinawa * Guadalcanal, Coral Sea * Island Hopping Strategy V. The War in the Pacific Ends * Development of the Atomic Bomb * Hiroshima, Nagasaki * V-J Day VI. The After * The Holocaust * Nuremberg Trials * The United Nations * Cold War | |||
58 | 4/1/2009 14:15:20 | Social Design Project | Ruth Mateus-Berr | University of applied arts in Vienna | ruth.mateus-berr@uni-ak.ac.at | skype, mateus-berr | www.dieangewandte.at | Europe | start: march 2009 | Middle Grade Students (ages 10-13), High School Students (ages 14-18), College/University Undergraduate Students, College/University Graduate Students | No | as much are interested | marketplaces have a lot of leftovers which they could contribute to the poor. usually they have to grab it without dignity. how can we enhance the relationship between vendors and hungry people? first steps: 1.please inform me that you are interested in this project and like to participate! 2. first procedures should be: find out a marketplace in your town and do a designresearch:document with drawings or fotos each market stall. ask the owners about how many tomatoes etc. they would throw away each day. ask themwhat they ike most in their job, ask them what is the most difficult. document exactly. find out all stories about the history of the market, how big it is, etc. | market places, design research, social design, rethinking the world, participatory design, etc. | good documentation | current exhibition at a gallery close to the marketplace of the "work in progress". discussions, conversations, presentations. | all who are really interested! | english is maybe generally possible. german, portuguese, espagnol, francais as well. | Blogs, Chat (AIM, iChat, Skype), Digital Photos | good documentation will be excellent, whatever you can afford in your country. if you wish digital fotos, if you wish just drawings. also written documentation. | ||
59 | 4/6/2009 0:03:45 | Chajul, Guatemala | Spencer White | Portland, Oregon | whites@catlin.edu | http://www.catlin.edu/home/index.php | Pacific standard | ongoing | Middle Grade Students (ages 10-13), High School Students (ages 14-18), College/University Undergraduate Students | No | any number | Anyone interested in the the various Mayan cultural groups of Guatemala or specifically the Ixil people of Chajul, Nebaj and Cotzal can join in the effort to bring these group into a state of sustainability, both financially and environmentally. | Spanish, Global Education, | Reflection of experience. | Spanish is a plus, but not necessary | Digital Videos, Social Networks ( i.e. Ning, Facebook) | For the last 3 years, Spanish students in the Middle School at Catlin Gabel have maintained a relationship with a small in-country NGO, in the highlands of Guatemala. The town is Chajul, and the school is called CEMIK. Chajul is home to the Ixil people, one of 23 different Mayan indigenous groups. Their language is Ixil, though they often use Spanish in work and business. About 70 students attend CEMIK throughout each week at a cost of about $25 per kid. Their parents are often working, harvesting corn in the fields or making handicrafts for export. Chajul is part of what's called the Ixil Triangle, an area of Guatemala that was virtually ravaged by the 36-year civil war. Peace accords were signed in 1996, though these villages have received nothing from subsequent governments. I have traveled to Chajul twice in the last 2 years, bringing everything from pencils to financial gifts of up to $1000. This money is currently funding a teacher's salary in CEMIK's one-room school house. Plans are underway to initiate a medical brigade in the summer of 2010 involving Catlin Gabel parents, medical professionals and Upper School students. 2007-2008 Guatemala Trip Proposal: Service Learning in The Ixil Triangle Where: Antigua, Guatemala and Chajul, Guatemala ~~ Medical Brigade When: 2008 summer session, 2-weeks Whom: Open to 8 juniors and/or seniors, and adults (some medical professionals) in the community. How Much: $1,500-$2,000 per participant Purpose and goals: 1. Service work with Transitions Foundation, non-profit organization working to serve disabled adults and children in Antigua, Guatemala. http://www.transitionsfoundation.com/Transitions_English/index.html 2. Study of Indigenous Maya Ixil culture, NGO urban development and service work with ACEFOMI (Asociación Centro de Educación y Formación Maya Ixil) and CEMIK (Centro Educativo Maya Ixil) 3. Medical Brigade to bring dental/medical services to the town of Chajul. Rationale and Background: Catlin’s US has had a relationship of donating clothing and other items to Transitions Foundation that works in and around Antigua, Guatemala. This organization has existed for 15+ years and works closely with their USA based foundation board to serve the disabled population of Antigua. Transitions works closely with Emanuel Hospital and Ronald McDonald House in Portland to provide services for these people. Spencer has twice visited Transitions in Antigua to develop the potential of a student trip. The Catlin Gabel MS Spanish students have created a four-year relationship with the NGO organizations ACEFOMI and CEMIK in Chajul, Guatemala. Students have corresponded by mail with students, ages 5-13, at the Centro de Educación Maya Ixil and have developed personal relationships with the teachers and children in this community. As our students enter US they would perhaps have the chance to meet in person the students with which they’ve corresponded. Chajul is a small town of about 20,000 people in the highlands of Guatemala and is in the process of intense community development. The poverty level is high here, but so is the level of safety. It is my hope that Catlin Gabel will create a sister-school relationship with ACEFOMI that lasts into the future, and is fostered by many elements in our school, including all divisions. | http://inside.catlin.edu/global/chajul09 http://www.catlin.edu/page/1532 http://www.mundoexchange.org/guatemala.html http://www.limitlesshorizonsixil.org/ http://www.transitionsfoundation.com/Transitions_English/index.html | ||||
60 | 4/13/2009 16:27:32 | CultureQuest | Sheila Gersh, Ed.D. | NYC | sogersh@gmail.com | http://www.culturequest.us | EST | ongoing | Middle Grade Students (ages 10-13), High School Students (ages 14-18), College/University Undergraduate Students | No | one or two | CultureQuest involves students and teachers engaged in inquiry-based classroom projects that explore other peoples and cultures. Projects are based on students’ questions and interests and involve the focused, intensive study of one or more aspects of the art, music, literature, religion, values, daily life customs and traditions of other cultures. Students supplement traditional resources with extensive use of the Internet, both for information and for communication with knowledgeable adults and peers in the country they are studying. Their completed work becomes part of a class web site. | all | ELA, NETS, some content area Standars | Rubric, Observation, reports | all | Students can do the project in English or their native languages. | Blogs, Standard web pages, Digital Videos, Other collaborative documents, Digital Photos | ||||
61 | 4/25/2009 15:14:08 | Mediterranian Odyssey | Janice Friesen | Austin, Texas | jfriesen@eanesisd.net | Skype-janicefaustin | http://bce.eanesisd.net | USA Central Time (-6 GMT) | June 9, 2009-July 24, 2009 | Middle Grade Students (ages 10-13), High School Students (ages 14-18), College/University Undergraduate Students | No | any number | I have an opportunity to travel around the Mediterranian with some experts from universities around the world in various fields, especially history, archaeology, classics and religious studies. I would like to share my experiences with others through a blog. Each day I will write about experiences I am having and post pictures. I am hoping that I will have followers who make comments and ask questions guiding me as I travel. | Social Studies, history, cross-cultural understanding, travel | This depends upon how this project is used. I picture that there may be students who follow individually since it is during the summer. I hope they will ask questions and learn new things that will apply to what they learn in school. I hope that teachers who follow might use this as a resource for images and information to inspire their teaching. I would love to see some teachers that follow add to their own professional learning networks by meeting like minded teachers in other places. | I will travel in Western Turkey, Israel (specifically Bethlehem), Italy (Rome, Naples and Pompeii), and Greece. It would be great to meet teachers or students from these areas and connect while I am there. | no | Blogs, Chat (AIM, iChat, Skype), Online whiteboards, Podcasts | I will also have a digital audio recorder and can collect any sounds that anyone might be interested in and post them (i.e. the call to prayer at mosques in Turkey). | I have done similar trips in the past: Corinth Greece - http://malahinitx.blogspot.com (look for October 2005, or use keyword Greece) Greece and Turkey - http://jfriesen.edublogs.org Greece and Vienna - http://jfriesen.my-ecoach.com | ||
