James and Hayden have decided on the following division of the project to ensure that it is completed efficiently and effectively.
Stage 1 – Brainstorming/idea stage (first 2 weeks of project)
Joint
We undertook the initial stages of design and development in a very open brainstorming style approach. This enabled our group to explore the diverse range of technologies and subject areas in which we could create our ‘Webquest’. Having an open dialogue at this stage meant that we were all free to suggest changes to the themes and ideas and to come up with the general ideas which would underpin our project.
By working on this stage together we were able to reach common objectives and resources which we both agreed would be of use in the ‘Webquest’ for the students. In essence this stage sets the ground work for the future stages and was designed to encourage how best to use the resources we have to get the students involved in the learning process.
Stage 2 – Early Web-set –up (second and third weeks of project)
Joint
The initial setting up and design of the Weebly page was done in a combined manner. This stage was largely procedural as it needed to comply with the assessment criteria. We also used this time to do some early artistic modifications to the website to ensure that it looked appropriate for the subject area.
By combining this portion of the project (as in stage 1) we built a common foundation on which we can build the rest of our project. At this stage of the project only minor modifications were made beyond the template the intention being to explore how it was going to all fit together in a practice.
Stage 3 – creating project goals and draft responses to the assessment outline – (by 12 May 2016)
James
James is to create our project goals and set out the basic responses to the assessment outline. From the early work we did James agreed to compile a list of basic responses to each of the assessment areas, to ensure that we covered all the required areas of the assessment. By having James do this (and essentially act as the co-ordinator for the future planning) we had one person who was in charge of the project as a whole and who ensured that both students were working towards the common project goal.
At this stage of the project, we had our concepts laid out and James put them into a cohesive plan so that we could work together in a cohesive group.
Stage 4 – Implementation (work meeting on 16 May 2016 and finished by 18 May 2016)
For Stage 4, which was in essence the implementation of our planning to date on the Weebly page itself we divided the roles (essentially in a random pattern) to ensure that each member of the group carried, as far as possible, an equal workload.
James
James is to complete the mindmapping of the project which in a brainstorm style is to show our objectives of the lesson and tie them into the Curriculum objectives for both science and ICT.
The Integration statement, showing how we intend to integrate the ICT tools into our project and how the students will benefit from the differing forms of technology. He will also show how by using the technology we can create formative assessments without the students thinking that they are under pressure and also summative assessment which we hope will be enjoyable as well as informative.
Hayden
Hayden will develop our Joint Statement (to be reviewed by James) as to our group’s intention in creating the ‘Webquest’. Hayden will also address the issues surrounding the assessment piece and the unit as a whole.
Is to review and compile the project plan so that it meets the requirements of the assessment objectives. This will also be done to ensure that each member knows their responsibilities for the group project.
Jointly
We intend to develop the FPD in conjunction with each other. By doing this part of the project together we hope to ensure that the lesson planning and development will be seamless and flow without differences in style and technique. We also believe that this is one of the more important parts of the assessment (and will help us with the publishing stage of 3b) and that it would therefore be of benefit to us both if we worked on it together.
The FPD is the last part of assessment 3a that we intend to do as that way we have our ideas firmly set out and we can implement a cohesive plan to teach the students using the resources and techniques that we have set out in the earlier stages.
Stage 5 – Review (16 May 2016 - 19 May 2016)
Jointly (and independently)
We intend after stage four of our project to each individually review the work that has been produced by the group to ensure that we cover all aspects of the assessment and that we have complied with the academic requirements of the University of Notre Dame Australia. At this stage we will also be inserting our references and proofing the work to ensure that it is of a high quality.
Stage 6 - Develop the SGA (19 May 2016 - 26 May 2016)
Jointly
We will both develop the SGA activity implementing some of our ideas into a format suitable for the 20min proposed lesson on 26 May 2016. The intention is to get the class to create (using ICT resources) a meaningful representation of the Circulatory System. Further details will be worked out closer to the date
Stage 7 - Review and implement the full Webquest (26 May 2016 - on)
Jointly
To review and develop the basic implementation of our FPD in the form of a Webquest which would be suitable to be used in a classroom.
