Final Wicked Problem Project

The Wicked Problem Project helped me to look at a need in my classroom and create a solution that wound up being some of my students' best work. To learn more about my Wicked Problem Project, you can read earlier blog posts or view my screencast below.

The Problem
The problem that I encountered in my classroom with technology occurred with a research project that my students write and present each year. The only limitation with this assignment is that the topic must be based on Gandhi's quote, "You must be the change you wish to see in the world."  From that, students are encouraged to think about a local, national, or worldwide problem that they truly want to see change. This has consistently been a valuable research project that has helped the students to look beyond themselves and their own needs. I am always impressed with the depth in which they explore their topics and what they learn from them. After all that researching, I feel it is important for the students to share with each other what they have learned about this problem and what solutions are possible. In the past, each student has created and presented a PowerPoint to share information about their paper. After two years of having presentations done this way, I learned that no matter how interesting the topic, all of us become bored after seeing slideshow after slideshow regurgitating information from their paper. I knew there had to be a better way to approach these presentations. The real educational problem faced is that students presenting and those viewing were not getting much benefit from the presentations. I wanted the presentations to be a meaningful learning experience for all involved.


The Solution

The solution to this problem was to have students create public service announcements (PSAs) to present the research as a problem that can be solved through public action. Such a project would be more authentic for both those presenting and those viewing. It also allowed students to be creative in their approach. They could combine a variety of methods, voiceover, video, text, music, and/or images, to get their message across. Each presentation was unique in both the topic and how it was presented, which created an engaging experience for viewers as well.

I knew this project would be considered successful if students were able to critically analyze the information from their research papers to create a public service announcement video that met the criteria I gave them. Another indicator of a successful project was, if all students, both creators and viewers were engaged throughout the presentations.

TPACK


How was technology used with the various types of instruction?

The flip camera and iMovie software were both introduced using a variety of pedagogical strategies. Initially, all students were introduced to both in class and through guided instruction, they got a basic idea of how the tools worked. After the initial class discussion, students were given time to explore the technological tools on their own or through collaborative learning when needed. This time to work hands on with the tools was crucial to gaining an understanding of how to operate them.

How does technology make the content more accessible to the students?

Without the video cameras and iMovie software, the students would not be able to create such moving PSA's. Really, the only other option for PSA's would have had to be through PowerPoint, which lacks the music, recording, and voiceover tools, or through live performances, which likely would not have been as moving. These two pieces of technology made it so that students could get their message across while making a lasting impression.


How do the pedagogical strategies make the content more accessible to those creating the PSA's?

The pedagogical strategies, guided instruction, independent, hands-on learning, and cooperative learning gave the students time and a way to analyze their research papers and decide on the most effective way to present the information to the public. By working with peers at times, they were able to discuss their ideas, and by working independently, they were able to create their own visions for demonstrating their research topic.

Professional Learning Plan

You can view my professional learning plan below:

Group Leadership Project

View our group leadership project here:

I had the pleasure of working with three other middle school teachers to create our group leadership project. We focused on how to use wikis as a collaborative tool in the classroom. Although our first meeting on Vyew was a bit of a calamity due to technical issues, subsequent meetings went great. Everyone contributed and worked very hard on their assigned portions of the project.

We created our storyboard and script using Google Presenter. It was a great format for us to all collaborate and communicate. Debbie recorded the script on both Screen Cast-o-matic and Audacity. To create the final project from our storyboard, I used iMovie. It was my job to edit and finalize our project. I suggested to the group that I use iMovie because of my familiarity with it. Everyone agreed that it was best to use software that I knew well for a project of this length. I think the features of iMovie are best for the tutorial format as well. I was able to add music, transitions, sound effects, edit the voice recording, edit the individual storyboard images, upload to You Tube, etc. all using iMovie.

While developing the iMovie, I learned more about the software than I previously knew. I learned how to use the precision trimmer, how to fade in and out using sounds, how to overlap sound effects with music, how to edit and insert transitions, and more. It seems that every time I use iMovie I learn something new and it is generally through trial and error (or that handy little help button). One thing I still need to figure out is how to work on effects on all images. iMovie is automatically set to Ken Burns effect on images, which often cuts off parts of the picture. I had to go through all 45 slides individually to either edit the Ken Burns effect or eliminate it. I'm sure there is an easier way to do that.

