Research Focus
From September 2013 to June 2015, home-schooled children, ages eight to seventeen, were involved in a cooperative learning project, and published the Rafer Thorne graphic, fantasy novel. Our home-school group was also involved in a number of other cooperative learning endeavors. We are planning another project similar to the previous novel, in which we will publish the second book in the series. The students will also participate in writing and illustrating the book, but this time the project will be expanded to include college students and professionals in the community in illustration, creative writing, graphic design, and publishing. It will also be expanded to include transmedia projects that tie into the novel. These transmedia projects will include film-making, game design, fantasy world building on Wix and websites, and the development of an electronic e-book. Some of the same students will be involved in the second novel, but several new students will be joining in the group project. In order to better plan and implement the new project, my research will center on gathering information that will help me better plan and implement our joint endeavor.
An important part of my research will the the detailed documentation, in a case study format of the process of our creating together, in which I will be looking to answer the following research questions.
An important part of my research will the the detailed documentation, in a case study format of the process of our creating together, in which I will be looking to answer the following research questions.
Research Questions
(1) What is the new educational practice of cooperative project based learning applied to a transmedia venue?
(2) How are focal students who participate in cooperative projects with peers and professionals effected in forming their identities and career goals as well as the acquiring of professional skills, both practical and interpersonal?
(3) For these students, family and professionals who work together on the project, what are the engaging and appealing aspects of working on a cooperative learning project that might inform instructional and working practice?
(2) How are focal students who participate in cooperative projects with peers and professionals effected in forming their identities and career goals as well as the acquiring of professional skills, both practical and interpersonal?
(3) For these students, family and professionals who work together on the project, what are the engaging and appealing aspects of working on a cooperative learning project that might inform instructional and working practice?
Literature review
In the the analysis of my case study, I will also look at previous case studies and pedagogical articles of cooperative projects and apply these to my research. The following are a few articles that I have chosen, because they are applicable to my project.
Quantitative Studies and Qualitative Case Studies of Current Projects, Schools and Programs
These qualitative case studies are useful as windows into classrooms that apply the cooperative project-based approach, so that the teacher is provided with a detailed description of how it is actually being done in various environments. However, these case studies, for the most part, do not provide specific plans for implementation or the educational philosophy behind the practice. Their main purpose is as a record of what is being practiced currently. Sometimes a qualitative or quantitative measurement of the effectiveness of the method is also part of the study, but not always. These case studies can be very useful as examples.
Italy-Reggio Emilia. In 2008, CNN news televised an Impact Report on Reggio schools both in Italy and the U.S. In this short documentary the cooperative project-based approach is seen in action. Children age’s three to six at the Laguzzi International Care Center in Reggio Emilia, Italy, are building an amusement park for birds, complete with a ferris wheel, a pond and a wind machine. Inside they have constructed a model city out of shoe boxes that takes up half the classroom. Other children are creating projects from their own imagination. Many are working together on long-term group projects, combining all of their various skills. The teacher walks around the room stopping to talk with various children as she takes notes and documents what the children say and learn. She helps them solve problems and verbalize their goals. Parents, grandparents and members of the community are a part of the classroom (Impact).Videos of other Reggio Schools are numerous and a valuable resource for any teacher wishing to put this program into action. There are over thirty available on-line at the Reggio Emilia Approach YouTube channel. The best of these is the ABC Play Center.
One Reggio Emilia case study that is important to look at as an example, is the Kilpper Light House project, because of the impact it had on the community. A case study and photographic documentation can be found on the school’s blog. This project was done in a small coastal town, where Reggio students designed a working lighthouse for the community. The high-school aged students integrated numerous skills to do this, including mathematics, science, engineering, and construction skills. This lighthouse was a much-needed resource for the community, a fishing village that occasionally lost small fishing vessels on the rocks near their shore (Kilpper). Pictures of the lighthouse project can be seen at the following website: http://www.kilpper-projects.net/blog/?p=129.
Another useful descriptive article is “Shades of Pink” by Bo-Sun Kim. She describes how a project is developed around the children’s fascination with a Monet masterpiece of a flower garden (44-50).