.
Stage 1 – Brainstorming/idea stage (first 2 weeks of project)
Joint
We undertook the initial stages of design and development in a very open brainstorming style approach. This enabled our group to explore the diverse range of technologies and subject areas in which we could create our ‘Webquest’. Having an open dialogue at this stage meant that we were all free to suggest changes to the themes and ideas and to come up with the general ideas which would underpin our project.
By working on this stage together we were able to reach common objectives and resources which we both agreed would be of use in the ‘Webquest’ for the students. In essence this stage sets the ground work for the future stages and was designed to encourage how best to use the resources we have to get the students involved in the learning process.
Stage 2 – Early Web-set –up (second and third weeks of project)
Joint
The initial setting up and design of the Weebly page was done in a combined manner. This stage was largely procedural as it needed to comply with the assessment criteria. We also used this time to do some early artistic modifications to the website to ensure that it looked appropriate for the subject area.
By combining this portion of the project (as in stage 1) we built a common foundation on which we can build the rest of our project. At this stage of the project only minor modifications were made beyond the template the intention being to explore how it was going to all fit together in a practice.
Stage 3 – creating project goals and draft responses to the assessment outline – (by 12 May 2016)
James
James is to create our project goals and set out the basic responses to the assessment outline. From the early work we did James agreed to compile a list of basic responses to each of the assessment areas, to ensure that we covered all the required areas of the assessment. By having James do this (and essentially act as the co-ordinator for the future planning) we had one person who was in charge of the project as a whole and who ensured that both students were working towards the common project goal.
At this stage of the project, we had our concepts laid out and James put them into a cohesive plan so that we could work together in a cohesive group.
Stage 4 – Implementation (work meeting on 16 May 2016 and finished by 18 May 2016)
For Stage 4, which was in essence the implementation of our planning to date on the Weebly page itself we divided the roles (essentially in a random pattern) to ensure that each member of the group carried, as far as possible, an equal workload.
James
James is to complete the mindmapping of the project which in a brainstorm style is to show our objectives of the lesson and tie them into the Curriculum objectives for both science and ICT.
The Integration statement, showing how we intend to integrate the ICT tools into our project and how the students will benefit from the differing forms of technology. He will also show how by using the technology we can create formative assessments without the students thinking that they are under pressure and also summative assessment which we hope will be enjoyable as well as informative.
Hayden
Hayden will develop our Joint Statement (to be reviewed by James) as to our group’s intention in creating the ‘Webquest’. Hayden will also address the issues surrounding the assessment piece and the unit as a whole.
Is to review and compile the project plan so that it meets the requirements of the assessment objectives. This will also be done to ensure that each member knows their responsibilities for the group project.
Jointly
We intend to develop the FPD in conjunction with each other. By doing this part of the project together we hope to ensure that the lesson planning and development will be seamless and flow without differences in style and technique. We also believe that this is one of the more important parts of the assessment (and will help us with the publishing stage of 3b) and that it would therefore be of benefit to us both if we worked on it together.
The FPD is the last part of assessment 3a that we intend to do as that way we have our ideas firmly set out and we can implement a cohesive plan to teach the students using the resources and techniques that we have set out in the earlier stages.
Stage 5 – Review (16 May 2016 - 19 May 2016)
Jointly (and independently)
We intend after stage four of our project to each individually review the work that has been produced by the group to ensure that we cover all aspects of the assessment and that we have complied with the academic requirements of the University of Notre Dame Australia. At this stage we will also be inserting our references and proofing the work to ensure that it is of a high quality.
Stage 6 - Develop the SGA (19 May 2016 - 26 May 2016)
Jointly
We will both develop the SGA activity implementing some of our ideas into a format suitable for the 20min proposed lesson on 26 May 2016. The intention is to get the class to create (using ICT resources) a meaningful representation of the Circulatory System. Further details will be worked out closer to the date
Stage 7 - Review and implement the full Webquest (26 May 2016 - on)
Jointly
To review and develop the basic implementation of our FPD in the form of a Webquest which would be suitable to be used in a classroom.
.