Group Project: Beth, Maria, & Henry

Beth Howlett, Maria Schenk, & Henry Coates

ELP 510

Group Project

Dennis Schultz

 

Web-based Course Design: Collaborative Web Development Team Project

 

This project will involve learning to:

Use control structures for decision-making

Use looping structures

Use functions

Design and create a database (MySQL)

Connect to a database and perform SQL queries to insert and retrieve data

Use session variables

 

Project Deliverables

Project Proposal
Database Model

Site Architecture Diagram
Final Project & Web Presentation

 

Course Structure:

 

The learners in this course will be broken into small groups to work collaboratively on the assigned project. Upon being assigned your group, members are required to meet (synchronously or asynchronously) to choose one of the three project options, distribute responsibilities, set project goals and a time line. By the end of the first week of class, each group must email the instructor their decision on a project type and a "learning contract" detailing each individual's responsibilities. An additional class-level discussion forum Q&A moderated by the instructor will be available throughout the class to support learners across groups as they complete their projects. Final projects are due during the final week and will be subject to a peer review process.

 

Basic Guidelines:

 

As a team please choose one of the following projects to complete:

 

Project Assignment & tracking system

    Database to hold all employee information and assigned projects

    Page to enter tasks and assign task to a specific employee

    Way for employee to log in and see assignments

    Way to notify employees of new assignments

    Way to change status of assignment

    Way to view closed or open assignments

 

Search engine – data storage and retrieval based on specific keywords

    Database holding books or articles with keywords

    Page to enter search terms

    Page to add additional info into database

    Page to view all items

 

Knowledge/Content Management (e.g. – Site that gathers information about reptiles or amphibians)

    User registration page

    Page that allows users to post new information

    Page that displays all information related to a specific reptile or amphibian

    Page that lists all animals in the database

 

At a minimum, your project must include:

1. A database with at least three tables.

 

2. A form that requests information and a processing script that validates that appropriate data has been entered into the form and then inserts data into the database. The processing script will validate submitted data and us a control structure to determine if the user has filled out the form correctly.

 

3. A page that queries the database and displays a listing of all of the entries in your database (e.g. - a listing of all the models). Use some type of looping structure to print out this information.

 

4. A Main Menu that provides links to all other pages of your site.

 

5. A page that displays a subset of the data in the database (e.g. – only the appointments for a specific model).

 

6. A login form. The processing script will validate that appropriate information was entered into the form. The database will be queried to ensure that the user is in the database. If the user is authenticated, he/she will be redirected to the Main Menu.

 

7. Session variables to store information that you will need as users navigate from one page to another (e.g. – user id, name, etc.).

 

8. SQL queries (at least one INSERT, one SELECT, one SELECT query with a WHERE clause, and one join query).

 

Format all web pages so that they look attractive/professional and follow the practices you have learned in previous courses. Provide links where necessary to allow users to move from one page to another (e.g. – Return to Main Menu). Store your database connection information in a script located somewhere other than public_html. Include this file in all scripts that will access the database.

 

Course Evaluation:

Each student will be evaluated according to their deliverables and through a peer review process. Individual participation and group projects will both be subject to peer review. All evaluations will use a likert-scale scoring rubric and all peer review will be conducted anonymously.

 

Instructor (75%):

• Group projects will be scored according to a point scale. Each of the listed required items is worth 10 points each.
  

 

Peer Review (25%):

• Group projects will be subject to peer review via an online survey which offers a likert-style scale for the databases appearance, utility and filiality to the course's stated minimum requirements. The survey instrument can be previewed here: http://www.surveymonkey.com/s/3KW9WQ5
  
• Individual members of each group will be rated anonymously by their peers on a likert-style scale for their level of participation, ability to stay on task and general quality of work submitted.
  

 

 

 

Monica, Renae, and Birgit - Lesson on Online Collaboration

Online Collaboration

By Monica, Renae, Birgit

This experiential lesson is aimed at university education students, in groups of four. The objective of the lesson is to teach students how to be online collaborators by experiencing the process themselves in order to complete the project.

The group project is to create an online entity about online collaboration. The online entity will document the experienced process of collaboration and subsequent lessons learned, such as:

• What is collaborative learning?
• Why might collaborative learning be important or useful?
• How does one collaborate?

Task 1:

As a learning group, decide how your group will communicate in order to complete the tasks below.