62 | 4/27/2009 11:45:29 | Youth Delegation to Venezuela | Karen Bozeman-Gross | Chicagp, IL | binkabi2004@yahoo.com | Skype: akosuasworld | www.bsics.net | Central Daylight Time | June 21-July1, 2009 | Middle Grade Students (ages 10-13), High School Students (ages 14-18), College/University Undergraduate Students | No | Need 5 more participants | There is still time to join me in this endeavor, particularly if you live in the Chicago area. Educators are also welcome. This tour focuses on the International Drum Festival in the Barlovento Region of Venezuela. In addition we will experience the agriculture, flora and fauna of Venezuela. We are setting up a sister school relationship with Juan Pablo Sojo School in the small town of Curiepe in the Barlovento Region of Venezuela. Students will be have learned beginning Spanish. They will read to the primary students, thus enhancing their Spanish Language skills and connecting with Venezuelan children. | Global Awareness Social Studies Foreign Language Cultural Dancing | -Students will be able to demonstrate that they understand the issues of education, poverty, health and sustainable development as it relates to Venezuela. -Students will demonstrate that they understand the roles and interactions of individuals and groups in society. | - Students will prepare a presentation for the community upon their return from Venezuela incorporating Power Point, video and digital photos. - Students will be able to engage in a simple dialogue in Spanish. - Students will be able to describe the process of planting, cultivating, processing and marketing finished products of the cocoa industry. | Any area is welcomed. Delegation will leave from Chicago. | Knowledge of Spanish is helpful, but not essential. | Blogs, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Digital Photos | Students have visited the Venezuelan Consulate in Chicago and tasted Venezuelan food. Students will be studying beginning Spanish so they can read simple coloring books and other simple books to the Venezuelan students at Juan Pablo Sojo School in Curiepe, Venezuela. Although time is short we welcome other students and educators. | www.freewebs.com/mtvenezuela | |
63 | 4/28/2009 9:02:31 | Project School data base | Essa & Mourad | d | es2006sa@yahoo.com | d | d | d | d | Middle Grade Students (ages 10-13), High School Students (ages 14-18), College/University Undergraduate Students | Yes | 1 | d | d | d | Social Bookmarking Tools | ||||||
64 | 4/29/2009 13:06:35 | Winter Olympics | Jeff Horwitz | St. Louis, MO USA | jhorwitz@micds.org | skype mrteachersir | http://globetrotters.wikispaces.org | CST | 8/2009 - 1/2009 | Middle Grade Students (ages 10-13), High School Students (ages 14-18) | No | 6 | What brings people together? In an effort to create a global community, our second graders are looking to connect with communities around the world who are interested in using the Winter Olympics as a vehicle to bring people together. We are hoping to learn about each others communities. We would also like to send a representative mascot from community to community like the torch that passes from Torino to Vancouver. If you are interested please contact us. | All | Information on the daily life in your community will be collected and posted on a google map and linked to our wikispace. | Our goal is to have as many communities as possible represented before the Opening Ceremonies of the Olympic Games. | Blogs, Wikis, Digital Videos, Chat (AIM, iChat, Skype), Other collaborative documents, Digital Photos, Podcasts | http://globetrotters.wikispaces.org | ||||
65 | 5/6/2009 9:57:59 | BRIICS Learning about Emerging Nations | Dr. Sushmita Hodges | St. Paul Minnesota U.S.A. | shodges@spa.edu | www.spa.edu | Central/Daylight | January-April 2010 | Middle Grade Students (ages 10-13), High School Students (ages 14-18) | Yes | 3-4 schools 10 students each | BRIICS Classroom Learning about Emerging Nations. Check out ning www.bricclassroom.ning.com Teachers from schools from the BRIICS countries Brazil, Russia, India, Indonesia, China and South Africa and U.S. will coordinate efforts and come up wih readings and discussions and a final wiki to showcase students work. Will use skype,ning and wiki to collaborate with the various schools. Currently have located school in India and have a contact in South Africa. | Students located in the specific BRIICS countries will lead and share history, economic development and issues of globalization within their countries through discussions and powerpoints. | Research methodology, synthesis and analysis will be critical tools along with technology to disseminate information. | Students will write short response papers, take essay tests to demonstrate their understanding of the shared content. They will also be responsible for maintaining a section of the wiki which will be the final product. | Brazil Russia Indonesia China South Africa | Would need students to have fluency in English | Blogs, Wikis, Standard web pages, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Other collaborative documents, Podcasts | Have experience for two years partnering with 2 different schools in India on the NAIS sponsored Global Challenge 20/20 project addressing issues of education for all and global poverty. | http://bricclassroom.ning.com/ | ||
66 | 5/6/2009 9:59:21 | BRIICS Learning about Emerging Nations | Dr. Sushmita Hodges | St. Paul Minnesota U.S.A. | shodges@spa.edu | www.spa.edu | Central/Daylight | January-April 2010 | Middle Grade Students (ages 10-13), High School Students (ages 14-18) | Yes | 3-4 schools 10 students each | BRIICS Classroom Learning about Emerging Nations. Check out ning www.bricclassroom.ning.com Teachers from schools from the BRIICS countries Brazil, Russia, India, Indonesia, China and South Africa and U.S. will coordinate efforts and come up wih readings and discussions and a final wiki to showcase students work. Will use skype,ning and wiki to collaborate with the various schools. Currently have located school in India and have a contact in South Africa. | Students located in the specific BRIICS countries will lead and share history, economic development and issues of globalization within their countries through discussions and powerpoints. | Research methodology, synthesis and analysis will be critical tools along with technology to disseminate information. | Students will write short response papers, take essay tests to demonstrate their understanding of the shared content. They will also be responsible for maintaining a section of the wiki which will be the final product. | Brazil Russia Indonesia China South Africa | Would need students to have fluency in English | Blogs, Wikis, Standard web pages, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Other collaborative documents, Podcasts | Have experience for two years partnering with 2 different schools in India on the NAIS sponsored Global Challenge 20/20 project addressing issues of education for all and global poverty. | http://bricclassroom.ning.com/ | ||
67 | 5/9/2009 11:41:35 | Rotoball | David Gran | Shanghai, China | david.gran@saschina.org | skype/twitter dsgran | http://carrotrevolution.com/rotoball | Shanghai | Annual | Middle Grade Students (ages 10-13), High School Students (ages 14-18) | No | As many as possible | The Rotoball Project is a collaborative animation project. Each student (or group of student) creates a 15 second animation (most contributions are rotoscoped but other forms of animation are acceptable) of them catching a ball, transforming it into something else, interacting with it, and passing it on. The entries are then all linked together to form one continuous animation. | Art, Multimedia, Technology | Art Standards: Content Standard: 1: Understanding and applying media, techniques, and processes Content Standard: 3: Choosing and evaluating a range of subject matter, symbols, and idea NETS: 1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. 2. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. 4. Critical Thinking, Problem Solving, and Decision Making. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. | A basic rubric for assessment can be found here: http://carrotrevolution.com/rotoball/Assessment.html In addition, review of the final animation gives students the opportunity to compare how others approached an open ended problem through a variety of technical, aesthetic, and creative solutions. | Anywhere. | Standard web pages, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Animation | http://carrotrevolution.com/rotoball/ | |||
68 | 5/14/2009 7:37:50 | Two Eggs A Week | Karen Collias, Anna Levitt | Washington, DC/Lima, Peru | karen.collias@google.com | Facebook Group: Two Eggs A Week | www.knowwithoutborders.org | EDT | ongoing project | Middle Grade Students (ages 10-13), High School Students (ages 14-18) | No | 2-infinity | Two Eggs A Week is based on the request from the El Agustino School in Lima, Peru, for additional nutrition for the poorest of its 1500 students. The school is located in a poverty-stricken section of Peru, but the students at the school are rich in hope and aspirations for the future. We are interested in people around the world sharing ideas about innovative ways to address issues of poverty that can hinder educational achievement. Students at the Stuart School in Princeton, New Jersey and Bethesda-Chevy Chase High School in Bethesda, Maryland have already raised enough money to feed the poorest 100 of the 1500 students at El Agustino "two eggs a week" for this and (nearly) the next academic school years. (Academic Years in Peru run from March through January.) | Health and Nutrition Poverty Education and Equity | Social Studies (world history, geography) World Languages (Spanish) | Affective measures -- increase in global awareness and issues of poverty, as well as increase in engagement and motivation to learn about different parts of the world as measured by participation in Facebook group, comments on blogs, etc. | Interested in students from all over the world to join Facebook group, Two Eggs A Week | Information about the project can be found on www.knowwithoutborders.org in both English and Spanish. Speaking a second language, however, is not a requirement. | Blogs, Standard web pages, Social Networks ( i.e. Ning, Facebook), Digital Photos, Photos on Flickr | www.knowwithoutborders.org | ||
