Intercultural Analysis of Supply, Demand, and Trade

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Intercultural Analysis of Supply, Demand, and Trade

 

This project started with the notion that students will be more engaged in the learning process, if they are required to collaborate online with students on another continent.  Follow the following link above, to review the cross-cultural challenge that we have created for our students.

This project satisfies the following AECT standards
 
  • 1.1.a Utilize and implement design principles which specify optimal conditions for learning.

    1.1.1.a Write appropriate objectives for specific content and outcome levels.

    1.1.1.d Compare and contrast curriculum objectives for their area(s) of preparation with federal, state, and/or professional content standards.

    1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an interdisciplinary unit) to demonstrate application of the principles of macro-level design.

    1.1.2.c* Integrate information literacy skills into classroom and media center instruction.

    1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning.

    1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application.

    1.1.4.a Use instructional plans and materials which they have produced in contextualized instructional settings (e.g., practica, field experiences, training) that address the needs of all learners, including appropriate accommodations for learners with special needs.

    1.1.5.b Demonstrate the use of formative and summative evaluation within practice and contextualized field experiences.

  • 1.2.b Apply principles of educational psychology, communications theory, and visual literacy to the development of instructional messages specific to the learning task.
  • 1.2.c Understand, recognize and apply basic principles of message design in the development of a variety of communications with their learners.
  • 1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations.
  • 1.3.c Analyze their selection of instructional strategies and/or models as influenced by the learning situation, nature of the specific content, and type of learner objective.
  • 1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation.
  • 1.4.a Identify a broad range of observed and hypothetical learner characteristics for their particular area(s) of preparation.
  • 1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies.
  • 1.4.d* Describe and/or document specific learner characteristics which influence the selection of instructional strategies and resources within the media center.
  • 1.4.e* Describe and/or document specific learner characteristics which influence the implementation of instructional strategies and resources within the media center.
  • 2.0.1 Select appropriate media to produce effective learning environments using technology resources.
  • 2.0.3 Apply instructional design principles to select appropriate technological tools for the development of instructional and professional products.
  • 2.0.4 Apply appropriate learning and psychological theories to the selection of appropriate technological tools and to the development of instructional and professional products.
  • 2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness of instructional and professional products.
  • 2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productions for inclusion in the portfolio.
  • 2.1.1 Develop instructional and professional products using a variety of technological tools to produce text for communicating information.
  • 2.1.3 Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes.
  • 2.1.4 Produce instructional and professional products using various aspects of integrated application programs.
  • 2.2.1 Apply principles of visual and media literacy for the development and production of instructional and professional materials and products.
  • 2.2.3 Use appropriate video equipment (e.g., camcorders, video editing) to prepare effective instructional and professional products.
  • 2.3.1 Design and produce audio/video instructional materials which use computer-based technologies.
  • 2.3.2 Design, produce, and use digital information with computer-based technologies.
  • 2.3.3 Use imaging devices (e.g., digital cameras, video cameras, scanners) to produce computer-based instructional materials.
  • 2.4.1 Use authoring tools to create effective hypermedia/multimedia instructional materials or products.
  • 2.4.2 Develop and prepare instructional materials and products for various distance education delivery technologies.
  • 2.4.4 Use telecommunications tools such as electronic mail and browsing tools for the World Wide Web to develop instructional and professional products.
  • 3.0.2* Use automated processes and technologies related to school media center operations.
  • 3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process.
  • 3.1.3* Provide services and resources to all users in all formats that support curriculum needs and recreational reading interests of the students and teachers that are consistent with the mission, goals, and objectives of the local school community.
  • 3.2.2* Publicize the value of school media programs within the school, community, and local school district.
  • 3.3.1 Use appropriate instructional materials and strategies in various learning contexts.
  • 3.3.5* Use automated processes and technologies related to design, production and implementation of instructional materials and information systems in the operations of the school media program.
  • 3.4.1 Identify and apply standards for the use of instructional technology.
  • 3.4.2 Identify and apply policies which incorporate professional ethics within practice.
  • 4.0.1 Demonstrate leadership attributes with individuals and groups (e.g., interpersonal skills, group dynamics, team building).
  • 4.0.3* Develop a collaborative working relationship with school administration and staff which results in a strong understanding and widespread use of the school media program.
  • 4.3.1 Apply delivery system management techniques in various learning and training contexts.
  • 4.4.2* Apply a planning process for the development of school media programs using tools such as flowcharts and timelines.
 