Center for Educational Research and Innovation. An international organization that is doing by far the most in-depth research on project-based cooperative learning is called the Center for Educational Research and Innovation. This is the translation of its name from French, since its base is in Paris, France. The anachronism for the French is OECD. This organization has done literally hundreds of case studies from all around the world. They have compiled these studies in to a 230 page report called Innovative Learning Environments (OECD 5-20).
The Beatenberg Institute in Bern, Switzerland was one of the schools studied by OECD. The case study describing the school shows its practices, its planning and assessment of learning, shows learning as a social process, as well as what they call “connected learning” and creating a cooperative learning environment. It is also valuable in that the school is both a primary and secondary school. (Ramsier 4-45). Some of the other schools that have contributed to the study are Europaschule Linz in Innsbruck Austria, the Center for Studies in Design at Monterey in Nuevo Leon, Mexico, Makor Chaim Yeshiva High School in Kibbuts Kfar Etzion, Israel, Lok Sin Tong Leong Wong Wai Fong Memorial School in Hong Kong, China, the Beatenburg Institute in Bern Switzerland, and several schools in Canada. (Arizamendi 5-23; Chun et. al; Fisher 2-26; Ramseir; Schrittesser et. al; Tubin 5-20).
The Chinese Literature. There is a vast amount of literature on cooperative project-based learning published through Chinese institutions of higher education. Unlike other studies, most of them are quantitative in their approach, measuring methods of teaching with statistical data, charts and formulas. The Chinese have applied the cooperative project-based learning approach to teaching in almost every subject area including math, science, reading, and in primary, secondary and early childhood education. The amount of information provided in these studies is vast. What I find interesting, however, is that in these studies there is also a good deal of weight put on emotional and social concerns, student motivation and the development of friendship between the students, teachers and parents. This is often also measured statistically and is given just as much weight in the studies as the achievement of a particular educational objective (Chen et. al 356-366; Chuang et. al 226-239; Kim et. al 44-50; Lau; et. al Law et. al 402-425).
Africa. An article published through Munyaradzi Makoni World University describes how cooperative project-based learning is being used in higher education in eight African Universities in Zimbabwe, and Rwanda. The university students are using the skills that they are studying in engineering, water treatment, disease control, and energy, and applying it to projects that are helpful to their communities. The article also follows the students after graduation, tracking their community involvement, employment and whether or not they continue to work as a social network after graduation. According to the study of 444 alumni, 400 remained friends after graduation and 268 were working in their perspective fields in their communities, and 36 went on to higher education (Munyaraduzi).
The United States. Although there are many preschools and nonpublic kindergartens based on the cooperative project-based model, there are almost no public schools that have adopted the concept as a whole and the literature is scarce at the primary and secondary school level. There have been some projects and research done, but on a limited basis. Most of these projects have to do with a particular short-term goal, but it’s not the overall teaching method adopted. One such project was the Living Book Project in which the Long Island School District did a project surrounding the book The Immortal Life of Henrietta Lacks. High school students wrote plays, created comics, did research projects and works of art, all based on the book. The project was considered a big success by the school district, but didn’t represent an overall change to the school system’s method of teaching (Kelso 56-63).
Christopher Sweeney organized a cooperative project integrating art, design, engineering and marketing with his synthetic tennis shoe project. The students designed marketable tennis shoes that were manufactured and sold in shoe stores. Christopher Sweeney says, “This was a genuine experience that will last a lifetime.” But again, this was a one-time project (Sweeney 30-31).
Pedagogical Practice, Applications to various subject areas.
A useful article by Tori Flint, “Making Meaning Together: Buddy Reading in a First Grade Classroom,” explains how she uses participatory strategies in teaching emergent readers, by students reading out loud to each other in a social group and helping each other decode the meaning of individual words and the story’s content. The students overall comprehension of what was read and the retention of it was increased. When the students were surveyed about how they felt about reading, 17 out of 20 replied, “It was fun.” Flint considers this an even greater breakthrough than increased reading skills (296).
Another valuable resource for applying the cooperative project approach is in the Canadian Literature. Many of the Canadian School Districts are now applying the approach even at the upper grade level (Calgary, Ontario, Jacobsen et al, 14-18). An excellent article called “Strategies for Engagement” was published by the Canadian Education Association, a branch of the Canadian Public School system. What was tremendously useful about this article is that it lays out strategies for high school age students. It carefully documents three cooperative learning projects in several schools in the Calgary School District and gives specific strategies for implementation. The first was an archaeological dig. The second was a construction project that included robotics and the third a gardening project. History, Science (biology, robotics engineering and botany), data collection, mathematics and computer design were all used to do these projects. But what is especially helpful is that this article shows that educational bench marks were met effectively with this approach to teaching (Jacobsen et. al, 14-18).
