Process

Purpose of this task

This unit aims to develop five sets of skills, some of which are curriculum outcomes. These are:

- Communication and collaboration skills
- ICT skills
- SOSE knowledge and understanding
- Decision making and real world working
- Use of higher order/creative thinking

The focus of this unit is exhibition. How can students display and promote Maasain culture to make people aware of their political struggles and everyday needs. Also how can students persuade their community to donate to this cause?
By integrating the SOSE and ICT curriculum into a real world situation it is hoped that students will:

- Be able to make decisions
- Be able to research and analyse reliable sources
- Know how to use information effectively
- Be able to create and use knowledge meaningfully
- Understand the highs and lows of working within our society
- Know how to communicate and collaborate professionally
- Value ICT for its many purposes
- Understand the different ways ICT can be used
- Appreciate our society and the resources we have
- Understand our global responsibilities
- Understand the environment, why we need to protect it
- Be responsive and literate in global issues and what the future holds
- Be able to reflect and learn effectively
- Be responsible and aware of different actions
- be able to analyse the best choices, give feedback and direct progress

This list of course is not exhaustive but is an overview of possible outcomes. Although this unit is an ICT and SOSE unit these are not the primary outcomes. Instead this unit seeks to use the SOSE and ICT content to teach students valuable lifeskills. Such skills will be needed in the workforce, when making decisions, when collaborating, when knowing how to behave/respond. Knowledge is important but more important is the ability to put knowledge to good use (Siemens, 2005). It has been mentioned that this unit acknowledges the five DoL's created by Marzano and Pickering et. al. (1997). This unit includes all phases for different knowledge and skills. At the start of this unit students will be using DoL 2 for their SOSE content. However they will be using DoL 2 three for their ICT content as this unit assumes students already have an understanding of basic ICT tools and skills.

All tasks as dicussed in the unit overview have a purpose. These purposes include:

- Knowledge integration
- Meaningful use of knowledge
- Reflection of knowledge
- ICT intergration
- To develop higher order thinking skills
- To scaffold for the assignment
- To create a product for the assignment

All of these purposes are quite broad. Some activities may cover many purposes. For example often knowledge usage activities are a reflection of what has been learnt. For example creating a presentation requires students to reflect on what they know to decide what information to include. They must also think critically about how they will present the information as creating involves the highest order of thinking. Students however will learn differently depending on their learning style. Active learners coined by Richard Felder (2007) reflect on their knowledge by actively creating and engaging with peers. Reflective learners learn better by thinking, writing or drawing what they know. Teachers should consider this when assigning tasks. Knowledge integration, reflection and, meaningful use of knowledge all flow through the DoLs. All skills learnt in this unit overlap, underlie each other, repeat themselves in cycles and so on. The teacher should be aware of the purpose for each activity, how each student best learns, and how the tasks can be suited to such learners. Lastly ICT is used not just to teach ICT but to develop creative and communication skills. Through online collaboration and creation students are developing their higher order thinking skills.

This unit is based on Kearsley and Shneiderman's (n.d.) 'Relate, create and donate' Learning Engagement Theory. 'Relate, create and donate' underlies every task in each week. In the first few weeks students are oriented into the course, next they form groups and plan. At the end of the unit they host their event or 'donation'. 'Relate, create, and donate' is also a cycle like all other learning theories. It moves in and out of the unit, repeating itself and giving more emphasis to some tasks than others. Without Learning Engagement learning has no purpose. Students need to realise they everything that do has value (Kearsley and Shneiderman, n.d.). Therefore this unit has another final purpose. This is to enhance students' self esteem and confidence in their creative and world involvement potential.


Week 0

This week is an orientation into the unit. Students will be given links to the 'Western Tuxville Wells for Tanzania' website where there will a chance to explore the material to be learnt. See examples in the 'resources page'. There will also be a forum where students can get to know each other. The main content that will be covered in week 0 is safe, legal and ethical working. This will come in the form of readings and include, stranger danger, attribution and appropriate interaction and protocol. Other content will include a unit overview, what will be happening and what is expected. Students can interact and prepare for the unit.

Steps

Students:
- Explore WTWT websites
- Interact
- Learn what they will be doing
- Learn about legal, safe and ethical working

Knowledge learnt

Knowledge being learnt
Students' understanding of this knowledge
The DoL used
Outcome
Legal, safe and ethical working
Beginner level
DoL 2
Students have an understanding of legal, safe an ethical working.
Unit purpose, tasks and outcome
Beginner level
DoL 2
Students understand what they will do and what will be expected.