Free Moodle Accounts at WebTeacherTools.com

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My professor sent me this link. I think I will need to use it to open my own account.

Free Moodle Accounts at WebTeacherTools.com.

The Reflection Process

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I am nearing the end of my EDTECH 542 class, Project Based Learning.  I have collaborated extensively with a classmate to develop a really powerful project that can be implemented across cultures.  We have tailored it to work with our students.  Now that we are near the end, we are asked to consider the reflection process.  This is a component that we need to plan to add to our own project, therefore, it is beneficial for us to consider the structure of a reflection activity.  Dr. Baek has asked us to respond to the following questions.

  • Who will you involve in the process?

In this project, both collaborating teachers will want to spend some time reflecting on the successes and challenges involved in implementing the project among students.  Of course, we will also want to involve students.  We have planned both a peer assessment reflection for the teams and a personal reflection, which will give students a chance to review all that they have accomplished.  Because this project is reaching beyond the classroom and the school, the administrators will be informed of the activity of the project, and would also benefit from a reflection.  The parents will likely have to consent to the student’s involvement in the process, therefore, a final reflection from the parents would be suitable.  There is a heavy emphasis on technology, so it is likely that there will be some fallout at times, so debriefing with the technology or IT department is crucial.

  • What will your process look like?

In this particular project, the students will be involved in peer assessment and self evaluation through an online delivery, such as a survey.  For the students in one class, there could be a discussion or a written response, especially if we are able to show anonymous responses from students from another culture.  For reflection with administrators and IT, the reflection can take place in meetings.  For parents, the best option is also asking them to complete a survey online.  Questions will focus on the experience, the effectiveness of the activities, the challenge of cross-cultural collaboration, and the reflection on the learning that they take from the project.  Since this will be the first time for most student, a comparative reflection on the project based learning process versus the traditional learning methods.

  • Is it just a one-time assessment?

For this project, the reflective assessment will be one time.  There is a hope that the success of this project can propel similar projects in the future, perhaps in the same school year.  The drive to complete content in the school year, does not give us sufficient time to add additional reflections into the project.

I am reminded of a time that I was able to use a reflection process effectively with students who completed a project based task that required them to involve the whole class in the process.  There were control issues when other students were measuring the responses of the class.  The student leaders were allowed time to reflect on the problems that the teacher noted, and they were give a chance to offer solutions.  The next time we did this type of project, we were able to implement some of the solutions that the students offered for class control.  It did not put an end to the challenges, but since the students were more prepared, it helped make the process more effective.

 

Project Based Learning: Who’s in Charge?

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Changing Roles: From Teacher To Facilitator

For my EDTECH 542 class, I have been asked to respond the the following questions regarding the teacher’s role in a project based learning (PBL) scenario.  All of these responses are based either in my previous classroom experience or in the cross-cultural collaboration project that I am completing with a classmate.

  • Will my role in the teaching/learning process change?

The answer is yes, but it may not be as obvious as it seems.  I consider myself a transitioning teacher, from the classroom to the virtual classroom.  However, even over the last few years as a classroom teacher, I have always made it my goal to have students produce their learning through application of knowledge.  Instead of thinking that it is the teacher’s job to give them the knowledge to apply to a situation, I usually look for ways for them to construct their knowledge.  In this role, I must be vigilant that they are not constructing false knowledge, so I try to hover nearby to correct any misdirection.   So in many ways, my role has already been changing over the last few years.

  • What are the skills of effective facilitation?

When the students are well prepared for the delivery, the lesson facilitator will become a presenter and reviewer.  The first plan in PBL is to give the students a solid foundation for where to receive their information and a clear expectation of what to do with that information.  Once this has been establish, the teacher’s presentation skills will be used for clear lesson delivery.  Much of the presentation skill is trying to identify troubled areas before the students encounter them.  After the lesson is presented, the students must feel the obligation of engagement.  As the students work through the expectations, the teacher will use reviewing skills to organize time and uninterrupted exposure for the student.

