Page+2+-+finalized+multimedia+workshop

Science Inquiry & Integration of Multimedia Professional Development by Marlene Kent // WHO //: 6th-12th grade science teachers // WHAT //: PD in scientific inquiry & integrating multimedia tools in science curriculum // WHERE //: TBD // WHEN //: TBD // WHY //: //** “Education is not the filling of a pail, but the lighting of a fire.” **//** −William Butler Yates **

Agenda // “If we teach today as we taught yesterday, we rob our children of tomorrow.” // −John Dewey (20min) · Introductions · ice breaker (multimedia experience grid) · overview of workshop: Springboard video, outcomes, rubrics · mind map of static vs dynamic technology tools (10 min) · Pre-Assessment //** “One fact well understood by observation, and well-guided development, is worth a thousand times more than a thousand words.” **// (60 min) · Pre-Training: science inquiry collaboration in wiki & presentations (60 min) · Part 1: A new approach to power point presentations workshop using the Penn State template (45 min) · Part 2: converting power point presentations to video Lunch (45 min) · Team presentations & Rubric assessments (15min) · Part 3: Virtual worlds and MUVEs for science (15 min) · Part 4: Additional multimedia resources for inquiry: Gizmos (30min) · Wrap-up: Reflections brainstorm, survey development using Google forms -
 * −The American Journal of Education (1858) **

**(Detailed Agenda)** //WORKSHOP INTRODUCTION// // “If we teach today as we taught yesterday, we rob our children of tomorrow.” // −John Dewey (20min) · Introductions – roundtable – why are you here and what are your expectations? · ice breaker (multimedia experience grid) Artifact#1 – participants will receive hard copy of grid, mingle and get specific name of activity & signatures on grid for each item (timed @ 5min, prizes awarded to highest number of signatures) and share answers with group · Overview of workshop: 1) "Springboard" show my 5min Video Artifact #2 "Strategies for Igniting Learning" [] (developed in my 8842 course) on inquiry-based learning in the sciences & brain research,  2) outcomes of this workshop: Ø Distinguish between today’s education objectives for the learner, the role of inquiry based learning, and analyze the differences, Ø Design an inquiry based learning activity in wiki with a partner Ø Evaluate static vs dynamic media and technology tools in terms of content, communication, and collaboration Ø Design a more powerful, PPT using one assertion and support per slide Ø Reflect on each technology used throughout the workshop as to its static or dynamic nature Ø Create a YouTube and wiki account Ø Create a video from a PPT Ø Identify additional multimedia web-based, free resources Ø Create a survey 3) rubrics (Rubrics Artifact #3 ) for the multimedia activity (ppt & video conversion)  · mind map of static vs dynamic technology tools   Artifact #4 – participants will receive a hard copy and will highlight each technology as it is used or developed during each section of the workshop.

//WORKSHOP PRE-ASSESSMENT// (10 min) · Pre-Assessment – KWL individual and then brainstorm as a group on “What does science inquiry look like?”

//WORKSHOP PRE-TRAINING// //** “One fact well understood by observation, and well-guided development, is worth a thousand times more than a thousand words.” **// (60 min) · Pre-Training: collaboration in wiki & presentations 1) participants partner and create a wiki. Do the following activity in your wiki. 2) Choice #1: think of a question that can be answered using scientific inquiry. Start with an ExD ( Artifact #5 ), apply all aspects of the full cycle of the scientific process ( Artifact #6 ), (create reasonable data), post in wiki and present to group. Choice #2: Work through Chargaff’s DNA Data to experience how the structure of DNA was determined and answer the analysis questions ( Artifact #7 “Chargaff’s DNA Data” worksheet 4.4 pp124-126). Present to group. 3) Reflection: group analyze activity using the Mind map ( Artifact #4 ) for technology uses and analyze levels of inquiry-based learning that were used.
 * −The American Journal of Education (1858) **

//WORKSHOP Part 1 POWERPOINT PRESENTATIONS// (60 min) · Part 1: A new approach to power point: YouTube 3 min Video ( Artifact #8 ) [] and PPT presentations workshop using the Penn State template ( Artifact #9 ) Teachers partner up and prepare ppt presentations using the philosophy and Penn State template from their pre-teach activity OR they can take an existing PPT and revise it. Present to the group.

//WORKSHOP Part 2 CONVERTING PPT to VIDEO// (45 min) · Part 2: converting power point presentations to video Present the step-by-step Tutorial ( Artifact #10 ) to take the PPT and convert them to a YouTube video. Teachers will also create their own YouTube accounts if needed

//LUNCH BREAK// (45 min) · Team presentations – show videos to the group · Reflection using mind map ( Artifact #4 ) for technology // · //Rubrics assessment (self-assess, peer assess, and instructor assess) ( Artifact #3 )

//WORKSHOP Part 3 VIRTUAL WORLDS// (15min) · Part 3: Virtual worlds and MUVEs for science. Show River City Project overview video Artifact #11 (10 min) [|http://muveb.gse.harvard.edu/~muvers/rivercityvideos/H264%20web/RC%20Project-pro-RC%20Full%20Sequence.mov] and ( Artifact #12 ) Hard copy hand out of the 2 Teacher Starter Sheets.

