Monday, January 3, 2011

ONLINE STUDENT BOOKLET: 3 Week Assessable Task

Authentic Project "The Reef"

Unit of Work (UOW): designed by Peter Spencer (2010).


WEEK 1 to 5 : Introduction & Task Overview: 


Reef at Risk: What is Australia's best option?
You may have heard about the recent accident involving a large ship and damage it caused to our Great Barrier Reef.  Some of you may have been to the reef or visited a commercial shipping port in your lives.  You may have learnt about the reef environment from other subjects or the internet; or know, that  Australia, being an island continent, uses shipping a its major method to import or export products that are necessary to our way of life.
Brainstorming Session:
(Potential to record the brainstorming session & later scaffold how this is placed as a podcast on the teacher's blog under this subject.  If student's have not experienced recording and podcasting beforehand, this will be discussed and a collaborative decision made to trial the process).
As a class, brainstorm what you already know about any of these topics?  That is, what do you know about shipping? Products we import or export?  The reef?
You may continue to view the following video will provide an overview of the recent accident on the reef.  As you watch and listen to this think about (make notes if you like) the potential environmental risk to the reef; how this might affect; the businesses who rely on the product being carried; the reef and environment; the coastal island communities nearby and the whole of Australia or the world.  Think about how many ships you believe might travel through the reef every week.  If you were able to make changes to ensure the safe passage of ships through the reef, to vrious destinations, what would you change?  f you owned the shipping company concerned; how would this affect you or the country you belong to? 

Shen Neng 1: Douglas Shoal accident March, 2010



Full Text Version of the Ministerial Invitation to Students : 

The Shen Neng 1 accident, in March this year, has provided a just reminder of the risks associated with commercial shipping as it navigates our Great Barrier Reef.  This was our first World Heritage listed site and is critical to the economy of small, medium and large business within the region, the state of Queensland and to the whole of Australia.  The enormity and importance of getting this right cannot be expressed deeply enough.  As a government we must ensure that all possibilities and recommendations are examined and understood thoroughly. 
The commonwealth Department of Environment is inviting student groups from across Queensland to examine proposed changes to the way that shipping companies may be regulated to operate within the boundaries of the Great Barrier Reef.  Consideration needs to be given to all stakeholders.  These stakeholder groups include, people of the past, present and future, as the owners of World, Australian and Indigenous Heritage.  It also includes Australian and international businesses, or Governments, reliant upon imports or exports via the shipping routes navigating our reef. Consideration needs to be given to all levels for the continuation of positive relationships.  It is imperative that the final outcome provides a reasonable, fair and sustainable long-term benefit for all stakeholders concerned.
Your task will require an in depth understanding of the proposed changes, consideration of a number of other options that appear to be available, including technologies.  The final delivery of your group recommendation will be made via a publically accessible format, such as a wiki or blog, over the internet.  A list of resources has been included to assist your group to obtain the necessary knowledge to commence your task.  You will also be required to record public opinion relating to your group recommendation and provide these results as part of your final submission.  The recording of public opinion should continue after final posting your group project to the internet. 
In summary, your group task is to provide a solution to the following question and support your recommendation with facts:
What can Australia do to protect the Great Barrier Reef from potential damage caused by shipping; without restricting, the progress of trade and other relationships?
All submissions will be reviewed by a departmental representative with confirmation being forwarded via your school.  There will also be a presentation made to the group who presents the best solution.  Details of this will be made available via your school.
We wish you all the very best with your research and look forward to reviewing your comments and recommendations.   

Task Resources (needed to record your groups research data and to present final recommendation):

Introduction to Task Resources:
Know that you are aware of the task ahead of you; it is time to explore the ICT tools that you or your group may use to collate, share, compare and prepare your research data and final group recommendation.
The Department of Environment have made some specific requests relating to how and what needs to be included in your final group recommendation.  The Department of Environment also stated that they have provided a list of resources to assist your group to obtain the necessary knowledge to commence your task.  Before you commence your research, you need to who is going to conduct the research; what parts will each person in the group research; when are they required to report this research back to the group; why is it necessary to research these areas; how will each group member record their findings and share this information with the group for discussion.   The following sections, summaries and links will help you to answer these questions and provide you with information necessary to engage in future group discussion and assist with group decisions.