An important article on strategies for teaching mathematics in a cooperative project-based model is “Mathematics in Early Childhood: Research-Based Rationale and Practical Strategies.” This article is loaded with ideas on how to integrate mathematics into group projects. The particular project it lays out in detail is creating a community vegetable market. The children learn to manage a vegetable market, handle money, count the inventory, determine pricing and apply their math skills to a true life situation (Linder 30-36). In the article “Shedding Light on Engineering Design” cooperative projects in engineering are described in a sixth grade classroom (Capabianc o et. al 58-64). Another growing subject area where cooperative learning is being used is in computer-supported collaborative learning (Raths 39-42: Mostmans et. al 104-113). Another article with strategies for creative arts projects for teaching all subject area is “Increasing Secondary Teachers' Capacity to Integrate the Arts.” by Byron Richard and Christa Treichel (224-228). Helene Hart writes an excellent article called “The Project Approach: a Strategy for Inclusive Classrooms,” supporting collaborative projects in special education, (15-27). Works Cited
Arizamendi, Anselmo. Center for Studies on Design at Monterey. Nuevo Leon, Mexico.”
Case Study. OECD Publishing. Paris. (2013): 5-23. PDF File.
Calgory Board of Education. “Reggio Inspired Learning.” Ramsay School. Sept. 2014. Web.12
Aug 2014.
Capabianco, Brenda, Chell Nyquist, and Nancy Tyrie. “Shedding Light on Engineering Design.” Science and Children. Jan. (2013): 58-64. Print.
Chen, Yen-Hua, Chee-kit Looi, Chiu-Pin Lin, Yin-Juan Shao and Tak-Wai Chan, “Utilizing a Collaborative Cross Number Puzzle Game to Develop Computing Ability of Addition and Subtraction.” Educational Technology and Society. 15.1 (2012): 354-366. Print.
Chuang, Po-jen, Ming-Chau Chian, Chu-sing Yang and Chun-Wei Tsai. “Social Networks Based
Adaptive Pairing Strategies for Cooperative Learning.” Educational Technology and Society. 15.3 (2012): 226-239. Print.
Chun, Ng Ka. “Lok Sin Tong Leung Wong Wai Fong Memorial School, Hong Kong” CaseStudy. Case Study. OECD Publishing. Paris. (2013): n. pag. PDF File.
Fisher, Paige. “Community of Learners Network, British Columbia, Canada.” Case Study. OECD Publishing.Paris. (2013): 2-36. PDF File.
Flint,Tori. “Making Meaning Together: Buddy Reading in a First Grade Classroom.” Early Childhood Education Journal. 36. (2010): 289-297. Print.
Harte, Helene. “The Project Approach: a Strategy for Inclusive Classrooms.” Young Exceptional Children. 13.2 (2010): 15-27. Print.
“Impact Report, Reggio Emilia.” CNN News. 13, March 2013. Television. Web. 2 Feb. 2015.
Jacobsen, Michelle Jennifer lock and Sharon Friesen. “Strategies for Engagement: Knowledge Building, an Intellectual Engagement and Participatory Learning Environment.” Canadian Education Association. Jan. (2013): 14-18. Print.
Kilpper Thomas, “Model Lighthouse for Lampedusa” Kilpper Projects Blog June 2009, Web. 8
Aug. 2014.
Kim, Bo Sun. “Shades of Pink: Preschoolers Make Meaning in a Reggio Inspired Classroom.”
Young Children. 67.2 (2012): 44-50. Print.
Kelso, Elizabeth and Lauren Kaushansky. “The Living Book Project: A Portrait ofCollaboration.” English Journal 103.3 (2008): 56- 63. Print.
Lau, Grace. “From China to Hong Kong: A Reflection on the Impact of the Educational Reformin the Deweyan Perspective in the Land of the Dragon.” International Journal of Educational Reform. 21.1 (2012): n. pag. Print.