69 | 5/28/2009 10:23:38 | Global Youth Viewpoints book | Gayle Kimball, Ph.D. | California | gkimball@csuchico.edu | http://globalyouthspeakout.ning.com/main/index/addContent | www.myspace.com/globalyouthviewpoints | Pacific Standard Time | ongoing | Middle Grade Students (ages 10-13), High School Students (ages 14-18) | No | many | Greetings from California. I'm writing a book that gives you and other young people around the world an opportunity to say what's on your mind. This is your chance to be heard. Many of you have wonderful suggestions for how to make our world a better to live in, so I'm asking people age 19 and under to respond to 10 questions. I’ll compare your answers by age, gender, and location. See myspace.com/globalyouthviewpoints for the questions and photos of schools and students I’ve visited on three continents. (I’ve written other peer-based books for youth, including The Teen Trip: The Complete Resource Guide and How to Survive Your Parents’ Divorce: Kids’ Advice to Kids.) Please also forward to kids and their teachers so they can be part of the global youth book. Thanks, Gayle Kimball, Ph.D. gkimball@csuchico.edu 1. If you could ask a question of the wisest person in the world, what would you ask her or him about life? 2. What bothers you in your daily life? What practice best helps you stay calm? 3. If there was one thing you could change about adults, what would it be? 4. What would you like to change about yourself? 5. What do you like to do for fun? 6. When have you felt most loved by someone else? 7. Why do you think you’re here on earth; what’s your purpose? 8. On a scale of 1 to 100, how highly would you grade your school? Why? 9. What work would you like to do when you're an adult? 10. If you were the leader of your country, what changes would you make? 11. Imagine you get to write on a T-shirt going on a trip around the world. What do you want your T-mail to say to people? What questions are missing that you’d like to answer? Your email. . . . . . . What first name would you like used in the book to quote you? How old are you? Girl or boy? What city and country do you live in? Gracias! Merci! Danke! Arrigato! Chi chi! > > > > >Previous Books: > > > > > Essential Energy Tools book and 3 videos. > > > > > 21st Century Families: Blueprints for Family-Friendly Workplaces, Schools and Governments. (Equality Press) > > > > > How to Create Your Ideal Workplace (Equality Press) > > > > > The Teen Trip: The Complete Resource Guide (Equality Press) > > > > > 50/50 Parenting (Lexington Books) > > > > > 50/50 Marriage (Beacon Press) > > > > > ed. Everything You Need to Know to Succeed After College (Equality Press) > > > > > How to Survive Your Parents' Divorce (Equality Press) > > > > > ed. Women's Culture (Scarecrow Press) ÿ > > > > Ed. Women's Culture Revisited. (Scarecrow Press, 2005) | The book will let the world know what's on young peoples' minds. Also they can speak up on ning or myspace at the addresses listed above. | Students get writing practice and have a chance to influence changemakers. | International, but am especially in need of responses from India and Pakistan. | The questions for the book are available in various languages. | Social Networks ( i.e. Ning, Facebook) | myspace.com/globalyouthviewpoints http://globalyouthspeakout.ning.com/main/index/addContent | |||
70 | 6/6/2009 5:03:26 | Global Online Eco-courses | Ved P Gupta | vedpgupta@email.com | None at present | Can be started any time for a school or agency or organization | Middle Grade Students (ages 10-13), High School Students (ages 14-18) | No | As many as possible | 1. The project would be handled on line irrespective of any location of the participants around the globe. Teaching and discussions may be done through emails. Video conferencing or telephonic conversations may be conducted, if required 2. Course outline and description may be sent through emails to the participants and further help may be provided if needed 3. Invitation to the participants to ask questions if they want and answers to them for their questions | 1. Global Warming: I like to teach middle and High school students for preliminary information about the nature around us, environment, global awareness, causes and effects of global warming and greenhouse gases for climate change, preventions and solutions to fight global warming and reduce greenhouse gases to make environment clean. School students can contribute much towards saving of global warming. 2. Green living for every day life: Green living for everyday life requires friendly environment. Clean environment has become a challenge today for present and future generations. More and more people are trying to get involved to reduce emission of carbon dioxide which is main heat-trapping gas to pollute the environment. 3. Green Lawn Benefits: Green lawns play a important role in our daily life. Besides they provide many benefits to the environment and community as well. 4. Yoga: Yoga is a tool for perfect body fitness and self enhancement without any medicine. I like to give some preliminary helpful information / tips about Yoga to global people of all ages for their benefits. | Global warming is an international acclaim topic today. It’s time to act now before it is too late. Yoga is a need of the hour for people of all ages | ||||||||||
71 | 6/6/2009 5:05:39 | Global Online Eco-courses | Ved P Gupta | vedpgupta@email.com | None at present | Can be started any time for a school or agency or organization | Middle Grade Students (ages 10-13), High School Students (ages 14-18) | No | As many as possible | 1. The project would be handled on line irrespective of any location of the participants around the globe. Teaching and discussions may be done through emails. Video conferencing or telephonic conversations may be conducted, if required 2. Course outline and description may be sent through emails to the participants and further help may be provided if needed 3. Invitation to the participants to ask questions if they want and answers to them for their questions | 1. Global Warming: I like to teach middle and High school students for preliminary information about the nature around us, environment, global awareness, causes and effects of global warming and greenhouse gases for climate change, preventions and solutions to fight global warming and reduce greenhouse gases to make environment clean. School students can contribute much towards saving of global warming. 2. Green living for every day life: Green living for everyday life requires friendly environment. Clean environment has become a challenge today for present and future generations. More and more people are trying to get involved to reduce emission of carbon dioxide which is main heat-trapping gas to pollute the environment. 3. Green Lawn Benefits: Green lawns play a important role in our daily life. Besides they provide many benefits to the environment and community as well. 4. Yoga: Yoga is a tool for perfect body fitness and self enhancement without any medicine. I like to give some preliminary helpful information / tips about Yoga to global people of all ages for their benefits. | Global warming is an international acclaim topic today. It’s time to act now before it is too late. Yoga is a need of the hour for people of all ages | ||||||||||
72 | 6/9/2009 12:50:06 | Ways of Seeing Africa | Geetha Narayanan | Bangalore India | g_narayanan@srishti.ac.in | www.srishti.ac.in | Chennai India | July 2009 onwards | Middle Grade Students (ages 10-13), High School Students (ages 14-18) | No | around 3 or 4 | This project, which will run all year, combines all the social science disciplines into one meaningful whole ( History, Geography, Economics, Development, Cultural Studies and Political science) It is built around the twin themes of the laws of life and ways of seeing. The first is the well-known international essay competition conducted by the John Templeton Foundation called the Laws of Life Essay. The second is a philosophical approach to understanding culture and context outlined by the art historian and thinker John Berger. Together they ground this project giving it both meaning and rigor. The long term goal of this learning project is to develop the following enduring understanding in all the learners. “Laws of life are the rules, ideals, and principles by which one chooses to live. Ways of Seeing Africa will help me understand differences in the way people interpret and live their lives. It will also help me develop my own laws of life.” WAYS OF SEEING involves making connections between • An environment and its lived culture • Historical events /eras and current economic insecurities • Conflict and stereotypes, biases and prejudices We would like to partner with teachers and students who are from Grade 6 and who are interested in working on this project for one week every month ( approximately one or two lessons) | Ways of Seeing Africa Across the Year Cycles 1 and 2: June and July Ways of Seeing : Africa is Not a country Cycles 3 and 4 : August and October Ways of Seeing : Perceptions and Stereotypes Cycles 5 and 6: November and January Ways of Seeing: Tradition versus Modernity, Poverty versus Development Cycles 7 and 8 Ways of Seeing : Hot Spots of Conflict | Assessment will be formative and based on portfoiios and learner led conferences We also plan to include some performative and authentic assesment tasks at the end of the year | Yes, we are hoping to interact directly with students from Africa and also of African diasporia in America | No, this project will run in English | Blogs, Wikis, Standard web pages, Digital Videos, Social Networks ( i.e. Ning, Facebook), Social Bookmarking Tools, Digital Photos, Podcasts | This project is being developed and run at Mallya Aditi International School Bangalore ( a private not for profit k-12 school ) and a centre for children from urban poor communities called Drishya Kalika Kendra. My research group the Project Vision Design and Research Collective is writing and developing the programme and we, as researchers, are looking for schools and other researchers as partners in using ning, skype and other forms of connectivity to discuss and develop this project. We are passionate about social justice, about the environment and sustainability, grow our own vegetables, compost and embrace a critical and slow pedagogy | ||||
