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Vicky

Here are my brainstorm ideas.


I think we should decide on what our main topic for the project will be, and then choose 5 sub topics.
I am proposing to choose Belonging to groups as the main topic. It is a huge topic that may include:
Types of groups(primary and secondary groups, C.H Cooley (1864-1929)
Groups we belong to(based on personal, social, cultural surroundings)
Belonging to groups, based on your values and interests
Belonging to cultural groups
Citizenship (here we can nicely fit in civic education)
(you can change the aspect of these sub topics according to your likes/interests)
We have a team of 5 people and have to create a 20 hour course. Each person can take one subtopic to
cover, and create 4 lessons (as discussed with Amy one lesson equals 1 hour), with at least 1 activity
(more is better) for their specific subtopic.
Once the content for all the subtopics is drafted, we can review them all, and make
suggestions/recommend actions re further improvement.
I also have some questions I would like to bring to your attention:
Will each of us put our model online, or will we nominate a person who will be responsible for
this? ( As I mentioned Im keen to improve my technical skills, so I would prefer practicing how
to put my part of the programme online)
As I understand we need to write a narrative re our programme, justifying the scope of the
programme, the chosen methods and learning theories. Is every one of us supposed to write
this separately, or should we write one as a group? If so, how are we going to do this?

As per the software we are going to use, I am not an expert in this area, but I would personally
like to use Captivate and Articulate (need to learn them).

I am very open to your suggestions/ideas, so lets have a good meeting on Monday.

Have a great weekend,
Vicky


Louiz
Main topics:
Civic awareness /political inclusion
Cultural impact that drives political disinterest among ethnic/social groups (why theres an
intrinsic need for civic education)?
Target Audience: 16-25years old ( 18-24% of this group havent voted in the past two general elections)
Non-voting by age (in %)


*content needs to be developed with the target audience in mind (activities need to be engaging,
dynamic and reflect their reality and current technologies they use ( i.e. topics can demonstrate the
use of social media for political change, case studies that demonstrate how mobile device are been used
for civic transformation in countries like Egypt, Brazil and Argentina).
Technology: Web content can be delivered via website with activities that provide some sort of
interactivity ( it can be easily developed using adobe captivate and other free online tools I can discuss
that in further details later or show you how its done).
Website should be minimalist (colour/menu/interface) in order to provide easy access to educators and
avoid learning curve/lack of digital literacy.

Antonella
Break down of Project Brainstorm session
Audience

Groups: Civic Groups: Social
Cohesion
Technology
ideas
Activities Objectives
Ages 15 25
High School
Tertiary
education
The importance of
groups for people
The importance
of groups for
people
Creating a hub
with
technology to
facilitate/refle
ct group
aspect some
technology
which allows
this to happen
Create group rules =
laws
Elect your own
government class reps
depicting the voting
system. Run your own
election campaign
Multiple choice type
activities
Can understand
how groups are
created
Can demonstrate
how groups are
created
Can demonstrate
an understanding
the components
of a group
Can demonstrate
why groups are
important within
society
Can demonstrate
working
collaboratively
within a group.
Can identify
examples of
Can apply
aspects of the
Treaty of
Waitangi to the
creation of a
group

Different roles of
people within
groups
Social, cultural,
economic roles,
rights and
responsibility
Mind-mapping Discussion around how
students can create their
own governmental
structure
How people make
choices
How people and
places
(geography/
environment)
influence each
other
Website as
shell for
course
Introductory activities to
familiarise students with
website and course
information so students
are also familiar with
course objectives

The importance of
Tangata Whenua:
groups and decision
making process
Differences and
similarities within
cultural practices
in relation to
purpose
Facebook as a
possible chat
room area
Page set up to highlight
developments in project
How groups make
and implement laws
How
people/groups
view and use
their environment
/ location
differently
Skype to
organize
group
discussions
Possible inter-class
discussion system.
Students might buddy up
with other students out
of NZ studying social-
sciences / politics to
discuss their systems of
governance
Can incorporate
aspects of the
Treaty of
Waitangi to
develop a set of
laws within a
group
How leadership is
acquired
(voting/elections)
How
exploration/innov
ation create both
opportunities and
challenges for
people, places
and environments
Pinterest
students to
collect
examples of
government
systems
Visual: Create a
PinBoard depicting
election processes,
systems of governance,
positive/negative styles
of leadership

Impact on
communities due to
formal and informal
group decision
making process
Individual and
collective
response and
participation to
community
challenges
Delicious to
collect up
reading
resources for
their projects
Students research
systems of government
and are required to
create a reference
section to their project
delicious used as a way
of students storing
research material

How systems of Movement of Ifographs Create a poster which
Audience

Groups: Civic Groups: Social
Cohesion
Technology
ideas
Activities Objectives
government
operate in New
Zealand
people between
places and the
impact of
movement on
people and places
clearly explains the
election process / or the
government structure
How systems of
government impact
on peoples lives in
New Zealand

How systems of
government
compare


Other Ideas to
consider for Course
Work

Ideas to Consider for project How to spread course / divide tasks
Collectivist vs
individualist societies
Limiting size of scope clearly identify
objectives


Importance of clearly identifying how to
scaffold and stage process of course

2 hour slots over 10 weeks
3 hour slots over 7 weeks
What components make
up groups
Do we need to consider what would be
developed before and after selected age
group as a sketch for the purpose of
continuity and to show entry and exit
points during the course?

