CAETI Project Abstract
Title: On-Line Learning Academy (OLLA)
Wolf Project
Performer(s):
Dr. Suzanne Taylor
Loral Defense Systems
70 E. Swedesford Road
Paoli, PA 19301-0517
Ann Culp
NPTN
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Cluster: SNAIR
Contact Information:
Phone: 610-648-2009
Fax: 610-648-2288
email: suzanne@vfl.paramax.com
Phone: 310-322-8980
email: arc@nptn.org
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1. Instructional Focus:
Content areas/topics: Science and social studies. Would like to encourage cross-disciplinary participation.
Process skills: Inquiry-based learning activity and group-collaborative projects.
2. Target Population: Grades 4-12
3. Summary Description: This project was initiated in response to Duane Werner, a DoDEA teacher, and his Technology Insertion Plan (TIP) on endangered species (wolves). In his TIP, Mr. Werner cites several examples of what he would like to be able to do with his students. Examples range from learning the diversity of factors related to endangered species, to a focus on the exodus of wolves into the West German forests after the bringing down of the Berlin wall, as well as a study of the wolf reintroduction program in Yellowstone Park. We would like to take these ideas and assist Mr. Werner to further develop an inquiry-based learning activity on wolf migration.
Towards this goal, the On-Line Learning Academy (OLLA) currently houses several general information resources regarding endangered species and more in-depth information on wolves.
Our intention is to meet with Mr. Werner and other teachers who may be interested in a similar study. With our guidance, these teachers will develop relevant activities which encourage the use of telecommunicated collaboration for informational exchanges. The OLLA team will act as facilitators and moderators, helping the teachers create customized collaborative activities which integrate into their classrooms. Further, we expect that by developing such projects and activities, these teachers will feel a sense of ownership and be willing to take the ongoing steps necessary to maintain these projects for use in subsequent years.
OLLA will provide a list of suggested activities meant to be a starting place for teachers to begin the brainstorming process. The OLLA team will encourage teachers to develop projects which promote inquiry-based learning, as well as the integration of other technologies, such as word processing, electronic information retrieval, and multi-media presentations into these activities.
The development of this project will begin after the early January meeting and may be implemented on a small scale during the exploratory activity of the Spring Semester. If successful, a larger activity may be defined for the Fall.
4. Training and Staff Development:
- Teacher prerequisite skills/knowledge needed: Not specified.
- Student prerequisite skills needed: Not specified.
- Training needed/provided: Initial training to plan activity would be one half-day. Training will need to be done in a computer lab setting.
- Technical Support needed/provided: Not specified.
5. Technological/Resources Needed: Internet connectivity, Netscape, access to a server, computers in a lab setting.
6. Intended Outcomes:
Students: Students will identify environmental factors influencing animal migration and the endangerment of species. They will compare reintroduction efforts taking place in widely separated geographical locations. They will access information from a broad range of resources available through the Internet. They will collect scientific information about migratory patterns and collaborate with students in other locations to construct patterns. They will communicate findings effectively using a word processor. Students will employ a variety of media in presentations.
Teachers: Teachers will produce a simulation activity from the ground up. They will mediate the students' use of the Internet to collaborate with students in other locations. Students will acquire the skills and knowledge needed to sustain the simulation independently.
7. Instructional Time Required: Not specified.
8. Role of the Pilot Teacher(s): Pilot teachers meet with Loral representatives in early January so that the wolf simulation activity may be explained. Interested participants will spend more time with the Loral team to plan classroom activities and coordinate collaboration with other teachers. We will encourage multi-disciplinary and multi-grade level participation. (Desired number of participants will be a minimum of 2 classrooms and a minimum of two different schools.)
9. Example(s) of Use of This Product (Scenario): Two middle school classrooms in different parts of Germany participating in the wolf migration study contribute information on migration observations for their apportioned region. The information is plotted on an electronic map which can be shared via the Web. Students exchange, via email, ideas on controversial issues surrounding reintroduction policies for wolves.
The students research and plot weather patterns in the migration areas. Using this information, they discuss how weather influences migratory behaviors.
The students research the economic growth and population expansion in the migration areas. Using this information they compare how economic development in different regions influences migratory behaviors.
The students post their reports, including multi-media presentations, video clips, and still images within OLLA for others to view.