73 | 6/17/2009 13:03:48 | Global collaboration | Nerine Chalmers | Doha, Qatar | nchalmers@qf.org.qa | http://www.qataracademy.edu.qa/output/Page3.asp | GMT+3 | October '09 - May '10 | Middle Grade Students (ages 10-13), High School Students (ages 14-18) | Yes | 5 classsrooms, each from a different continent | We invite classrooms from around the world to join with our Grade 4 classes in a long term, but fairly low key collaboration. We are a PYP school, and our Grade 4s are 9 – 10 year olds. There are approximately 22 students in each class. What we have in mind is that each of our 5 Grade 4 classrooms will link up with a different classroom, preferably in different continents. We would be asking the students in the partner class to communicate with our students in a variety of ways – possibilities would be by email, voice thread, Skype, a discussion page on a wiki – among others. We would be anticipating some contact every month or six weeks through the school year. Examples of the activities we have in mind are sharing ideas on some pieces of work, survey responses, sharing of relevant photographs of their local area, culminating in participating in a collaborative writing project in April/May 2010. The school website can be found at http://www.qataracademy.edu.qa/ You can also have a look at the Grade 4 wiki space at http://grade4.qataracademy.wikispaces.net/ | All | Effectiveness of the communication and collaboration that takes place will be assessed through peer assessment. There will be a rubric for the collaborative writing project. Reflection will be invited through the discussion tab on the wiki page. | preferable a classroom from each continent. | All communication will be in English. | Wikis, Digital Videos, Chat (AIM, iChat, Skype), Digital Photos, Podcasts, as approporiate | |||||
74 | 6/23/2009 0:29:33 | Discover Natural Fibres | Cecily Wright | Australia | cwright@educationau.edu.au | http://www.globaleducation.edna.edu.au/globaled/go/pid/3533 | ongoing | Middle Grade Students (ages 10-13), High School Students (ages 14-18) | No | unlimited | Enrol on the OzProjects site at http://www.ozprojects.edu.au/ by clicking on "Login" in the top right corner of the page and selecting "Create new account" on the next page. This will display an online enrolment form. Once the enrolment form has been completed, click on "Create my new account". The student will then recieve an email with a link to click on to confirm enrolment. Confirm the enrolment by clicking on the link and then log in to OzProjects. Go to the Global Projects section and click on Discover Natural Fibres. Click on "Enrol me in this project" in the Administration side block. | cross curricula | self assessment and peer assessment | Blogs, Wikis, Standard web pages, Other collaborative documents, Digital Photos | ||||||||
75 | 6/23/2009 0:37:08 | Give Peace a Chance | Cecily Wright | Australia | cwright@educationau.edu.au | http://www.ozprojects.edu.au/course/view.php?id=44 | ongoing | Middle Grade Students (ages 10-13), High School Students (ages 14-18) | No | unlimited | Enrol on the OzProjects site at http://www.ozprojects.edu.au/ by clicking on "Login" in the top right corner of the page and selecting "Create new account" on the next page. This will display an online enrolment form. Once the enrolment form has been completed, click on "Create my new account". The student will then recieve an email with a link to click on to confirm enrolment. Confirm the enrolment by clicking on the link and then log in to OzProjects. Go to the Global Projects section and click on Give Peace a Chance. Click on "Enrol me in this project" in the Administration side block. | cross-curricula | peer assessment and self assessment | any location | Blogs, Wikis, Standard web pages, Digital Photos | |||||||
76 | 6/23/2009 0:41:50 | Languages Matter | Cecily Wright | Australia | cwright@educationau.edu.au | http://www.ozprojects.edu.au/course/view.php?id=33 | ongoing | Middle Grade Students (ages 10-13), High School Students (ages 14-18) | No | unlimited | Enrol on the OzProjects site at http://www.ozprojects.edu.au/ by clicking on "Login" in the top right corner of the page and selecting "Create new account" on the next page. This will display an online enrolment form. Once the enrolment form has been completed, click on "Create my new account". The student will then recieve an email with a link to click on to confirm enrolment. Confirm the enrolment by clicking on the link and then log in to OzProjects. Go to the Global Projects section and click on Languages Matter. Click on "Enrol me in this project" in the Administration side block. | cross-curricula | peer assessment and self assessment online feedback | anywhere | Standard web pages, Other collaborative documents, Digital Photos | |||||||
77 | 6/23/2009 0:45:53 | Millennium Development Goals | Cecily Wright | Australia | cwright@educationau.edu.au | http://www.ozprojects.edu.au/course/view.php?id=75 | ongoing | Middle Grade Students (ages 10-13), High School Students (ages 14-18) | No | unlimited | Enrol on the OzProjects site at http://www.ozprojects.edu.au/ by clicking on "Login" in the top right corner of the page and selecting "Create new account" on the next page. This will display an online enrolment form. Once the enrolment form has been completed, click on "Create my new account". The student will then recieve an email with a link to click on to confirm enrolment. Confirm the enrolment by clicking on the link and then log in to OzProjects. Go to the Global Projects section and click on Millennium Development Goals. Click on "Enrol me in this project" in the Administration side block. | cross-curricula | peer assessment self assessment online feedback | anywhere | Standard web pages, Other collaborative documents, Digital Photos | |||||||
78 | 6/23/2009 0:48:35 | Planet Earth in Our Hands | Cecily Wright | Australia | cwright@educationau.edu.au | http://www.ozprojects.edu.au/course/view.php?id=25 | ongoing | Middle Grade Students (ages 10-13), High School Students (ages 14-18) | No | unlimited | Enrol on the OzProjects site at http://www.ozprojects.edu.au/ by clicking on "Login" in the top right corner of the page and selecting "Create new account" on the next page. This will display an online enrolment form. Once the enrolment form has been completed, click on "Create my new account". The student will then recieve an email with a link to click on to confirm enrolment. Confirm the enrolment by clicking on the link and then log in to OzProjects. Go to the Global Projects section and click on Planet Earth in Our Hands. Click on "Enrol me in this project" in the Administration side block. | cross-curricula | peer assessment self assessment online feedback | anywhere | Blogs, Wikis, Standard web pages, Other collaborative documents, Digital Photos | |||||||
79 | 6/23/2009 0:50:41 | Potatoes around the World | Cecily Wright | A | cwright@educationau.edu.au | http://www.ozprojects.edu.au/course/view.php?id=24 | ongoing | Middle Grade Students (ages 10-13), High School Students (ages 14-18) | No | unlimited | Enrol on the OzProjects site at http://www.ozprojects.edu.au/ by clicking on "Login" in the top right corner of the page and selecting "Create new account" on the next page. This will display an online enrolment form. Once the enrolment form has been completed, click on "Create my new account". The student will then recieve an email with a link to click on to confirm enrolment. Confirm the enrolment by clicking on the link and then log in to OzProjects. Go to the Global Projects section and click on Potatoes around the World. Click on "Enrol me in this project" in the Administration side block. | cross-curricula | peer assessment self assessment online feedback | Blogs, Wikis, Standard web pages, Other collaborative documents, Digital Photos | ||||||||
80 | 6/23/2009 0:54:18 | Sanitation and Disease | Cecily Wright | Australia | cwright@educationau.edu.au | http://www.ozprojects.edu.au/course/view.php?id=19 | ongoing | Middle Grade Students (ages 10-13), High School Students (ages 14-18) | No | unlimited | Enrol on the OzProjects site at http://www.ozprojects.edu.au/ by clicking on "Login" in the top right corner of the page and selecting "Create new account" on the next page. This will display an online enrolment form. Once the enrolment form has been completed, click on "Create my new account". The student will then recieve an email with a link to click on to confirm enrolment. Confirm the enrolment by clicking on the link and then log in to OzProjects. Go to the Global Projects section and click on Sanitation and Disease. Click on "Enrol me in this project" in the Administration side block. | cross-curricula | peer assessment self assessment online feedback | anywhere | Standard web pages, Digital Videos, Other collaborative documents, Digital Photos | |||||||
81 | 7/24/2009 20:16:12 | My school,your school | Silvana Carnicero | Argentina | silvanacar01@yahoo.com.ar | http://myschoolyourschoolproject.blogspot.com | ongoing | Middle Grade Students (ages 10-13), High School Students (ages 14-18) | No | 2 or more | A teacher or group leader should contact the project facilitator Students should write passages introducing themselves Students shouldvisit the project blog and answer the questionnaires there Students hould take pictures of their schools Akl the material is sent to the project facilitator by mail sn she publishes everything in the project blog | Language EFL Social studies | By answering the questions and bycommenting on other participants' posts in the blog | Blogs, Digital Photos | http://myschoolyourschoolproject.blogspot.com http://proyectomiescuelatuescuela.blogspot.com | |||||||
82 | 7/26/2009 9:07:23 | IEARN | Michelle George | Pittsburgh, PA | mgeorge@avonworth.k12.pa.us | Michelle | Avonworth.k12.pa.us | Eastern Standard | ongoing | Middle Grade Students (ages 10-13), High School Students (ages 14-18) | No | at least 1 | Negotiable | Global Cooking | Want to design a webpage or work collaboratively on a global food fair for schools. | No | No | Standard web pages, Social Networks ( i.e. Ning, Facebook) | ||||
