Global Project Design


Name: Avylon Magarey

co written with my colleague Roseanne Madden

FCCT Cohort:13 -2


Flat Classroom® Framework

Name of Project: Agents of Change
Link to Booklet (Draft) : Agents of Change booklet
Website URL: Edmodo group (example)
Location: Global
Communication: Asynchronous using Edmodo and Synchronous using
Generation: 12-14 with input from experts

Agents of change graphic by student Annie Koch

Information: Some background information on Art Costa's Habits of Mind.
Learning Legacy: Students need to engage in authentic learning and inquiry that relates to issues that are important to them. This problem based inquiry unit will also be based on developing the Costa's Habits of Mind.

PART A: Global Project Design Essentials

Project Name
Agents of Change
Curriculum Idea and Alignment
This unit of work will be based around developing inquiry and research skills but will also cover a range of curriculum areas including humanities, social studies, english, maths and design. Topics that students may choose to research include: How to promote recycling? What are the effects of binge drinking on young people? What types of media imagery is Photoshopped?
The topics need to be related to young people and have a local and global connection.
Each group of students should develop a question based on the issues that they see relevant to themselves and the community. Teachers will need to help students to refine their questions so that they are manageable, ethical, etc.
Guiding Question and Project Aims
The guiding statement for this project is "You can be an agent of change in your local and global community. You can make a difference no matter what your age is".

The aim of the project is to engage students in meaningful action to make a change in their community and share what they have done with others in the global community. The action could include raising money or awareness for a cause, informing others about an issue, volunteering etc.
Prerequisites and Skill Level
Students will be using the following tools:
Survey Monkey,
iMovie or another video editing program

Students may also use a range of other tools to help them create their final presentations.

Digital citzenship will be need to be developed amongst students so that they have the ability to communicate effectively and respectively using tools such as Edmodo and Skype. Students will also need need teacher help to share what they have found whether it is through a video or another program such as Voice Thread.
Standards Alignment
The Australian Curriculum standards being addressed include:
English: Isssues Analysis
Maths: Data Analysis
Student level/age
This project will be aimed at students from year levels 7-9, therefore they will between 11 and 14 years old.
Focus Questions
  • How do we form a research/inquiry question?
  • How can we work in a group effectively?
  • How can we gather data from a variety of sources?
  • How can we analyse information?
  • How can we reference and cite our sources correctly?
  • How can create an informative video?
  • How can emerging technologies and enhanced connectivity improve learning and create extended communities?
  • How can we use 'flattened' learning modes and emerging technologies to connect with other classrooms globally?
  • When we connect globally what can we do together that could make a difference to world as we know it?
  • How can we use multimedia to effectively convey a message?
  • What sort of products can be co-created via collaboration?
  • How can we best share our learning to a wider audience?
  • How can we engage our local community in our findings?
Working Mode: Individual and Team Structure
Students will work as a team with a small group (4 students from one school) to achieve their final goal of making a change in their local and global communities. The local teams can be combined with small groups from other schools in a global context. Teams are picked based on interest in the topic rather than chosen by the students.
Although group work is a major part of the structure of the project students are required to research specific questions collaboratively and share their information with the group. They will therefore be marked on some work as an individual and other parts collaboratively.
Required inputs
Each student is required to:
  • complete the project booklet, whether this in an online format or a hard copy (this includes correct citation of references).
  • show evidence of sharing resources and information with other group members through Edmodo.

Each group is required to:
  • create, distribute and analyse data from a survey.
  • interviews an expert in their field.
  • synthesise their knowledge in the form of a video (each member of the group, local and global, discusses their guiding questions).
  • take part in creative production on a local level which could involve promoting a cause, raising awareness of an issue or raising money. Students can do this through making presentations poster etc. The final presentation can be held as a parent/community night and shared with other groups via Skype or a video message of the other group's presentation.
Optional inputs
After the research is finished and the creative production begins students are presented with 3 different ways that they can be an agent of change locally and in the community: the artist, the innovator and the activist. They can pick which one of these roles that appeals to them as a guide for their creative production.
Required outcomes and Learning Experiences
  • Complete a research journal which shows evidence of all of the research that they student has done (including referencing) as well as the refinement of their groups focus and guiding questions and an analysis of research processes; portraying development in research skills.
  • Connect and share with local and global team members through Edomodo; establishing effective communication practices using online tools.
  • Show evidence of being able to film and edit video using a tool such as iMovie.
Optional outcomes
Teachers and students may want to participate in:
  • epals
  • shared resources for the creative production
The plan for this project is 10 weeks, which include at least 2x50min lessons per week and may include 1-2 days devoted to the project at the end to complete all work. The following example is the best case scenario

Week 1 (including a full day)
- introduce the project and the concept of being an agent of change
- choose groups based on interest in an issue
- develop a focus questions and then guiding questions
- connect with global groups via Edmodo
- further develop questions/ research processes based on global group collaboration

Week 2
- focus on effective research processes, note taking and correct referencing

Week 3
- each student researches their guiding questions and shares the information on Edmodo

Week 4
- Interview focus week

Week 5
- survey focus week

Week 6
- sharing and filling in the gaps of research

Week 7
- create a short video with each student in the group talking about their guiding questions, edit this to include both local and global members of the group.

