Wicked Problem Project PART A

Punya Mishra and Matthew Koehler state that understanding their TPACK framework for Technology Pedagogical Knowledge is best done through the Wicked Problem.  This is a problem that is "difficult to solve because of incomplete, contradictory and changing requirements."








1.  Important educational need to address.


In my MS Robotics course, I believe that students only attain a light grasp, if at all, of the underlying math, engineering, physics, and programming concepts.  Most of the class time is spent doing hands-on work building robots, programming them, and then doing trial runs of the challenge courses.  This work can only be done in the classroom.  Students don’t have time or space to reflect on the work they have done, connecting their work with the underlying concepts.


2. Addressing the problem with technology.


I believe students need time and space to reflect on their work and build knowledge through their in-class collaborations.  I propose to create an online space for students to (a) journal their experiences in class, and (b) connect the underlying concepts to their efforts in a collaborative manner.  This will entail (a) a blog space and (b) wiki or other collaborative space.  Some class time will be devoted to setting up and maintaining these sites, but most of the authoring will be done as on-going homework.

I will demonstrate the use of a blogging tool and a collaborative site tool, but students will be given the dominion to use any web-based tools they are comfortable with (as long as they provide the basic features of authorship, commentary, and collaboration).  Blogger and Google Sites are available to students through the school Google Apps account.  There is no cost to these web-based tools.


3. Logistics of the proposed solution


Each student will set up an individual blog for MS Robotics.  Each team (pair or triad) will set up a collaborative site to showcase their group’s work and experimental findings.

The blogs should be set up within the first two weeks of class to get students in the habit of writing regularly.  The group sites should be set up about one month into the course, after the students complete the introductory lessons, but before the challenge courses begin.

Writing requirements:
Original posting: once per week (twice for full credit)
Response to other blogs: twice per week (three for full credit)
Collaborative site: substantial material (not aesthetic) additions or edits reviewed by the teacher for credit every week.
Both tools will be used throughout the remainder of the course.


4. Relevant research and resources


My research revealed that blogging is a tool that is used in middle and high school classrooms, and widely so since 2007.  There are two aspects to blogging that have pedagogical utility: reflective writing, and social conversation.  

Blogging equips students with a tool to explore their ideas and develop their personal voice.  Every student has equal space and unlimited access to process their ideas, findings and opinions then frame them in a way that is meaningful to not only themselves but their cohorts.

Blogging is not only about personal journaling.  Blogs add an element of conversation and collaboration to a student’s writing. The blog space creates a conversation outside of the confines of the classroom, subtly underscoring the notion that learning does not end at the classroom door.  Students can comment, suggest, and critique each others ideas and work. Blogs give full access to dialogue to students who lack confidence to speak during class.

The fact that students are sat at a computer while engaging in this dialogue also gives them ready access to online resources locate information to support their writing.  One imagines that a successful blog post (or subsequent commentary) would include hyperlinks to resources related to and supporting the ideas and opinions expressed.

Selected sources consulted:

Barrett, Helen.  2008.  Creating an interactive portfolio with Google Sites.  http://sites.helenbarrett.net/portfolio/how-to

Davis, Anne.  2007.  Rationale for educational blogging.  http://anne.teachesme.com/2007/01/17/rationale-for-educational-blogging/

Higgings, Patrick.  2007.  Blogs as conversations.  http://chalkdust101.blogspot.com/2007/03/blogs-as-conversations.html


5. Plan for implementation


During this summer CEP812 course, I will research available options for blogging sites and collaborative spaces for students to use.  I will select a few and learn their intricacies, and set up test sites to demonstrate for the students.  This will also allow me to simulate the work of students for the purpose of the CEP812 course.

After the course, I will roll out the technology tools to students in the Fall for their use in Robotics class.


6. Metrics for success


In the individual blogs, I believe a successful implementation will show evidence of personal reflection on the work they completed every few days.  It should chronicle their successes and failures, contain preponderances on how to improve their robot or programming, and show evidence of a story arc to their journey through the class.  In class, I would expect to see students experiment more with their robots, and be self-motivated to create new goals and challenges.

The group sites should show evidence of math, engineering, physics, and programming concepts they they discovered, utilized, or overcame to complete the challenge courses.  They should show evidence of experimentation, documentation, and application of the scientific method.  The sites should underscore the understanding and application of these concepts.