83 | 8/7/2009 21:50:47 | Teddy Bear Exchange Project | Laurie Yingling | Mequon, WI | lmy@lumenchristiparish.org | AOL / lck8teacher | https://lumenchristiwiki.wikispaces.com | US - Central Standard Time | Ongoing | Middle Grade Students (ages 10-13), High School Students (ages 14-18) | Yes | Two first grade classrooms | Our first grade classrooms (we have two) learn all about Teddy Bears / and real bears and celebrate with a Teddy Bear picnic. We would love to do a Teddy Bear Exchange and work with two other first grade classes to exchange a Teddy Bear - one to one - so each student brings in a Teddy Bear to mail to exchange with each student in another class. Then we can journal about our Teddy Bear adventures and share stories. Meet on Skype and video conference and share different region / culture information. Also have pix on Voicethread. Students keep the Teddy Bears at the end of the year. | Social Studies Science - use google earth to see distance between schools. English / Reading Writing | Journal writing and video conferencing | Wikis, Digital Videos, Chat (AIM, iChat, Skype), Digital Photos | ||||||
84 | 8/13/2009 21:09:28 | Global Learning Technologies | Romualdas Stanenas | Milwaukee,Wis. | rstanenas@yahoo.com | mobile me, or aim | whs,edu | Central | School year | Middle Grade Students (ages 10-13), High School Students (ages 14-18) | No | unlimited | review www.romualdas.com for further details. | Entrepreneur developments covering all subject areas focusing on technology, and entrepreneur developments. English,,Computer Technology. | Technology, , Communications, Computer. | Website,podcasting,power point,videos,photos,and email. | World | I can review our ESL class to be become involved. English is the main language in Milwaukee,Wisconsin. | Blogs, Wikis, Standard web pages, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Social Bookmarking Tools, Online whiteboards, Other collaborative documents, Digital Photos, Podcasts | Designing grant and business opportunities to integrate to community and schools. I would like to get your feedback about my communication website. www.romualdas.com | www.thedirectorscut.ca www.ted.com ABC's Shark Tank Entrepreneur Show=USA CBC's Dragons Den Entrepreneur Show=Canada www.globalkids.org. www.edutophia.org www.romualdas.com website l have designed has all developmental directions and more coming. | |
85 | 8/18/2009 6:58:34 | Christine Southard & Lisa Parisi | South Paris Collaborative | Long Island, NY | collaborative@herricks.org | Skype - LisaParisi and ChristineSouthard | http://herricks.org/webpages/spcollaborative/ | NY - EST | 9/09 - 6/10 | Middle Grade Students (ages 10-13), High School Students (ages 14-18) | Yes | 1 class | As part of our NYS 5th grade curriculum, we must compare the US to Canada and Latin America. Rather than working independently and researching within the 4 walls of our school, we're interested in working in a collaborative online space with an English speaking class from Canada and another class from Latin America/South America for the 2009-2010 school year. We created a wiki with various projects throughout the year. The wiki is where the three different classes will converge and compare the different parts of our hemisphere and learn a bit about each other in the process. | Social Studies/History: Geography, Government, Culture, Economics ELA - Reading, Writing, Speaking, Listening Arithmetic | NYS Standards of Geography, Government, Culture, Economics | With each unit, students from each class will be responsible for research and presentations and the students will be assessed with corresponding rubrics. | Latin America | Blogs, Wikis, Standard web pages, Digital Videos, Chat (AIM, iChat, Skype), Other collaborative documents, Digital Photos, Podcasts, Googlel Docs | This project is a year long commitment for the 2009 - 2010 school year. We are excited to begin and to establish a relationship with a Latin American class, because we already have a connection with Jan Smith from Vancouver Island, British Columbia, Canada. We are desperately looking for a Latin American class that speaks English and has access to the internet to become the other participant in our group. Please join us or pass this on. We're looking to start this September. Our joint e-mail is Collaborative@herricks.org Twitter: @lparisi @csouthard | http://westernhemisphere.wikispaces.com | ||
86 | 8/23/2009 18:36:52 | Katherine Bolman | Katherine Bolman | Honolulu, Hawaii | kbolmanahaa@gmail.com | kbolman | ahaafoundation.org | Hawaii | 2002-present | Middle Grade Students (ages 10-13) | No | new project | I am creating a webpage that can be used for the teaching of art history and can be used by English teachers as and inspiration. ahaafoundation.org is the website. It is in the building phase. I can create a web page on my page for you if you have a time period that fits with what your students are reading. In a way, I could illustrate a book with advice from you. To particpate 1. contact me kbolmanahaa@gmail.com 2. choose a micro lesson 3. answer the questions you find on the pages 4. write a short piece answering "what did you learn?" 5. Paint me a picture | The history of art and architecture around the world I would like each participant to make something after they complete one micro lesson a painting, a sculpture just do something. I would like each teacher to tell me if the micro lesson added something to their students knowledge base. | Questions are built into each micro lesson The teacher can assess the quality of the participation in any discussion. Each student should make something after each micro lesson. The range of possibilities depends upon the age group, the possible materials. The students can write their own story about the work they have just seen, paint a picture or make a pot. If they so something they will have learned something in depth. | I am seeking partners who want to add this information to any level of education. As the ahaafoundation.org site progresses there will be much more help needed. Anyone can jump in now by contacting me. | The project is written in English and starting with Egypt I am adding voice to the written word so it can be used to learn ESL. | Standard web pages, Digital Videos, Digital Photos | This is being created as an addition to any global education educational resource | ahaafoundation.org | ||
87 | 8/26/2009 13:15:50 | Global Virtual Classroom contest | Ronda Zelezny-Green | Boston, MA | ronda@gsbi.org | www.virtualclassroom.org | September 2009 - April 2010 | Middle Grade Students (ages 10-13) | No | 15 students; As many schools as possible can participate | My name is Ronda Zelezny-Green and I am the Director of Global Education Outreach for Give Something Back International Foundation (GSBI). As part of GSBI, we facilitate a global classroom contest called Global Virtual Classroom where classrooms around the world are joined together to create a website that promotes technology in education, global citizenship, and the merits of teamwork. This contest enables participants to earn cash prizes of up to $3000 for each winning classroom team and is funded in part by AT&T. There is no fee required to participate in the Global Virtual Classroom contest. Who may participate?: Primary (Grades 1-7) and Secondary (Grades 8-12, or equivalent) classes and youth groups around the world that have access to the Internet and are able to use the Web and FTP are eligible to apply. Number and age of students within specified range: A group must have 15-40 students, between 7 and 18 years old as of September. If more than 40 students would like to participate, please apply as two groups and submit separate applications. Technical skill requirements: The teacher in charge must be familiar with HTML authoring and FTP, capable of helping students build web pages with text and graphic links, and of uploading and downloading files via FTP tools. Contact us for more information. Commitment to the project: Teacher and students must be willing to make a serious commitment to collaborating with their partner schools for the duration of the project. Our emphasis is on teamwork across cultural and geographic distances, something that is much harder than working together in the same room or even the same country. This year, teachers will be required to sign a “Team Contract” as part of the team registration procedure. | Global cooperation, cross-cultural education exchanges, global citizenship, website development, teamwork, school community development, technology. | Judging Criteria: Content (25%): To what degree is the website appealing to a worldwide audience? Content is based on interesting and original topics that inform, entertain, explain, share and teach. Judges also look for a reflection of the different cultures or viewpoints. It was important that all materials that are not original have a source and are properly credited. Presentation (25%): How well is the information presented? How well does it use the Web medium? The presentation of the website is assessed on the navigation and structure, attractive design, and multimedia usage. The technology used on the website must suit all browser types and make information available to people that may not have the necessary hardware or software. Helping Focus (20%): To what extent does the website help users share cultural differences and/or understand environmental or social responsibilities and/or helps others and/or learn about key topics or issues? The new helping focus criterion was added to encourage students to also demonstrate achievement of a helpful objective such as personal, social and/or environmental responsibility or support for a worthy cause. A helping focus allowed students to share their community experiences through the Global Virtual Classroom and learn about key topics and issues. Collaboration (30%): How fully did the students participate in the project? How well did they work together to create their website? The participants’ collaboration was judged on the level of participation from each of the three schools on a team. It was important that websites were created collaboratively versus separately constructed and put together. | Any school team from anywhere in the world is eligible to participate in the Global Virtual Classroom contest. | Knowledge of basic English is helpful during the course of contest participation. | Blogs, Standard web pages, Online whiteboards, Other collaborative documents | www.virtualclassroom.org | |||||