Law, Yin-Kim. “The Effects of Cooperative Learning on Enhancing Hong Kong Fifth-
graders’ Achievement Goals, Autonomous Motivation in Reading Proficiency”Journal of Research and Reading. 34.4 (2011): 402-425. Print.
Liu, Chen-Chang, Shu-Yuan Tao, Wei-Hung Chen, Sherry Chen Baw-Jhiune Liu. “The Effects of a Creative Commons Approach on Collaborative Learning.” Behavior and InformationTechnology. 32.1 (2013) 37-51. Print.
Linder, Sandra. “Mathematics in Early Childhood: Research-based Rationale and Practical Strategies.” Early Childhood Education Journal. 39 (2011) 29-37. Print.
Mostmans, Lien, Chris Vleugels and Stijn Bannier. “Raise your hands are hands-on? The Role of Computer Supported Collaborative Learning and Stimulating into Creativity in Education.” Educational Technology and Society. 15.4 (2012): 104-113.
Munyaradzi Makoni World University, “Education for Youth Employment through YEPI. Africa.” Munyaradzi Makoni World University J Journal, 348. (2014): n. pag. Print.
Ontario Canada, Richmand Hill School District, “The Reggio Approach” RHOC. Feb. 21 2015.
Web. Feb. 27 2015.
OECD, Center for Educational Research and Innovation. “Innovative Learning Environments, Educational Research and Innovation.” OECD Publishing. Paris. (2013): 5-20. PDF File.
Ramseir, Erik and Anne Von Gunten. “Beatenberg Institute, Bern, Switzerland.” Case Study. OECD Publishing. Paris. (2013): n. pag. PDF File.
Raths, David. “Bringing down the Wall.” Collaborative Technologies. Feb. (2013): 39-42.
Richard, Byron and Christa Treichel. “Increasing Secondary Teachers' Capacity to Integrate the Arts.” The Clearing House: A Journal of Educational Strategies, Issues, and Ideas for Middle and High School Teachers. 86.6 (2013): 224-228. Print.
Schrittesser, Ilse and Sabine Gerhartz, “New Secondary School Europaschule Linz, Austria.”
OECD Publishing. Paris. (2012): n. pag. PDF File.
Sweeney, Christopher. “The Synthetics Project: a High School Studio Lesson.” SchoolArts:
Journal. 6 October 2013: 30-31. Print.
Tubin, Dorit, “Makor Chaim Yeshiva High School: Kibbutz Kfar ETzion, Israel.” Case Study.
OECD Innovative Learning Environments, educational research and Innovation. OECD Publishing. Paris. (2012): 5-20. PDF File.
YouTube, “Reggio Emilia Approach.” YouTube Channel. Web. 22 Feb 2015.
PDF file.Works Cited
Quantitative Studies and Qualitative Case Studies of Current Projects, Schools and Programs
These qualitative case studies are useful as windows into classrooms that apply the cooperative project-based approach, so that the teacher is provided with a detailed description of how it is actually being done in various environments. However, these case studies, for the most part, do not provide specific plans for implementation or the educational philosophy behind the practice. Their main purpose is as a record of what is being practiced currently. Sometimes a qualitative or quantitative measurement of the effectiveness of the method is also part of the study, but not always. These case studies can be very useful as examples.
Italy-Reggio Emilia. In 2008, CNN news televised an Impact Report on Reggio schools both in Italy and the U.S. In this short documentary the cooperative project-based approach is seen in action. Children age’s three to six at the Laguzzi International Care Center in Reggio Emilia, Italy, are building an amusement park for birds, complete with a ferris wheel, a pond and a wind machine. Inside they have constructed a model city out of shoe boxes that takes up half the classroom. Other children are creating projects from their own imagination. Many are working together on long-term group projects, combining all of their various skills. The teacher walks around the room stopping to talk with various children as she takes notes and documents what the children say and learn. She helps them solve problems and verbalize their goals. Parents, grandparents and members of the community are a part of the classroom (Impact).Videos of other Reggio Schools are numerous and a valuable resource for any teacher wishing to put this program into action. There are over thirty available on-line at the Reggio Emilia Approach YouTube channel. The best of these is the ABC Play Center.
