Bridgingthegap

Brian Heineman - Ridge High School Martha Schoene, Heidi Trotta - Seton Hall University

Bridging the GapBridging the GapThe High School – College ConnectionThe High School – College Connection

Background of the ProjectBrian Heineman - Ridge High School

Ridge High - Needs1. Implement case based/problem based modules

appropriate for the science areas

2. Focus - on process not content: Collaboration, decision making, research, and reflection

3. Provide students with the technology experience needed to transition into a university environment

4. Motivate seniors to finish the year on a positive note!

5. Achieve district goals of Rigor and Relevance

The Technology• Lecture123 in use at Ridge High School in

Bernard’s Township and Seton Hall • Transforms PowerPoint files into interactive

presentations by adding audio• Allows for asynchronous collaboration, q&a• Modules can be self-paced, repeated

Initial Meetings – The possibilities• Work with pre-service teachers at Seton Hall

Develop skill using instructional technology• Work with professors to develop case

based/problem based modules

Focus on science electives: Enviro Sci, Genetics, Forensic Science (Junior and Senior Level Courses)

Faculty: Martha Schoene, Physics

• Rip currents unit matched topics in Ridge Environmental Science elective course

• Utilized Lecture123 to create Rip Currents Module• Students completed module in May of 2005• Provided feedback to help development of the follow up module: Winter Storms

Year 1 – Rip Currents

Year 1 Feedback – Issues• Difficulty in delivering video over Wi-Fi

Solution: Video segments viewed as a class

• Technical (user) issues with Lecture123Solution: Have tech support on hand to solve issues at start of

project

• Too much information and not enough directionSolutions: Prior exposure to problem based instruction.

Increase flexibility of classroom teachers role, guided questions and scaffolding added to modules.

Design of ProjectHeidi Trotta - Seton Hall University

21st Century Education• Shift of knowledge and skills for society –

information gathering, collaboration, creativity• New methods of teaching and learning – Active,

Learner-Centered, Authentic and Situated• Technology• Characteristics of learners – fluency in media

and technology

The Design • Cased Based Learning - no right/wrong answer• Authentic – real world problem - believable• Collaborative – exchange of ideas, information

and perspectives (challenging!) vs the individual• Exposure to various viewpoints – debate and

discuss (come to consensus)

The Design• Gather data to support arguements• Persuade others of their ideas • Produce materials that support understanding of

the conclusions• Teach a process through content (research)

The Design • Content to span age group • Technology Constraints – electronic and

printed content included• Support materials provided (notebook, field

journal, CD)• Guided Questions to focus on main issues• Supports variety of learning styles

Collaboration

The Individual

Professional Team

Case Group

Sample

http://lecture123.shu.edu

The CaseMartha Schoene - Seton Hall University

Offer a choice of Topics-One PerspectiveRip CurrentsWinter StormsExtreme Beach Erosion

Offer a choice of formatTraditional PPTInformation and Links

Lecture 123Variety of Roles and Audio

The Pizzeria Owner

The Environmentalist

The Emergency Management Coordinator

The Insurance Adjustor

Characters in the Case

• Not all resources will have the information you need, but they might provide the answer for someone else in your group

• Take advantages of experts – they might have the information you are looking for!

• When using Lecture 123, right-click on the area of the screen where you have a question to contact an expert. Check back on the same slide at a later date to view a response.

= Web Site = movie = print

Research and Resources

Resources

• New Jersey Shoreline Protection and Vulnerabilityhttp://gannet.stockton.edu/njbpn2004/2004/nj_shoreline_protection.htm

• On Shifting Sands – A Brief Articlehttp://myweb.shu.edu/bbcswebdav/institution/Lecture123/on_shifting_sands.doc

• Sandy Beacheshttp://myweb.shu.edu/bbcswebdav/institution/Lecture123/Sandy_Beaches.doc

Share information on a natural beach profile with your case group.

The Environmentalist

• Storm Surge- Storm Surge is the temporary rise of sea level caused by a storm. Storm surge can add 5-10feet of water or more. http://www.fema.gov/hazard/hurricane/hu_surge.shtm when wind blows toward the shore, water can pile up. Winds can raise water levels above predicted tides. Low atmospheric pressure can cause the ocean to mound up, raising the water level. On March 3, 1999, a storm surge of 4.6 feet, accompanied by 49.7 mile an hour winds, caused widespread coastal flooding. Wave heights exceeded 29.5 feet for over 5 hours, peaking at 34.8 feet. At Ocean Shores, several houses were damaged and a public restroom was destroyed”. The storm surge combined with wave action can cause extensive damage, severely erode beaches and flood coastal highways. With major storm like Katrina, Camille, and Hugo, complete devastation of coastal communities occurred. Many buildings withstand hurricane force winds until their foundations, undermined by storm surge erosion, are weakened and fail. http://media.shu.edu:8080/ramgen/tltc/renee/martha_fig/debris.rm http://media.shu.edu:8080/ramgen/tltc/renee/martha_fig/boardwalk.rm

Glossary and Background Information

One such business that has been flooded is this popular pizzeria on the Boardwalk.

This landmark in town is popular with the local inhabitants and summer tourists and is the sole source of income for the owner and his family.

Skim this article to find out how unstable living on a barrier island really is. http://myweb.shu.edu/bbcswebdav/institution/Lecture123/Barrier%20Island%20Support%20Document.doc

The Case: The Lost pizzeria

The Environmentalist

Erosion caused by Winter Storms

Perform this lab with your group and discuss how storm waves accelerate beach erosion. Record in your field journal.http://myweb.shu.edu/bbcswebdav/institution/Lecture123/lab_activities_wave_erosion.doc

Locate your business on the boardwalk before the storm. Discuss if this is a good location for your business.

Your Pizzeria

Boardwalk

The Pizzeria Owner

Compare the need for emergency management intervention in the October, December and January storms. Use the information on storm surges contained in the glossary on the CD to decide when emergency response is most needed. Record the differences in your field journal.

Note: The picture to the right was from the January storm.

Emergency Management Coordinator

The Insurance Adjustor

This picture shows the sand that deposited after the water receded.

Watch this video that shows water coming into this garage.http://media.shu.edu:8080/ramgen/tltc/renee/martha_fig/parking_garage.rm

Share the damage done by sand and waves with the pizzeria owner. Give suggestions to reduce risks of future secondary liability insurance claims.

The Emergency Management Coordinator

Resources:• Read this article concerning the effects of storms on New Jersey beaches

http://myweb.shu.edu/bbcswebdav/institution/Lecture123/on_shifting_sands.doc

• Explanation of coastal stormshttp://media.shu.edu:8080/ramgen/tltc/danielle/earthscience/coastal_storms.rm

Compare to the damage done in our case. Record in your field journal.

What Actually Happened

Sea Bright, NJ

Aerial Photography from2002 and 2003

Legend

Historic Shorelines

1836-42

1855

1899

1932-36

1977

1988

®

0 2,000 4,0001,000 Feet

All the sand you see here was pumped onto the beach by the Army Corp of Engineers. This is considered a temporary solution. Sand will have to be added after future storms.

The red line shows the eroded beach after the series of storms in this case.

Challenges• Time

Promised for October Ready in March

• FormattingSlides- Links in Lecture 123

• DesignVisual aesthetics

• FocusCollaborative Aspects vs Independent Research

Challenges - Continued• College students may abuse asking for

help• Motivating HS students to ask questions

– Guided questions• Printed and Oral

– Intentional “mistakes and gaps in information”• In supporting information• Sharing information with another Professional

Team

Types of Assessment

Ridge Students – Student Reflection, SHU Electronic Survey

Questions?