ICT being used

The wiki and forums. Most ICT begins its use in week 1

Teacher scaffolding

No scaffolding should be needed at this stage except in orienting students and answering questions

Learning theories

Relate, create and donate: Introduction to the 'relate' phase


Week 1

In this week students identify their prior knowledge relating to the Maasai and other indigenous groups. Students do this by engaging the unit content and exploring the resources, completing activities in the learning spaces and engaging in online and class collaborating. Students use higher order thinking by applying what they've learnt about the Maasai into the learning spaces thinking routines. Such activities also stimulate discussion, the comparison of opinions and more questions. This week aims to stimulate student curiousity about these African cultures through questioning and interaction. Students will be further oriented into the WTWT website. The teacher will also go over, again, the requirements of this unit and what will be happening over the next several weeks. Students will engage in ICT by exploring the wiki, setting up a voki profile, and creating a blog. Students are encouraged to interact in forums and build casual partners or groups. Since this unit is learner directed students should be made aware of the choices they will have to make. Choices are also present in the first week. Students must decide how they are going to reflect in their blog, how they will engage in activities, and what communications they wish to use. The teacher should make students aware of the different options and ideas they can use.
Week 1 is also the week where students begin their portfolio resource collection. The portfolio is retained to the 'Maasai pages' in the Wiki. Students must collect media articles and resources. This unit assumes students haven't had extensive experience in identifying appropriate resources therefore much teacher scaffolding will be needed.

This week's unit content

- The Maasai
- The WTWT project
- How to use ICT tools. Introduce a range of ICT media.
- Revision of legal, safe and ethical
- How to research effectively

Steps

Students

- Brainstorm or talk about what they already know (identify prior knowledge)
- Engage in content material
- Research by identifying resources that can be added to portfolio. Also research more about Maasai
- Engage in thinking routine activities
- Set up a blog, profile and explore some ICT tools

Knowledge learnt (declarative)

Knowledge being learnt
Students' understanding of this knowledge
DoL being used
Outcome
The Maasai culture and tribes
Beginner level
DoL 2
Students gain an introductory understanding of the Maasai and who they are.
The WTWT project
Beginner level 2
DoL 2
Students have a consolidated understanding of this organisation and project.
Communication protocol
Beginner level
DoL 2
Students understand the basics of communication protocol and how they can apply this
Legal, safe and ethical. How to attribute
Beginner level 2
DoL 2
Students have a fairly specific understanding of the legal, safe and ethical requirements.
Skills being learnt (procedural)

Skills being learnt
Students' capability in exercising these skills
DoL being used
Outcome
How to research and identify knowledge
Beginner level
DoL 2
Students gain a broad understanding of how to assess resources and locate them through keyword searches. They can name several reputable sites and retrieve and reference resources from here.
How to think creatively or use higher order thinking
Beginner level
DoL 3
Students can think of alternative ideas, suggestions and apply these. Higher order thinking is used when developing skills and knowledge learnt.
How to communicate online
Beginner level
DoL 2
Students can engage in forums, online chats, and wiki collaborate using appropriate language and protocol.
How to apply online safety
Beginner level 2
DoL 3
Students use proper attribution when resource collecting. Only cc media materials are used to avoid contravening copyright legislation. Students do not use programs or sites they may be harmful.
How to use ICT creatively and fluently
Beginner level 2
DoL 2
Students can create their own Voki and use online ICT programs indepenently. They know the many creative ICT programs and tools that can be used even if they unable to use them yet.
How to make decisions
Beginner level
DoL 2
Students have some understanding of how to develop criteria for decisions and what good decision making requires.
ICT being used

General ICT (ICT that is being used every week)