One Reggio Emilia case study that is important to look at as an example, is the Kilpper Light House project, because of the impact it had on the community. A case study and photographic documentation can be found on the school’s blog. This project was done in a small coastal town, where Reggio students designed a working lighthouse for the community. The high-school aged students integrated numerous skills to do this, including mathematics, science, engineering, and construction skills. This lighthouse was a much-needed resource for the community, a fishing village that occasionally lost small fishing vessels on the rocks near their shore (Kilpper). Pictures of the lighthouse project can be seen at the following website: http://www.kilpper-projects.net/blog/?p=129.
Another useful descriptive article is “Shades of Pink” by Bo-Sun Kim. She describes how a project is developed around the children’s fascination with a Monet masterpiece of a flower garden (44-50).
Center for Educational Research and Innovation. An international organization that is doing by far the most in-depth research on project-based cooperative learning is called the Center for Educational Research and Innovation. This is the translation of its name from French, since its base is in Paris, France. The anachronism for the French is OECD. This organization has done literally hundreds of case studies from all around the world. They have compiled these studies in to a 230 page report called Innovative Learning Environments (OECD 5-20).
The Beatenberg Institute in Bern, Switzerland was one of the schools studied by OECD. The case study describing the school shows its practices, its planning and assessment of learning, shows learning as a social process, as well as what they call “connected learning” and creating a cooperative learning environment. It is also valuable in that the school is both a primary and secondary school. (Ramsier 4-45). Some of the other schools that have contributed to the study are Europaschule Linz in Innsbruck Austria, the Center for Studies in Design at Monterey in Nuevo Leon, Mexico, Makor Chaim Yeshiva High School in Kibbuts Kfar Etzion, Israel, Lok Sin Tong Leong Wong Wai Fong Memorial School in Hong Kong, China, the Beatenburg Institute in Bern Switzerland, and several schools in Canada. (Arizamendi 5-23; Chun et. al; Fisher 2-26; Ramseir; Schrittesser et. al; Tubin 5-20).
The Chinese Literature. There is a vast amount of literature on cooperative project-based learning published through Chinese institutions of higher education. Unlike other studies, most of them are quantitative in their approach, measuring methods of teaching with statistical data, charts and formulas. The Chinese have applied the cooperative project-based learning approach to teaching in almost every subject area including math, science, reading, and in primary, secondary and early childhood education. The amount of information provided in these studies is vast. What I find interesting, however, is that in these studies there is also a good deal of weight put on emotional and social concerns, student motivation and the development of friendship between the students, teachers and parents. This is often also measured statistically and is given just as much weight in the studies as the achievement of a particular educational objective (Chen et. al 356-366; Chuang et. al 226-239; Kim et. al 44-50; Lau; et. al Law et. al 402-425).
Africa. An article published through Munyaradzi Makoni World University describes how cooperative project-based learning is being used in higher education in eight African Universities in Zimbabwe, and Rwanda. The university students are using the skills that they are studying in engineering, water treatment, disease control, and energy, and applying it to projects that are helpful to their communities. The article also follows the students after graduation, tracking their community involvement, employment and whether or not they continue to work as a social network after graduation. According to the study of 444 alumni, 400 remained friends after graduation and 268 were working in their perspective fields in their communities, and 36 went on to higher education (Munyaraduzi).
The United States. Although there are many preschools and nonpublic kindergartens based on the cooperative project-based model, there are almost no public schools that have adopted the concept as a whole and the literature is scarce at the primary and secondary school level. There have been some projects and research done, but on a limited basis. Most of these projects have to do with a particular short-term goal, but it’s not the overall teaching method adopted. One such project was the Living Book Project in which the Long Island School District did a project surrounding the book The Immortal Life of Henrietta Lacks. High school students wrote plays, created comics, did research projects and works of art, all based on the book. The project was considered a big success by the school district, but didn’t represent an overall change to the school system’s method of teaching (Kelso 56-63).
Christopher Sweeney organized a cooperative project integrating art, design, engineering and marketing with his synthetic tennis shoe project. The students designed marketable tennis shoes that were manufactured and sold in shoe stores. Christopher Sweeney says, “This was a genuine experience that will last a lifetime.” But again, this was a one-time project (Sweeney 30-31).
Pedagogical Practice, Applications to various subject areas.