//WORKSHOP Part 4 ADDITIONAL RESOURCES// (15 min) · Part 4: Additional multimedia resources for inquiry: Gizmos (not free) but it is possible to get a 30-day free trial for demonstration purposes; and ( Artifact #13 – Web 3.0) []summary of resources from the Ed Tech October 2010 Conference in Southern CA at California State University at San Bernardino.

//WORKSHOP WRAP-UP// (30min) · Wrap-up: Survey development using Google forms Brainstorming session on technologies used, technologies learned, and applications for the classroom. Demonstrate the creation of a survey using Google forms (free) and have the group input their questions to assess this workshop, and then take the survey.


 * ARTIFACTS / HANDOUTS **
 * 1) 1 icebreaker grid[[file:icebreaker artifaact for 8847 Workshop.doc]]
 * 2) 2 Kent 5min YouTube video (to be posted on Sunday Nov 14) (see url above)
 * 3) 3 Authentic Assessment Rubric for PPT & Conversion to Video [[file:Rubric Form for 8847 Workshop authentic assessment - PPT & conversion to video.doc]]
 * 4) 4 Mind Map of Media & Technology (Static vs Dynamic) [[file:Workshop Mind Map - Media & Tech Static vs Dynamic.doc]]
 * 5) 5 ExD Form (Experimental Design) [[file:Experimental Design (ExD) FORM.doc]]
 * 6) 6 How Science Works (2 pages) concept map [[file:Scientific Method Map - How Science Works p.1.doc]], [[file:Scientific Method Map - How Science Works p.2.doc]]
 * 7) 7 Chargaff's DNA data (3 pages) [[file:Chargaff's DNA Data p.124 Inquiry lab.doc]], [[file:Chargaff's DNA Data p.125 Inquiry lab.doc]], [[file:Chargaff's DNA Data p.126 Inquiry lab.doc]]
 * 8) 8 3 min YouTube PPT video (see url above)
 * 9) 9 Penn State new approach to PPT template [[file:slide_template.ppt]]
 * 10) 10 Tutorial - converting PPT to video/creating YouTube account [[file:TUTORIAL on Converting Power Point Presentations to Video.doc]]
 * 11) 11 10 min 2nd Life River City Project Overview Video (see url above)
 * 12) 12 Teacher Starter Sheets for RCP Tutorial [[file:MUVE Teacher Starter Sheet, page 1 of 2.pdf]], [[file:MUVE Teacher Starter Sheet, page 2 of 2.pdf]]
 * 13) 13 Web 3.0 resources (see url above)
 * 14) 14 Rubric for Workshop [[file:Multimedia Workshop RUBRIC.doc]]

LCD projector, screen, speakers, each participant brings their own laptop
 * TECHNOLOGY & EQUIPMENT NEEDED FOR WORKSHOP**

Resources for instructor to bring - large paper, highlighers, colored pens, post-its, water, snacks

Site provides meeting room(s), tables, wireless internet, lunch

Online Applications used in workshop: YouTube, TeacherTube, SchoolTube, YouTube EDU, wikispaces, Google forms for free surveys, hippocampus, kahn academy, river city project (2nd life), edutopia, slideshare, annenberg media, itunes university, tapped in, horizon report, and Gizmos.

**Resources used for the development of this workshop**:
Alley, M. & Marchall, M. (2008). Rethinking the design of presentation slides: The assertion-evidence structure. Retrieved from [].

Culligan, M. (2003). Digital natives in the classroom. In B. Hoffman (ED.), Encyclopedia of Educational Technology. Retrieved from [].

Educational MUVEs. CITEd Center for Implementing Technology in Education. Retrieved from [].

Facione, P.A. (2010). Critical thinking: What it is and why it counts. Insight Assessment. ISBN:13:978-1-891557-07-1.

Learning Science Through Inquiry Retrieved from [].

Moller, L., Huettt, J., Holder, D., and Young, J. (2005). Examining the impact of learning communities on motivation. The Quarterly Review of Distance Education, 6(2), p. 137-143.

Nelson, B.C. & Ketelhut, D.J. (2007). Science inquiry in educational multi-user virtual environments. Educational Psychology Review, 19, p.265-283. DOI 10.1007/s10648-007-9048-1. Retrieved from []

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5). Retrieved from [].

Shields, M. (2006). Biology Inquiries. San Francisco, CA: Jossey-Bass Teacher. p. 121-126.

Srinivasan, S. & Crooks, S. (2005). Multimedia in a Science Learning Environment. Journal of Educational Multimedia and Hypermedia, 14 (2), 151-167. Retrieved from ProQuest Central. (Document ID: 907825471).

Understanding science. How science works: the flow chart. Retrieved from [].

Using multimedia tools to help students learn science. CITEd Center for Implementing Technology in Education. Retrieved from [].