Week 8
- introduction to agents of change as artists, innovators and activists and begin creative production

Week 9 (including a full day)
- collaborate and share creative ideas globally

Week 10
- final presentation/ Skype session and reflection
Research and Journal Assessment - Independent grade

- The research journal contains excellent, relevant information and resources from a wide variety of appropriate sources.
- Students have interacted and collaborated to a high level on Edmodo.
Very good
- The research journal contains a number of relevant information and resources, from a fairly extensive number of appropriate sources.
- Students have frequently interacted and collaborated on Edmodo.
- The research journal contains a limited amount of relevant information and resources, from a limited number of appropriate sources.
- Students have attempted to collaborate using Edmodo.
- The research journal contains few sources of information or resources have been collected, or the majority is irrelevant to the project.
- There is no evidence of interaction using Edmodo
Solution Assessment - marked as a local group

Level of achievement
- The group confidently presents specific key ideas that are accurate and relevant, and communicates the intended message to a high level.
- The video and presentation reflect a high level of understanding and a high level of creativity by the group.
Very good
- The group clearly presents key ideas that are accurate and relevant, and communicates the intended message effectively.
- The video and presentation reflects a good level of understanding and creativity by the group.
- The video presents a key idea that is mostly accurate and relevant, and communicates the intended message to some extent.
- The video and presentation reflects evidence of some understanding and some creativity by the group.
- The group has presented an idea in a limited or inaccurate way and does not communicate a clear message.
- The video and presentation reflects a low level of understanding and a limited level of creativity by the group.

Through a shared online survey.

PART B: Seven Steps Design Principles and Teaching Strategies

Students will use a variety of tools but I will try not to overwhelm them in the beginning as this may be many students first experience with a project like this:
  • Edmodo will be used as the main platform and students will be able to be split into smaller groups.
  • Introductions/ handshakes can be made with short videos or Vokis (like with digitween).
  • Google Docs for a shared bibliography
  • Skype or Google Hangouts for shared discussion
  • iMovie and other media for final project
Expectations for students:
  • To share their information and communicate with their small groups in Edmodo
  • To contribute to the shared bibliography
  • To share their learning through the video component of the project
Expectations for teachers:
  • Monitor and give feedback to students on Edmodo - each group will have a key teacher
  • Proof read and check scripts and movies
Communication Tools & Strategies:
  • Teacher-Teacher: email and/or google group, Skype (once every 2 weeks maybe).
  • Teacher-Student: Edmodo/ in class/ booklets
  • Student-Student: Edmodo/ in class/ Skype

Communication Expectations:
  • Teachers and students should ensure that they communicate with their groups at least once after every scheduled lesson.

Netiquette and Effective Communication:

  • In class each teacher can discuss the importance of effective and respectful communication, which include the language used, emoticons, responding and checking for messages. If an issue is encountered the following procedure should be adhered to: Screen shot an share with key teacher.
To ensure successful digital citizenship:
  • Introduction/handshake activities can be avatars or short videos (parent permission)
  • The Edmodo site is used for the project purpose only
  • All media must be original or be accredited to creative commons
  • All information must be correctly cited in the shared bibliography
Contribution and Collaboration
To encourage equal and fair contribution opportunities and expectations:
  • Key teachers monitor and report upon students in their groups (raise issues if needed)
  • Edmodo badges are given out to make positive examples of students doing great work
  • Guiding questions and research processes are assigned to each group member and posted on Edmodo
  • A relationship is continuously built up between teachers and students so that students feel comfortable asking for help and extra clarification.
  • Students are aware of the assessment criteria
  • Student booklets are regularly checked
  • Students are explicitly taught how to use the tools at the start of the project
  • Catch up videos/ screencasts are available through the Edmodo library
Ensuring authentic 'choice and voice':

  • Students are required to develop their own focus and guiding questions
  • Students are given choice regarding 'handshake' (shirt video, Voki etc.)
  • Students are given choice regarding the structure and genre of their information video
  • Students are required to brainstorm and develop their own original ideas for the final presentation
Guidelines for format and submission of the final product(s)
  • The online/hard copy booklet outlines the assessment criteria for the final video and presentation
The videos can be shared via Edmodo or drop box
  • Examples of videos can be provided
  • Teachers can film the final presentation and share this with the other students via drop box or Edmodo
  • Students and teachers will both be required to fill out an online survey/ reflection on survey monkey
A final celebration could include:
  • Sharing of the videos on line and a vote to see which one is the most engaging. The wider school community including parents could also participate in this vote. It could just be a poll on Edmodo.
  • A Skype during the individual school presentations
  • Follow up Edmodo posts to wrap up the project