- Blogs
- Wikis
- Google docs

Specific ICT

- Voki
- Google Earth

As partially explained the 'purpose' all ICT is used as a means to develop higher order thinking skills. In this week blogs are used for reflection to assist students in identifying what they've learnt, talk about experiences and frustration, give feedback to other students and document their learning journey. This will be done throughout the unit. It gives students a chance to learn from each other and comment increasing collaborative learning. It also helps them to develop their writing/English skills and self expression. Self expression is the most important aspect of reflecting. It helps students understand themselves, how they best learn, their direction, and sense of self. All are very important in driving the learner.
Wikis will also be used every week. This is to provide a template for the ICT portfolio, document learning, increase collaboration, and encourage a constructivist approach to learning. Throughout the unit students will build up resources in their wiki which will be assessed as part of the final assignment. See assignment 2 for more detail at Assessment 2 overview. They will be assessed upon the resources they have collected into the Maasai pages and the learning journey they have documented in their class and group pages. In the group page students must make notes, on conversations, decisions, ideas, projects and include various visual/media resources. It can be a 'rough draft' collection as long as it demonstrates cooperative learning and creativity. The unit involves many activities particularly in the first weeks that contribute to assessment. Many blog reflections and ICT creations etc that students are required to make will be included in their portfolio.
When documenting learning in Wikis students should be aware of the many ways they can collaborate. They can edit text on a wiki page or they can attach a Google Doc in which to work. There are many effective ICT tools. The ultimate ICT aim of this unit is that students will be able to make choices and use these fluently.
Lastly the teacher should be aware that students have choices. For example they may make a blog reflection using a podcast, glog, video or other ICT media. Also students, when engaging in weekly content, should choose what material they want to view/read. This requires teachers to explain the supplementary material, essential material and extra material etc. Material will not be just readings but a variety of media.

This week the specialised ICT used are Vokis and Google earth. Vokis are a tool assisting students in communication. The ICT Essential Learning's curriculum (QSA, 2009) requires students to create a communication identity. Creating a Voki is a personal learning outcome. Students create an emotional image of themselves. Also creating Vokis develops students skill in creating accounts and uploading images, a process needed for every ICT creation.
Google earth is a less fancy tool. It is used to encourage world exploration through ICT. In the future being able to locate sites on Google Earth will prove a useful skill. Also, being able to view the Ngorongora National Park region gives students a realistic picture of what they will be learning about.

Note: Although this unit expects students to be fluent in ICT use it will begin by teaching basic ICT.

Teacher scaffolding

Since it is first week the teacher should assist students in mulitple areas. Research skills should be modelled, as well as use and attribution of material. It is the teacher's responsibility to ensure no student in contravening the requirements. Protocol should be monitored and modelled. Some students may have trouble using ICT tools. Video demonstrations could be given. Creative thinking should also be modelled. Learning spaces should be properly explained so students know their purpose and what is expected of them when they participate.

Learning theories

Relate, create and donate: Students 'relate' by engaging in material, sharing, and communicating
Contructivist theory: Students begin research for their portfolios. Throughout the unit students will construct their learning by collecting a building upon resources as well as by documentation of their learning journery. Documenting learning (whether in group pages or blogs) enables students to build a foundation, set a goal, and work towards it. Throughout their learning they can reflect on their progress and draw from past knowledge.
Connectivist theory: Students are learning how to identify, locate and use resources.
Bloom's Taxonomy: Students use higher order thinking as they engage in thinking routines and ICT creations (voki).

What are students doing for their assignment?

In this week students start their blog, their resources collection and their class page. All of these will be assessed in the final assignment. The resources can be used for the first assignment also. The 'class page' is the document where the class interacts and shares ideas. It becomes the ultimate class learning journey.


Week 2

This week is about communication. Students will engage in content on global ICT communication, conferencing tools and the protocol and safety involved with these. Next they will be properly introduced to all aspects of the WTWT project. They will be asked to reflect on what ICT tools can be used to connect with the people in Tanzania and learn more about their culture. The students must contact Rachael, the organiser of the WTWT charity. That week in class students will conference with the school in Irkeepusi, the village where Rachael works. This will be set up by the teacher beforehand. At the end of the week students will reflect on their thoughts concerning global communication, it's possibilities and future use. They will also be required to add more Maasai cultural resources to the Maasai pages. Students may wish to add resources on conferencing ideas. In this case an extra page can be added to the Wiki.

Steps

Students:

- Engage in communication content and synthesise their knowledge on legal, safe and ethical
- Engage in some Maasai content
- Contact Rachael
- Reflect on how communication tools can be used.
- Have a live conference with the Irkeepusi school
- Collect more resources for their Maasai portfolio

This week's unit content

- Global communication
- How to use conferencing tools
- Communication protocol and legal, safe and ethical
- Revision of the TWTW project

Note: Throughout the unit content will also include research skills, safety, ICT use and other underlying aspects that were introduced in week 1

