What is EAST? “Environmental and Spatial Technology” It is a pedagogical model that enhances learning by ….. encouraging higher order processing and application of classroom content encouraging students to be self-directed in their learning using technology to solve community and content based problems

EAST Taxonomy EAST Evaluation Synthesis Analysis Application Intrinsic Problem Based Learner Initiated Harder to assess Non-linear More Relevant Knowledge & Comprehension Follow from Application Immediate Relevance Simultaneous Learning Notes Not complete. This is still a rough draft The primary objective of this slide is to illustrate how EAST enters the realm of the cognitive domain at the application level. A secondary objective is to illustrate the differences between traditional content instruction and problem based instruction. Instructions: After the slides animation stops, go through the talking points on screen. Start with the lower level learning and move to the upper level learning. In your own words compare and contrast the two areas; get the class involved in the discussion. The transition; “ Traditional content based education enters the domain…” CLICK After click…” at the lower level”. School happens at this level. Point out that this is the area that we as teachers are the most comfortable with. This is the domain of content delivery. We teach, they learn, and occasionally…they apply, but application is usually in the context of the content being taught. CLICK EAST enters the domain at application. CLICK. Basic idea: In EAST, the facilitator needs to concentrate on the application, helping the student merge content (knowledge & comprehension) and application by using those upper level thinking skills. The application determines what the student needs to learn. In EAST we help the student apply knowledge and comprehension to The application determines what the student needs to learn point out that students apply (application) content (Knowledge & Comprehension) to solve problems and do community based projects. If the application requires additional “content” it is the student’s responsibility is to reach back into the content area to acquire the relevant knowledge. Application EAST Student Knowledge Comprehension Extrinsic Content Based Teacher Driven Easier to grade Easier to manage and control but less relevant Content Adapted from “A Taxonomy For Education” by Benjamin Bloom © 2005, EAST, Inc. All Rights Reserved

EAST Environment Self directed learning Community Service Projects Advanced Applications Team Work

Students Use EAST Lab Technology Students work together to learn and use computer based technology to solve problems Math AAS class

EAST technical support on the internet

Students have the opportunity to…. Overcome personal fears: - fear of failing - fear of using technology - fear of public speaking… Learn networking skills and make community contacts Develop skills that will increase their potential for success when they enter the work force

What do the students gain from the experience? increased understanding of content knowledge self reliance experience working within a team confidence in the use of technology to solve problems specialized technology skills self esteem confidence awareness of community communication skills, both written and verbal problem solving skills community contacts through networking

C. Dianne Phillips, EAST Facilitator What is EAST? “It is a process that develops capable people.” C. Dianne Phillips, EAST Facilitator

The EAST Process with College level adaptations Introduction to EAST Process Brainstorming Team Development Project Research Networking with community Project Development Initial Proposal Project Implementation Skill Building Team Dynamics and Problem Solving Finishing Project Project Presentation Final Report

I. Introduction to EAST Process Introduce concept of “Self directed” learning Introduce concept of “TEAM” based problem solving Introduce concept of “Community” based projects Introduce concept of “Success” through experience Introduce the idea of “failure as an opportunity for growth and an important step in achieving success” Introduce course content objectives Introduce the final objective of “growth through a process” The final project is a culmination of both team and individual experiences and skill development, with benefits for the community and the students involved.

II. Brainstorming Skills: self assessment Community Based Projects: – what skills would individual students desire to develop? Community Based Projects: - students come up with examples of possible projects - research EAST and NWACC website to get ideas for possible projects or adoption of on-going projects - propose possible community projects involving their own community Course Content Objectives: Instructor led - How might the content be used in project? Technology: evaluation of resources - What technology and training are available for use? Done as small teams Done as a class with Facilitator or Instructor leading

III. Team Development Brainstorming sessions lead naturally to team development, as students find common interests Team building exercises can be used to help students to trust one another. TEAM self assessment exercises are very helpful. The facilitator may have to have a more active role here to facilitate in assessment of team strengths, weaknesses, and needs. Corporate model for TEAM dynamics: Form - early on in the process Storm - anywhere in the process, but usually middle of the way through process Norm - middle to end of process

IV. Project Research Students split up tasks and investigate: Community Contacts- Networking Assessment of Community Needs Technology and Skills needed to complete tasks Investigate how to incorporate content objectives and apply knowledge in conducting the project– need frequent evaluation of content in process, weekly is best. Possible strategies for accomplishing the tasks needed in the project

V. Networking with community Networking usually begins during the research phase of project development and can continue throughout the process. Students gain important contacts within the community that may lead to employment possibilities. Students gain experience in the process of networking and communication skills vital to the process.

