PBL

PROJECT BASED LEARNING in GLOBAL CONTEXT using MOBILE TECNOLOGIES

Example: http://ukean.wikispaces.com/ValueHigherEduc This link is designed for my Research and Technology class. Students completed each step of the project in a 3 hour workshop format.

Second example:
 * Using Media Literacy Skills to Teach the Power of Persuasion: Focusing on Mobile Technologies in Education **

Yildiz, M. N. De Abreu, B. McNeal, K. (May 2012). Using Media Literacy Skills to Teach the Power of Persuasion: Focusing on Cell Phone Technology in Education. IRA 2012.

980 Using Media Literacy Skills to Teach the Power of Persuasion Workshop // Dr. Melda Yildiz //
 * Proposal No: **
 * Short Title: **
 * Session Type: **
 * Presenter(s) **

Kean University

Union, NJ // Belinha De Abreu //
 * Co-Presenter(s) **

Drexel University

Philadelphia, PA // Kelly McNeal //

William Paterson University

Wayne, NJ This workshop will commence with all participants being presented with a brief mini-lesson giving them a broad overview about media literacy and 21st Century Skills (2009). Formally presenting this information at the beginning of the workshop will aid participants' ability to fully understand and participate in the smaller group activities that follow.
 * Methods of Presenting Content: **

The second part of the session will be the "workshop" portion. The room will be arranged with 8-10 tables, with each table seating approximately 8-10 participants. Each table will be a "group" and each group will have themed-based (relating specifically to the value of using cell phones in the schools).

All materials will be set up for the groups prior to the beginning of the workshop. Over 10 titles of articles from periodicals will be available to the participants in hard copy at their group's center. For each group, there will be markers, poster boards, workshop handouts, a folder of recent articles and peer reviewed research journals about cell phone use in education (Please see sample article list attached as supporting document). Presenters will walk around continuously and assist the groups.

The goal of each group is to create a variety of media projects which they will use to persuade the Board of Education to allow the use of cell phones in the district (for a multitude of purposes). We will include approximately 10 media activities to choose from. To achieve this goal, each group will work on specific tasks, as a whole group as well as in pairs within the group.

The groups will, at the start of the workshop portion, be given a timetable, need to assign roles, and narrow their topic and roles. They will then be required to complete specific strategic activities related to persuasive writing while also creating media literacy activities. For example, the group may choose to create a storyboard activity for 30 second public service announcement. Each activity also must be completed using a persuasion map which will be printed from Read Write Think website (www.readwritethink.org/files/resources/printouts/persuasion%20map.pdf) and Education Place websites (www.eduplace.com/graphicorganizer/pdf/persuasion.pdf).

The group would then skim the articles, complete the persuasion map and then follow the directions for completing a storyboard while including the relevant information from the persuasion map. When the time was up, they would then do activity two which would be a different persuasive writing strategy and they would then choose to do it with a different media literacy project.

Once workshop participants have completed three projects, the participants will reassemble as a whole group. Group will pick presenter(s) who will showcase their persuasive media projects to the Board. At this time, one member from each group will be elected to the "Board of Education." The Board of Education will then sit in a panel at the front. The persuasive writing rubric (e.g. www.greatsource.com/iwrite/rubrics/Persuasive_Writing_Rubric.XLT) will then be given out (it is given out at this time because it has been found by these facilitators that workshop participants are more creative when not working with a rubric although these facilitator highly recommend when working with K-12 students that rubrics be given out either before the projects commence or shortly thereafter).

Each group will then present their media projects to the Board of Education for review. The Board will then give immediate feedback on their projects and select a group who has the most persuasive reserch based media project.

References:

Great Souce. (2011). Persuasion Writing Rubric. Retrieved from www.greatsource.com/iwrite/rubrics/Persuasive_Writing_Rubric.XLT

Partnership for 21st Century Skills. (2009). Framework for 21st century learning. Retrieved from: http://www.p21.org/documents/P21_Framework.pdf

Read Write Think. (2011). Persuasion Map. Retrieved from http://www.readwritethink.org/files/resources/interactives/persuasion_map/ This workshop will aid participants in further developing their knowledge of how to supporting adolescents' persuasive writing through the use of media literacy projects. The reading and writing of nonfiction as well as the ability to have fluent interactions with periodicals is a literacy goal across all content areas.
 * Educational Significance: **

The learning outcomes of these workshop participants will then positively impact the K-12 students as well as teachers and teacher-candidates these workshop participants regularly interact with and teach. Workshop materials will be reproducible and the periodicals utilized will be listed for the participants on a bibliography that they can then be shared with students, parents, and fellow professionals.

This workshop is highly significant due to its ability to link persuasive writing skills, media literacy education, and mobile technologies in the classroom.

Commercials convince us the target audience to buy a product. In our workshop, participants will engage in media literacy activities to promote cell phone usage in education to a specific target audience as Edwards (2011) refers to, "target audience is a specified audience or demographic group for which media writers create a particular message; these are the people the writer or his/her client wants to persuade to do something."