88 | 8/26/2009 16:12:16 | Global Virtual Classroom Programs | Charles Elsey | Sarasota, Florida USA | charlesGVC@gsbi.org | http://www.VirtualClassroom.org | USA Eastern Time | GVC Contest is from October to May each year. GVC Clubhouse is an ongoing project. | Middle Grade Students (ages 10-13) | No | Each GVC Contest team has 3 schools from different countries and each school can have up to 40 students participating. Schools can also have multiple teams. The GVC Clubhouse can be any size. | The Global Virtual Classroom (GVC) is accepting online registrations for the 2009/10 school year. The GVC program is a free online collaborative education program for K-12 students from around the world. There are two different programs offered by GVC: The "GVC Contest", a multi-national team website design contest with cash prizes presented to the schools of the winning teams. The winning primary & secondary school teams are each awarded $3,000 for first prize, $1,000 for second prize, and $750 for third prize. The "GVC Classroom", offers a non-competitive opportunity for students to work with student from other countries on a variety of collaborative learning projects. These projects have included: student discussion groups; internet pen pals; language exchanges; a global water quality study; and ESL groups. Find our more about these programs and sign up online at the website: www.VirtualClassroom.org. This program was originally begun in 1996 as the AT&T Virtual Classroom. Approximately 31,500 students from 52 countries have participated in the programs since its inception. | The GVC Contest is a website design contest and the content of the websites will be determined by the three schools that make up each GVC team. In the GVC Clubhouse, schools can select any topic or project they would like to work on collaboratively with other schools. | Each GVC Contest team must be lead by a teacher or volunteer with enough technical knowledge to be able to design a website and post it on our server using an FTP program. The GVC Clubhouse must be led by a teacher and can be on any topic or project. | Students demonstrate what they have learned by the content selection and design of their websites. Our VIP Judges also provide specific feedback to all the finalist and winning teams. Our website also has testimonials from students and teachers that have participate in previous GVC programs. | We need schools from very country in the world. The GVC programs work best when there is as much cultural diversity as possible. | English is the primary language of the GVC Contest. The VIP Judges will evaluate the websites based upon the use of English. However, GVC teams will have the option of being able to convert the websites to other languages as well. The GVC Contest can be in any language. | Blogs, Standard web pages, Digital Videos, Chat (AIM, iChat, Skype), Other collaborative documents, Digital Photos, Podcasts, Secured Nicenet Chat Room | You can register for the GVC Contest or GVC Clubhouse online at our website: http://www.VirtualClassroom.org | http://www.VirtualClassroom.org http://www.GiveSomethingBack.org http://www.gsbi.org http://www.nicenet.org | ||
89 | 8/31/2009 17:00:13 | The Applied History of Art and Architecture | Dr. Katherine Bolman | Honolulu, Hawaii | kbolmanahaa@gmail.com | ahaafoundation.ort | Hawaii | Continous | Middle Grade Students (ages 10-13) | No | As many as are interested | This project will work best if there is a teacher involved and it can be an independent project done by one student. The information is found at ahaafoundation.org Choose a micro lesson Read the pages and answer the questions on a separate page which you will email to kbolmanahaa@gmail.com and make a painting that is inspired by the micro lesson. Take a digital photo of your painting and attach it to your email. | The history of art and architecture This is a course divided into micro lessons | the stardards for art and art history | The assessment will be done by the students teachers | I am seeking teachers around the world as this is a global art history course. I seek input from teachers and would enjoy collaboration so that I can add their ideas to the work that is now on the web page. I have posted "Pages for special requests" . Look there and see what you think about how we can best work together. There are lots of possibilities and I am open to discussion. | no | Standard web pages, Digital Videos, Digital Photos | The more teachers that join in this project the richer the site will be when others find it. This way we can keep art history in the education system around the world. | ahaafoundation.org | ||
90 | 9/2/2009 18:43:24 | Perspectives on the American Revolution | Daniel E. Chase | dchase@woodbridge.k12.ct.us | brs.k12.ct.us | Eastern (GMT -5) | Whenever | Middle Grade Students (ages 10-13) | Yes | 50 or so | I teach fifth grade social studies, and I would like to find a teacher (and class) in the UK who would like to partner in teaching the American Revolution. I would like to collaborate with the individual (or individuals) using ICT tools such as blogs, wikis, videoconferencing,etc. to have students from either side of "the pond" pair up for various activities. This project is in its infancy, so very much in draft form. | Social Studies History Virtual Communications 21st C. Learning Writing/LA | Participation, blog writing, collaborative projects | YES! Great Britain | No | Blogs, Wikis, Social Networks ( i.e. Ning, Facebook), Social Bookmarking Tools, Online whiteboards, Other collaborative documents, Podcasts, tba | ||||||
91 | 9/4/2009 | ThirdPlaceLearning | Mara Alagic | Wichita, KS USA | mara.alagic@wichita.edu | Skype: maraalagic | http://thirdplacelearning.ning.com/ | Middle Grade Students (ages 10-13) | ||||||||||||||
92 | 9/4/2009 4:37:21 | Personal Finance | Sheila Beck | Boydton, VA | sbeck@mcpsweb.org | www.mcpsweb.org | EST | October -December | Middle Grade Students (ages 10-13) | Yes | 1-2 schools and classrooms | Would like to compare the information and cost of living in this area to other areas in the country. We start off by researching careers, colleges and then establish a starting salary in the selected career. Develop a budget based on location and salary. Introduce "Life Events" that must be dealt with and adjust the budget. | Finance Cost of Living Issues with economy | Spreadsheets Writing (create resume) Presentations - present at end of session their personal financial status | Presentations and spreadsheet data with graphs | North America -East Coast Due to time zones | No | Other collaborative documents, Digital Photos | Personal Finance is a graduation requirement beginning for students entering 9th grade this year in Virginia. This project was used last year and very successful, but with no collaboration. Collaboration and discussing with other students in other locations would be new this year. | |||
93 | 9/7/2009 10:06:43 | Compassion2Action - Global Citizenship Conference | neil bryson | Langely B.C. | nbryson@sd35.bc.ca | www.lfasbc.com/secondary.html | Pacific standard | 10/23/2009 | Middle Grade Students (ages 10-13) | Yes | 300 teachers and students | For more information or to register, go to the following website. compassion2action.wikispaces.org | Human rights/ World poverty/ Peace Activism/ education for Global Citizenship/ ethical food/consumption/ There will be opportunities for high school NGOs working on international projects to meet, share and plan. | Workshops will be evaluated by students and teachers. | We would love to connect with other like minded students and teachers interested in building a student/teacher activist network. | no | Wikis, Standard web pages, Social Networks ( i.e. Ning, Facebook), Social Bookmarking Tools | This will be a unique opportunity on a Province wide Pro D day for student and teachers can come together and begin developing a network for sharing ideas and planning activities around global citizenship. | projectkenyasisterschools.org compassion2action.wikispaces.org | |||
94 | 9/7/2009 12:42:19 | Creative Pursuits: Integrating Technology into 21st Century Classrooms | Lee Nelms | McLean, Virginia | creativepursuits@langleyschool.org | nelmsy1@mac.com | www.langleyschool.org/creativepursuits | EST | October 8 and October 9 | Middle Grade Students (ages 10-13) | Yes | 100-200 | How can 21st century technology tools such as interactive whiteboards, videoconferencing, digital cameras, and blogs enhance the classroom experience for today’s students? Teachers at The Langley School will share their cutting-edge, technology-rich curriculum with fellow educators during a new two-day technology conference this fall. Held October 8-9 on Langley’s McLean, VA, campus, “Creative Pursuits: Integrating Technology into 21st Century Classrooms” is an interactive conference for preschool through secondary school educators featuring nearly 30 workshops led by Langley faculty members and outside experts, many of which will be held in the classroom with Langley students for a truly authentic learning experience. The conference also features a “tech playground” with more than 20 stations which allow attendees to quickly browse various digital tools and a Q&A with a panel of Langley faculty, alumni, and students. Another highlight of the conference is the two keynote speakers headlining the start of each day. October 8 features Dr. Kathleen King – award-winning author, digital media/instructional technology expert, and co-host of the 5 million listener podcast, “The Teachers’ Podcast” – who will discuss how to prepare teachers to function inside a brave new world filled with technological possibilities. On October 9, Don McNamee from Kristin School in Auckland, New Zealand, will share his expertise via live videoconference, discussing how new television tools such as Slingbox and Livestation can be put to good educational use. To register for the conference, please visit www.langleyschool.org/creativepursuits/ | Integrating Technology into the Curriculum, , Social Studies, Language Arts, Science, Media Studies, Internet Safety, Life Skills | ISTE 2. Design and Develop Digital-Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers: a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching 3. Model Digital-Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers: a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning 4. Promote and Model Digital Citizenship and Responsibility Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers: a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources b. address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources c. promote and model digital etiquette and responsible social interactions related to the use of technology and information d. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools 5. Engage in Professional Growth and Leadership Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers: a. participate in local and global learning communities to explore creative applications of technology to improve student learning b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community | online evaluation forms for each workshop plus formative assessment will be held during an end of conference Q & A. | Yes, we are hoping to include teachers from all over the world. | No | Blogs, Standard web pages, Digital Videos, Chat (AIM, iChat, Skype), Social Bookmarking Tools, Online whiteboards, Other collaborative documents, Digital Photos, Podcasts | October 8 & October 9 - McLean, Virginia | www.langleyschool.org/creativepursuits/ | |