If we were to develop the same project again, I would have the script reader, Debbie, record portions of the script instead of all at once. I would have been able to play around with slide lengths and transitions more if the recording were done in different segments. However, I'm sure that, too, is something I could do on iMovie if I knew the software even better. As a group project though, I thought that this went very smoothly. Although we all have very busy lives and schedules, especially near the end of the school year, people made it a priority to meet and get their portions of the assignment done by the deadline. I think the entire group did a great job and I am very glad I got a chance to work with each of them!

Group Leadership Project Part B: Script and Storyboard

For our group leadership project we have met quite a few times on Google Docs to discuss plans and edit the presentation together. Everyone has made a very conscientious effort to diligently work on their role and have it done by the deadlines we've set in place. Also, everyone has been willing to make changes to what they did if other group members suggested it.

At the beginning stages I was worried about my level of participation because my real work would not begin until after the script and storyboard were done. However, there were a few tasks that I was able to help with in creating both the storyboard and script. I was able to add images to slides that would enhance the presentation and I created a Wordle for the last slide to tie all of our concepts together. I also edited a few parts of the script and offered feedback. The main creation of the storyboard was split between Stacy and Allyson, while the script was a collaborative effort, but largely written by Debbie. Debbie then recorded the script and sent it to me. This is where my real job came in. I uploaded all of the images and the recording to iMovie. I then needed to match the sound to the slides (Debbie also used Screen O Matic, but I wasn't sure how to add music, transitions, etc. to that so I stuck with iMovie). It was a time consuming process the way I did it and I'm guessing there are quicker ways, but it got the job done. I will now be adding in the transitions, music, sound effects, etc. and uploading it to You Tube.

I think the group worked very well together and did a great job of meeting self imposed deadlines. Everyone in the group is very thorough and hard working and I think it shows in the presentation. I'm looking forward to having the final presentation completed so we can all see our hard work in a finalized format.

To view the storyboard and script, click here: 
https://docs.google.com/present/view?id=dgxr43w2_34cct369fq or scroll through the presentation below:

Mobile Learning Lab

I was very excited that we would be learning about mobile learning in the classroom. As I've said before, each of my students is given an iTouch at my school. This was our second year implementing the iTouch for every student and it is still a learning process for me. I often feel like I am just not doing enough with the iTouches. Often when I tell people that every student in my school has an iTouch, they tell me they would just love to have that in their school. While my students do use them for researching, blogging, notes, and warm ups, I just know there is so much more I could be doing. I know there are so many apps out there I could be utilizing better and I always mean to use them for both listening to and creating podcasts, but have never found the time. The iTouches have been as much a learning process for the teachers as they have been for the students. This lab excited me because I knew I'd be getting more resources regarding this topic that I could explore and bookmark. I was not dissapointed. The information on practical ideas for using cell phones in the classroom provided some really great, fresh ideas. I was happy to see that I already do or have done most of the ideas listed in the 10 tips article. However, in the 25 tips article there were really great ideas and projects. However, most of them required a camera or video and the majority of our students' iTouches don't have these (unless they are using their own iPhones, some have signed a special contract to do so). I love the idea of treasure hunts using mobile devices and many of the group project concepts. Although I can't use camera/video, I can adapt many of the ideas presented in that article to benefit my students.

I thought the information about Poll Everywhere was a really neat concept. I also found that it was incredibly quick and easy to make, so I see how it could be really useful in the classroom. My students aren't allowed to have cell phones out (unless they signed the iPhone contract), so Poll Everywhere wouldn't really work for me, but I utilize Google Forms in a similar manner with their iTouch devices.

I really enjoyed the information on Flip video cameras as well. While I used Flip cameras for my Wicked Problem Project, this information gave me many new ideas for ways to integrate the cameras more. My students just finished a career project and one of the suggestions on the site was to have students film mock interviews. This could have tied in nicely with this project. It also mentions recording students reading what they have written and publishing it on a website. I can imagine that the parents of my students would love to see their kids reading their original works. One of the biggest complaints I hear from parents of my 8th grade students is that their children never tell them what's going on at school or share their work with them. I can imagine this would give them that opportunity to connect with their teens.

