Googlemaps
This project crosses many disciplines, but is most applicable to social and physical sciences such as geography, sociology, urban studies.
May also be suitable for civil engineering and computer/technology studies when the concept of GIS is being introduced into the curriculum.
This project was not meant to be a study of Web tools, but rather how Web tools could be used to accomplish a real, usable, and needed goal.
Geography-based visual Web tools for Living Application
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College age and post-college (adult) learners with the following characteristics: some working familiarity of using technology for communication, data analysis, and visual presentation.
This means that the learners will have used at least once the following: email, discussion board, Google or other search engines, spreadsheet and word processing software.
It would also be helpful if learners had some familiarity with Web 2.0 tools, such as wiki and blogs. Instructors in various disciplines may want to include specific learning objectives that relate directly to their courses.
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Lesson Groupings
Teams of 4-5 students each (smaller teams or less teams if the class is small). The instructor will likely assign different pieces of this assignment to different groups. For completion, the entire class will need to be one group. Discussions on trouble-shooting and bringing the pieces together, will involve the entire class.
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This lesson is within a unit on using Web 2.0 Technologies for living application. What that means is that these tools, while interesting in and of themselves, were created for a greater purpose. That purpose is connect people to each other, ultimately expanding people's knowledge of others, decreasing fear of "the Other," and finding common ground. It also solves a very real problem faced by most students at a community college.
Lessons before this one:: Learning to use the Web to locate information through search engines;
:: Learning to use wiki to collaborate and communicate;
:: Basic web page creation using Open Source HTML editor;
spreadsheet, word processing, presentations and email basics for data analysis, recording and presenting information and communicating;
:: An overview of college policies on privacy;
:: An overview of privacy issues and the Web
Lessons after this oneDiscussions about:
:: The use of Web 2.0 tools to collaborate and communicate
:: Opportunities and Issues in using Googlemaps (and other Web tools)
:: How to present findings and a proposal to adminstrators
:: How to sustain the carpooling project over time
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Learning Objectives
After completing this lesson, the student will be able to:
Demonstrate inputting data into Googlemaps to generate information about driver and rider locations
Demonstrate using Googlemap information to connect drivers and riders for carpooling purposes
Express through personal contributions of collaborative writing to a wiki in the creation of a "How To" guide for creating a (Googlemap-based) carpooling map
Publish, as part of a team, a Webpage that informs other students of the carpooling project
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:: Select digital tools or resources to use for a real-world task and justify the selection based on their efficiency and effectiveness.
:: Employ curriculum-specific simulations to practice critical-thinking processes.
:: Identify a complex global issue, develop a systematic plan of investigation, and present innovative sustainable solutions.
:: Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal, social, lifelong learning, and career needs.
:: Design a Web site that meets accessibility requirements.
:: Model legal and ethical behaviors when using information and technology.
:: Configure and troubleshoot hardware, software, and network systems to optimize their use for learning and productivity.
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Materials/Tools/ResourcesAccess to the Carpooling Project WebQuest
Internet connection and Web browser
Access to Googlemaps
Access to spreadsheet, wordprocessing, and presentation software *recommend Open Source software, such as OpenOffice.org
Access to Carpooling Wiki (created and administered by instructor) through pbwiki *privatized for class
Email account *recommend gmail account for this assignment
Make sure to review the tools listed in the WebQuest in order to see what the students will be trying and using.
TimingA minimum of eight sessions in class and an equivalent number of outside of class team meetings. Depending on the technical level of the teams, some may need more time to meet and accomplish tasks.Time spent in class should be for troubleshooting issues and for teams to communicate with one another about phases and aspects of the project.
The amount of time may need to be adjusted to your particular course and needs of the students.
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Scope and Sequence
1. Beginning Discussion: Instructor introduces the idea of the carpooling project.
2. Students review the WebQuest page and engage in an in-class discussion about the questions posed in the WebQuest (see WebQuest for more information).
3. Class, as a whole, brainstorms ideas/answers to the WebQuest question.
4. Class, as a whole, identifies tasks associated with finding answers, researching ideas, establishing communications, and documenting the procedures of the project.
5. Instructor divides students into teams (Instructor may decide to allow students to self-select or may pre-select teams).
6. Teams negotiate which tasks they want to take responsibility for.
7. Teams report to entire class a draft of how they will tackle the task(s) for which they are responsible. The class can provide input on other teams' plans so that efficiency is increased.
8. Teams create a timetable for completion of tasks. This is reviewed with the Instructor and she/he "signs off" on the timetable/plan.