95 | 9/11/2009 22:12:06 | Schools for Peace | Eleanor Schuster | Suffern Middle School, Suffern, NY USA | eschuster@ramapocentral.org | eleanor.schuster@gmail.com | http://sc.ramapocentral.org/education/school/school.php?sectionid=7 | EST | September 21, 2009 and ongoing | Middle Grade Students (ages 10-13) | No | 2+ | We have created a wiki http://schoolsforpeace.wikispaces.com/ as a meeting place for schools interested in finding partners to collaborate and connect with through videoconferencing, skype, chat or other technologies on The International Day of Peace, September 21, 2009. We invite you to fill out the schedule of availability found on our wiki and to find a partner school to connect with. We will not be coordinating a multi-point videoconference, but wish to give schools the opportunity to create their own Peace Day celebrations. Please make your own contacts and plans. We hope that you will create a page on this wiki letting us know who you are, your plans, projects, and any resources you may know of. 1) Create a new page for your school. 2) Fill out information on on the 'School' page. 3) Find a buddy school to contact. 4) Use this list of schools to develop relationships for current and future projects based on peacemaking. 5) Email us with any questions or thoughts. Thank you. Julia Jaffee, Humanities Teacher jjaffee@ramapocentral.org Eleanor Schuster, Library Media Specialist eschuster@ramapocentral.org Suffern Middle School Suffern, NY http://sc.ramapocentral.org/education/school/school.php?sectionid=7 http://suffernvideoconferencing.org | Humanities - Social Studies and English | To be determined | Our primary language is English, but we welcome all languages and will find ways to communicate and translate. | Wikis, Chat (AIM, iChat, Skype), videoconferencing | http://schoolsforpeace.wikispaces.com/ http://internationaldayofpeace.org/ This web site provides students with a variety of ideas for celebrating International Peace Day. There are several excellent web sites and projects to link to on the site. | ||||
96 | 9/12/2009 6:55:22 | Schools for Peace | Eleanor Schuster | Suffern, NY, USA | eschuster@ramapocentral.org | eleanor.schuster@gmail.com | http://sc.ramapocentral.org/education/school/school.php?sectionid=7 | EST | September 21 '09 and ongoing | Middle Grade Students (ages 10-13) | No | 2+ | We created a wiki as a meeting place for schools interested in finding partners to collaborate and connect with on The International Day of Peace, September 21, 2009. We invite you to fill out the schedule of availability and to find a partner school to connect with. We will not be coordinating a multi-point videoconference, but wish to give schools the opportunity to create their own Peace Day celebrations. We hope that you will create a school page on this wiki letting us know who you are, your plans, projects, and any resources you may know of. Julia Jaffee, grade 6 Humanities teacher Eleanor Schuster, Library Media Specialist 1) Create a new page for your school. 2) Fill out information on on the 'School' page. 3) Find a buddy school to contact. 4) Use this list of schools to develop relationships for current and future projects based on peacemaking. 5) Email us with any questions or thoughts. | Humanities (English and Social Studies) | At this point: Through oral presentation during video conferences. Assessment process to be refined. | We do not want to limit languages and will find ways to communicate as the opportunities arise. | Wikis, Chat (AIM, iChat, Skype), video conferencing | Our initial idea was to find a school to connect with on International Peace Day, September 21 2009. We realized, however, that it would be a good opportunity to build an ongoing project based on peace building with other schools. We can use multiple technology tools into the project as it progresses, but at this point just have the wiki and a plan to connect via videoconference. | http://schoolsforpeace.wikispaces.com/ http://internationaldayofpeace.org/ | |||
97 | 9/13/2009 20:13:36 | tree huggers | diane darrow | tiburon Ca | didarrow@earthlink.net | http://web.me.com/didarrow/Room2/Class_News.html | pacific | september 2009 - may 2010 | Middle Grade Students (ages 10-13) | No | at least 1 | This unit of study is inspired and modeled after the Foss Science "Tree" curriculum. The goal of this on-line collaboration is for students to develop a curiosity and interest of living things in their world and that of others. Students will observe, describe, and compare the properties of trees, their seeds and leaves. They will observe trees throughout the school year and look for changes that come with the changing seasons. We will compare the size color and geometric shape of each trees' leaves. Leaves can sorted and classified. Students will also observe the tree's seeds. The vocabulary associated with the properties and structures of trees and leaves will be learned as well. Students will use digital technology to share their findings to global audience on this blog. The goal is to become more aware of the diversity and variety of trees and leaves across the world and develop a world-wide community of young budding scientists. Data is collected 3 times a year (fall, winter, spring). 1. In the fall have groups of children adopt a tree on campus that are common to our geographical location Measure circumference of the tree with a piece of yarn Gather leaves, seeds, bark samples and twigs from the tree Have the children create bark rubbings, leaf rubbings 2. Have the students digitally document their findings. Photograph the tree and it's samples. Video the students sharing the tree and samples. Have the students create drawings of the tree. Share the shape, size, color and texture of the leaves Share the shape and color of the tree. Describe the location and habitat of the tree. 3. During winter document and share any changes in the trees appearance. 4. In the spring repeat the same procedure that you did in the Fall. Compare and contrast class observations in the spring to those from the fall. As before, share data digitally with our on-line tree hugging blog. 5. The snail mail sharing of artifacts is allowed and encouraged. For further background on this unit go to this link http://www.fossweb.com/modulesK-2/Trees/index.html | living science, environment, botany, geography, habitats | Physical Sciences 1. Properties of materials can be observed, measured and predicted.a. objects can be described in terms of the materials they are made of (clay, cloth, paper, etc.) and their physical properties (color, size, shape, weight, texture, flexibility, attraction to magnets, floating and sinking, etc.). Life Sciences 2. Different types of plants and animals inhabit the Earth. As a basis for understanding this concept, students know: a. how to observe and describe similarities and differences in the appearance and behavior of plants and of animals (e.g., seed-bearing plants, birds, fish, insects). b. stories sometimes give plants and animals attributes they do not really have. c. how to identify major structures of common plants and animals (e.g., stems, leaves, roots, arms, wings, legs). Investigation and Experimentation 4. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept, and to address the content in the other three strands, students should develop their own questions and perform investigations. Students will: a. observe common objects using the five senses. b. describe the properties of common objects. c. describe the relative position of objects using one reference (e.g., above or below). d. compare and sort common objects based on one physical attribute (including color, shape, texture, size, weight). e. communicate observations orally and in drawings. | students can demonstrate and understanding of this unit through a variety of media and methods fitting to their learning style. We are looking for the ability to describe the properties of objects and engagement in the global exchange. | Looking for classrooms from all over the world | The primary language is English but the exchange can be purely visual. | Wikis, Digital Videos, Social Networks ( i.e. Ning, Facebook), Other collaborative documents, Digital Photos, Podcasts | http://worldtrees.ning.com/profiles/blogs/trees-around-the-world | |||
