Case Study: Applied Science Research & Technology

Case Study #2: Applied Science Research Program (ASRP)
Outcome: The Applied Science Research Program is designed to expose students to real-world issues in the field of science. Students will:
· Learn to access, evaluate and analyze scientific data, using print, electronic and Web 2.0 sources.
· Use Web 2.0 tools to collaborate with scientists and experts in their field of research, as working scientist do.
· synthesize research into a coherent presentation
· Using traditional and Web 2.0 forums, share research with the school community.

ALA & ASLA Standards
Standard 1: Use of Information and Ideas
School library media candidates encourage reading and lifelong learning by stimulating interests and fostering competencies in the effective use of ideas and information. They apply a variety of strategies to ensure access to resources and information in a variety of formats to all members of the learning community. Candidates promote efficient and ethical information-seeking behavior as part of the school library media program and its services.
Specifics of the ALA/ASLA Standard:
Linking the standard to the case study:
“…encourage reading and lifelong learning by stimulating interests”:
· Students self-select a topic of high interest; subsequently, their reading/research will be engaging & this research may lead to a life-long passion
“…apply a variety of strategies to ensure access to resources and information in a variety of formats to all members of the learning community”
· Students are presented with a variety of social networking technologies for research & recording of information: Pageflakes, Wikis, Skype
· Students may select the format of their final project (written report posted to wiki, podcast, etc)
“…promote efficient and ethical information-seeking behavior”:
ASRP learning materials include direct instruction in:
Internet safety
Social networking etiquette
Copyright & Fair Use
Plagiarism & ethical use of sources


Standard 2: Teaching and Learning
School library media candidates model and promote collaborative planning with classroom teachers in order to teach concepts and skills of information processes integrated with classroom content. They partner with other education professionals to develop and deliver an integrated information skills curriculum. Candidates design and implement instruction that engages the student’s interests, passions, and needs which drive their learning.
Specifics of the ALA/ASLA Standard
Linking the standard to the case study:
“… model and promote collaborative planning with classroom teachers“
For ASRP, media specialist introduces social networking tools & collaborates with the classroom teachers: from planning through presentation of final projects
“…partner with other education professionals to develop and deliver an integrated information skills curriculum”.
Media specialist works with classroom teachers to develop curriculum, set-up & maintain social networks & provide ongoing support
“…engages the student’s interests, passions, and needs which drive their learning.”
Student’s self-select topics
Student’s collaborate on class social networking sites, working as learning partners (not simply learning vessels)

Standard 3: Collaboration and Leadership
School library media candidates provide leadership and establish connections with the greater library and education community to create school library media programs that focus on students learning and achievement; encourage the personal and professional growth of teachers and other educators, and model the efficient and effective use of information and ideas.
Specifics of the ALA/ASLA Standard
Linking the standard to the case study:
“…provide leadership and establish connections with the greater library and education community”
Through ongoing professional development, the media specialist introduces/integrates new technologies to the school community
“…encourage the personal and professional growth of teachers and other educators”
Media specialist provides professional development for new technologies, ongoing support, and public relations to faculty, administration & parents
”…model the efficient and effective use of information and ideas.”
Media specialist creates high quality social networking products, keeping all materials accurate, accessible & easy-to-understand




The Applied Science Research Project is a 3-year program of study where students:
Select an Environmental Science topic that has real-world application
Set up web based personal and collaborative work spaces to manage their research, collaborate with mentors and share their work with the community
Conduct research using real-time data & other current, reliable data
Prepare research for presentation
Design: Select appropriate tool/s for showcasing research & conclusions
Present: Share ongoing and final work with the school and scientific communities


Social Networking Tools to be Used Throughout ASRP
Pageflakes

Wiki
Flickr
Skype
Voicethread for podcasting

Online Safety:

As part of this research project, students will be educated about online safety and ethics. Please refer to the following sites for additional information:
ALA: Especially for Young People and Their Parents
GetNetWise
Watch the following video: “Think Before You Post”
Wired Safety

Personal Narrative:
I emphasize Web 2.0 safety and etiquette for two reasons: to protect students’ identity, reputation, safety, and future, and to assuage the fears of the community (teachers, administrators & parents) about the wisdom of using technology in the classroom.

First, a media specialist has a responsibility to educate students about the wise use of technology and the difference between social networking for recreation and social networking for education. Students will not be permitted to post anything of a personal nature (pictures, video, text, etc.) Second, because Web 2.0 technology is new to the classroom, there will be a lot of fear and mistrust of its value. The media specialist should be proactive and straightforward with the entire school community, discussing the risks and the steps being taken to eliminate that risk (keeping networks private, screening all new members, not posting full names or personal data, etc.)

In this way, students and the community are learning safe Web 2.0 practices while seeing the exciting educational possibilities—with increased student learning and engagement the result.

Web 2.0 Ettiquette
Respect all members—if you wouldn’t say it face-to-face (in front of the principal?), don’t say it
Remember your digital footprint
Email/respond as you would want to be emailed/responded to
Be concise and to the point, edit & spell check your posts
Use descriptive subject lines


I. MANAGE RESEARCH—clarify assignment guidelines & gather information using Web 2.0 tools

Personal Narrative:

In any long-term research project, there are several challenges:
understanding the assignment
finding reliable information
organizing a large volume of information
Managing time efficiently.