Choose tasks / divide / delegate = according to
level of experience or/and desire to learn.
How to create group
cohesion
Objectives need to be clear as these will
influence materials development and
also impact on style of assessment
Spreadsheet finding ways to break down tasks
and identify important/key Milestones in the
sequencing of project
Incorporation of Treaty
of Waitangi Principles
How do we structure the lesson time
frames and spread of course this will
impact on how we structure course
work/material

Should NZ have a
constitution






Stephen





James

I would suggest the following outcomes, I am sensing that the group is looking at Level 5,6 to 7, Ive
identified that the following would seem to align best. I think we need to narrow it down more.
Level 5 Social Studies
5.1 Understand how systems of government in New Zealand operate and affect peoples lives,
and how they compare with another system.
Level 6 Social Studies
6.1 Understand how individuals, groups, and institutions work to promote social justice and
human rights
6.2 Understand how cultures adapt and change that this has consequences for society
Social Sciences Level 7
7.1 Understand how communities and nations meet their responsibilities and exercise their
rights in local, national and gobal contexts
7.2 Understand how conflicts can arise from different cultural beliefs and ideas and be
addresssed in different ways with differing outcomes.
http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum/Learning-areas/Social-
sciences/Achievement-objectives
Go to link for Ministry of Education Level 7 for examples:
http://seniorsecondary.tki.org.nz/Social-sciences/Senior-social-studies/Achievement-objectives/Level-7
I would suggest that we go to the outcomes in the Ministry of Education website, look at examples
(exemplars provided or examples) and tailor them for our project, including any ideas or focus individual
group members may have. Ensuring we have direct links to outcome assessment activity pedagogy,
that can easily referenced in the narrative and teacher notes.

Work Break-up only as a suggestion
(Basically in order of outcome > content focus>activity>text for content writeup>review>interactivity)
I am hesitant about the logistics in assigning content amongst 5 people. I would see 2 groups (2 people
in each) writing the initial drafts (50% on group and 50% next group round one) assigned outcome
area/s. This would allow Skyping or emailing between just two people (one to one), which would
minimise mis-communications and avoid the logistics of large meetings.
After this stage interactive software is added (by team members who wish to learn this area, mentored
by the assigned IT expert), then one person does the final text edit review. Id prefer though for one
person to place the information online, most organisation have one webmaster to minimise confusion in
adding, moving or incorrect deletion of areas. That does not however preclude people creating
interactive componets, that can be added.
I think this approach will allow for more rapid and consistent development.
Someone will need to do the narrative I would prefer to do the first draft (in terms of structuring it),
then pass this onto another person to change and add to it.
My attempt in bring the threads together (just an attempt)
Module and
week
Outcome Activity Assessment Teams
Module 1 W1 L 6 .2 Bronfenbrenners ecological
perspective individuals
model
Stream post
linking cultures
and links into
community
Luiz & Vicky
Module 1 W2 L 5.1 System of government NZ Luiz & Vicky
Module 1 W3 L 7.1 Partcipation rates amongst
groups
Online discussion Luiz & Vicky
Module 1 W4 L 6 Civil Awareness (digital devices) Luiz & Vicky
Module 1 W5 L 6.1
L 6.2
Political inclusion and cultures
adapt
Rubric 1 Luiz & Vicky
Module 2 W6 L 6 The importance of Tangata
Whenua: groups and decision
making process
Student group
Assignment*
Stephen and
Antonella
Module 2 W7 L 7.1 and L
6.2
Cultural groups inclusion (ESOL
relatedness)
Online discussion Stephen and
Antonella
Module 2 W8 L5.1 & L 7.2
- global
Bill of Rights & Womens
Suffrage
Student group
Assignment*
Stephen and
Antonella
Module 2 W9 L 7.2 -
global
Impact on communities due to
formal and informal group decision
making process
Stephen and
Antonella
Module 2 W10 L 6.1 or L 7
- global
Critical thinking(6) or
Comparison between countries
Rubric 2 Stephen and
Antonella

* relates to assignment set for students in the online course that is developed