Revolutionary War Learning Experience EDLC 536 Learning Science & Instructional Design Dr. Kozloski 5/29/2009 1

Learning Goals and Outcomes Learning Goals and Outcomes Pedagogical Theories Pedagogical Theories Learners Learners Learning Experience Procedure Learning Experience Procedure Learning Technologies Learning Technologies Learning Evaluation Learning Evaluation Sample Screen Design Sample Screen Design Research Research 2

To research, complete analysis and collaborate on the topic of the Revolutionary War as a student group activity. Demonstrate an understanding of the historic significance of the Revolutionary War. Demonstrate an understanding of the historic significance of the Revolutionary War. Construct important timelines/milestones and there relevance to the outcome of the Revolutionary War. Construct important timelines/milestones and there relevance to the outcome of the Revolutionary War. 3

Compare and justify arguments for both the English and the American side of the Revolutionary War. Compare and justify arguments for both the English and the American side of the Revolutionary War. Evaluate and explain the impact of the Revolutionary War on today’s politics and democracy. Evaluate and explain the impact of the Revolutionary War on today’s politics and democracy. 4

Deeper thinking will come from the analysis of the Deeper thinking will come from the analysis of the impacts on today’s politics and democracy and also the differing arguments on the sides taken (English versus Americans). Scaffolding is built into the project. By following the WebQuest developed in support of this project, students will have the necessary tools needed to follow along in detail. The WebQuest can be found at: Scaffolding will also be achieved by the support structure built into the collaborative aspects of the project. By teams using tools such as Gmail’s voice and video chat, the students can get real-time support as needed from teammates and instructors. Focusing on higher-level thinking Bloom categories, I utilized Bloom’s verbs to create the learning goals. 1 Focusing on higher-level thinking Bloom categories, I utilized Bloom’s verbs to create the learning goals. 1 Based on Bloom's Taxonomy of educational objectives, the main domain covered in this project will be cognitive (mental skills). 2 Based on Bloom's Taxonomy of educational objectives, the main domain covered in this project will be cognitive (mental skills). 2 5

See chart below to view comparison on learning goals and their alignment to Bloom’s verbs. See chart below to view comparison on learning goals and their alignment to Bloom’s verbs. 6 Bloom’s Verbs Category 3 Learning Goal Comprehension: Understand the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words. Demonstrate an understanding of the historic significance of the Revolutionary War. Analysis: Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences. Compare and justify arguments for both the English and the American side of the Revolutionary War.

See chart below to view comparison on learning goals and their alignment to Bloom’s verbs. See chart below to view comparison on learning goals and their alignment to Bloom’s verbs. 7 Bloom’s Verbs Category 3 Learning Goal Synthesis: Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure. Construct important timelines/milestones and there relevance to the outcome of the Revolutionary War. Evaluation: Make judgments about the value of ideas or materials. Evaluate and explain the impact of the Revolutionary War on today’s politics and democracy?

This learning experience is focused on 6-8th graders. This learning experience is focused on 6-8th graders. These are the typical grade year where history lessons become more prevalent and robust and lead to higher levels of thinking. These are the typical grade year where history lessons become more prevalent and robust and lead to higher levels of thinking. 8

The final product will be a website created by the students on the Revolutionary War lesson objectives. The final product will be a website created by the students on the Revolutionary War lesson objectives. The students will first be broken into working groups that will cover certain topics provided by the instructor such as the Boston Massacre, The Declaration of Independence, The Boston Tea Party, Washington Crosses the Delaware, Valley Forge, etc… The students will first be broken into working groups that will cover certain topics provided by the instructor such as the Boston Massacre, The Declaration of Independence, The Boston Tea Party, Washington Crosses the Delaware, Valley Forge, etc… The groups will also be divided on similar topics but from different sides (English versus Americans). The groups will also be divided on similar topics but from different sides (English versus Americans). 9

The students will collaborate in each group to decide who will do which section of the project. The students will collaborate in each group to decide who will do which section of the project. The project will start with the research and data gathering as a team. The project will start with the research and data gathering as a team. Each team member will select a sub-area for their chosen topic. Each team member will select a sub-area for their chosen topic. There are three main areas for sub-group work and two group collaborations. There are three main areas for sub-group work and two group collaborations. The final website will be created by the entire class. The final website will be created by the entire class. 10