Once your group has decided which communication device you will use, then decide which online entity your group will develop (www.blogger.com , www.wikidot.com , www.webs.com , www.facebook.com/page).

Once the group has decided which entity it will create, decide how it will be created, and create it.

As a group, form a consensus about initial, introductory content to post, and post it.

1. Write a brief description of your group’s process of decision-making.
2. Email your description and the link to your online entity to the instructor.

Task 2:

Individually, find two articles relating to the importance of collaborative learning. The articles should be focused on research and/or development of online collaboration as a learning tool. Complete the following on the site your group chose above:

1. Post the links to both of the articles.
2. Write a brief summary of each article.
3. Write a short description about why you selected each article.
4. Respond to all of the team members posts.

Task 3:

Write a self-reflection about the project. Include your response to the following questions.

1. Provide a clear definition of collaborative learning.
2. What was your initial response to working as a group online?
3. Did you feel all peers participated in the group work effectively?
4. Which online tools did you find most effective, or ineffective, in collaborating online?
5. How might you use online collaboration in future lesson planning?

Assessment & Evaluation

The instructor will evaluate each group and individual using the following rubrics. The group work will be assessed based on: the group report about decision-making from task 3, the instructor’s evaluation of the online entity, as well as the peer evaluation reported from team member’s self-reflections. Each individual’s work will be assessed in regards to participation in the online forum created as well as the individual’s self-reflection.

Group Work - Collaborative Learning Online Resource

CATEGORY	4	3	2	1
Report of Decision-Making Process	The process is described clearly, included all group members, and work was divided fairly.	The process is described clearly, included most group members, and work was divided fairly.	The process description is unclear. It reported most group members participation, but the work was not distributed fairly.	It is unclear how the group made decisions. It was reported that only one or two group members participated in decision making.
Links posted by team members	All links point to high quality, up-to-date, credible sites.	Almost all links point to high quality, up-to-date, credible sites.	Most links point to high quality, up-to-date, credible sites.	Less than 3/4 of the links point to high quality, up-to-date, credible sites.
Content – online entity resource	The site has a well-stated clear purpose and theme that is carried out throughout the site.	The site has a clearly stated purpose and theme, but may have one or two elements that do not seem to be related to it.	The purpose and theme of the site is somewhat muddy or vague.	The site lacks a purpose and theme.

Individual Work – Collaborative Learning Online Resource

CATEGORY	4	3	2	1
Response to team members’ posts	Responds to all team member’s posts critically and in a respectful manner.	Responds to some team member’s posts critically and in a respectful manner.	Responds to some team member’s posts in a disrespectful manner.	Does not respond to team member’s posts.
Self - Reflection	Responds to each question in a thoughtful manner. Develops plans for future lessons.	Responds to most questions. Develops plans for future lessons.	Responds to most questions.	Responds to only some questions.
Analysis of Group Effectiveness	Analyzes the effectiveness of the group, and makes suggestions to make it more effective.	Analyzes the effectiveness of the group, and works to make the group more effective.	Analyzes the effectiveness of the group.	Analysis of group effectiveness is missing.

Donna's Biosketch

I would definitely describe myself as a non-traditional student.  I grew up in a story telling culture with family from the Appalachian Mountains as well as Native American family.  I am a visual/audio learner.  However I realize that I began college using a manual typewriter nearly 30 years ago and now I am on Blogger and D2L.  I can compare my fear of new technology with that of going to the dentist.  The fear and the anticipation is always greater than the actual experience.  However new technology is a lot more fun once I learn it.

I am a single mom with two sons.  My oldest son, Brandon is a grad student at PSU and is heavily involved in ASPSU testifying in Salem and on the PSU dragon boat team.  My youngest son, Jacob is a 4th grader and has taken several animation classes with OMSI and Hollywood Theater.  He just published a video to the internet and was very happy to get a couple hundred hits.  My sons are usually who I go to when I need help with technology.

I am a support person at PSU.  In the past I have worked on several political campaigns and would say that given today's technology I think I would have had a few more wins if I could have utilized the fundraising and educational technology available today.

I am very interested in working with persons with disabilities and people like me who find new technology challenging.  I love the diversity and variety of resources and tools available now online that can help anyone who is willing the opportunity to connect via classroom.

