C&I 399 REV

Summer 2003


Topic: REVITALISE –Visualization for Mathematics and Science Educators (participants only)

Location: National Center for Supercomputing Applications (NCSA), South Research Park, 1901 S. First Street, Champaign, IL

Dates and Times: Monday, June 16th through Friday, June 27th, 2003

Instructors: George Reese (reese@uiuc.edu), Edee Norman Wiziecki (edeew@ncsa.uiuc.edu) and Scott Lathrop (scott@ncsa.uiuc.edu),

 

Course Description

The course is designed for practicing middle and high school teachers in rural school districts participating in the REVITALISE project. The REVITALISE program focuses on incorporating visualization into mathematics, science and computing courses. This course will focus on the use of visualization technologies to facilitate teachers' use of visual learning in the classroom, issues related to using visualization tools in the classroom, and strategies related to communication and pedagogical technologies.

 

Course Requirements:

 

Electronic Journal

It is expected that students maintain an "electronic notebook" for this course. A student folder for each person enrolled in the course will be placed on the course website. It is expected that students submit all assignments and other coursework by dropping them into their student folder. A file should be placed in the notebook every two weeks prior to the summer workshop. (This is a course prerequisite). Throughout the course, instructors will peruse the folders regularly to see that you are maintaining its contents--keeping assignments up-to-date and keeping the journal organized.

 

Participation

Students will be asked to reflect on readings and on forum questions via the course website.  In addition, students will meet for one hour each day to discuss readings, share ideas, and receive feedback on their project design. Some discussion/forum questions may focus on assessment, synthesis of learning, and use of technology to enhance the standards-based classroom.  Overarching questions:

 

How can we design curriculum that develops students’ understanding of key curriculum standards?

How can we integrate new technologies to enhance teaching and learning for understanding?

How can we actively participate in a professional community of practice using emerging technologies?

 

Self-Assessment:  In your electronic journals, please answer the following questions. What was the most important thing I will try to teach my students in this lesson/module? What is/are the most important things my students will learn from me?  What will I learn from my students?

 

Course Project

A course project is required for credit. Prior to the summer on-site program, students will organize their electronic journal, reflect on readings, and respond to forum questions as a pre-requisite to the course. In addition, students will be asked to begin thinking about and preparing for their course project.

 

Project Guidelines

Projects should include the following components:

 

Big Ideas/Themes: What are the big ideas related to the topic? (Developing a content map might be helpful to understand generative topics). What common themes emerge?

Prior Knowledge: What questions should you ask of students to help determine students’ prior knowledge?

Understanding Goals: What do I most want my students to understand? What will my students do to develop those understandings?  How will my students and I know how well they are understanding? Link these to the Illinois Learning Standards.

Performances:  What will students do to demonstrate their understandings? (application; synthesis)

Include a schedule of activities for the unit. Also include the list of materials that will be required for the unit.

Ongoing assessment: How will you provide ongoing assessment?  There are two features of ongoing assessment:  determining the criteria and sharing it with students, and providing feedback. (Relate to goals; Can be formal – presentations; informal – discussions). Since your project will be part of your action research, be sure you can address all the items in the checklist at

http://www.edu.coventry.ac.uk/Taskforce/actionre.htm#A checklist for action research

Additional materials: Links to any additional resources related to the project and to extend the project.

 

 

All projects will be due by August 1, 2003.

 

Grading Rubric

Electronic Journal = 25%

Participation = 15%

Completed Project = 60%

 

Schedule

Students will meet for full days and attend evening discussion groups/project design groups during the two-week course.

 

Prior to the June 16th, class participants should have completed readings 2, 5, 6, 7, and 10 and put reflections on these readings in your online journal.

 

Reading List

The course reading is listed below. 

 

  1. Brown, A. L., & Campione, J. C. (1994). Guided discovery in a community of learners. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 229-272). Cambridge, MA: MIT Press.

 

  1. Dede, C. (1998). Six challenges for educational technology, 1998 ASCD Yearbook.
    Available at     http://www.virtual.gmu.edu/SS_research/cdpapers/ascdpdf.htm

 

  1. Dede, C. (2000). Emerging Influences of Information Technology on School Curriculum. Journal of Curriculum Studies­, (2), 281-303.

 

  1. Edelson, D. C., & Gordin, D. N. (1996, September). Adapting digital libraries for learners. D-Lib Magazine.

 

  1. Edelson, D. C., Gordin, D. N., & Pea, R. D. (1999). Addressing the challenges of inquiry-based learning through technology and curriculum design. Journal of the Learning Sciences 8(3/4).
    Available at http://www.worldwatcher.nwu.edu/userdownloads/pdf/JLSEdelsonetal.pdf

 

  1. Feldman, A., & Capobianco, B. (2000). Action research in science education (ERIC Digest ED463944). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.
    Available at http://www.ericfacility.net/ericdigests/ed463944.html 

 

  1. Johnson, B. (1993). Teacher-as-researcher (ERIC Digest ED355205). Washington, DC: ERIC Clearinghouse on Teacher Education.
    Available at http://www.ericfacility.net/ericdigests/ed355205.html 

 

  1. Pea, R. D., et al. (1999). Toward a Learning Technologies Knowledge Network. Educational Technology Research & Development, 47(2), 19-38.

 

  1. Task Force on Mathematics and Science Achievement. (1999). Preparing our children: Math and science education in the national interest. Arlington, VA: National Science Board, National Science Foundation.

 

  1. Tinker, R. (undated). A history of probeware [World Wide Web]. The Concord Consortium. Retrieved March 5, 2002, from the World Wide Web: http://www.concord.org/research/probeware_history.pdf

 

  1. U.S. Department of Education Math and Science Expert Panel. (1999). Exemplary & promising mathematics programs: United States Department of Education.

 

  1. U.S. Department of Education Mathematics and Science Expert Panel. (2001). Exemplary & promising science programs: United States Department of Education.