Final Projects

In the document I emailed you called "Class Work" you were asked to:
"Plan and develop a project that you can apply in your work/learning environment and will enhance learning for your learners (students, colleagues, parents, employees etc.) through ICT (information communication technologies). Begin to “try” some aspects of the project with your intended participants to see “what happens if/when….”. The purpose of this initial “trying something” with participants is to gain a sense of the possibilities, challenges and considerations for implementation."

The ICT Project Rubric identifies the following as level 5 criteria:

  1. Overview of Your Project (5) - Provides significant, creative and interesting overview and rationale to project; clearly identifies purpose of ICT; demonstrates strong connection to learners.
  2. Description of Learning Outcomes (5) - Provides a well-articulated description of participant learning outcomes; indicates how project content relates clearly to learning outcomes
  3. Initial Implementation Feedback & Reflections (5) - Provides evidence of initial implementation such as feedback from colleagues or learners; shows how feedback from learners has been used to plan for future implementation; reflection on feedback illustrates depth of thinking and insight.
    Feedback can be gathered in audio, text or other media.
  4. Organization (5) - Information is highly organized; navigation is clear to diverse learners
  5. Effective Use of ICT to Support Diverse Learners (10) - Information clearly relates to purpose of learning; 3 or 4 unique, creative supporting details and/or examples are used which add interest to reader (while this was the original criteria I realize that each project is unique and this criteria does not necessarily apply to all kinds of projects. My main interest is, have you been able to provide more than one way for your learners to interact with ideas and information through more than one form of media?)
  6. Spelling, Grammar & Citations (5) - There are almost no grammatical, spelling or punctuation errors; All sources, media, etc. are accurately documented; Variety of resources/sources used.
  7. Critical Friend Feedback (5) - Strong evidence of learning and growing from critical friend feedback
Complete Project Rubric

Critical Friend Protocol

The purpose of a critical friend is to receive "thoughtful feedback" from a peer so that you can "engage in direct, honest, and productive conversations with colleagues about the complex art of teaching." (Bambino, 2002) In this case, teaching with the use of the Internet and Web 2.0 technologies. The feedback is intended to help you deepen and improve your work and that your critical friend will have a better appreciation of the work you do in your context.
  1. Partner up with someone from the class that your trust to be your critical friend, and for whom you will be their critical friend. We want to try to work this so that everyone ends up with a critical friend. You may be a pair or you may have a group of three where each of you is a CF for another in the group. If you designed your project as a group, please try and arrange to have critical friends outside of the project group.
  2. Provide your critical friend with your project address. Make sure this also includes your overview, description of learning outcomes, and initial implementation feedback and reflections. (If you were part of a group project, each critical friend will examine the above pieces as well as your specific piece(s) of the project and not necessarily the whole project).
  3. Critical friends will examine their partner's project making note of questions for clarification and points for discussion. Keep in mind the criteria for the projects as outlined in the Major ICT Project rubric.
    Share feedback with your critical friend through a shared Google Doc (share with the partner for text discussion), in an email or in a Skype conversation. The choice is yours. Whatever you choose I need to receive some indication by email or Google Doc sharing ( what you discussed and the feedback you provided.
  4. Keep in mind the contents of the course you have participated in. We began by examining who we are as learners but also who our learners are. We have examined learning theory and have explored tools on the Internet that provide a variety of ways to learners to take in and interact with information and ideas. We wanted to find new ways to use current technology tools to enhance learning or support learning for students, colleagues, parents, the community or other professionals with whom we work.

Critical Friend Resources:

Bambino, D., (2002). Critical Friend.
Critical Friends Protocol from Brown University.
Hudson, J. and Gray, J.(2006). Renewal Through Collaborative Inquiry: The Critical Friends Process

Links to Final Projects

Link to Project
Critical Friend(s)
Lorretta B.
Walter Smith
Timothy B.
Laurette C.
Arlene H.
Middle Years PD on Blogs
Cheryl M.
Duane H., Darrell N., Brent K.
Darcy H.
cheryl h
Cheryl H.
JoAnne K.
Rheda M.
Cheryl M.
Pamela S.
Rosalena S.
Walter S.
Walter's Final Project
Walter's S. Major Part 2
Walter's Wiki
Jim S.
Jim's Project
Duane H.
Timothy B.