Internet Safety & Cyberbullying:

The following is a national 60 minute lesson plan created by the Australian Communicatons and Media Authority (ACMA) relating to Cyberbullying as part of the Australian Governments CyberSmart campaign "Let's Fight It Together" developed by the Department of Children, Schools and Families and Childnet International in the United Kingdom and licenced by the ACMA for use in Australia.  This includes a 7 minute video and classroom discussion focuses around this.

Cyberbullying Lesson Plan:


240.3KB | Friday, 28 May 2010 | LEP:



























What is a Blog?

How to start a blog on blogger.com

Looking at the features of a Blog:

Example of a blog & where to construct a Blog?

Create a blog using blogger.com and share your blog URL to your teacher and share it with two other students in your class.  Ensure titles are any blog enties or postings are appropriate and focused on the subject  as per school guidelines.  Use a code name and not your real identity in any set-up or communicaions using the blog.  Remember to include your code name in the email forwarded to your teacher. 
Establish your RSS feeds with your teacher and two peers.  Restrict any public comments or access and ensure all comments are moderated by your teacher.  Refer to the help menus and others who may know how to adjust these settings.  Seek teacher advice if you cannot work this out.  Your teacher will check your set-up.
You are now required to make your first three posts to this blog. 
  1. Post a brief summary of what a wiki is and how they might use a wiki to assist their group task? Indicate what they like about a wiki or dislike.
  2. Post a similar brief summary about blog’s.
  3. Post a brief summary describing what an RSS feed is and how you might apply this to your group task. 
  4. Visit your peers blog's and leave an appropriate positive comment about what you may have found interesting within their Blog. 

Using ICT's to communicate a message:

How to communicate using your senses:
Think about the following categories of information that you have experienced thus far while exploring Wiki's and Blog's.  What sense's have you used?  What format is the information communicate in?  Have you seen video's, photo's, text (in different shapes, colours and sizes) and animations?   Did you hear music, voices, other sounds and speech synthesisers (computers talking)?  Did you smell or taste anything?  No,  but could you imagine the smell or taste of something?  Possibly.  Did you feel anything or could you imagine that?  What do you feel if you are racing a car using a simulator or game with exceptional graphics?
These are all ways that you may use to communicte a simple message or recommendation.  Think of simple, new and exciting ways to present your information other than typing mountains of information.  Post your thoughts now to your blog so that you may use this later during discussions within your group.
ICT's used to enhance the communication within Wiki, Blog's or other online forums:
Explore each of the following ICT’s and think about how they could be used in your Wiki or Blog to help design and deliver your group recommendation.  You are required to separately post an example of each of the following ICT categories along with a very brief outline (idea) how you might apply each to your group’s task? Indicate what they like or dislike about each.   
Avatar (animation):
Avatars may be created for free from websites such as Voki.com.  This service allows you to customise avatars to include your own recorded voice or apply text-to-speech recognition. The text-to-speech recognition allows the creator to choose from an extensive range of English accents or chose from a list of other multiple languages. 
Flickr:
Flickr is an online repository for royalty free photos and some videos available for free under creative commons licencing.  http://www.flickr.com/ 
Youtube:
Youtube is an online video community, allowing millions of people to discover, watch and share originally-created videos.   http://www.youtube.com/ 
Incompetech:
Incompetech provides a large library of royalty free music and animations. These downloads are available under creative commons licensing and details should be checked for each item. http://incompetech.com/ 
Audacity:
Audacity® is free, open source software for recording and editing sounds.   http://audacity.sourceforge.net/
Slideshare:
Upload and share your PowerPoint & Keynote presentations, Word & PDF documents on SlideShare. Add audio to make a webinar. http://www.slideshare.net/

How to upload youtube videos

What is a Wiki?

Example of group work using a Wiki:

Where to construct a Wiki?

