1. 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

2. 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

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

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

5. EAST technical support on the internet

8. 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

9. 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

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

11. 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

12. 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.

13. 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

14. 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

15. 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

16. 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.

17. 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.

18. 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.

19. 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

20. 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.

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

22. 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.

23. 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.

24. 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.

25. 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.

26. 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.

27. 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.