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[10.4.1] Designing thematic literature units Instructions by Kathleen Noe, from Teacher Education 521, Seattle University.
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Examples of hypermedia inquiry project work by high school students cited in Beach and Myers:
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[10.4.2] Social Worlds Inquiry curriculum
[10.4.3] Teen Issues [ focus on issues of love, relationships, family ]
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[10.4.3a] Center for Social Media: A Teacher’s Guide to Use of Personal Essay Films
[10.4.3b] Youth Noise: teen sharing about issues
[10.4.3c] Film Your Issue: competitive program to encourage young adults ages 18 – 26 to create 30 – 60 second issue films
[10.4.3d] MIT course: Documenting Culture
[10.4.3e] Syllabus: Laura Stein, University of Texas at Austin: The Social Documentary
[10.4.3f] Syllabus: Andy Opel, Florida State University: Documentary and Social Change
[10.4.3g] Syllabus: Pat Aufderheide and Robin Smith American University School of Communication: Social Documentary
[10.4.3h] MIT course: Expository Writing: Exploring Social and Ethical Issues through Film and Print
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[10.4.4] One of the most useful Web-based resources for devising inquiry-based instruction is the Inquiry web site at the University of Illinois. Not only does this site contain numerous examples of inquiry-based units, but the site itself represents an important media text as a place for a shared community exchange around teaching and learning, as well as addressing community issues.
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Sites on inquiry-based learning:
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[10.4.5] YouthLearn: Inquiry-Based Learning
[10.4.6] Institute for Inquiry [ hands-on activities ]
[10.4.7] How to Develop an Inquiry-Based Project
[10.4.8] George Lucas Foundation: Project-based Learning
[10.4.9] National Science Foundation monograph [ inquiry-based learning ]
[10.4.10] Annenberg Learner.org [ frequently asked questions about inquiry-based learning ]
[10.4.11] 28 questions that teachers can use to promote the inquiry process
[10.4.12] Use of technology such as Inspiration mapping to foster inquiry
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[10.4.13] Randel Kindley, in “Scenario-Based E-Learning: A Step Beyond Traditional E-Learning” argues that students are most likely to learn when placed in situations. Teachers employ what is known as “problem-based,” “case-based,” or “scenario-based” learning approaches to create situations in which students are faced with problems or difficulties they need to address and formulation alternative solutions.
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[10.4.14] Schank, R. (1998). Inside multi-media case based instruction. Mahwah, NJ: Lawrence Erlbaum. In his book Designing World Class E-Learning, Roger Shank argues that learning is most likely to occur when people have to face and deal with problems or issues. It is through learning how to address and cope with problems that people develop new ways of thinking or behaving. He therefore argues that Web-based learning courses based on cases need to include complex problems, conflicts, or dilemmas.
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Sites on problem-based learning:
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[10.4.15] Problem-based learning [ Maastricht University ]
[10.4.16] The Learning Tree: Problem-based learning
[10.4.17] Center for Educational Technologies
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