A useful article by Tori Flint, “Making Meaning Together: Buddy Reading in a First Grade Classroom,” explains how she uses participatory strategies in teaching emergent readers, by students reading out loud to each other in a social group and helping each other decode the meaning of individual words and the story’s content. The students overall comprehension of what was read and the retention of it was increased. When the students were surveyed about how they felt about reading, 17 out of 20 replied, “It was fun.” Flint considers this an even greater breakthrough than increased reading skills (296).
Another valuable resource for applying the cooperative project approach is in the Canadian Literature. Many of the Canadian School Districts are now applying the approach even at the upper grade level (Calgary, Ontario, Jacobsen et al, 14-18). An excellent article called “Strategies for Engagement” was published by the Canadian Education Association, a branch of the Canadian Public School system. What was tremendously useful about this article is that it lays out strategies for high school age students. It carefully documents three cooperative learning projects in several schools in the Calgary School District and gives specific strategies for implementation. The first was an archaeological dig. The second was a construction project that included robotics and the third a gardening project. History, Science (biology, robotics engineering and botany), data collection, mathematics and computer design were all used to do these projects. But what is especially helpful is that this article shows that educational bench marks were met effectively with this approach to teaching (Jacobsen et. al, 14-18).
An important article on strategies for teaching mathematics in a cooperative project-based model is “Mathematics in Early Childhood: Research-Based Rationale and Practical Strategies.” This article is loaded with ideas on how to integrate mathematics into group projects. The particular project it lays out in detail is creating a community vegetable market. The children learn to manage a vegetable market, handle money, count the inventory, determine pricing and apply their math skills to a true life situation (Linder 30-36). In the article “Shedding Light on Engineering Design” cooperative projects in engineering are described in a sixth grade classroom (Capabianc o et. al 58-64). Another growing subject area where cooperative learning is being used is in computer-supported collaborative learning (Raths 39-42: Mostmans et. al 104-113). Another article with strategies for creative arts projects for teaching all subject area is “Increasing Secondary Teachers' Capacity to Integrate the Arts.” by Byron Richard and Christa Treichel (224-228). Helene Hart writes an excellent article called “The Project Approach: a Strategy for Inclusive Classrooms,” supporting collaborative projects in special education, (15-27). Works Cited
Arizamendi, Anselmo. Center for Studies on Design at Monterey. Nuevo Leon, Mexico.”
Case Study. OECD Publishing. Paris. (2013): 5-23. PDF File.
Calgory Board of Education. “Reggio Inspired Learning.” Ramsay School. Sept. 2014. Web.12
Aug 2014.
Capabianco, Brenda, Chell Nyquist, and Nancy Tyrie. “Shedding Light on Engineering Design.” Science and Children. Jan. (2013): 58-64. Print.
Chen, Yen-Hua, Chee-kit Looi, Chiu-Pin Lin, Yin-Juan Shao and Tak-Wai Chan, “Utilizing a Collaborative Cross Number Puzzle Game to Develop Computing Ability of Addition and Subtraction.” Educational Technology and Society. 15.1 (2012): 354-366. Print.
Chuang, Po-jen, Ming-Chau Chian, Chu-sing Yang and Chun-Wei Tsai. “Social Networks Based
Adaptive Pairing Strategies for Cooperative Learning.” Educational Technology and Society. 15.3 (2012): 226-239. Print.
Chun, Ng Ka. “Lok Sin Tong Leung Wong Wai Fong Memorial School, Hong Kong” CaseStudy. Case Study. OECD Publishing. Paris. (2013): n. pag. PDF File.
Fisher, Paige. “Community of Learners Network, British Columbia, Canada.” Case Study. OECD Publishing.Paris. (2013): 2-36. PDF File.
Flint,Tori. “Making Meaning Together: Buddy Reading in a First Grade Classroom.” Early Childhood Education Journal. 36. (2010): 289-297. Print.
Harte, Helene. “The Project Approach: a Strategy for Inclusive Classrooms.” Young Exceptional Children. 13.2 (2010): 15-27. Print.
“Impact Report, Reggio Emilia.” CNN News. 13, March 2013. Television. Web. 2 Feb. 2015.
Jacobsen, Michelle Jennifer lock and Sharon Friesen. “Strategies for Engagement: Knowledge Building, an Intellectual Engagement and Participatory Learning Environment.” Canadian Education Association. Jan. (2013): 14-18. Print.