  • Will the students develop the competencies and skills needed to be successful?

The project we have made for this course is well designed with scaffolding principles, so that the students will be successful.  The first objective was to make the project interesting, so that students would be more inclined to engage in the project.  Knowing where we want the students to reach, we began to build activities that would build skills and knowledge.  The culminating activity gives the students a chance to combine the different skills for an effective presentation.  Of course, it is important to include a reflection component in the project, so students will be able to evaluate their own development.

  • What changes will you need to make in order to become an effective facilitator in your PBL unit?

Expectations are a key component in PBL.  Students need to know what they can expect and shouldn’t expect from the teacher.  Based on my previous classroom experience, I have taken on a facilitator role in many instances, however, the one area I feel that I could improve for better results is setting the level of expectation.  In a traditional classroom this means classroom management and student production management.  As I continue to develop in this area, I am eager to see how a shift from traditional classroom to a virtual classroom would affect this result.  I do know that online teaching will present it’s own challenges, but most of these challenges will make me a better facilitator.

Cross-Cultural Supply and Demand: Forum

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Mr. Dann Mosteller

Mr. Dann Mosteller
9th Grade English Teacher
King Faisal School
Riyadh, Saudi Arabia

Welcome to the information forum

Cross-Cultural

Supply and Demand

Jump to Saudi Student Forum
Jump to Michigan Student Forum

This forum is where you will access important resources and instructions for completing assignments that are related to supply and demand and inter-cultural collaboration.  The activities and assignments have two primary goals (objectives).

  1. You will develop research skills while learn about supply and demand, which is the topic you will discuss with other students in other countries.
  2. You will practice your communication skills in a real world cross-cultural situation.

Before we start the main activity, it is important that you are familiar with some basic concepts of supply and demand.  Use the following resources to help you complete one of the tasks that follow.  You must complete at least ONE of these tasks.

  1. Read Simple Economics: Demand and Supply Affect Gas Prices by Trevor Shipp of Financial Nut.  This article clearly explains the relationship between Saudi Arabia and the USA as it relates to supply and demand of petroleum products.  Re-read it as necessary to complete the following task.
  2. Watch Real World Economics – Simple Supply and Demand by Blessed_Hope in Daily Motion. This 15 minute video gives excellent information about the relationship of supply and demand and how it is affected many factors such as  costs, quantity, producers, the government, and the consumers.
  3. Read halal_market_pathfinder_en of Global Pathfinder Report of Agriculture and Agri-Food Canada.  This report informs about international distribution of halal food markets, which distribute primarily to Muslim consumers because of religious and cultural regulations about acceptable types of foods.  This is a growing market and distributors a working hard to meet the demand.

Food For Camping Trip

This activity will require you to collaborate online, meaning you will be communicating with other students using the internet.  In addition, you will be interacting with students from another country. Here are some guidelines for communication in this cross-cultural platform.

  • This communication will be seen in public places, where other students and the teacher can see.
  • It is important that your communication is appropriate for the activity.
  • Because of the 8 hour difference in time zones, your communication will be written (if this is a problem please contact your teacher for an alternative).
  • Personal questions and written conversation are allowed, but the primary purpose of the forums are to complete the tasks in the assignment link below.
  • Because this is a cross-cultural discussion, sensitive issues, like religion, should not be part of the discussion unless it relates to personal choices, for example,  prohibited food.
  • For more information about appropriate online behavior and the teacher expectations, watch the following video.

For Instructions Click on the Link “Food For Camping Trip” (There are a total of 10 slides)

For those who would like to hear the teacher’s description of this assignment you can watch this video.