There are numerous websites that will allow someone to create a Wiki.  This is one of the free Wiki websites available.  Your group may choose any other site to establish a Wiki if they choose to use this format to collate, share and collaborate throughout the task. You or one of your team members may have had prior experience with a particular site or prefer the format offered by another site.  Explore this site a attempt to create your own Wiki. Write down the link or site address (URL) to your new Wiki as you will require it at a later stage.  http://www.wetpaint.com/

Story Telling

Have a look at the YouTube clip below about Aboriginal story telling. This is one of the oldest forms of communicating information and is still the most effective. Many Aborignal and Torres Strait Islanders speak English as their second language and use of storytelling, in a modern context, is an exceptional opportunity for many of the people scattered accross remote communities to get their story out into cyberspace.  Modern storytelling has played a critical role in engaging indigenous youth back into the school system; however, there continues to be a struggle to identify with the language and cultural needs of these youth.  A holistic framework published as "My Land My Tracks" by Ernie Grant (n.d.) explains how indigenous communities maintain a holistic view of the world and a link between land, language and culture.  Grant (n.d.) goes on to state that western ways of thinking need to be aligned with this holistic view by contextualising time, place and relationships respectively in order to effectively communicate across this cultural divide. 
Maybe your group could use such methods when creating creating your project.  If the animation is to difficult, think of other ways that you may simulate or animate your story; for example, try simple drawings or paper cutouts similar to the Youtube video above describing "What is a Wiki" or as in this powerful message about why to wear seatbelts titled "Parents" (Note: There is a brief introduction before this video example starts).  Another example using pictures or photographs and adding your voice as audio can be viewed athttp://www.storycenter.org/stories/
Explore these sites an make a posting to your group site with an example so that you can discuss with your other group members as a format idea for your final recommendation.  Hint:  Aim to get your final message accross to your intended audience in a simple and unique manner that will hold their attention.  You will also need to consider the resources you have available to create your story.  The teacher has several digital and video cameras available for inclass use only. 

Story Telling

Forming Groups

To be completed by Friday Week One:
  • You are required to form groups of 4-6 people.
  • Do this in your own way, however if you need help in forming a group, please let your teacher know.
  • An email must be sent to your teacher with group member names. Nominate a responsible person in your group to complete this task and copy all group members in the email.
  • Any members not in a group by this time will be allocated to a group and your teacher will advise final group lists prior to commencement of week two lessons. 
What your group is expected to do at the commencement of week two: 
Remember, time is important; you must not delay.  Plan to commence working on your group task immediately in week two.  Your group is required to discuss the content of these links and summarise their findings with references to any information, photos, video of audio material. Discuss as a group what is known about the issues that surround the problem and also what needs to be done. The following steps have been provided to guide your group through this task:
  1. Share the work load and divide up amongst all group members to conduct research, record facts & references and record in an appropriate format to share summary with others.
  2. Consolidate this knowledge through group discussion. Decide on relevance of information.
  3. Review the problem as a group and decide what needs to be learned in order to complete the problem task.
  4. Develop and agree upon an action plan that will include things that need to be done in order to complete the problem task. Assign responsibilities to further research, record and report back to the group.
  5. Ensure all group members are knowledgeable of the issues surrounding the problem question; then as a group, come up with at least one recommendation supported by fact and record it as your group’s conclusion.
  6. Attach a survey to your final wiki or blog to gather public support and opinion of your recommendation.  This should be set up to continue gathering feedback after final submission.  You must use either Surveymonkey or Google Docs as your platform to capture survey data from the public.
Finally, evaluate your own contribution and that of all other group members and make results available via an individual blog to your teacher. Questions and response format are set as standard and must be identical to those provided under the section "Evaluation." 

