My diary on learning to Innovate MOOC by Merima Đukić Savić

Module 1

merimadjukic — 2019-07-21 20:22:54 UTC

I have learned difference between a regular project and PBL. I can see its useful becouse students may be engaged into real tasks to find real solutions to a situation.

Module 1.1.

merimadjukic — 2019-07-22 00:02:05 UTC

MOOC "Learning for Innovation" aims to implement classroom-based learning and promotes the education of STE (a) M through project-based learning.

Module1.2.

merimadjukic — 2019-07-22 00:03:45 UTC

Padlet is an excellent tool for thinking about learning.

Module 1.3.

merimadjukic — 2019-07-22 00:04:54 UTC

How can we transform our classrooms to take students out of passive learning and boring environments in the classroom? The answer is project-based learning (PBL). Learning through PBL projects students better and easily overcome the material and learned remains permanently and applicable in everyday life.
https://www.facebook.com/Khurram.Whiz/videos/10213897491985914/?filter=423469358260699&post=471042650339947

Module 1.4.

merimadjukic — 2019-07-22 00:11:25 UTC

STEM is a curriculum based on the idea that students are educated in four specific disciplines - science, technology, engineering and mathematics - in an interdisciplinary and applied approach. Instead of teaching four disciplines as separate and discrete subjects.
What separates STEM from traditional science and mathematical education is a combination learning environment and shows students how a scientific method can be applied to everyday life. He teaches students with computational thinking and focuses on real-world troubleshooting applications.

Module 1.5.

merimadjukic — 2019-07-22 00:13:54 UTC

When we integrate art into STEM, it becomes STE (A) M. Therefore, STE (A) M is an integration of science, technology, engineering, art and mathematics. In my opinion, STE (A) M is the most natural way for students to be more interested in learning. The best pedagogy for learning STEM or STE (A) M is project-based learning.

Here's why?
1.) Real-World
2.) An interdisciplinary approach
3.) Skills needed for success at the workplace 

PBL provides a framework of instructional strategies and content that can be applied and used within STEM or any other electoral area.

Module 1. 6.

merimadjukic — 2019-07-22 00:19:15 UTC

Project learning differs from the traditional one
about the process
student directed
requires collaboration and teacher guidance
based in real word
student make choices
products are presented to an authentic audience
real learning occurs through the project

About me

merimadjukic — 2019-07-23 16:46:49 UTC

My name is Merima Đukić Savić. I work in high school in Bar, Montenegro. I am a professor of biology. My favorite quote is “YESTERDAY I WAS CLEVER, SO I CHANGED THE WORLD. TODAY I AM WISE, SO I AM CHANGING MYSELF.”

MODULE 2. Introduction and importance of 21st-century skills

merimadjukic — 2019-07-28 20:54:09 UTC

What key skills need to be developed by students for the 21st century. How to apply them in the global economy and in the real world.

MODULE 2.1.

merimadjukic — 2019-07-28 21:09:19 UTC

After research and analysis, 6 main educational frameworks designed to improve the development of skills received different responses. However, all are agreed that four skills are necessary to teach.

1. Collaboration and teamwork
2. Creativity and imagination
3. Critical thinking & problem solving
4. Communication
 The approach to learning "project-based learning" is the most adequate method of teaching by which; We can not only prepare students to solve problems in real-world and face challenges, but we can also successfully build these skills.

Hanover’s Education Solutions provide key insights into both academic and administrative functions.

MODULE 2.2.

merimadjukic — 2019-07-28 21:40:36 UTC

21st-century skills are also known as 4C’s of 21st-century skills.

Four C skills are:
1. critical thinking
a. analyze
b. integrate
c. evaluate
d. make decisions
e. solve the problem

2. communication
a. share information
b. listen
c. evaluate
d. they write
e. multimedia messages

3. cooperation
a. They have to work as a team on the project

4. creativity
a. brain storming
b. exchange ideas
c. they represent them creatively

The use of modern technology is necessary and enables efficient implementation of four C skills

https://youtu.be/lNVQNz2Hto8

MODULE 2.3.

merimadjukic — 2019-07-28 22:13:59 UTC

I’ve never let my school interfere with my education.
-Mark Twain
“Never mistake knowledge for wisdom. One helps you make a living; the other helps you make a life.” — Sandara Carey

The school provides students with knowledge, but not how to apply this knowledge in everyday life, practice or work. It is precisely for this reason that it is important to include $ 4 C skills in schools so that students are ready for the labor market after completing their education.

MODULE 2.4.

merimadjukic — 2019-07-29 07:35:33 UTC

Why aren’t life skills taught at school?

Schools continue to function according to old principles, however, children of the 21st century need the skills they will apply in their everyday lives. For example, how to open a bank account, how to rent an apartment, how to save money. All these students do not learn in schools and they will have to learn how to function normally, find a job and become successful. On the SARAH blog www.seekteachers.com you can find many things that separate SeekTeachers from other employment firms in education. However, an important indicator of recognition is the time taken by SeekTeachers Recruiter Consultants to properly prepare and provide teachers with valuable information prior to the interview.

