List of public pages created with Protopage

Project Introduction

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StemVideo-Interveiw w/ Christopher Reeve

http://www.youtube.com/watch?v=bOb1WbPC3os

StudentVideo-Sugar and Stem cells

http://www.youtube.com/watch?v=qUgCJeabikg

Video: Bush Veto

6/20/07 Bush vetos stem cell bill.  Object to where stem cell come from, not the research itself.

TED Video: Eva Vertes

http://www.ted.com/index.php/talks/view/id/12

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Project Overview

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Standards

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NETS

The National Educational Technology Standards

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Delaware Science Standards

Teacher Page

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k12Tech Class Wiki - Project Summary

Web 2.0 Ethics Project  Teacher Notes Wikispace
Overview of project for teachers.

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Stem Cell Project Teacher Notes

Project Outline

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Pruject Bubbl.us Map

Web2.0 EthicsProject    The Map

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Stem cell Project Mind Map

Class Blog

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Ethics Project Blog Page

Rubric

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Use of the Rubric

This rubric may be used "as is" or the teacher may give the students the rubric to put in their own words. Additionally, the rubric can be presented as an example of a rubric made by others and then students are charged with creating their own rubric for the project.

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Model Rubric

Wiki

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Ethics Project Wiki Page

Sample Projects

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Student Created VideoCast

G-Money - Stem Cell Project

Student Created Podcast

Podcast - Stem cell Research
by Johnnie

Project Objectives

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Enduring Understandings

Enduring Understandings: Students will understand that... -Technology is a valuable tool that can be used to access, record and organize information, inform and collaborate with others, and communicate. -Information found on the Internet has varying degrees of reliability but there are ways a savy Internet user can decide which sources are most reliable. -Everyone has different strengths and weaknesses; using the strengths helps to overcome the weaknesses. -Uncited theft of intellectual property is a serious academic crime so researchers need to know to avoid it. -Scientific concerns and advances affect our everyday lives.

Performance Objectives

Student Performance Objectives: Students will be able to...' -Distinguish between valid information and beliefs or opinions -Draw conclusions based upon research -Support an opinion using relevant details -Determine the validity of references/resources -Use technology to collaborate, communicate, interview experts and access information - Communicate with persons directly related to the issue -Effectively organize ideas/concepts -Recognize and avoid plagiarism Retrieved from "http://wikis.oet.udel.edu/educ639sum07/index.php?title=Objectives"

Assignment Overview

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Assignment Overview

Working in collaborative groups of three to four people, students research a controversial topic with scientific and societal implications. After exploring both sides of the controversy, groups draw a conclusion and create a final product that explains their position and offers evidence gleaned from sources accepted as reliable by the academic community to support their position. Students must also seek the advice of an outside expert on the topic. As a part of this project, groups must write a script of the final product with proper citations. This is published on the wiki for scoring. Before groups publish their product, they undergo a peer editing process where another group uses the product scoring rubric to determine the strengths and weaknesses of the work. Feedback is provided via the class blog. After the peer editing is complete, groups have an opportunity to make any changes they wish before publishing their final draft of the product. All final products must be published to the Internet. Once all products are published, individual students select a topic that they did not research in their group and review all the student publications from the class that pertain to that topic. Individuals then use the material from the student publications to draw their own conclusions and write a letter to the editor in support of their conclusions. The editorials are submitted to the group members who originally researched that topic for evaluation. Students who worked on a specific topic will collaborate to create a rubric to use when evaluating the letters. The letters that are selected as most effective is then submitted to The News Journal for consideration for publication. Additionally, the selected letters could be submitted to the school newspaper or a community newspaper. If during the review of the published sources a student finds the information confusing, that person can ask for clarification by using the class blog. During the course of this assignment, students will use a class wiki to collaboratively gather and organize information and a class blog to reflect, process information, seek assistance from classmates, and share ideas. The script of the final product complete with documentation is created on the wiki. The time needed to complete this project is dependent upon several variables. If there is a social studies teacher in the mix, the time will be shorter. As written with a science and English teacher, it should not exceed two weeks. Retrieved from "http://wikis.oet.udel.edu/educ639sum07/index.php?title=Assignment_and_Assessments"