Edwards, D..E. (2011). 204w: Media Writing:Writing Persuasive Copy. Retrieved from http://www.uncg.edu/bcn/ededward/204/unit7/copy.html The art of persuasive writing is firmly embedded in media literacy education which is at the forefront of 21st century learning. The media persuades as a prime directive for the work that they do. Teaching students about the methods of persuasion will help them understand not only its impact on our society, but to translate it into their reading, writing, and creation of media.
 * Evidence Base: **

IRA Standard Two (IRA, 2004) advocates the "use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading and writing instruction. Traditional print, digital, and online reading and writing experiences that incorporate multiple genres, multiple perspectives, and media and communication technologies are necessary to prepare learners for literacy tasks of the 21st century."

Common Core State Standards Initiative (2010) also attempts to include media and persuasive writing as part of English Language arts & Literacy in History/Social Studies, Science, and technical Subjects. For instance, under College and Career readiness anchor Standards encompass our efforts in this workshop. (e.g. Standards for Speaking and Listening for 6–12 grades. 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively. and 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.)

This workshop will model not only curriculum materials to support reading and writing approaches but specific (21st Century Skills) strategies for working with print and nonprint media.

In the United States, media literacy education is based on five key concepts and questions which have been put forth by the Center of Media Literacy. Each of these core concepts and core questions require higher order thinking, which is many times associated with critical thinking (DeVoogd & McLaughlin, 2005). Analysis and evaluation are the fundamental thought processes necessary for media literacy (Tyner, 1998). In the case of media literacy, "analysis" is about deconstructing messages, detecting bias, and propaganda, but also involves the skills of detecting the construction of a wide range of media messages, as well as how they construct reality for the viewer (Buckingham 1998; Tyner 1998).

The key concepts and core questions are as follows:

Concept One and Key Question:

All Media Messages are "Constructed."

Who created the message?

Concept Two and Key Question:

Media Messages are Constructed Using a Creative language with its Own Rules.

What techniques are used to attract my attention?

Concept Three and Key Question:

Different People Experience the same media message differently.

How might different people understand this message differently from me?

Concept Four and Key Question:

Media have embedded values and points of view.

What lifestyles, values and points of view are represented in or omitted from this message?

Concept Five and Key Question:

Media messages are constructed to gain profit and/or power.

Why was this message sent?

References:

Buckingham, D. (1998). "English and media Studies: Making the difference."

English Quarterly, 25(2-3), 8-13.

Common Core State Standards Initiative (2010). The standards. Retrieved from http://www.corestandards.org/the-standards

DeVoogd, G.L. and M. McLaughlin. (2005). Critical literacy: Enhancing students'

comprehension of text. New York: Scholastic Publisher, 5-10.

International Reading Association. (2010). Standards for reading professionals-Revised. Retrieved from http://www.reading.org/resources/issues/reports/professional_standards.html

Moore, D.W., Bean, T.W., Birdyshaw, D., & Rycik, J.A. (1999). Adolescent literacy: A position statement for the commission on adolescent literacy of the International Reading Association. Newark, DE: International Reading Association.

Tyner, K. (1998). Literacy in a digital world: Teaching and learning in the age of information. Mahwah, New Jersey: Lawrence Erlbaum Associates Publishers. During this workshop participants will be introduced to a wide range of media literacy activities which can be utilized to further advance students' persuasive writing skills.
 * Proposal Description: **

Participants will be provided with a wide range of articles on the topic of cell phone usage in the classroom. They will then engage in various groups activities that will allow them to create and develop persuasive pieces engaging in innovative and replicable activities to promote cell phone use in the classroom. The goal of this workshop is to produce numerous persuasive writing strategies through media literacy projects. Literacy and Technology All conferees Beginning Teachers Classroom Teachers Librarians/Media Specialists Reading Teachers/Specialists Researchers Special Education Teachers Teacher Educators Technology Coordinators/Trainers 11 18  Introductory Adolescent Literacy Critical Literacy, Critical Pedagogy Instructional Technology New Literacies (Electronic, Media, Visual, etc.) Writing, Composition
 * Category: **
 * Intended Audience: **
 * Minimum Learner Age: **
 * Maximum Learner Age: **
 * Audience Background: **
 * Keyword: **

__ Periodicals.docx __

In this participatory workshop, members will be:
 * Objective 1 **

1. Introduced to basic strategies of persuasive writing such as making claims, writing big names, ethos, pathos, logos, and kairas. Also included will be how to use a persuasion map with media literacy activities and using persuasive writing rubrics to evaluate media literacy activities.

PRE-PRODUCTION: Focusing on reading, media literacy skils- de-construction skills 2. Engage in a wide range of media literacy activities through storyboarding: logo making, commercial storyboarding, ad making, creating fliers, webpage making (front page of a blog or a wiki), and creating “tweets.”
 * Objective 2 **

PRODUCTION: Focusing on persuasive writing skills 3. Working in groups creating media literacy projects which will then be presented to the whole group as well as a mock panel of “Board of Education Members” (who are actually workshop participants). These projects will attempt to persuade the Board of Education to allow the districts schools to utilize cell phones in the classroom.
 * Objective 3 **

POST-PRODUCTION: Focusing on speaking-presentation skills