Twenty-first century research also asks students to collaborate to learn information and to share information. Pageflakes and a Wiki provide a central location for these functions.

One of the primary functions of the Pageflakes page is as a repository of information about the assignment. Thus, students & parents always have access to this information. Since this is a 3-year project, it is particularly important to have a central posting of this material that cannot be lost. There will be links to important resources, to the Wiki, and updates to the calendar and assignments.

As students begin their research, they will be asked to post bookmarks with brief annotations to a class page and to individual pages (Pageflakes & Wiki-- depending on the length/depth of the assignment: more elaborate posts will be to the Wiki, brief posts to Pageflakes). In this way, students will develop an annotated working bibliography that will remain permanently posted and visible to the instructor and the class. The instructor can assess the depth and quality of the research and whether the student is staying on schedule. The students can work together to find and evaluate information, saving time and fostering collaboration and shared responsibility.


Pageflakes-- Provides storage of and access to information for students and parents


Class Pageflakes Includes:


View sample class page
Assignment guidelines & calendar
Guidelines for student self-management of research project
Links to class resources & Wiki
Links to Pagecasts of student pages
Links to Skype & guidelines
Open to students, teachers, parents & scientists approved by teacher
Students can view and evaluate the work and research of others—creating a scientific research community and a net to weed out misinformation or poor resources

Individual Pageflakes:

gather bookmarks for research—with brief annotations
gather feeds to approved & relevant social networking sites
Brief notes
Include individual planning/time management guidelines

Wiki— a collaborative, social networking tool that collects the work of many authors. Students & teachers can edit, delete or modify content.

includes personal profile pages, chat capabilities, and the ability to connect with other members; the site will remain private except for posts approved by the instructor to be shared with the Wiki community

Wiki’s in the classroom
http://wikisineducation.wetpaint.com/page/Wikis+in+the+Classroom

Learning the Wiki Way
http://learning2shanghai.wetpaint.com/


Wiki class page:

Announcements about homework, labs, deadlines, etc.
links, resources, and materials posted
information about writing lab reports, videos on lab safety, and information about research opportunities for
Collaborative opportunities with classmates, teachers, and experts in the field of research
Drafts of research projects posted; feedback welcomed
Final research projects posted; feedback welcomed
Wiki Individual page:
Social networking
Science & research are ultimately collaborative; scientist learn from research that has gone before, adding a new voice to an ongoing conversation ; everyone in the class has access to one another
Students must be responsible for the work they post; held to the same standards as the larger science community
Multimedia
Students upload video, audio, and still pictures/charts, etc. that may become part of the final presentation
A good storage vehicle for multimedia resources
Global perspective
Research topics will include local and international subjects; Wiki connects students to these scientific communities

Archive of student work
Former student work as a model for new projects; for students using this work for college credit, Wiki creates an online portfolio
Sense of ownership of work


II. COLLABORATE WITH MENTORS


Personal Narrative:

Collaboration with mentors is one of the fundamental differences between social networking and the traditional research model. Social networking allows students to go directly to a source: a geologist in Alaska, a NASA scientist or a park ranger in Utah. This direct contact with sources makes students more like real researchers who immerse themselves in a subject. In addition, a student may feel more pressure to prepare him/herself for an interview with a prestigious person in a field—motivating the student to conduct more thorough research to prepare for a Skype interview. Even inviting a professional to view a Wiki page or joining one will encourage student to post accurate, thoughtful and articulate information. Rather than seeing research as an abstract waste of time, students begin to see the real-world applications of research and why getting it right and taking a stand does matter. They are participating in the science community and learning the role of collaboration in that world.


Wiki
All social networking communities must be approved by the instructor before a student may join
Skype with a Scientist—online video conferencing
Through the Media Center, students will work with a webcam, headset & microphone to conduct online interviews with experts in their field of research: scientist, researchers, museum curators, academics and other professionals
All interviews will be approved by the instructor. Students must conduct research to prepare for the interview and submit interview questions in advance.


III. SHARE WORK WITH COMMUNTIY (COLLEGE PORTFOLIO)

Personal Note:

In the past, students presented their research on poster board at stations in the cafeteria or classroom. Students will still be given the option of creating a poster for their final presentation, but will also be encouraged to create web based presentations. The stations can include computers to showcase podcasts, Pageflakes and Wiki pages where the project is posted. Students can choose the appropriate medium to fit their project, incorporating digital storytelling, podcasts, written reports with multi-media links to charts, maps, and pictures, audio and video clips. Incorporating different mediums appeals to different learning styles. Maintaining a web portfolio means that the presentation will be accessible to friends and family who cannot attend the presentation event at the school.

For students interested in using their research in a college admissions portfolio, web based tools make the most sense since the project can be shared with the college.



Individual Wiki & Pageflakes:
These pages functions as a portfolio, storing research, notes & projects over the 3-year ASRP; students may retain this portfolio after graduation too

Each student maintains:
· An updated record of research
· Contact information for mentors
· A post the final product:
o a picture of the poster
o script
o written report
o multi-media presentation


Final Note:

Incorporating technology into a traditional research project will help students organize their work, but more importantly engages students in real world collaboration and research. Engagement in the research process is amplified by engagement in creating multi-media technologically advanced products. Learning is increased and the pride and passion students have for these projects will carry into other life and learning situations.