Breakdown of tasks as follows: Breakdown of tasks as follows: 11 Area of Study AssignmentResearch The team will research sub-areas for each topic that they chose and place there information in Google Docs. Writing Two students will collaborate using Google Docs word processing to compile the research, wordsmith and complete references for the written part of the project. Spreadsheets Two students will collaborate using Google Docs spreadsheets to plot the timelines for the group’s topics. They will use the research information provided by the entire team to develop the significant milestones.

Breakdown of tasks as follows: Breakdown of tasks as follows: 12 Area of Study AssignmentGraphics Two students will split topics and create images from scratch depicting the events using Gimp, etc… Final Website The class will work together to create a final website based on their individual assignments. They will use PageBreeze to create the final product. They will post their website and make it available via Google sites.

13 Learning Technology Learning with Technology NETS-SNETS-T Internet for Research Students utilize the internet to gather information on the Revolutionary War. Research and Information Fluency Digital Citizenship Promote and Model Digital Citizenship and Responsibility Design and Develop Digital- Age Learning Experiences and Assessments Google Docs Word Processing Word Processing Students combine their findings on the Revolutionary War into a document. Research and Information Fluency Technology Operations and Concepts Design and Develop Digital- Age Learning Experiences and Assessments HTML Program PageBreeze PageBreeze Students create and organize a website on their final project. Technology Operations and Concepts Design and Develop Digital- Age Learning Experiences and Assessments Model Digital-Age Work and Learning

14 Learning Technology Learning with Technology NETS-SNETS-T Google Docs Spreadsheet Spreadsheet Students utilize spreadsheets to formulate timelines/milestones of Major events. Critical Thinking, Problem Solving, and Decision Making Research and Information Fluency Design and Develop Digital-Age Learning Experiences and Assessments Graphics Creation Gimp Gimp Inkscape Inkscape Paint.net Paint.net Students create drawings to depict images of the Revolutionary War. Digital Citizenship Technology Operations and Concepts Promote and Model Digital Citizenship and Responsibility Design and Develop Digital-Age Learning Experiences and Assessments

15 Learning Technology Learning with Technology NETS-SNETS-TCollaboration Gmail Gmail Voice Voice Video Chat Video Chat Students collaborate with each other on their findings in their sub- groups. Communication and Collaboration Technology Operations and Concepts Engage in Professional Growth and Leadership Facilitate and Inspire Student Learning and Creativity Final Website Hosting Tripod Sites Tripod Sites Students post their final website to share and present their final project. Technology Operations and Concepts Design and Develop Digital-Age Learning Experiences and Assessments Engage in Professional Growth and Leadership

16CATEGORY4321%Content Covers at least five separate topics in- depth with details and examples. Subject knowledge is excellent. Covers at least four separate topics. Includes essential knowledge about the topic. Subject knowledge appears to be good. Covers at least two separate topics. Includes essential information about the topic but there are 1- 2 factual errors. Covers at least one topic. Content is minimal OR there are several factual errors. 30%

17CATEGORY4321%Originality Product shows a large amount of original thought. Ideas are creative and inventive. Five examples of the impacts on today’s politics and democracy. Product shows some original thought. Work shows new ideas and insight. Four examples of the impacts on today’s politics and democracy. Uses other people's ideas (giving them credit), but there is little evidence of original thinking. Three examples of the impacts on today’s politics and democracy. Uses other people's ideas, but does not give them credit. Two examples of the impacts on today’s politics and democracy. 20%

18CATEGORY4321%Workload The workload is divided and shared equally by all team members. Members define their roles and produce spreadsheet showing the division of work by content category. The workload is divided and shared fairly by all team members, though workloads may vary from person to person Members define their roles and produce spreadsheet showing the division of work by content category.. The workload was divided, but one person in the group is viewed as not doing his/her fair share of the work Members define their roles and produce spreadsheet showing the division of work by content category.. The workload was not divided OR several people in the group are viewed as not doing their fair share of the work. Members define their roles and produce spreadsheet showing the division of work by content category. 20%