98 | 9/21/2009 12:39:11 | Operation Ruby Throat- Citizen Science | Bill Hilton Jr | Costa Rica, Belize and Guatemala | education@hiltonpond.org | http://www.hiltonpond.org/TropicalTripAnnounceGeneral.html | Summer 2010 | Middle Grade Students (ages 10-13) | Yes | 16 | Each winter since 2004, Bill Hilton Jr.--executive director of Hilton Pond Center for Piedmont Natural History--has offered excursions for teachers and citizen scientists to Guanacaste Province, Costa Rica to observe Ruby-throated Hummingbirds (RTHU) on their wintering grounds collecting data on migration patterns. An internationally recognized hummingbird expert and educator-naturalist, Hilton is the only scientist conducting long-term systematic studies of RTHU in the tropics. IN 2010 WE WILL AGAIN BE TAKING HUMMINGBIRD EXPEDITIONS TO COSTA RICA AND--FOR THE FIRST TIME--TO GUATEMALA AND BELIZE. DATES FOR 2010 ARE: WEEK ONE (Costa Rica): 23-31 January WEEK TWO (Costa Rica): 2-10 February WEEK THREE (Guatemala): 13-21 February WEEK FOUR (Belize): 6-14 March | Geography, Human Geography, Biology, Environmental Science | Science Content C: Interdependence of Organisms Science Content C: Behavior of Organisms Science Content A: Science As Inquiry Geography 4: Physical & Human Characteristics Geography 8: Characteristics of Earth Ecosystems | http://www.goearthtrek.com/ORT/ORT.html | Alll interpretation of Spanish is provided within each field study | Blogs, Standard web pages, Social Networks ( i.e. Ning, Facebook), Other collaborative documents, Digital Photos, Podcasts | This research originally funded by NSF, is sponsored by the Hilton Center for Piedmont Natural History and is affiliated with The GLOBE program in phenology and EarthTrek: Global Citizen Science Program | www.holbrooktravel.com www.operationrubythroat.org http://www.goearthtrek.com/ORT/ORT.html | ||||
99 | 9/26/2009 10:06:46 | Flat Classroom Project | Vicki Davis, Julie Lindsay | Global | flatclassroom@gmail.com | Skype - coolcatteacher | http://www.flatclassroomproject.org | We are multi-country | ongoing - Oct-Dec; Jan-March; March - May | Middle Grade Students (ages 10-13) | No | We size the project as appropriate to the number of classes with no more than 55% USA | All dates and information on application are found here - http://www.flatclassroomproject.org/New+Projects+0910 The Flat Classroom Project is a global collaborative project that joins together middle and senior high school students. external image Friedman_Pic_07.jpg Co-founded by Vicki Davis (Westwood Schools, USA) and Julie Lindsay(Qatar Academy, Qatar) in 2006, this project traditionally runs in October-December each year. It was featured in Chapter 13 of the latest edition of Thomas Friedman's book, The World is Flat' upon which it was based. (pages 501-503) The Project uses Web 2.0 tools to make communication and interaction between students and teachers from all participating classrooms easier. The topics studied and discussed are real-world scenarios based on 'The World is Flat' by Thomas Friedman. The Flat Classroom Project 2006 is featured in the 3rd edition of Friedman's book in Chapter 13, 'If it's not happening it's because you're not doing it', page 501-503. One of the main goals of the project is to 'flatten' or lower the classroom walls so that instead of each class working isolated and alone, 2 or more classes are joined virtually to become one large classroom. This is done through the Internet using Web 2.0 tools such as Wikispaces and Ning. More information about all Flat Classroom Projects can be found on the main wiki at http://www.flatclassroomproject.org/About The purpose of the Flat Classroom project is to develop cultural understanding, skills with Web 2.0 and other software, experience in global collaboration and online learning, awareness of what it means to live and work in a flat world, while researching and discussing the ideas developed in Friedman's book. Topics include: 1. Connecting the world online 2. World Wide Web 3. Workflow software 4. The Changing Shape of Information 5. ......and 7 other 'flatteners' as found in Friedman's book | * Computer Science * 21st Century Literacy Skills * Digital Citizenship * Collaborative Writing (some incorporate into writing courses) * Authentic Research * Cultural Literacy (we have had some history courses participate) * Digital Filmmaking * Online presentation skills (in live classroom) | Digital citizenship (as required by e-Rate funding) Writing across the curriculum. | The project has three mandatory components: 1. Writing of a collaborative report using a wiki - Students will edit the wiki and discuss the topic on the discussion tab of the page. 2. Creating Digital Stories as assigned on the project matrix 3. Post Project Reflection - Students will post their reflection on the process to the project Ning. The project has two optional components: 1. A student audio or video introduction posted on the Ning 2. Student summits held in elluminate hosted by the teacher in their class. Details about the Mandatory Components 1. Editing and Updating Specifics: * Students in teams will author an original collaborative document based upon the work. (collaboration) * Students will provide current information relevant to news in their country on the flattener. (research) * Students will make the wiki more concise while retaining the meaning of the original author. (editing) * Footnotes will be added in the wikipedia model of authoring. (references) Reasons: * Mass Collaboration - It is essential that students understand mass collaboration and participate in cooperative knowledge building and learning with students around the world as they learn the nuances of overcoming language, geography, time zones, and culture to effectively communicate a common message. * Symphony - Dan Pink's third sense of the conceptual age - "What's in the greatest demand today isn't analysis but synthesis - seeing the big picture, crossing boundaries, and being able to combine disparate pieces in an arresting new whole." Dan Pink, p 66. * Meaning - Dan Pink's sixth sense of the conceptual age. We must move past projects that are discarded onto the trash can. Building new meaning on previous student work gives students a sense of contributing to an ongoing body of knowledge and gives meaning. 2. Creating Digital Stories Specifics: Each student will create a multimedia artifact in their assigned topic. Part of their video should be outsourced from a student in another classroom. (Guidelines are posted on how to do this.) * Students will create a digital story about their topic. * Students will be assigned (or select) one each of the following themes: Story, Innovation, Invention and Prediction, and Social Entrepreneurship. 3. Post-Project Reflection Students and teachers are asked to post their reflections on the project (suggested guidelines will be on the wiki). Students should tag these student_reflection and teachers as teacher_reflection. Experts, judges, and sounding boards are also asked to reflect as well. | These projects attract classrooms from around the world. | Typically we communicate in English for the wiki component, however, students are allowed to communicate in native language for introductions and daily communications and encouraged to use web 2 tools to break down barriers. | Blogs, Wikis, Digital Videos, Chat (AIM, iChat, Skype), Social Networks ( i.e. Ning, Facebook), Social Bookmarking Tools, Online whiteboards, Other collaborative documents, Digital Photos, Podcasts | Prerequisites It is recommended that teachers have some experience using Web 2.0 tools in the classroom and have attempted global collaborative projects previously. However, a number of classrooms complete the Flat Classroom Project successfully without these prerequisites. It is important to remember that this project is demanding of time and can be a steep learning curve for both teacher and students. Also remember that it is disappointing for the other classrooms if students are not engaged and do not respond regularly. This project is more suitable for upper middle school, high school students. The content requires higher order thinking skills and the requirement for mastering Web 2.0 and multimedia tools is demanding. Hardware/Software Suggestions and Requirements It is essential that schools joining the project have Web 2.0 tools needed to participate unblocked eg Ning, wikispaces, Google groups. The multimedia artifact, as an individual student requirement, can be a video, a screencast, or other form of multimedia as a communication piece. Cross-platform and cross-curricular participation is possible. This does not have to be an IT-based class project. Timeline The project typically runs for about 8-10 weeks. See the 'Timeline' link on the project wiki for more specific details. | http://www.flatclassroomproject.org (This includes links to past projects and current work.) | |
100 | 9/26/2009 10:13:51 | Collaborative Story Project | Karen Ditzler | Lewisberry, PA, USA | kditzler@wssd.k12.pa.us | skype: karenditzler iChat: karenditzler | https://kditzlerteacherresourcepage.wikispaces.com/KDitzler%27s+Teacher+Resource+Page | Eastern Time Zone | Registration ends Oct. 2 and project runs from October 12-November 27 | Middle Grade Students (ages 10-13) | No | as many as wish to participate | This is a project in which classes are grouped together in order to write a progressive story using a Google Doc. The first class will write the beginning of the story. Then they will pass it on to the next class. They will read what is written and continue the story. It is continued until the last class writes the ending. Each class creates three pictures to illustrate their section of the story. The pictures will be placed into a VoiceThread and students will read the story to go along with the illustrations. http://writeyourstory.wikispaces.com/ | Reading Writing (shared writing, editing, etc.) Collaboration | Standards NL-ENG.K-12.3 EVALUATION STRATEGIES NL-ENG.K-12.5 COMMUNICATION STRATEGIES NL-ENG.K-12.6 APPLYING KNOWLEDGE NL-ENG.K-12.11 PARTICIPATING IN SOCIETY NL-ENG.K-12.12 APPLYING LANGUAGE SKILLS NT.K-12.3 TECHNOLOGY PRODUCTIVITY TOOLS NT.K-12.4 TECHNOLOGY COMMUNICATION TOOLS | I will ask for feedback on a Google form at the conclusion of the project in order to make improvements for the next session. Students will be assessed through observation during the shared writing experience. Some teachers may require students to write their own ending of the stories and those written works can be assessed according to the teacher's requirements. | We would love to have classes from ALL over the world! | Not a requirement. | Wikis, Other collaborative documents, Digital Photos | Registration closes on October 2, 2009. | http://writeyourstory.wikispaces.com/ |