Course Materials: Guide

This guide will take you step-by-step through the course readings and assignments.

SPECIAL NOTE: When you have completed all SIX CONNECTIONS assignments, please email your instructor so she can grade these and provide feedback. Next, you'll create a course project. After posting your project, please email your instructor

Readings and Assignments

You'll notice that many of the pages contain lists of websites to explore. You don't need to read all these external websites. Instead read the specific pages listing below, then skim the website examples and resources provided as they address your needs.

An Overview to Escrapbooking

Read the BASICS section of the website including history, teaching and learning, starters and examples.

Connection 1
As you explore the possibilities, share 2 or 3 ideas or websites that inspire you or have helped you generate ideas. Discuss the pros and cons of the e-scrapbooking approach in teaching and learning. Share something you think would make (1) a good personal project and (2) another idea for a project you could do with students.

Go to the course Moodle. Post your assignment under the CONNECTION 1 area. Also, before the end of the semester, reply to the posting of at least one classmate. Be sure to provide quality reply. In other words, you should add to the conversation, cite a specific example, or provide constructive feedback.

Read the DEFINITIONS section of the website including digital reproduction, digital transcription, and interpretation.

Read the off-site article Artifact & Analysis: A Teacher's Guide to Interpreting Objects and Writing History from the Smithsonian.

Connection 2
Discuss the role of primary sources and artifacts in a specific content area. Why would primary resources and artifacts be particularly effective? Provide an example of an activity using primary resources and artifacts that would help address a specific learning standard.

Post your assignment at the course Moodle. Also, before the end of the semester, reply to the posting of at least one classmate.

Read the E-SCRAPS section of the website including audio and video, data and text, objects, and digital collections sections.

Connection 3
Select an online resource(s) you think would be particularly effective in providing "e-scraps" for a student assignment. How might students use these resource(s)? Provide two or three concrete examples. For example you might share 2-3 charts from immigration data, 2-3 audio clips, or 2-3 specific photos to share.

Post your assignment at the course Moodle. Also, before the end of the semester, reply to the posting of at least one classmate.

Escrapbooking Process

Read the PROCESS section of the website including questioning, project focus, thinking focus, content focus, collection, and organization.

Connection 4
Create a plan for a project that incorporates each of the following aspects: questioning, project focus, thinking focus, content focus, collection, and organization. Describe this project. It should be a different topic than those discussed in earlier Connections. Then, discuss how each of the process elements ( questioning, project focus, thinking focus, content focus, collection, and organization) contributes to its success.

Post your assignment at the course Moodle. Also, before the end of the semester, reply to the posting of at least one classmate.

Escrapbooking Products

Read the TOOLS section of the website including ideas/issues, techniques, and online tools.

Read the PROJECTS section of the website including scrapdata, scrapcomic, scrapquest, scrapblog, scrapthink, scraphistory, and scrapstarter.

Connection 5
Students need resources to get them started. Lists of websites, a dataset, a Word document with sample photos, or a PowerPoint Inquiry starter are just a few of the tools that facilitate student projects. In some cases the scaffolding is a worksheet, scrapquest document, or other guidelines.

Provide an overview of an assignment. Then, provide a sample tool, resource, guide or other scaffolding that might facilitate student learning. You don't need to create an entire lesson, just one aspect such as a list of websites or an PowerPoint starter.

Post your assignment at the course Moodle. Also, before the end of the semester, reply to the posting of at least one classmate.

Connection 6
Design a student assignment that uses an online tool such as BookPower, Scrapblog, Thinkature, or another tool. Provide an overview of the assignment. Then, provide a sample product. This could be something your students make or you make yourself. Either provide the URL or a screen shot so we can see your sample.

Post your assignment at the course Moodle. Also, before the end of the semester, reply to the posting of at least one classmate.

Final Project

Now that you've explored all the possibilities, it's time to apply what you learned to the "real-world" of teaching and learning.

Select your favorite aspects from the PROCESS and PROJECTS sections and apply them to a series of lessons that address a specific standard(s). Your final project should provide an overview of the entire unit, the e-scrapbooking assignment, learning resources, an assessment, field test or peer review, and a sample product.

Checklist

Since this is a PASS or NO PASS course, I'll simply use the following checklist to determine whether you've met the requirement. Please self-check the following criteria before submitting your project. The "such as" items are just ideas and not requirements.

Conclusion

Post a message on the Moodle with the URL of your project or attach your project as a series of files such as Word document, PowerPoint starter, graph screen shot from website tool.

Please email your instructor when all SIX CONNECTIONS and the COURSE PROJECT has been submitted. Your instructor will grade all assignments and email you a PASS/NO PASS grade.

 

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