Module 3.

merimadjukic — 2019-08-05 21:01:01 UTC

In Module 3 Learning to Innovate, we will learn how to design a powerful PBL project.

Module 3.1.

merimadjukic — 2019-08-05 21:03:33 UTC

In module 3.1. Having learned from any lesson or project that meets the criteria of what adults want to learn, it can never be a good idea to teach. That's why it's important
to make the project more interesting and inspiring give it an interesting title. The project title can help us set goals for the project. Ideas for project activities can be brainstorming. It is important to align the project idea with the project name, so we will get better results.

Module 3.2.

merimadjukic — 2019-08-05 21:18:13 UTC

If we ask ourselves, how to come up with a project idea? The idea needs to look at problems that have been ignored. A project idea needs to be around real-world problems or challenges. It is necessary to make a list of problems and challenges within your community and look at what can be solved, or at least spread awareness in the community, to address these problems with a solution that students learn after working on the project for a long time. 
(e.g. how to preserve and improve the environment, how this knowledge can be passed on to older students by younger students, how students can influence the local community...)

Module 3.3.

merimadjukic — 2019-08-05 21:27:06 UTC

The PBL project must be integrated and multidisciplinary. A minimum of 2-3 subjects are recommended, and if you include more subjects in the project, it will become more interesting. Initially, it is recommended that we start with a small project, and only later to prepare slowly for larger projects. The design and implementation of small projects will help us better understand the effectiveness of project-based learning.

The Innovate Your Dreams project is a good example of how to feel the power of project-based learning.

Module 3.4.

merimadjukic — 2019-08-07 08:18:10 UTC

In the Justin Howard video, see the tips for designing a PBL project.

Tips for building projects and planning project activities: 1. Choose a topic and timeframe 
2. Pick your concepts - wisely! 
3. Level of technology and product 
4. Develop your rubric

Module 3.5.

merimadjukic — 2019-08-07 08:47:16 UTC

In this module we learned: How to Get Projects Off to a Good Start? Project kick off must be an exciting day. The more excited it is, the better will be the result during and after the project. Unlike a traditional project or a unit, in project-based learning we introduce the project with an entry event. Entry event is a dramatic approach to introduce the project and it should be brief and memorable. Once the project is designed, find some interesting idea for the entry event. It could be a video, a picture, or teacher can tell a story. Moreover, it can be a real-world exposure related to the project.

Module 3.6.

merimadjukic — 2019-08-07 10:43:31 UTC

Writing a driving question is one of the hardest parts of an effective PBL. When I construct a DQ for a PBL project, I go through many designs.
Our driving question now is: How to write an effective driving question?
We must first understand why we have them.
For the teacher: DQ helps launch and direct an investigation.
When reading a driver's question, it should be clear to the teacher and student what the overall project is and what its purpose is.
Finally, for the student, it is a driving question for students. It creates interest and a sense of challenge. All work on the project should try to help students answer the driving question. Helps the student answer the question, "Why are we doing this?" The driving question should be posted throughout the classroom, on worksheets, project wall and online blog. He is constantly talked about while working on a project, so that students are reminded of the purpose of the project and their daily work.

Module 3.7.

merimadjukic — 2019-08-09 06:13:01 UTC

In the second module, we learned that skills cannot be studied separately, and that it is much more efficient to integrate them into a PBL project. A project that lacks skills cannot be a PBL project.
At least 2 or more of the 4C skills should be integrated into the PBL project.

Module 3.8.

merimadjukic — 2019-08-09 06:23:38 UTC

It is necessary to describe the learning outcomes of the PBL project. The teacher must be clear about their project idea and goals.
It is important to study and review all aspects of the project, talk to colleagues or relevant people about our project idea. Don't hesitate to read them for a suggestion. Reflect on all the subjects involved and the goals of the learning outcomes. If the teacher cannot clearly describe the learning outcomes, it is because the project idea is not well understood. Once the learning results are successfully written, it should move on to designing tasks / activities.

Module 3.9.

merimadjukic — 2019-08-09 06:38:27 UTC

Designing tasks / activities for a PBL project can be difficult.Important elements that our students complete during project-based learning include PBL elements. They should have a clear purpose that matches the driving issues and learning outcomes. When designing an activity, we need to keep these elements in mind:

· 21st century skills – critical thinking, collaboration, communication, and creativity/innovation

· In-Depth Inquiry – extended, rigorous process of asking questions, using resources, and developing answers

· Need to Know – gain knowledge, understand concepts, and apply skills in order to answer the Driving Question and create final products

· Voice and Choice – students make some choices about the products to be created, how they work, and how they use their time

· Critique and Revision – students give and receive feedback on the quality of their work, leading them to make revisions

The activities that students can do during project-based learning are:

1. Mini lessons

2. Workshops

3. Discussions

4. Written responses and reflections

5. Research

6. Creating a model

7. Labs

8. Experiments

9. Simulations

10. Creating/Adding to a final product

Module 3.9.1. Final product

merimadjukic — 2019-08-12 07:05:29 UTC

The final product is created by students to present the learning to an authentic audience at the end of the project. There are different types of final products. It is important, at the outset, that students are interested in choosing the final products. There may be more than one final product in a PBL project. Here is the list of final products:

Written Products
Research report
Narrative
Letter
Poster
Brief
Proposal
Poem
Outline
Brochure
Blog
Pamphlet
Essay
Graphic novel
Editorial
Movie script

Presentation Products
Speech or debate
Public service announcement
Skit or play
Song/lyric
Musical piece
Oral report
Panel discussion
Dramatic reenactment
Documentary
Newscast
Discussion
Dance
Proposal
Exhibition

Media Products
Photo essay
Data display, infographic
Website, blog, wiki
Podcast - Audio & Video
Audiotape
Slide show
Videotape
Create an App
Voicethread
Go Web2.0
Glogster
Drawing
Painting
Sculpture
Collage
Map
Scrapbook
Oral history
Jing – Screencast instructional video

Construction Products
Physical model
Consumer product
System
Machine
Scientific instrument
Museum exhibit
Diorama

Planning Products
Proposal
Estimate
Bid
Blueprint
Flow chart
Timeline
Concept mapping

Module 3.9.2.

merimadjukic — 2019-08-12 07:15:33 UTC

To facilitate assessment, the PBL project ends with a learning presentation. There is a difference between presentation and learning presentation, as we learned earlier about the difference between a project and a PBL project. It is important that we select an authentic audience for the presentation of learning other than the student and the teacher of the school.
Presentations of learning should include what students learned about:the subject matter content.
planning, organizing, and implementing a project.
how they learn.
how their group functioned.
how they work in a group.

Module 3.9.3.

merimadjukic — 2019-08-12 07:19:45 UTC

We have been in the project for 2-3 weeks. The top 10 projects selected will be selected and will be published on our vvv.eddreamglobal.org website to learn about designing PBL projects. In order to receive confirmation, it is necessary to release and submit PBL projects. For creation with author's name.

Module 4

merimadjukic — 2019-08-29 07:07:21 UTC

Video making and editing

4.1.

merimadjukic — 2019-08-29 07:07:53 UTC

Video projects are a great way to engage younger students for longer. If a video is produced by their peers, students are more engaged and motivated.
´ Why use video projects?
- to motivate students to learn
- to inspire and engage students
- to develop 21st century skills
- technology skills
- critical thinking
- problem solving skills
- cooperative learning
- to offer a new way for students to explore their creative side

4.2.

merimadjukic — 2019-08-29 07:09:08 UTC

Types of video projects:

commercial

documentary

music video

reality show

storytelling

animation

story/poem

class movie

soap opera

parody

interview

4.3.

merimadjukic — 2019-08-29 07:10:38 UTC

PRE-PRODUCTION stage

Set up a topic
Who/Where/When/What?
Prepare a script
Costumes/props
Actors – talents
Engage all students
Team leader

*Storyboards

4.4.

merimadjukic — 2019-08-29 07:16:07 UTC

Creating a video – tools and apps

- Moovly

- Dvolver

- Kizoa.com

- iMovie

- Video

- Openshot.org

- Wevideo.com

- Get-puppet.coiosApp

- Windows Movie Maker

Free mobile apps for special effects

Creature FX

Action Movie FX

Quo Movie FX

Creating photo slideshow with music for free using freemake.com

´ 1. Download free slideshow maker
2. Add photos
3. Add music
4. Set final settings
5. Make a slideshow with music

´ Watch the final product together in class

4.5.

merimadjukic — 2019-08-29 07:21:36 UTC

Lesson procedure – STORY/POEM

Bring a story/poem
Read it to your students
Work on vocabulary
Group work
Scenario
Time: 2 weeks
Engage all students
Facebook group/Edmodo group
Youtube/Vimeo
School film festival

4.6.

merimadjukic — 2019-08-29 07:23:15 UTC

Bike ride – video project

Warm up questions:

Do you like spending time outdoors?
Do you enjoy riding a bike/jogging/walking?
Where do you usually go?
Who do you usually go with?
Have you ever experienced anything unusual during your bike ride …?

LINK 2: Bike ride video

https://www.youtube.com/watch?v=_VLqgJ-wmhg

Lesson procedure – bike ride

Lead-in – your personal story.
Warm-up questions.
Video watching – what happened next?
Group work – students think about the plot.
Group presentation – speaking/vocabulary extension.
Grammar review – narrative tenses.
Story reading.
Video project: students record their own videos.
Time: 1 week
Group presentations.
Students vote for the best videos.
Group work – writing a story: What happened next?

Cyberbullying – music clip

´ Choose a song with meaningful lyrics

´ Set up a video project

´ Divide students into groups

´ Students prepare a scenario of a video which is based on the music clip

´ Help students with the scenes

´ Organise a film festival in your school and watch the final products together

Avril Lavigne – Skater Boy

https://www.youtube.com/watch?v=OPdMJEIp-Ds&t=8s

https://www.youtube.com/watch?v=OPdMJEIp-Ds&t=6s

ETpedia blog post – VIDEO PROJECTS

Read Magdalena’s blog post on using video projects with her students here:

https://www.myetpedia.com/10-ways-to-use-videos-in-elt