9. Teams meet outside of class: this can be eMeetings, chat, discussion board, face-to-face, email, wiki postings, phone calls, or other Web tools at their disposal. The WebQuest has a list of tools they can use. Teams will be using a variety of Web tools to complete tasks.
10. Teams meet in-class to talk with the Instructor and other classmates to troubleshoot issues. Teams give Instructor updates as to progress toward completion of tasks.
11. Mid-project check in: teams make a semi-formal report on their progress to the other teams during class time. Other teams offer consultation on how various aspects will come together in future. Instructor acts as facilitator.
12. Teams meet outside of class at minimum two more times before next in-class meeting.
13. Teams meet in-class to talk with the Instructor and other classmates to troubleshoot issues. Teams give Instructor updates as to progress toward completion of tasks.
14. Confluence Meeting: teams come back together to mesh completed tasks into a whole. Team representatives are chosen to present proposal to administrators.
15. Class publishes results of carpool project as a Webpage or as a PowerPoint presentation with imbedded Googlemaps, using privacy protection tools to secure information about riders and drivers.
16. Wrap-up Session: Class discusses opportunities and issues in using Googlemaps, how to sustain the project, and next steps. Individuals complete online evaluation/feedback forms for each team member.
16A. Instructor reviews feedback to make sure each person is receiving balanced feedback. Identifying information is removed from feedback.
17. Students summarize the feedback they received from team mates and Instructor uses this as part of the grade.
At the end, the class should produce the following:
A Webpage or presentation with Googlemaps information
A Googlemap with data on drivers and riders
A wiki that is the collaborative effort of all teams as a "How-To" guide
Feedback for all team members and a personal feedback summary
This is a REAL project, intended to present a REAL solution to a problem. At the end of the WebQuest, the students should be prepared, as should you, to present this information to the administration to get support and funding so it becomes a part of the college community's life.
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None
The student... |
Beginning
|
Developing
|
Accomplished
|
|---|---|---|---|
|
Demonstrates ability to input data into Googlemaps by creating a personal example for Instructor's review |
Can identify Googlemaps but doesn't know how to add data to map. Personal example has no data or inaccurate use of data | Demonstrates a Googlemap that has accurate pinpoints and data, however information is not uniform (inefficiencies in data management) | Demonstrates a Googlemap that has accurate pinpoints and data, information is uniform, and data capture is possible |
|
Demonstrates ability to connect drivers and riders in Googlemaps by creating a personal example for Instructor's review |
Personal example has no data connecting drivers and riders | Personal example has data that connects drivers and riders but connections confusing or inconsistent with carpooling goals | Personal example has data that connects drivers and riders, and connections meet or exceed carpooling goals |
|
Expresses through personal contributions of collaborative writing to a wiki in the creation of a "How To" guide for creating a (Googlemap-based) carpooling map |
No presentation or indication that person has contributed to the project wiki | Student's contribution to the project wiki shows quantity but lacks quality | Student's contribution to the project wiki shows quantity and quality. Student took on a leadership role |
|
Publishes, as part of a team, a Webpage that informs other students of the carpooling project |
No presentation or indication that person has contributed to the project Webpage | Student's contribution to the team or project Webpage shows quantity but lacks quality | Student's contribution to the team and project Webpages shows quantity and quality. Student took on a leadership role |
|
Summarizes feedback received from team members about contributions, strengths and weaknesses about being a part of the team (Instructor receives copy) |
Student's summary is not aligned with feedback given by team mates. Instructor verifies there were no mitigating factors | Student's summary is aligned with feedback given by team mates, but no insight given by student about others' feedback of contribution | Student's summary is aligned with feedback given by team mates, and summary about others' feedback of contribution shows insight into personal investment in team |
| Provides feedback to all team members about that person's contributions, strengths and weaknesses as part of the team (Instructor receives copy) |
Student's feedback for team members is unbalanced and confusing | Student's feedback for team members is balanced but some parts are confusing | Student's feedback for team members is balanced, clear, and objective |
Time: after completing the lesson for the first time, the instructor will evaluate whether s/he thought the students had enough time to complete the objectives. This is particularly imporant when measuring time needed outside of class.
Content: the Instructor will review the activities to make sure they relate to ideas of media literacy (see that section). One way to evaluate the particular lesson objectives is to make sure the students understand the importance of making connections between ideas through demonstrating things they've learned prior to this lesson.
Motivation: The instructor will use a feedback form or anecdotal information gathered from discussions about the use of this method and these tools for completing the objectives.
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