19CATEGORY4321%Organization Content is well organized using headings or bulleted lists to group related material. Contains at least five organized sections of content. Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed. Contains at least four organized sections of content. Content is logically organized for the most part. Contains at least two organized sections of content. There was no clear or logical organizational structure, just lots of facts. Contains at least one organized section of content. 10%

20CATEGORY4321%Mechanics No misspellings or grammatical errors. Three or fewer misspellings and/or mechanical errors. Four misspellings and/or grammatical errors. More than four errors in spelling or grammar. 10%

21CATEGORY4321%Attractiveness Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation. Makes good use of font, color, graphics, effects, etc. to enhance to presentation. Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content. Use of font, color, graphics, effects etc. but these often distract from the presentation content. 10%

22 Below is a sample layout that can be provided to students for their final website design.

Pedagogy Pedagogy WebQuest WebQuest Instructional Theory Instructional Theory Bloom’s Taxonomy Bloom’s Taxonomy 1 nology.com/worksheets/time_savers/bloom/ 1 nology.com/worksheets/time_savers/bloom/ nology.com/worksheets/time_savers/bloom/ nology.com/worksheets/time_savers/bloom/ 2, 3 2,

Learning Technology Learning Technology NET-S NET-S udents/NETS_S.htm udents/NETS_S.htm udents/NETS_S.htm udents/NETS_S.htm NETS-T NETS-T chers/2008Standards/NETS_for_Teachers_2008.htm chers/2008Standards/NETS_for_Teachers_2008.htm chers/2008Standards/NETS_for_Teachers_2008.htm chers/2008Standards/NETS_for_Teachers_2008.htm Google Docs Google Docs ely&passive=true&continue=http%3A%2F%2Fdocs.google.co m%2F&ltmpl=WR_tmp_2_lfty&nui=1&utm_campaign=en&ut m_source=en-ha-na-us- bk&utm_medium=ha&utm_term=google%20docs ely&passive=true&continue=http%3A%2F%2Fdocs.google.co m%2F&ltmpl=WR_tmp_2_lfty&nui=1&utm_campaign=en&ut m_source=en-ha-na-us- bk&utm_medium=ha&utm_term=google%20docs ely&passive=true&continue=http%3A%2F%2Fdocs.google.co m%2F&ltmpl=WR_tmp_2_lfty&nui=1&utm_campaign=en&ut m_source=en-ha-na-us- bk&utm_medium=ha&utm_term=google%20docs ely&passive=true&continue=http%3A%2F%2Fdocs.google.co m%2F&ltmpl=WR_tmp_2_lfty&nui=1&utm_campaign=en&ut m_source=en-ha-na-us- bk&utm_medium=ha&utm_term=google%20docs 24

Learning Technology (cont’d). Learning Technology (cont’d). GIMP GIMP Inkscape Inkscape Paint.net Paint.net PageBreeze PageBreeze

Learning Technology (cont’d). Learning Technology (cont’d). Gmail Gmail l&passive=true&rm=false&continue=http%3A%2F%2Fmail.go ogle.com%2Fmail%2F%3Fui%3Dhtml%26zy%3Dl&bsv=zpwht ygjntrz&scc=1&ltmpl=default&ltmplcache=2 l&passive=true&rm=false&continue=http%3A%2F%2Fmail.go ogle.com%2Fmail%2F%3Fui%3Dhtml%26zy%3Dl&bsv=zpwht ygjntrz&scc=1&ltmpl=default&ltmplcache=2 l&passive=true&rm=false&continue=http%3A%2F%2Fmail.go ogle.com%2Fmail%2F%3Fui%3Dhtml%26zy%3Dl&bsv=zpwht ygjntrz&scc=1&ltmpl=default&ltmplcache=2 l&passive=true&rm=false&continue=http%3A%2F%2Fmail.go ogle.com%2Fmail%2F%3Fui%3Dhtml%26zy%3Dl&bsv=zpwht ygjntrz&scc=1&ltmpl=default&ltmplcache=2 Tripod Sites Tripod Sites Learning Evaluation Learning Evaluation