WEEK 6 to 7: Investigation Resources (Links to information):

The following links will assist your team obtain the necessary depth of knowledge required to continue with the project and develop a recommendation supported by facts.   Explore all of the links provided to gain a fuller understanding of the following: Indigenous, Australian & World heritage, shipping plans, impact statements, legislation and policy, maritime safety, shipping regulations, technologies used, past disasters, Great Barrier Reef boundaries, responsibilities etc..
List of information resource links:
Explore this site for relevant information related to: Shipping impact studies, shipping management plans, shipping registration and requirements, GBR shipping guidelines, new measures to protect the reef, Automated Identification Systems (AIS) used in some parts to monitor ships movements, official statements and papers and much more.
http://www.amsa.gov.au/Shipping_Safety/Great_Barrier_Reef_and_Torres_Strait/
Heritage listed : The Great Barrier Reef (GBR).  Boundaries and other detail of the heritage listing
http://www.environment.gov.au/cgi-bin/ahdb/search.pl?mode=place_detail;place_id=105709
Australian Government Department responsible for the protection of the GBR.
http://www.environment.gov.au/epbc/publications/gbrmp-legislative-changes-faq.html
What is World, Australian and Indigenous Heritage?
http://www.environment.gov.au/heritage/about/world/index.html
Map of GBR
http://www.environment.gov.au/heritage/places/world/great-barrier-reef/pubs/great-barrier-reef-map.pdf
Commonwealth & state government's have shared responsibility: Green zones
http://www.environment.gov.au/heritage/places/world/great-barrier-reef/pubs/great-barrier-reef-brochure.pdf
Australian Government :  GBR Maine Park Authority
http://www.gbrmpa.gov.au/
Google Earth maps
http://www.gbrmpa.gov.au/corp_site/info_services/spatial_information_services/google_maps
More than 70  Aboriginal and Torres Strait Islander Traditional owner groups have long continuing relationships with the Great Barrier Reef.
http://www.reefed.edu.au/home/explorer/hot_topics/gbr_traditional_owners
Reef Guardian Councils programme helping to protect the reef.
http://www.gbrmpa.gov.au/corp_site/key_issues/water_quality/reef_guardian_councils
Information related to Shen Neug 1 grounding on Douglas Shoals on 3 April 2010 (Also includes photographs of the damage).
http://www.gbrmpa.gov.au/corp_site/oil_spill_and_shipping_incidents/shen_neng_1_grounding
Australian Government Department responsible for shipping safety
http://www.amsa.gov.au/ 

WEEK 8 to 12: Ideation/Design - Group Recommendation & Seeking public support/opinion:

This week the group will need to focus on completing points 5 & 6 as indicated in the section above titled "Forming Groups".  There is however a number of tasks that requiring completion.  These are:
  1. Develop at least one recommendation supported by fact and record it as your group’s conclusion.  How you present this information is entirely up to your group.  Use any method of communication or combination (text; animation; voice; pictures or video), within your Wiki or Blog, to communicate your recommendation to the department of Environment and the public.  Use one, two, three or all of the ICT tools that have been discussed over the three weeks to assist your group achieve desired results.  You are encouraged to be creative in your approach and delivery.  Remember your time limitation.
  2. Attach a survey to your final wiki or blog to gather public support and opinion of your recommendation.  This should be set up to continue gathering feedback after final submission.  You must use either Surveymonkey or Google Docs as your platform to capture survey data from the public.  Refer to the next section for details about your options for structuring this survey.  You must restrict your public survey to only five questions.  What you ask and how you measure the responses is a choice for your group to make.  It is advisable to encourage other students, staff, friends and family to view your recommendation and respond to your public survey prior to final submission.  You must include a paragraph explaining your intentions and the feedback you hope to achieve and why.  Hint:  These reasons should support your group’s recommendation to the Department of Environment.
  3. Finally, evaluate your own contribution and that of all other group members and make results available via an individual blog to your teacher. You are required to establish an individual blog for this purpose if you have not already established one for this subject or learning in general.  Once you have your account you must create your survey and embed it into this blog along with any results.  For further detail on your options refer to the next section below.  Questions and response format are set as standard and must be identical to those provided under the next section. 
  4. Once you have completed your own self evaluation and encouraged all of your team members to provide their constructive feedback in the same manner; forward the results link via email to your teacher.  Final feedback will be provided along with formal assessment.  The department of Environment will also provide feedback via the school.  Also review public comment