VI. Project Development Use information attained during the research phase and begin to formulate methods for accomplishing goals. Team assesses and reorganizes after determining the most efficient use of personnel. Community Contacts are made and Course instructor is assisting in refining of course objectives. Conceptualization of project begins and team has clearer view of the objectives and how to accomplish objectives.

VII. Initial Proposal Includes a Power Point (oral) presentation and a written presentation Acts as a focusing point for the TEAM. Allows course instructor to assess the appropriateness and extent of course content being addressed in project. Allows TEAM to develop time line. Refines the project and identifies potential roadblocks to success. Allows community contacts to become more actively engaged in process as well.

Basic Format for Initial Proposal The Power Point and Written Proposal should follow the same basic outline Title Page – identify TEAM, instructor, and course Introduction Project Overview Community Aspect Course Content Objectives Methods Technology to use Community Contacts Skills to develop Expected Outcome

VIII. Project Implementation Students assume roles and begin to work together to bring project into focus. TEAM begin weekly assessments and reporting of project progress. Problems begin to arise and students have to learn to “adapt and adjust.” Division of labor begins to be an issue for some teams.

IX. Skill Building ….. begins the moment the students begin the process. TEAM Technology Networking Time management Communication – Written and Oral Academic

X. Team Dynamics and Problem Solving All Teams go through a three stage process Form – in earliest stages of building of team Storm – team is dynamic and still changing in regard to interpersonal and team dynamics and can happen anytime in the process Norm – occurs when team becomes focused and resolves to work together to achieve a final goal.

X. Team Dynamics and Problem Solving All Teams go through a three stage process Form – in earliest stages of building of team Storm – team is dynamic and still changing in regard to interpersonal and team dynamics and can happen anytime in the process Norm – occurs when team becomes focused and resolves to work together to achieve a final goal.

TEAM MEETINGS Students should sit down as a team, weekly, to discuss your progress. A weekly paragraph or reporting will keep you focused and will minimize procrastination and team “melt down.” A facilitated TEAM meeting every three weeks is a wonderful mechanism for allowing you to express your doubts, fears, problems, and successes. It also allows the facilitator the opportunity to refocus you if you are getting off on tangents.

XI. Finishing Project TEAM normalization is critical to the success of the final project. The facilitator can be critical in the resolution part of the process when teams are stuck in the storming mode. Laying a good TEAM foundation in the early pre-initial proposal stage is also a good deterrent to problems later in the process. Continue to encourage each other and refocus yourselves on the objectives. A facilitated TEAM meeting where all accomplishments are acknowledged and current needs are defined will help to refocus the TEAM and limit distracting negativity. Remind your team that the process is far more important than the end product.

XIII. Project Presentation Power Point: Students will present their work during a final presentation. A 10 – 20 minute Power Point is an excellent way for them to share their accomplishments. Final Written Report: Students should have a written report that follows a general reporting outline accepted by all EAST course instructors. All products generated in the project should be presented as an attachment to the final report. Maps, brochures, posters, videos, power points, etc. A project brochure, poster, ….etc. should also be generated to allow the students to show their work. A tri-fold board is a good medium for this type of presentation. Videos can be presented via a computer screen or projected screen.

Final Report I. Title Page – Students full names, course title, and name of instructor II. Introduction III. Project Overview IV. Community Aspects of Project V. Course Content Objectives of Project VI. Methods VII. Technology used VIII. Skills Achieved – Team and Individual IX. Project Results XI. Project Ideas for future -generic outline that can be used for initial proposal, power point, and final report -instructor may expand as desired.