Project 1: Cyber-Globe 3205:
Integrating Worldwide Connections

  General Information

Lead Teacher(s): Barry Morgan - Global Issues 3205 Teacher
(
bmorgan@calvin.stemnet.nf.ca)

Jeff Noseworthy - Learning Resources Teacher
(
jnosewor@calvin.stemnet.nf.ca)

School: Templeton Collegiate
Box 4066, RR2
Corner Brook, NF
A2H 6B9
Tel: (709) 783-2220
Fax: (709) 783-2422
Grade Level: Level III
Number of Students: 23
Project Start and Finish Dates: November -December 1997: Phase 1
February-April 1998: Phase 2

  Project Overview

Global Issues 3205 is a resource based course. Each theme and specific curricular outcome is based on current issues that influence our world. The first phase of Cyber-Globe 3205 is designed to incorporate electronic information search skills with World Wide Web (WWW) resources for the high school Global Issues 3205 students. The second phase will expand on the student’s experiences by integrating their resources into multimedia presentations.

Presently, several electronic sources/databases are available to our teachers and students using CD-ROM technology (Infotrac’s periodical index; Infopedia, Grolier’s Encyclopaedia, Compton’s Encyclopaedia ). These sources are presently on two or three separate workstations. Also, the existing Internet connection has to be accessed by teachers using their personal STEM~Net accounts via one staff room computer.

The main approach here is to move from the traditional textbook resource philosophy to a more open, student-centered investigative approach. The teachers and staff at Templeton Collegiate have been actively immersed in using cooperative learning strategies to help achieve this goal. Student Internet access could certainly enhance these efforts.

  Curriculum Connections

General example and outline of the Cyber-Globe 3205 module:

Each group of 4 students will produce a multimedia presentation on one of these current themes:

I. Human Rights

II. Peace & Security

III. National & International Development

IV. The Environment

A. Students are placed in Cooperative Groups to search these resources for relevant information.

(i) textbooks and periodicals. (ii) CD-ROMs. (iii) The Internet

B. Groups meet to create a prioritized list of their collective information.

C. After having their work edited by their peers, students will input this information into their electronic portfolios

D. Preliminary Critique: Using PowerPoint Presentations, Netscape Navigator or Microsoft’s Internet Explorer, all groups meet to present their work to the whole class (collect Feedback)

E. Students then will enhance their final multimedia presentations with supporting graphics, charts, video and/or audio clips. Some of these resource files are available locally, however many shareware sites (C|net, shareware.com, etc) are richly stocked with many audio-visual tidbits for such use.

F. CyberFest: The final sessions of the unit are used by each of the collaborative groups (in turn) to share their finished products. This "festival" of their edited multimedia collections will give each group of students the opportunities to interact with and evaluate all presentations, both self and group process. This is a final tune-up prior to displaying their creations to their classmates and on the school’s homepage where the student’s may receive online feedback from "outside" independent sources.

G. Students post/link their work to Templeton Collegiate’s homepage. This begins a growing process by which future students may review and contribute to a Virtual Vertical File of Global Issues.

Core Technology Outcomes:

Students will:

  1. use communications technology to research ideas and information
  2. communicate findings, solutions, and/or consequences effectively
  3. collaborate with distant students and resource people on a controlled project or problem
  4. create documents in HTML format
  5. describe the Internet as an example of a global wide area network

  Resource Connections

Rationale for the Internet in Global Issues 3205:

Current Information

With the availability of a high speed Internet connection the students should be able to use the WWW to obtain current relevant information to supplement their research. Access to news breaking issues via electronic libraries and other virtual data bases (e.g. ERIC-Online, CNN News, local/foreign government agencies or embassies, and other students’ hypertext links) would enhance their search results. This type of global information is necessary.

Searches: Streamlined and Powerful

Students will be introduced to the information skills needed to use these WWW search tools in a Netscape Navigator browse over a Windows NT 4.0 networked multimedia lab (10-15 workstations).

The online Internet search engines (e.g. Meta Crawler, AltaVista, Yahoo, Infoseek and WebSpider) would drastically increase the scope of an individual’s search in a fraction of the time that it would take to do a traditional text-based search.

Professional Hypertextual Presentations

By stepping outside of the traditional mode of research the students will be able to explore the possible application of graphics, pictures, audio and video to their global research productions.

Cyber-Globe 3205 students will be introduced to the skills necessary to collect, prepare, create, and edit information for use in their own webpages about global issues. These can be used collectively to allow class members to become exposed to current World Issues as they virtually visit the homepages that they have designed. Individual and group projects could be collected in a "Virtual Vertical File" database to be accessed via other students in this course.

Rural Connections: Learning Without Walls!

Attempts will be made to include a Global Issues 3205 link via the school’s homepage. A search for a "twin" Global Issues 3205 class could result in a partnership with another rural school. This could be a collaborative effort that may integrate cooperative learning and informative skills.

A coordinated distance-education project of this nature has the potential for students to share and compare their resources, especially their ideas.

  Evaluation

- Students will take an active part in self and group processing in relation to their progress.

- Depth of Interaction with their cooperative learning groups and with the electronic resources.

- Level of student involvement and participation

- The students will contact a minimum of 5 web sites related to U.N. - Embassies and:

  1. investigate the site and its operations
  2. request information via e-mail
  3. collect/share information directly and electronically with their classmates

- The students will locate and summarize a minimum of 5 web articles with respect to a curricular theme.

- Each group will establish their own web homepage which fellow students may review on the local area network at school.

- Students will individually critique a fellow student’s homepage article.... network via e- mail to share opinions and suggestions.

- Each group will post their revised webpage on the school’s homepage

STELLAR Schools footer
home Previous Page