Reflection & Evaluation: Public Survey & Self / Peer Assessment:

There are numerous ways that you may establish online surveys or questionnaires to gauge people opinions on a topic.  This final section requires you to create two surveys/questionnaires and record the anonymous responses to these questions. 
  1. You are required to establish between 5-10 questions that you feel are important to ask the general public in gathering support and feedback on your group research and recommendation. 
  2. You may apply any scale you choose, with exception to text blocks, to measure the responses to your questions as long as it is applied in the same manner to all questions. 
  3. You are required to establish this survey and embed it into your final recommendation into a wiki or blog.
  4. Responses to this questionnaire completed after final posting of your site must be captured and displayed in graphical format. 
  5. The survey may be established using any program that you like as long as it meets these guidelines; although, please check with your teacher first before committing another program to this task.
  6. There are two recommended options provided:
  • Surveymonkey (for those wanting a challenge follow this link), or
  • Google Docs (Recommended for non-experienced: Information and examples below)
  1. Your final evaluation survey must follow the guidelines below and must be linked to a personal blog that is to be shared with your team members and teacher only. 
About Google Doc’s:
Google docs allow you to create and embed questionnaires into your wiki or blog. The questionnaire will display as a form and may have formatting added to change fonts or background images.  A variety of scales or answer types are also available which include; drop down boxes, check boxes, text short or paragraph text, multiple choice answers, radio buttons and scales from 1 to 10.
IMPORTANT:  There are various settings also available.  Ensure your answers are not made compulsory.  Structure the survey so that your evaluation responses are consolidated within a spreadsheet and are not made available immediately for viewing. Hint: explore the "embed" option available from the toolbar titled "more actions".

View this Google Doc's examples:
This example allows you to view the combined results graph:
http://spreadsheets.google.com/viewform?formkey=dFZfeGdXUnl5bWttVk0yM3ZMZWV6OFE6MQ
This example shows how your evaluation questionnaire may look like.  Follow instructions to open with Internet Explorer or Firefox browsers.  You may check the boxes and enter text.  You will see that the form resets and you are not shown any results as this view option has not been shared with respondents.  Note that someone will see your comments in this example.
http://spreadsheets.google.com/viewform?hl=en&formkey=dFp2dU5WNWhOSDlGdFNzM2NrUEowNFE6MQ
To view the results spreadsheet related to this evaluation questionnaire you must be provided with a secure access such as the following:
http://spreadsheets.google.com/pub?key=tZvuNV5hNH9FtSs3ckPJ04Q&single=true&gid=0&output=html
Further Task Instructions:
Now that you have seen a working example it is time for you to experiment with your own.  Hint: Use "Forms".
http://www.google.com/google-d-s/forms/
Try posting to your individual blog before deciding to setup your personal evaluation feedback questionnaire.  Once you have set this up; complete your self assessment and then invite other team members to visit your blog and provide their feedback of your performance.  The only way you will know when everyone has completed this will be via the counter of surveys completed.  Finally, make your teacher aware that your survey is complete.  You may view the results immediately but do not discuss with your peers.  Your teacher will leave a comment on your blog and may discuss the results with you personally.


For the standard set of evaluation questions and scale, refer below: 
  • Evaluate the effectiveness of your own performance.
  • Evaluate the effectiveness of your group team members.
  • Choose one answer below for the corresponding questions.
  • Place comments, voluntarily, within the comment box.
(NOTE: Do not indicate who you are; plus, ensure all comments are appropriate and respectful.)

