🌍 Digital Group Project: Virtual Ecosystem Simulation by Alejandra Llauro https://padlet.com/llauroalejandra/xownsvgm6204hvu2 The goal is to foster meaningful collaboration, digital communication, and active engagement in an online learning environment. en-us 2025-05-12 02:17:55 UTC 2025-05-12 02:26:43 UTC hello@padlet.com 👋 Welcome llauroalejandra https://padlet.com/llauroalejandra/xownsvgm6204hvu2/wish/3445599110 Welcome to your Virtual Ecosystem Simulation! In this collaborative online project, you’ll work with peers to model an ecosystem, observe environmental changes, and propose scientific solutions. This hands-on experience will help you develop essential digital collaboration, leadership, and scientific inquiry skills needed for the real world. Let's get started building your ecosystem and strengthening your teamwork (Mapile & Lapinid, 2023; Krumm et al., 2023).

]]> 2025-05-12 02:18:06 UTC https://padlet.com/llauroalejandra/xownsvgm6204hvu2/wish/3445599110 đź“š Project Overview llauroalejandra https://padlet.com/llauroalejandra/xownsvgm6204hvu2/wish/3445605848 Activity Name: Virtual Ecosystem Simulation to Foster Collaborative Learning and Online Engagement
Target Audience: High school students (Grades 9–12), mixed ability levels
Group Selection: Groups of four will be formed heterogeneously using interest surveys and teacher observations to ensure a balanced mix of strengths and perspectives (Krumm et al., 2023).


]]> 2025-05-12 02:21:38 UTC https://padlet.com/llauroalejandra/xownsvgm6204hvu2/wish/3445605848 Learning Objectives llauroalejandra https://padlet.com/llauroalejandra/xownsvgm6204hvu2/wish/3445607172

  • Simulate and analyze an ecosystem using digital tools (ExploreLearning Gizmos or Tinkercad)

  • Understand interdependence of organisms and environmental impact

  • Apply scientific reasoning to solve ecological challenges

  • Build communication, leadership, and teamwork skills

  • Reflect on metacognition and group collaboration (Li, 2022)

    • ]]>     2025-05-12 02:22:20 UTC https://padlet.com/llauroalejandra/xownsvgm6204hvu2/wish/3445607172     🧪 Group Activity Description llauroalejandra https://padlet.com/llauroalejandra/xownsvgm6204hvu2/wish/3445608672 Each group selects an ecosystem (e.g., rainforest, desert, coral reef). Students take on roles:

    • Ecologist

    • Environmental Analyst

    • Data Recorder

    • Presenter

    ]]>     2025-05-12 02:23:16 UTC https://padlet.com/llauroalejandra/xownsvgm6204hvu2/wish/3445608672     Tools llauroalejandra https://padlet.com/llauroalejandra/xownsvgm6204hvu2/wish/3445609394 Teams use ExploreLearning Gizmos or Tinkercad to simulate the environment and test variables such as pollution or invasive species. They record and analyze changes using Google Docs, meet weekly via Zoom, and create a final group presentation with Canva or Google Slides. These tools support multimodal learning and promote both social and cognitive presence (Miao & Ma, 2022; Li, 2022).

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  • Join the Zoom orientation and complete the social icebreaker.

  • Access your group and role assignment.

  • Select your ecosystem and run simulations using your assigned tool.

  • Collaborate and document your process in the shared Google Doc.

  • Attend weekly Zoom check-ins and stay active in the LMS discussion board.

  • Complete and submit your group presentation.

  • Fill out the peer evaluation and self-reflection form (Shi et al., 2023).

    • ]]>     2025-05-12 02:24:20 UTC https://padlet.com/llauroalejandra/xownsvgm6204hvu2/wish/3445610924     llauroalejandra https://padlet.com/llauroalejandra/xownsvgm6204hvu2/wish/3445613326

  • Assigned roles to balance team involvement (Krumm et al., 2023)

  • Weekly check-ins via Zoom

  • Use of shared digital planner for transparency (Cheng et al., 2023)

  • Peer reviews for accountability and reflection (Shi et al., 2023)

  • Social presence activities to reduce isolation (Miao & Ma, 2022)

    • ]]>     2025-05-12 02:25:30 UTC https://padlet.com/llauroalejandra/xownsvgm6204hvu2/wish/3445613326     llauroalejandra https://padlet.com/llauroalejandra/xownsvgm6204hvu2/wish/3445615348 Cheng, X., Bao, Y., Yang, B., Chen, S., Zuo, Y., & Siponen, M. (2023). Investigating students’ satisfaction with online collaborative learning during the COVID-19 period: An expectation-confirmation model. Group Decision and Negotiation, 32(3), 749–778. https://doi.org/10.1007/s10726-023-09829-x

    Krumm, A. E., Means, B., Bienkowski, M., & Zheng, Y. (2023). Supporting diverse learners in online collaborative learning environments. Journal of Online Learning Research, 9(1), 1–24.

    Li, F. (2022). “Are you there?”: Teaching presence and interaction in large online literature classes. Asian-Pacific Journal of Second and Foreign Language Education, 7(45). https://doi.org/10.1186/s40862-022-00180-3

    Mapile, R. F. G., & Lapinid, M. R. C. (2023). Online collaborative learning: Applicability in comparison with individual learning and face-to-face collaborative learning. Mathematics Teaching Research Journal, 15(2), 21–36.

    Miao, J., & Ma, L. (2022). Students’ online interaction, self-regulation, and learning engagement in higher education: The importance of social presence to online learning. Frontiers in Psychology, 13, 815220. https://doi.org/10.3389/fpsyg.2022.815220

    Shi, Y., Lu, D., & Shen, R. (2023). Factors influencing engagement in online collaborative learning environments. International Journal on E-Learning, 22(1), 5–26.

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