PROJECT+BASED+INQUIRY(PBI)+-+TEACHING+&+LEARNING+(30+points)

**Partner Pages**

You will develop an Inquiry Learning Project (ILP) with a classmate that will advance you from your present “comfort level” regarding technology integration. You will choose a partner to collaborate with you on the project. One of the goals of the ILP is for you to understand yourself as a collaborator and what your strengths and challenges are in this area. Your ILP will yield two products: a 1000-1200 word written report that you will post to our class Forum and a 4-5 minute video that will be posted as well. Following is the outline of the ILP process.
 * ECI 546 New Literacies & Media **
 * Inquiry Learning Project (ILP) **

** Ask a Compelling Research Question. ** Ask a question that will integrate the areas of new literacies and your technological pedagogical content knowledge (TPACK). Generate a specific question that you will address through your research. For example: “How can I facilitate student literacy and creativity through the use of video in the classroom?” **Compelling Research Question due on September 26.**

** Gather and Analyze Information. **
 * Based on your research question, you will design an innovative lesson that integrates the areas of new literacies and your technological pedagogical content knowledge (TPACK). Stretch yourself to design a lesson that goes beyond your comfort level with technology.
 * Your lesson should use new tools to support student learning in literacy. Make sure that your lesson is grounded in an established literacy/learning theory (e.g., Vygotsky’s social theory of learning, metacognitive theory, schema theory, Piagetian theory, etc.) and that you can articulate the theory and how your lesson connects to the theory.
 * Implement the lesson with your students in your class. If you are not teaching currently, collaborate with someone who is teaching. Be sure to video aspects of the implementation as you go along. You will use some of the video footage in your final video product. Pay particular attention to the effects of your lesson on student learning outcomes.
 * Reflect on the outcomes of the lesson. What were the outcomes for your students? What were the outcomes for you as a teacher? What did you learn? What challenges and successes did you encounter—both internal and external? How did you address the challenges?
 * Finally, write up an account of your research (approximately 1000-1200 words) addressing the following elements: 1) rationale for the lesson (new literacies, TPACK, literacy/learning theory, tool, and student learning; 2) implementation description (brief); and 3) reflection on challenges and successes you encountered, both internal and external. Evaluate the collaboration with your partner. What will you do differently for the next lesson? **Written Report due posted on the Forum by November 22.**

** Creatively Synthesize Information. ** Design a creative synthesis of your research. This means to organize and present your research findings in a new and original way. In order to arrive at a creative synthesis you must engage in an iterative design process. This process requires you to demonstrate complex thinking with your content by integrating information across multiple texts (print and video), drawing inferences, summarizing, and making novel connections.

Using your creative synthesis, design and develop content for your video product. Start with your storyboard, which includes a written script paired with video and/or images. Make sure your plan reflects high intellectual, aesthetic, and technical quality. Obtain feedback from expert source(s) and revise accordingly. Gather necessary music, narration, video, and images (make sure to comply with copyright and fair use law). Use Movie Maker, I-Movie software, or Animoto to produce your 3-5 minute video. Include bibliography of all sources used in APA format.

** Critically Evaluate and Revise. ** To ensure broad based and high-level feedback for your video product, you will engage in a three-part evaluation: self-evaluation, peer evaluation and outside expert evaluation. Evaluations are based on the following rubric elements: **//Intellectual Quality//** [(1) clear purpose, (2) synthesis and construction of ideas, (3) curriculum connections (4) clear beginning and ending, and (5) sources cited appropriately] and **//Aesthetic and Technical Quality//** [(1) camera techniques, (2) editing/transitions, (3) audio (music and dialogue), and (4) creativity/originality]. Based on these multiple sources of feedback, revise your video accordingly.

** Publish, Share, Act. ** Share your work to various audiences through multiple avenues. This can include publishing your products on a blog, a wiki, or other social networking sites. Encourage peers to view and respond to your work. Engage in a dialogue in order to facilitate intellectual discourse on your compelling research question. **You will debut your video during the Design Studio Showcase in class, either November 29 or December 6.**


 * Visual Diagram of the Inquiry Learning Process (ILP) **


 * ECI 546—New Litercies & Media NAMES **
 * Inquiry Learning Project Rubric (Video) **
 * (Level descriptions adapted from http://rubistar.4teachers.org) **

Establishes a purpose early on and maintains a clear focus throughout. || 3 ||  ||   || Sequential composition; succinct; images create an atmosphere and/or tone, and may communicate symbolism and/or metaphors. || 3 ||  ||   || Clear and compelling connections to NC Standard Course of Study || 2 ||   ||   || Clear and interesting start and end. || 2 ||  ||   || Source information collected for all graphics, facts and quotes. All documented in APA format. || 2 ||  ||   || Video and images are compelling and of high quality. Images clearly support content. || 2 ||  ||   || Engaging rhythm; appropriate transitions, enhanced vitality. || 2 ||  ||   || Consistency in presentation; clearly articulated narration; Music stirs a rich emotional response. || 2 ||  ||   || Product shows a large amount of original thought. Ideas are creative and inventive. || 2 ||  ||   ||
 * || ** Possible Points ** || ** Earned Points ** || ** Comments ** ||
 * ** Intellectual Quality ** ||  ||   ||   ||
 * ** Clear Purpose **
 * ** Synthesis and Construction of Ideas **
 * ** Curriculum Connections **
 * ** Clear Beginning and Ending **
 * ** Sources Cited Appropriately **
 * ** Aesthetic and Technical Quality ** ||  ||   ||   ||
 * ** Image quality **
 * ** Editing/Transitions **
 * ** Audio (Music and Dialogue) **
 * ** Creativity/Originality **
 * **TOTAL SCORE** || 20 ||  ||   ||

** Name: ___ **

** ECI 546, New Literacies & Media **

** Rubric for Inquiry Learning Project (ILP) Written Report **


 * ** Rubric Elements ** || ** Desired Points ** || ** Earned Points ** ||
 * ** Lesson Rationale ** (Briefly discuss how your lesson connects with new literacies, TPACK, a literacy/learning theory, a new tool, and student learning.) || ** 7 ** ||   ||
 * ** Lesson Implementation ** (Briefly describe the lesson and how you implemented it.) || ** 7 ** ||   ||
 * ** Challenges & Success ** (Briefly describe any challenges and successes you encountered as you implemented your project.) || ** 3 ** ||   ||
 * ** Collaboration ** (Briefly describe the collaboration process with your partner. What did you learn about yourself as a collaborator?) || ** 2 ** ||   ||
 * ** Length of Report ** (Make sure your report is 1000-1200 words and that you post it to the Moodle forum. || ** 1 ** ||   ||
 * ** TOTAL ** || ** 20 ** ||  ||

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