Enter the Full Name of the team member being evaluated:

e.g.: John Smith

1. Level of enthusiasm and participation

Below Average
Average
Above Average

2. Suggested ideas and contributed equally to the research and final product

Below Average
Average
Above Average

3. Exercised judgement to decided what to include in final product

Below Average
Average
Above Average

4. Performed tasks required and on time

Below Average
Average
Above Average

5. Is a friendly and helpful team member

Below Average
Average
Above Average

6. Provide constructive feedback to team members (Shared ideas)

 Below Average
Average
Above Average

7. Reliable, met deadlines, attend group meetings, punctual

Below Average
Average
Above Average

8. General Comments

General Comments
   

Learning Management Plan - 8 Learning Management Questions (8LMQ's) :

Learning Management Plan - 8LMQ's


Our topic: Authentic question to be solved: 
What can Australia do to protect the Great Barrier Reef from potential damage caused by shipping; without, harming relationships with other countries we buy from or sell goods to? 
PHASE 1  Profiling
(1)What does the learner already know?
  • Standard Yr 7 ability across the board for current achievement levels
  • What a reef is.  Generally where the Great Barrier Reef exists.  Know the reef is a protected area. 
  • Ability to collect and validate information on the internet
  • Australia imports & exports goods in by air & sea.
  • There have been a recent shipping accident  recently on the reef
  • There have been other accidents in recent years of Queensland & Western Australian coasts.
(2) Where does my learner need to be?
  • Focus on 2 x KLA's : (1) SOSE & (2) ICT's Cross-Curriculum Priority  & the following Essential Learnings (EL’s):
    • (1)SOSE: Political and Economic systems:   Australia is connected to other nations through international agreements, the responsibilities of global citizenship, and shared commitments to security and environmental issues.  Note: there are also other suitable K&U areas.
    • (2) ICT's Cross-Curriculum Priority: Creating, communicating, Ethics & operating ICT's
  • Ability to organise information into blog style journal
  • Human impact on natural environments
  • Effects a disaster can have on economy
  • stakeholders that a disaster like this can have an effect on
  • Consider cross cultural implications.
  • to suggest ways of stopping the destruction and saving what we have left.
  • Place and Space - Sustainability requires a balance between using, conserving and protecting environments, and involves decisions about how resources are used and managed

Dimensions of Learning (DoL):
  1. Dimension 1: Require a positive attitudes and perception to the classroom environment and to the tasks.
  2. Dimension 5: Demonstrate consistent and productive habits of mind within the three higher order of thinking  categories of critical, creative and self-regulated thinking.
(Marzano & Pickering, 2006).
 (3) How does my learner best learn?
  • Cater for all learning styles (Audio, Visual, Kinaesthetic). 
  • LEP's "At Standard".
  • By discovering information mostly independently, with guidance from questions to answer, and suggestions, models, on how to deliver their information.
  • Engagement Theory: A framework for technology-based teaching and learning (Kearsley & Shneiderman, 1999).  Part of our assessment criteria to include this: Relate - Create - Donate, implies these learning activities:
1. occur in a group context (ie:, collaborative teams)
2. are project-based
3. have an outside (authentic) focus
  • Include indigenous perspectives.

PHASE 2  Strategising and delivery
(4) What resources do I have at my disposal?
  • Internet; PowerPoint; Voki avatar; YouTube; Google Earth
  • Blogging tools for students to blog their findings and learning journey
  • Interactive white boards and computers.  
 (5) What will constitute the learning journey?
  • The Journey is similar to the "Decision Time - Australian Foregn Policy" scenario from wk 9 courseware.
  • Presentation format is open for learners to discover and apply creative style.
  • Students to investigate shipping lanes through reef, accidents, impact studies and government recommendations and policy.  Students need to find a solution to answer the problem question and then presents this in a format to invite comment from public and inform the stakeholders (Departments as outlined). 
 (6) Who will do what?
  • Teacher to provide scope of project, Who the stakeholders are external of the classroom e.g.: Department of Environment & Department of Foreign affairs.  Define what is required.  Must be in an electronic or web-based communications format.  May include photo’s, a video, audio, simple animations and be visually striking to encourage public viewing and support.  Must include referencing in format identified. No Minimum or maximum length.  Refer to rubric & other assessment requirements.   

