Online+Projects

== =Welcome and Introductions - Dale, Sheila, and Brent= [|Free Wikispaces for Teachers without ads]

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__//1. Sharing - ETC Teachers//__
Round robin sharing of portfolios from last year.

__//2. Essential Question - Sheila//__
How can students collaborate with people outside the classroom in authentic situations?

__//3. Session Starter - Sheila//__
Think back on a project you enjoyed working on as a student. Remember and reflect on why you enjoyed those memorable projects. Share your project and why it was notable.

//__4. Creating a Definition of an Online Project - Dale__//

 * Think - Pair (Triples) - Share.**
 * a.** **Match**: Using your student grouping pencils, make a group of three. Each group should consist of one yellow, one purple, and one green. Match your individual pencil color to the appropriate document below.




 * b.** **Examine**: Spend 20 - 30 minutes looking at these online project links.
 * c.** **Share**: Share with your group the sites that you examined. What did you like? Not like? Thought was creative? etc...
 * d.** **Create**: With your whole group create a definition of what an online project is. Post your definitions to the Online Projects Discussion Tab. Keep the definition short yet specific.

More online projects can be views at: **[|"Online Projects"]** (Username-emintspd & Password-fy08)

__//5. Qualities of Online Projects Discussion - Brent//__
Online projects - learning activities that use the Internet - differ from other Internet activities in important ways. An online project uses the unique qualities of the Web to enhance a curriculum-based lesson. These qualities include the following: Interdisciplinary Communication Core Driven Collaborative Constructive Multi-level - different levels Higher Level Thinking High Interest Motivational Current Real Life Issues Data Analysis Compelling Internet Based Problem Solving Discovery Global Interactive Decision Making Engaging Learning Can be group or individual Fun

Remember, most online projects include collaboration with people from other locations and many have a real-world application. Results of the project can be disseminated to all participants so everyone (globally) can benefit from the larger experience.

//6. Putting into Practice - Finding Projects to Match YOUR Curriculum - Sheila//
Always start with the curriculum in mind when looking for a project. No matter how interesting the project, it can be a waste of time if it does not align with a curricular goal. [|Utah State Core] Decide what type of project is appropriate for your class and curriculum area. Spend time looking at and finding online projects that would be fun and valuable for use in your classroom. [|Where Can I Start?] Share your "finds" with your grade level. Is there a project which you could collaborate with another class? Maybe even another class in this room? Make arrangements now!

//7. Evaluating and Comparing Online Projects - Brent//
Review Online Project Comparison handout. Compare the 2 projects using the handout provided and decide which one you will select for implementing this activity in your classroom.

//8. Review from last year - Dale//
Working with your assigned partner(s), use the following link to gather information about the 5 "E's" of constructivism. Create a slide presentation that explains the 5 "E's" of constructivism. [|Constructivism and the 5 "E's"]. Once your presentation is completed (make sure that your names are included in the presentation somewhere and then e-mail, chat, or somehow get the presentation to Dale, Sheila, or Brent.