Topic Selection and Grouping

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Topic Selection

Determining the research topic: The topic can be selected according to teacher preferences. Students can brainstorm topics that have social and scientific implications and then the teacher selects a choice of topics from the list or teachers can pre-select a topic or topics for the unit. Additionally, students can generate topics that have social and scientific implications and then they can be integrated into social studies by the teacher narrowing topics to those that also have economic, political, or geographical significance. To keep the assignment managable, teachers should limit the topics to no more than six from which groups can choose. Three topics to consider are embryonic stem cells, genetic screening, and genetic modification of organisms.

Grouping

Grouping: Groups are allocated according to teacher preference. Teachers may have all students explore one topic, have each section report a separate topic, or allow students to collaborate according to interest. For St. Georges students where social studies, science, and English teachers share the same students but the students do not follow the same schedule, this means that students who are interested in the same topic may work with any other students who happen to share these teachers. This means that students do not have to be in science, English or social studies class together in order to collaborate. They may make use of after school activity buses to meet face to face after school or take advantage of lunch or other times they see each other. In this model, the sign-up process for groups should be structured so there are at least three groups for each topic. Retrieved from "http://wikis.oet.udel.edu/educ639sum07/index.php?title=Topic_Selection_and_Grouping"

Research Procedures

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Protecting Intellectual Property

Protecting Intellectual Property: 1. Plagiarism is introduced and defined. http://owl.english.purdue.edu/owl/resource/589/02/ 2. Students practice recognizing plagiarism. http://www.indiana.edu/~istd/practice.html 3. Students practice paraphrasing. Note: The first link introduces paraphrasing and how to paraphrase an excerpt. The second link goes to the actual site which contains a beginning paraphrasing exercise with answers. The third link has a copy without answers ready for use with students. This lower level exercise provides scaffolding, if necessary. The fourth link is a more advanced paraphrasing exercise. http://owl.english.purdue.edu/handouts/research/r_paraphr.html http://www.abeflorida.org/pdf/Resource_Guides/lang_activities60_89_05.pdf http://docs.google.com/Doc?id=dc72x4pr_8gg6r6f http://docs.google.com/Doc?id=dc72x4pr_9c7rcx4 4. Students draw upon their knowledge of summary, a skill practiced often in class, to create a comparison/contrast graphic organizer. The class discusses the findings centering around which is easier and less time consuming. Students pair share when they think they would use paraphrasing in research and when it would be better to use summary. Students create a blog entry on the class blog discussing their opinion about the best uses for paraphrasing and summarizing. 5. The teacher monitors the answers and addresses misconceptions about the use of paraphrasing and summary.

Gathering Information

Gathering Information: 1. Students are given wiki space for notes. The organization of the notes on the page is up to the students. All sources for information posted on the wiki must be cited. Links need to be provided to allow other students easy access to all sites used. 2. Students are required to use a reliable source for APA format. easybib http://www.noodletools.com/ 3. Since several groups will be researching the same topic, students will have to constantly monitor the contents of the wiki and make judgments concerning what information needs augmentation. 4. If desired, graphic organizers can be included as part of the note taking activity. 5. Students are expected to vet references for reliability. Peer edited sources are required. Students may use resources such as Wikipedia to gain an initial background on the topic and as a source of valuable links to peer edited work. Retrieved from "http://wikis.oet.udel.edu/educ639sum07/index.php?title=Research_Procedures"