 PHASE 3  Ascertainment
(7) How will I check to see the learner has ‘arrived’?
  • Refer back to LMQ2.  Declarative & Procedural Knowledge. Refer to outcomes defined within curriculum document Essential Learnings as indicated under LMQ2.
  • By monitoring their group Wiki, or blogs we could see if they have gathered the information required to answer the problem question and demonstrated Knowledge and Understanding in both procedural and Declarative forms. 
(8) How will I inform the learner and others about his/her progress ?
  • Formative & Summative assessments. Student individual/Group Blog's linked to each other and teachers.   Also open to parents/carers or separate Teacher/Parent Blog.   
  • By providing feedback through their Wikis or Blogs.
(Smith, Lynch & Knight, 2007, pp. 81-104)

Engagement Theory:
Week 1: RELATE
  1. TITLE: Reef at Risk: Australia's best option(s).
  2. OUTLINE ISSUE:[ Example of the reef at risk] Youtube video of recent accident: Douglas Shoal.
  3. INVITATION: Avatar from Depatment of Environment "RELATE" to students asking them to provide a solution to their authentic problem (this will detail: who, what, where, why, when and how): & ask the question "What can Australia do to protect the Great Barrier Reef from potential damage caused by shipping; without, harming relationships with other countries we buy from or sell goods to?"
  4. LINKS (Task Creation Resources):  Necessary for student to construct their wiki's or blogs so that individuals may share their research notes with the group (provide links to resources like blogger or wetpaint, youtube, Voki avatar, Flickr, Incompetech, and other ICT's that will assist students to maniplulate video, photographs, music, voice and text  within their blog or wiki + examples & links to how to set-up.  Also encourage to invite external feedback via survey and responses using google docs embeded into their blog or wiki to capture and record public opinion. 
  5. Students to form groups (4-6). Deadline to advise before allocations made by teacher.
  6. Groups to choose a platform for final delivery either blog or wiki & create group site
Week 2: CREATE
  1. LINKS (Information Resources): provided to offer direction to information related to; Indigenous, Australian & World heritage, shipping plans, impact statements, legislation and policy, maritime safety, shipping regulations, technologies used, past disasters, GBR boundaries, resposibilities etc. 
  2. Discuss as a group what is known about the issues that surround the problem and also what needs to be done, has been planned already by the government. 
  3. Research the topic using links as a guide & save knowledge to blog / wiki.
Week 3: DONATE
  1.  Group consolidates information from research and prepares a conclusion or recommendation to the problem question.
  2. Arrange for public opinion and feedback to be included using survey and results (google docs or surveymonkey or other) and ongoing after posting final recommendation.
  3. DONATE their findings that support their recommendation(s) back to the Department as requested.
  4. Provide self and individual feedback using spark forum, Google Docs Forms or establish own survey using a standard set of questions and scale.  This must be submitted with posted results on individual's blog's. 
(Kearsley & Shneiderman, 1999)

References

Aboriginal Dreamtime Story, tushington 1000 (Dec 2007) Retrieved from http://www.youtube?watch?v=sle62XVOBO0&featurerelated
Australian Government. (n.d). Great Barrier Reef. Retrieved from http://www.environment.gov.au/heritage/places/world/great-barrier-reef/pubs/great-barrier-reef- brochure.pdf
Australian Government. Australian Marine Safety Authority. (2010). AMSA. Retrieved from http://www.amsa.gov.au/
Australian Government. Australian Marine Safety Authority. (n.d.). Great Barrier Reef and Torres Strait. Retrieved fromhttp://www.amsa.gov.au/Shipping_Safety/Great_Barrier_Reef_and_Torres_Strait/
Australian Government. Department of the Environment, Water, Heritage and the Arts. (2010). Great Barrier Reef, Townsville, QLD, Australia. Retrieved fromhttp://www.environment.gov.au/cgi-bin/ahdb/search.pl?mode=place_detail;place_id=105709
Australian Government. Department of the Environment, Water, Heritage and the Arts. (2009). Great Barrier Reef Marine Park protection: legislative changes Frequently asked questions.Retrieved from http://www.environment.gov.au/epbc/publications/gbrmp-legislative-changes-faq.html
Australian Government. Department of the Environment, Water, Heritage and the Arts.  (2009).  Australia's World Heritage. Retrieved fromhttp://www.environment.gov.au/heritage/about/world/index.html
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