Overall, this was one of the most useful labs I've encountered in this course because so much of the information can be utilized in my classroom. I was bookmarking sites like crazy as I read them so I can put this information to use next year.

Wicked Problem Project: Part D- Findings and Implications

My Wicked Problem Project has been completed and was truly a success!

Formative:

The project did get implemented as planned for the most part. Students created PSA's using the guidelines that I gave them. Overall, I was very impressed with the creativity displayed by all of the students and with how they were able to present their PSA's using the flip cameras. I followed the plan I made step by step, although I did run into timing and technology issues. Many students needed more time than I could give them and we really needed more Mac computers so that more students could edit their videos at the same time. These challenges were still worth the product that students created. I think students truly benefited from turning their research into a persuasive PSA. I look forward to using this project again next year.


Summative:

It was clear that students learned from this project and that the original problem I mentioned in part A has been solved. My problem at the beginning of this project was that I thought students weren't learning from their presentations of their research papers. If anything, the presentations became tedious and viewers began to tune them out. I felt that both the presenters and viewers were not learning from those presentations. My plan to solve this problem was to have students create public service announcements about their topics using Flip cameras and iMovie editing software. There is no doubt that this was a more effective presentation strategy. During the creation of the video, students were completely engaged when deciding how to be most persuasive in their message and what their video will look like. Furthermore, when it came time for presentations, I eagerly watched the student viewers' reactions. The videos were only 1 1/2 minutes, but students watching were immersed in the videos. Afterwards they had excited comments or questions for the presenters about the topics. I had students take notes on the videos and it was clear they had truly learned from each of the video presentations. Clearly the format of a PSA and the fact that each student was given creative license to film the PSA however they liked, made the presentations interesting and engaging for viewers. I was told by many students how much they liked making the videos and how that was their favorite project of the year. I just wish I had enough cameras and computers to allow all students to create PSA's, not just AIG students.

 

*How would you approach another project of this type differently given what you’ve learned here?
If I were to do another project based off of using the Flip cameras and iMovie, I would spend more time guiding students through how to use iMovie and provide an online tutorial for them to reference. I wound up answering the same questions about iMovie software over and over again, which could have been prevented with a more step by step tutorial. I also might have groups involved in the project instead of individuals. 

* What are the lessons learned that others might benefit from knowing about?

 One lesson I learned from this project was that students need a lot of time to explore and create videos as well as a lot of guidance. At times it felt hectic and I found myself questioning why I chose such a project. I was running from computer to computer trying to answer questions galore, moving out to the halls to check on the students filming, meeting with the tech coordinator to make sure I had mics and more, and giving up my lunch period for weeks to provide more time for students who needed it. When it came time to turn the videos in, there were also problems. This was just for my AIG students. At the same time, I also had my other students making websites, blogs, Glogs, Power Points, and more. I was bound to run into technical and time issues with so many options.
 However, one positive lesson that I learned from this is that it's okay not to know the answers to everything. When I got thrown for a loop because the version of iMovie I was familiar with was different than the version the school computers had, I had to teach myself in front of the students how to use it correctly. Sometimes we searched together for answers and sometimes students were able to teach me what they had learned. It truly was a learning process for all of us, but it can be rewarding to learn along with the students.
Although hectic and time consuming, the value that the students got from the project made it all worth it and I do plan to do it again next year.



* In what ways will you endeavor to do the same project again, and what will you change or not do?

When I use this project again next year, there are some things that I plan to change and that might be beneficial for others to know. For example, the storyboard did not prove useful. If I use it again, I would need to give a sample storyboard. It really became more of a hassle than anything and most kids changed their plans midway through anyways. Also, I need stricter requirements about the script. Some students went into great detail writing their scripts and others did the bare minimum. I think if I had stricter guidelines for that it would make my expectations clearer. As I've said earlier, I also will make sure I reserve more time in the computer lab. Scheduling with other teachers is always a bit hectic. I still loved the project and the videos the students created. I absolutely plan to do it again next year.