Kilpper Thomas, “Model Lighthouse for Lampedusa” Kilpper Projects Blog June 2009, Web. 8
Aug. 2014.
Kim, Bo Sun. “Shades of Pink: Preschoolers Make Meaning in a Reggio Inspired Classroom.”
Young Children. 67.2 (2012): 44-50. Print.
Kelso, Elizabeth and Lauren Kaushansky. “The Living Book Project: A Portrait ofCollaboration.” English Journal 103.3 (2008): 56- 63. Print.
Lau, Grace. “From China to Hong Kong: A Reflection on the Impact of the Educational Reformin the Deweyan Perspective in the Land of the Dragon.” International Journal of Educational Reform. 21.1 (2012): n. pag. Print.
Law, Yin-Kim. “The Effects of Cooperative Learning on Enhancing Hong Kong Fifth-
graders’ Achievement Goals, Autonomous Motivation in Reading Proficiency”Journal of Research and Reading. 34.4 (2011): 402-425. Print.
Liu, Chen-Chang, Shu-Yuan Tao, Wei-Hung Chen, Sherry Chen Baw-Jhiune Liu. “The Effects of a Creative Commons Approach on Collaborative Learning.” Behavior and InformationTechnology. 32.1 (2013) 37-51. Print.
Linder, Sandra. “Mathematics in Early Childhood: Research-based Rationale and Practical Strategies.” Early Childhood Education Journal. 39 (2011) 29-37. Print.
Mostmans, Lien, Chris Vleugels and Stijn Bannier. “Raise your hands are hands-on? The Role of Computer Supported Collaborative Learning and Stimulating into Creativity in Education.” Educational Technology and Society. 15.4 (2012): 104-113.
Munyaradzi Makoni World University, “Education for Youth Employment through YEPI. Africa.” Munyaradzi Makoni World University J Journal, 348. (2014): n. pag. Print.
Ontario Canada, Richmand Hill School District, “The Reggio Approach” RHOC. Feb. 21 2015.
Web. Feb. 27 2015.
OECD, Center for Educational Research and Innovation. “Innovative Learning Environments, Educational Research and Innovation.” OECD Publishing. Paris. (2013): 5-20. PDF File.
Ramseir, Erik and Anne Von Gunten. “Beatenberg Institute, Bern, Switzerland.” Case Study. OECD Publishing. Paris. (2013): n. pag. PDF File.
Raths, David. “Bringing down the Wall.” Collaborative Technologies. Feb. (2013): 39-42.
Richard, Byron and Christa Treichel. “Increasing Secondary Teachers' Capacity to Integrate the Arts.” The Clearing House: A Journal of Educational Strategies, Issues, and Ideas for Middle and High School Teachers. 86.6 (2013): 224-228. Print.
Schrittesser, Ilse and Sabine Gerhartz, “New Secondary School Europaschule Linz, Austria.”
OECD Publishing. Paris. (2012): n. pag. PDF File.
Sweeney, Christopher. “The Synthetics Project: a High School Studio Lesson.” SchoolArts:
Journal. 6 October 2013: 30-31. Print.
Tubin, Dorit, “Makor Chaim Yeshiva High School: Kibbutz Kfar ETzion, Israel.” Case Study.
OECD Innovative Learning Environments, educational research and Innovation. OECD Publishing. Paris. (2012): 5-20. PDF File.
YouTube, “Reggio Emilia Approach.” YouTube Channel. Web. 22 Feb 2015.
PDF file.Works Cited
Research Proposal
The following document is my formal research proposal for my research paper, which received approval from IRB at Southern Oregon University. My proposal also included the above research questions. The following Power point presentation is my proposal for the project itself,which is the Rafer Thorne Publishing project, a Collaborative Transmedia Project in writing and media and the creative arts..
Research
Investigating the Cooperative Learning Project Experience in a Transmedia Venue.
Background and Rationale. From September 2013 to June 2015, homeschooled children, ages eight to seventeen, were involved in a cooperative learning project, and published the Rafer Thorne graphic, fantasy novel. Our homeschool group was also involved in a number of other cooperative learning endeavors. We are planning another project similar to the previous novel, in which we will publish the second book in the series. The students will also participate in writing and illustrating the book, but this time the project will be expanded to include college students and professionals in the community in illustration, creative writing, graphic design, and publishing. It will also be expanded to include Transmedia projects that tie into the novel. These Transmedia projects will include filmmaking, game design, fantasy world building on
wix and websites, and the development of an electronic e-book. Some of the same students will be involved in the second novel, but several new students will be joining in the group project. In order to better plan and implement the new project, my research will center on gathering information that will help me better plan and implement our joint endeavor.
