Assignment 4 - ED 4672

1. A Multidisciplinary Problem-Based Learning Activity By Michael van Maanen ED4672 Assignment 4 Project Delfort

3. Did you engage in asking questions concerning the style and location of the design?To Consider:

5. Researching

6. Modelling

7. PresentingAbout Project Delfort

8. Project Description (Attached to Forum) Student Project Handout (Attached to Forum) Exemplar Letter (Attached to Forum) Exemplar Model (Attached to Forum) – Sketch-Up Software Required Project Presentation (Accessible at SlideShare.net) Project Components

10. Problem Presented to the Students

11. Cross Curricular Links

12. Description of Activities

13. Integration of Technology

14. Rationale for Technology

15. Problem Solving Strategies

16. Assessment

17. Conclusion

18. Works CitedPresentation Components:

20. The project will be completed by every student individually, but for large classes, it can easily be reformatted to be done in groups of three or four.

21. Each student (or group) will need to have access to a computer for each of the four components in the project. The computers will need to be equipped with the Microsoft Office Suite, Google Sketch-Up (freeware), and the Internet. Background to the Problem:

23. The students will be familiar with developing a report using internet technologies.

24. Within the project, students will have the opportunity to ask questions as needed, but the goal of this project is to encourage student-led learning. Introduction to the Problem

27. Please Download the Project Description Document attached to the forum to see all of the objectives.Cross-Curricular Links

28. To view the full description of activities, please download the Student handout attached to the forum. Formal Business Reply Letter (15%): Each student will be responsible for creating a formal business reply letter in the hope of landing the design opportunity. Research Report (25%): Do research on various museums throughout the world and then select 5 common features between the museums. Museum Design (40%): Each student will be responsible for designing a museum that develops a specific image (using the five features chosen earlier). Final Presentation (20%): Students will be expected to create a final presentation that will encompass the previous three steps. Description of Activities

29. The first part of the project required students to create a business reply letter (which has been attached to the forum). Integration of Technology

30. 2. The second part of the assignment had students researching different designs of different museums. In this part they would have used the internet to find the five features that they would have needed, and reported them via Microsoft Word (such that the formatting and layout would be acceptable). Integration of Technology

31. 3. In the third part of the project they would use Google Sketch to design their museum. Integration of Technology

32. 4. In the fourth and final component of the project, the students would have used PowerPoint to display the procedure of their project proposal. It would have included components from the three previous components organized in a meaningful manner. Integration of Technology

33. Rationale for using Technology

34. Creating Sub Goals – While the project may seem large at first, the students will be faced with four distinct sub-goals within the project. These sub-goals may even be broken down further if desired by the students. Algorithms – The formal business letter reply will need to follow an appropriate format. Students will engage in using the algorithm to complete their own business letters, following the rules specified in the template. Breadth First – As students look for similar features between different museums, they will naturally use this strategy to narrow down their searches, eventually filtering their searching when looking for specific information. Reasoning – Within their reports, students will formulate reasonable arguments as to why each of the five features should be included with in the museum. Strategies used in Problem Solving

35. External Portrayal – It is likely that students will create representations of their projects as the move along. This is encouraged, especially in the design stages, where several different designs may be necessary. Acquisition of Content – In order to define what their museum ought to look like, students will have to acquire design sketches of other museums via the internet. Pattern Recognition – When students have found different museums, they will recognize patterns between them to define five common features such as finishing, access, roof style, size etc. Elaboration – While presenting their proposal to their peers, students will have the opportunity to elaborate with their peers in asking questions and providing solutions. Model Building – While this entire project is centered on building a model, this may become useful when they are in the preliminary stages of the design. This process will ensure that all the different features of museums are included. Strategies used in Problem Solving

36. Courage Span – This project is a large project, and this strategy is incredibly important for students to develop and use as several components of this project are lengthy. It will be important to make sub-goals as they move through the project. Questioning – Questioning is important in every problem, but in this project is has a particular purpose. Students will begin questioning their design, as they learn of new strategies to design and model their museum. Also, in the presentation, other students will ask questions regarding their model and project proposal. Strategies used in Problem Solving

40. Besides that, it has great student individuality, supports cross-circular links, and the final project is viewed by everyone.Conclusion

41. Alberta Education. (n.d.). Programs of Study & Learning and Teaching Resources. Retrieved July 16, 2011, from http://ednet.edc.gov.ab.ca/k_12/curriculum/bySubject/ Wilson, Tom. (2011). Problem Solving With Computers. Retrieved July 16, 2011, from http://classes.uleth.ca/201102/educ4762ol/ Works Cited