Knowledge learnt
Knowledge being learnt
Students' level of understanding
DoL being used
Outcome
Legal, safe and ethical + communication protocol
Reflection and synthesising stage
DoL 3. Students must reference appropriately, communicate ethically and use safe material all of which require them to use their knowledge of 'lega, safe and ethical' meaningfully.
Students know appropriate online behaviour and all safety strategies involved as well as appropriate communication protocol.
Global communication and conferencing tools
Beginner level
DoL 2.
Students have a general understanding of how global communication has impacted our society. Can name several conferencing tools and the use of these.
Maasai culture
Moderate level
DoL 3. Students are using their knowledge of culture and ettiquette when conferencing live. They must apply it to their understanding of global conferencing when deciding what questions to ask and things to suggest.
Students know basic Maasai culture. They can name different foods, language, dances, clothing and lifestyles as well as where they live.
Skills learnt

Skills being learnt
Students capabilities in using these skills
DoL being used
Outcome
Research skills
Beginner level 2
DoL 2
Students are able to research effectively although still need assistance some times
Working legally, safely and ethically
Advanced level
DoL 3
Students have a fluent understand of these issues and can reference properly and engage in appropriate online communication
Use of higher order thinking
Beginner level 2
DoL 2. Students are still learning the
structure of higher order thinking by
engaging in thinking routines
Students are able to think creatively and generate ideas however still need assistance.
Communication
Beginner level 2
DoL 2
Students can engage in communication fluently however still need scaffolding in the areas of ICT communication tools and effective communication strategies. Can apply appropriate protocol
How to collaborate and share ideas
Beginner level
DoL 2
Students should have some ability in being able to share ideas, give feedback, make suggestions and make decisions via ICT cooperation.
How to connect globally
Beginner level
DoL 2
Students have some ability to seek out institutions and request information. This is a huge skills and will need much scaffolding. It will be developed throughout the unit.

ICT being used

General ICT
- Blogs
- Wiki
- Forums

Specific ICT

- Conferencing tools
- Bubbl.us
- Videos, podcasts, images

Not a lot of ICT tools and creations are used this week. Instead it is a chance for students to learn about more purposeful uses of the internet. Conferencing is important when working in the real world. Students should become aware of the potiental as well as the procedures involved in using conferencing tools. Like in the previous week blogs and wikis are used. The teacher should encourage students to think about how they can be used creatively. As mentioned in the previous week this unit is all about choice. There are many ways students can reflect, and many different resources they can find. Students are encouraged to explore the use of many ICT tools introduced in week 1 such as mindmapping, glogging, creating powerpoints, prezis and other creative ICT media.

Teacher scaffolding

The most scaffolding will be needed in this week. Students will require extensive guidance when contacting Rachael, researching conferencing tools and preparing for a live in class conference. Students will be made aware of cultural protocol other expectations. Students at this point shouldn't have much knowledge of conferencing tools. Although they are required to research and suggest tools it is the teacher who leads this research to engage students in the process rather than simply telling students about the tools.

Learning theories

'Relate, create, and donate: Students are coming the final part of the relate phase.
Connectivism: Students are learning how to find information and find institutions to contact. They are taught what information is valuable and how to ask questions when seeking information from professionals.
Constructivims: Students continue to add to their portfolio. They are also adding another layer to their Maasai cultural knowledge by applying it to communication strategies. Doing this takes their knowledge to next level or extends and refines it according to Marzano and Pickering et al. (1997)

What are students doing for their assignment?

Like in the previous week students are collecting more resources for their portfolio and documenting more aspects of their learning journey. A live conference is an opportunity for student to reflect in depth and reveal their new understanding. This is an element that will be assessed. Students can create products to reflect their learning such as a Prezi that presents what they learnt through the conference. Such iniative will be awarded high marks at the end of term. Students in week 0 are made aware of the unit requirements and what skills/demonstration the teacher is looking for.


References

http://webquest.org/

http://moodle.cqu.edu.au/course/view.php?id=17115

http://www.wellsfortanzania.org/

http://www.qsa.qld.edu.au/downloads/early_middle/qcar_el_english_yr7.pdf

http://www.qsa.qld.edu.au/downloads/early_middle/qcar_el_sose_yr7.pdf

http://www.qsa.qld.edu.au/downloads/early_middle/qcar_ccp_ict_yr7.pdf

http://www.qsa.qld.edu.au/downloads/early_middle/qcar_el_arts_yr7.pdf

Marzano, R. & Pickering, D. (1997). Dimensions of learning: Teacher’s manual 2nd edition. Colorado: McREL (Mid-continent Regional Educational Laboratory)

http://edorigami.wikispaces.com/Bloom%27s+-+Introduction

http://home.sprynet.com/~gkearsley/engage.htm

http://www.elearnspace.org/Articles/connectivism.htm

http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm

http://www.smartcopying.edu.au/scw/go/pid/1

http://education.qld.gov.au/