Aims My aim will be to analyze the information I have gathered in interviews with participants, for common themes and ideas that will help me better plan my next project. I want to carefully listen to the feelings of both the students and the parents and investigate how I can improve upon what we have done before, to find out what we did that was beneficial and to look for those things that did not work well. I hope to gather information about practical methods that may work better, learning that was achieved, as well as the emotional environment that was created as we worked together.
Subject selection. The subjects I’m going to select will be those students and parents and volunteers that have participated in previous cooperative learning projects, especially those who worked on the Rafer Thorne novel. I will interview both the parents that participated along with the students and the professionals who volunteered their time to help the students. I will also interview the parents of some of the new children joining our group who have done other cooperative learning projects, to better understand how to integrate these children into the new project. The students range from six-years-old to college-age. Five parents have also agreed to participate in the study. I am also hoping to interview educators who have done similar projects to add to my knowledge base.
Study Design and Methods. The method I am choosing is an un-structured interview using nonstandardized open ended questions. This is because I want to achieve in-depth information that can be compiled in a case study format and have the flexibility to be creative in the kinds of questions I am asking. I see that I will need four sets of interview questions. One set that is geared toward student participants, one for the parents, and another for educators and a fourth for professional volunteers. I expect to interview almost all the participants in their own home, either in person, through Skype, or over the telephone. I will hope to have permission to record the interview. However, this will not be in the form of a video; only an audio recording will be used to protect the participant’s anonymity.
Investigating the Cooperative Learning Project Experience in a Transmedia Venue.
Background and Rationale. From September 2013 to June 2015, homeschooled children, ages eight to seventeen, were involved in a cooperative learning project, and published the Rafer Thorne graphic, fantasy novel. Our homeschool group was also involved in a number of other cooperative learning endeavors. We are planning another project similar to the previous novel, in which we will publish the second book in the series. The students will also participate in writing and illustrating the book, but this time the project will be expanded to include college students and professionals in the community in illustration, creative writing, graphic design, and publishing. It will also be expanded to include Transmedia projects that tie into the novel. These Transmedia projects will include filmmaking, game design, fantasy world building on
wix and websites, and the development of an electronic e-book. Some of the same students will be involved in the second novel, but several new students will be joining in the group project. In order to better plan and implement the new project, my research will center on gathering information that will help me better plan and implement our joint endeavor.
Aims My aim will be to analyze the information I have gathered in interviews with participants, for common themes and ideas that will help me better plan my next project. I want to carefully listen to the feelings of both the students and the parents and investigate how I can improve upon what we have done before, to find out what we did that was beneficial and to look for those things that did not work well. I hope to gather information about practical methods that may work better, learning that was achieved, as well as the emotional environment that was created as we worked together.
Subject selection. The subjects I’m going to select will be those students and parents and volunteers that have participated in previous cooperative learning projects, especially those who worked on the Rafer Thorne novel. I will interview both the parents that participated along with the students and the professionals who volunteered their time to help the students. I will also interview the parents of some of the new children joining our group who have done other cooperative learning projects, to better understand how to integrate these children into the new project. The students range from six-years-old to college-age. Five parents have also agreed to participate in the study. I am also hoping to interview educators who have done similar projects to add to my knowledge base.
Study Design and Methods. The method I am choosing is an un-structured interview using nonstandardized open ended questions. This is because I want to achieve in-depth information that can be compiled in a case study format and have the flexibility to be creative in the kinds of questions I am asking. I see that I will need four sets of interview questions. One set that is geared toward student participants, one for the parents, and another for educators and a fourth for professional volunteers. I expect to interview almost all the participants in their own home, either in person, through Skype, or over the telephone. I will hope to have permission to record the interview. However, this will not be in the form of a video; only an audio recording will be used to protect the participant’s anonymity.
Power Point: The Rafer Thorne Project.
grad_thesis_proposal_ii.pdf |