Monica's Biosketch

I have been an elementary teacher for the past 15 years. My Master’s degree is from George Fox University, and Bachelor’s from PSU. I have also taken many courses through the graduate education program at PSU over the past 10 years. Currently I teach the 4^th grade at Chehalem Elementary in Beaverton. I have been at this school and with the Beaverton School District for the past 11 years.

E-learning is something that has really peaked my interest. My reason for taking this class (and hopefully eventually attaining the E-learning certificate) is twofold. First of all, I work in a school where many children are in poverty and/or ESL, and I feel that it is important to introduce my students to technology and web resources as much as possible. They do not have the same access to these resources as even an average middle class child might. I want to learn more myself about Elearning in an effort to help them. I have worked to try to incorporate technology into my classroom instruction as much as possible, and I find it an incredibly engaging way to teach. However, I need to learn more about current practices.

In addition, I am taking this course because of my personal interest in teaching at the college level. I’d like to be involved in higher education eventually as well as education reform. I may take a leave in the next year or so, and would like to explore the opportunities in teaching online courses that may be available to me.

I am really looking forward to E-learning.

Hi, my name is Maria Schenk. I have an M.S. in Computer Information Systems and have worked in higher education since 2005. I have been assigned to work on projects that involve classroom-based and online instruction and very much enjoyed those experiences. I have always been interested in distance learning and would be happy to attain a position in the e-learning field.

Currently, I am working on the Northwest Tribal Vision Project at Legacy Health Systems. This project involves the development of an application that will be used to enable ophthalmologists at Legacy Good Samaritan Devers Eye Institute to treat Native Americans in Pendleton, Oregon and Wichita, Kansas. The main part of the project should be completed in about 3 months. I enjoy working on application development, but I also enjoy interacting with people. That is why I like teaching and working with students.

On a personal note, I enjoy being outdoors (especially near water-lakes, rivers, etc.). I love camping and being in peaceful surroundings (away from work) and spending time with my family. I am also an animal lover and I like to crochet. :)

Beth Howlett joins the class

My name is Beth Howlett and I am currently adjunct faculty and part-time staff at the Oregon College of Oriental Medicine (OCOM). I wear lots of "hats", but for the purposes of this course, I am enrolled for professional development training in support of my work as continuing education coordinator. I am also a graduate of the college's Master's program and a licensed acupuncturist practicing in Portland, OR.

I began my study of Chinese in 1994, enticed by the prospect of learning a language with no verb tenses. This initial curiosity developed into a passion for Chinese language and culture and an undergraduate major in East Asian Studies at Bryn Mawr College. After graduation, I participated in Princeton-in-Asia’s teaching intern program and represented them as an English instructor at a vocational college in Ningbo, China. In 2008, I traveled there for a third time on OCOM’s Study Abroad trip to Nanjing College of Traditional Chinese Medicine (TCM). Starting in 2010, I coordinated and led the trip as an adjunct faculty member and began mentoring a group of Master's students on translation work for the Kam Wah Chung Co. museum in John Day, OR..

I work at the college in a staff capacity as an admissions, community and continuing education coordinator. I have orchestrated and participated in numerous seminars, demonstrations and lectures on the subject of Chinese Medicine. I am incredibly passionate about increasing opportunities for the public and practitioners alike to learn about TCM. Online instruction is an important part of that work, particularly when it comes to the development of a relatively small and geographically diverse professional population.

Finally, a note about the photo. I make no claim to be a "celebrity doctor." This image was taken of me in Nanjing last year on my clinical rotation in their main TCM hospital. We were observing a handful of experts, who become "celebrities" by a humorous twist of translation.

Nancy's introduction: Here's a photo of me (with glasses) my husband (holding leftovers from lunch) and a friend outside the Philippine restaurant we ate at in Seattle. My husband is from the northern Philippines, and we have been living there for the past seven years - just moved to the Portland area last year. In the Philippines, I did some freelance writing and training, but wasn't really working full time. Now we are in Oregon, and I am working full time as an administrator in a small private college, Birthingway College of Midwifery, and my husband is the one trying to freelance. My long term plan is to find work I can do online so that we can both live and work in the same place. I have taught cross-cultural communication, both F2F and online, and have been working on a longer course in multicultural diversity through these E-learning courses at PSU. This quarter, I'll also be teaching a course F2F in understanding statistics in medical and scientific literature for first-year undergrads. Should be an interesting challenge!