Interest and Skill Building Activities

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Hook

Using online news sources, students will answer the question,"What qualifies as news?" Students will scan a variety of news sources to determine what are our sources of news and biases in news reporting. What does this information mean for someone who is getting all the news from just one place? Are all the groups going to be interested in the same thing? Are all the news sources going to report the story in the same way? Left leaning news link and sorted by type: http://www.fair.org/index.php?page=134 Right leaning news link: http://www.newsminute.com/ News sorted by popularity: http://digg.com/ The teacher projects delawareonline.com and has students look at the articles on the homepage. Does every newspaper open with the same subjects or articles? Students access a newspaper from any section of the country or world and compares/contrasts that paper's empahsized stories to the stories in The News Journal. The class then discusses why this happened and how news and media are affected by point of view. http://delawareonline.com/apps/pbcs.dll/frontpage Using a variety of online news sources, students will search for articles related to issues that involve science. The students will categorize the stories according to what discipline of science the article fits in ( biology, physics, chemistry, earth science). Students will then answer the question, "Why is knowing something about how science affects everyday issues important?"

Relevant Information, Categorizing, and Metacognition

Learning to distinguish relevant information and categorize it and exploring how individual students learn best: 1. Students briefly journal on what their thoughts are when the words “school lunch” come up in a discussion. 2. Students briefly share their reflections. 3. Students scan “Schools Get Healthy as Law Takes Hold” and predict what text structure the author might be using. During reading, students determine the structure and use symbols to delineate its elements. The article is cause/effect; students should create one symbol for causes and one for effects. The class discusses the structure they found after completing the reading. http://docs.google.com/Doc?id=dc72x4pr_0gqnk96 4. The class creates a couple of solid questions. The teacher or a student makes a page for each question on the class wiki. 5. In pairs, students look for information in the article that answers each question and enter the information on the appropriate page. Information that students feel should not be placed on that particular page may be labeled as not fitting by students but at this time should remain on the wiki. 6. The class examines the results of the note taking and discusses the process and any information that does not seem to fit. The wiki is edited as a class. In pairs, students take the information from the wiki notes and organize it graphically. This can be done in any way the students wish including Inspiration software or student generated organizers. 7. Students choose the question they prefer and write a short response to the question using only the information from the wiki page or information from the graphic organizer. 8. The class journals or blogs about their thoughts on using a wiki as a tool for taking notes. In this reflection they also discuss whether graphic organizers help them to make connections or if they find them a waste of time. Retrieved from "http://wikis.oet.udel.edu/educ639sum07/index.php?title=Interest_and_Skill_Building_Activities"

Determining the Validity of Sources

Determining the validity of sources: 1. The teacher projects the peer editing document. This can be left in a Word document or, preferably, placed on the class blog as an unsaved entry. Students are told that this is the description of the class that the entire world will read when they log onto our class blog. Is there anything inaccurate in the entry? A student facilitator then is given the task of revising the blog for accuracy with the aid of the entire class. Once the entry is accurate, the blog is posted. Peer editing document 2. The teacher indicates that what the class just did was peer edit the blog entry. The class discusses how the original document with all its inaccuracies could have just as easily been posted on the Internet. They then discuss how it was made to be accurate. The benefits of peer edited sources are discussed. 3. Students are directed to go to Wikipedia and look up an example of a controversial topic. Using the projection system, the teacher shows students how Wikipedia is constructed and shows them the profiles of the people who edited the page. Which ones are trustworthy? How can someone make sure that an entry is the truth? 4. Students are then directed to look up scientific journals and locate a list of these publications. Working in pairs, they search for any topic and select a non-peer edited source and a peer edited source that appear to be dealing with the same or similar ideas. Students complete a comparison/contrast graphic organizer for the sources and then write a brief summary of their findings. Class discusses the summarized findings. 5. Students create a group blog entry about what they learned about the value of peer editing and why it might be important to know this when completing research.