To respond to both tasks in this activity, go to the appropriate forum below:

Final Assignment

Now that you and your cross-cultural partner have completed both tasks of the “Food For Camping Trip” assignment, you will have one more task to work together to complete.  Follow the instructions below:

  1. The teachers will create a new blank presentation for you and send it to both your e-mails. Together you will make a full presentation while using the comment section of the presentation. Click on this link if you need help for using Google presentations.  Both you and your partner will have access to edit the document by adding information from the list of tasks at the end of these instructions.
  2. Choose one food product from either lists that you and your partner wrote for the “Food For Camping Trip” assignment, the product has to have a label.  Look for the distributor information on the label as a starting point for your research.  See step #3 for more information.
  3. Research:  The research of this assignment is what is most important.  For tasks 3-8 listed below, you will need to search for information or even go to your local supermarket to ask the shipping manager or the store manager.  For each slide you should use the following guide to explain how you did your research.  Even if you can’t find the information, explain your research and how you tried to find the correct information.
      • Where did you search for or find information?
      • How many places did you look for the information?
      • How long did you look for the information ?
  4. When your team finishes the presentation, click “share” to copy the link and paste the link in the comment section below (See tutorial).  Only one partner will copy the link to your presentation in this page. Below the link write your name and the name of your partner.
  5. The presentation should have one slide for each of the the following tasks (1-10).  You and your partner can divide these tasks so that each of you don’t have to do all of them.
    1. Title, Names of Student Partners, Name and Picture of the product
    2. Name of the company and name of the distributor (Sometimes the company and the distributor are the same, but many times they are different companies, especially for foods distributed internationally)
    3. Where was the food produced, prepared, and packaged?
    4. How was the food shipped to your country or state?  How long did it take?
    5. How was the food delivered to your local store?  How long before the workers put it on the shelf?
    6. How many other similar products are at your local store?  How much do they cost?
    7. How much is sold per week or per month?  How does it compare to similar brands of the same product?
    8. How do the distribution and price of the product or similar products compare in both countries?
    9. Student A written reflection: Describe the process of researching the tasks that you completed, or, describe the effect of supply and demand on this product in your region.
    10. Student B written reflection: Describe the process of researching the tasks that you completed, or, describe the effect of supply and demand on this product in your region.

Don’t forget to copy the link to your finished presentation below.

See the Asynchronous Lesson Rubric  by Dr. Kerry Rice For a list of AECT Standards covered with this assignment.

Saudi Student Forum

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Food For Camping Trip

Saudi Student Forum

For task 1, This forum is where the Saudi students will post a comment with their food list for the camping trip.

For task 2, the Michigan students will use this forum to review the list and later post a reply to their partner.

Food For Camping Trip

This activity will require you to collaborate online, meaning you will be communicating with other students using the internet.  In addition, you will be interacting with students from another country. Here are some guidelines for communication in this cross-cultural platform.

  • This communication will be seen in public places, where other students and the teacher can see.
  • It is important that your communication is appropriate for the activity.
  • Because of the 8 hour difference in time zones, your communication will be written (if this is a problem please contact your teacher for an alternative).
  • Personal questions and written conversation are allowed, but the primary purpose of the forums are to complete the tasks in the assignment link below.
  • Because this is a cross-cultural discussion, sensitive issues, like religion, should not be part of the discussion unless it relates to personal choices, for example,  prohibited food.
  • For more information about appropriate online behavior and the teacher expectations, watch the following video.

For Instructions Click on the Link “Food For Camping Trip” (There are a total of 10 slides)

For those who would like to hear the teacher’s description of this assignment you can watch this video.

Michigan Student Forum

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Food For Camping Trip

Michigan Student Forum

For task 1, This forum is where the Michigan students will post a comment with their food list for the camping trip.

For task 2, the Saudi students will use this forum to review the list and later post a reply to their partner.

Food For Camping Trip

This activity will require you to collaborate online, meaning you will be communicating with other students using the internet.  In addition, you will be interacting with students from another country. Here are some guidelines for communication in this cross-cultural platform.

  • This communication will be seen in public places, where other students and the teacher can see.
  • It is important that your communication is appropriate for the activity.
  • Because of the 8 hour difference in time zones, your communication will be written (if this is a problem please contact your teacher for an alternative).
  • Personal questions and written conversation are allowed, but the primary purpose of the forums are to complete the tasks in the assignment link below.
  • Because this is a cross-cultural discussion, sensitive issues, like religion, should not be part of the discussion unless it relates to personal choices, for example,  prohibited food.
  • For more information about appropriate online behavior and the teacher expectations, watch the following video.

For Instructions Click on the Link “Food For Camping Trip” (There are a total of 10 slides)

For those who would like to hear the teacher’s description of this assignment you can watch this video.

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