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Final Reflections

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Final Thoughts

There were several good ideas to think about from the class blog. The inquiries centered around selection of topics, rubric ownership, the nature of the blog, the classes involved, and the form of the final writing piece. As for the selection of topic, if the teacher is comfortable with allowing students to assist somewhat with what topics are to be covered, that process must be tightly controlled. Students cannot simply grab a topic and run. Once they have acquired a list of options from their Internet browsing, the topics must be vetted for appropriateness by the participating teachers. If students do not generate a rich enough list, topics can be added. By informing students that the list of six to ten topics reflect the ones that they will be able to research properly, the teacher will have no problem with students selecting from the list. Additionally, when 130 students are generating topics, they really do not know what topics were submitted by students to begin with. Even if a topic is on the final list that was completely created by the teachers, students will assume it came from another class. That is the benefit of having the project run across class sections. The modified Horizon rubric is a good starting point. If a teacher does not want to take the time to have students review it and create their own, the teacher can have students put it in their own words to make it more accessible. However, student created rubrics are powerful. Students are usually much more stringent than teachers when it comes to setting standards and when they set their own, they have no basis of complaint for the rigor of the assignment. The rubric for the written editorial piece is created by students. By doing so, students review their knowledge of the subject they researched and reinforce the idea that persuasion deals with both sides of the issue. By doing this before they begin their editorials, it helps them focus on what they need to put in their own piece of writing. The subject may differ but the form is the same. As to whether the product should be a letter to the editor or an editorial, the fact is that in their purest form they really are the same thing. However, since most people think of editorials as those poorly argued blips in the middle of the opinion page, the product is intended to reflect a letter to the editor. It needs to follow the conventions of persuasion: consider both sides of the argument, select a preference, support that selection. This type of writing is the most prevalent on the tenth grade DSTP writing assessment, so this provides students with a real world application of this type of writing. To create relevance, the students have access to a broader audience. The idea of placing winning essays for each topic online and open for comment is great. They could easily be posted in the class blog. That way they are assured publication. The News Journal is more problematic. It is up to the whim of the editor whether a student piece is published. The community paper, such as The Middletown Transcript or Newark Post, might be more willing to select one winner from the letters submitted for publication. If a student newspaper is up and running, that is also a venue that can be used. The school could also post the winning essays on its web site. One person inquired about the use of individual student blogs. That is not the intention here. A teacher cannot realistically keep in touch with that many blogs at one time, especially if he or she wishes to remain sane. Therefore, the blog in this project is solely a class blog. As to whether the students must be in the same school, the answer is not necessarily. This project could be modified to reach across schools. As written, it definitely is designed to be able to be used by teachers in the same school who do not have students who rotate through their classes on the same schedule. Additionally, all English teachers, science teachers, and social studies teachers in the school could do the project at the same time and have students group themselves any way they wish. The flexibility of the grouping possibilities is dependent upon the teachers involved and how extensively they want to integrate. This is an idea of how to collaborate that may start out structured more traditionally and as teachers become more familiar with the technology, grows into a classroom without walls. In response to many of the recommendations made by our classmates in the blog and from the survey monkey results a few changes were made to the project. 1-The project protopage was updated so that the individual parts of the project could be more clearly communicated. The scope of the project is so large that it must be considered that students will be working on different parts of this project in 2, possibly 3, academic classes. It was designed to be a cross collaborative effort between science, english, and math teachers. I suppose the roles of each of these teachers would need to be more clearly delineated? Maybe not? 2- The Educational Technology, Information Literacy, and Delware Science Standards covered by the project were included. 3- The class blog and wiki space were uploaded to the protopage for immediate access from this single site. In response to the questions about grouping. We thought that survey monkey could have been used as a preliminary evaluative tool of students technological experience. We could then group students heterogeneously by technological sophistication. As far as we could determine we could not use survey monkey to get individual scores, but blackboard would function well for this purpose. We could also use TurningPoint assessment software. Retrieved from "http://wikis.oet.udel.edu/educ639sum07/index.php?title=Comments"

More

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Video Conferencing

Skype time!

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Bone Marrow Transplant

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Sharing your tabs

Once you have registered your Protopage, you will be able to share your tabs either publicly or with specific people. You can assign passwords so that only certain people can view or modify different parts of your Protopage.