PBL - Web Inquiry Project

PBL - Web Inquiry Project
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Storyboard Description

EDTE650 PBL Project Planning Storyboard

Storyboard Text

  • 6. Select an Approach
  • PROJECT INTRODUCTION
  • Students will be placed in teams of two or three to work collaboratively on this project.
  • Disabilities affect our daily lives, and we can define or classify these types of effects by categorizing our activities.  There are two categories that are recognized; Activities of Daily Living (ADL) and Instrumental Activities of Daily Living (IADL).  For this activity, we will narrow our focus down to IADL. Reference https://betterhealthwhileaging.net/what-are-adls-and-iadls/
  • How is "Disability" defined, and how are disabilities classified? Reference: www.disabled-world.com
  • For this project, we will concentrate on the computer mouse and imagine someone with a disability that would not be able to manipulate it to browse the internet on the computer. (Problem Statement)
  • 1. Identify the Problem
  • Students will explore the given websites, and create their own Mind Map illustrating the relationships between the different types of disabilities, how they relate to ADL/IADL, and where they think the problem statement lies within that map.  Students will create an infographic that gives explanations on how they organized their map, and give reasons as to why they placed the Problem Statement where they did.  Reference Bubbl.us (Mind Map) and Canva.com (Infographic)
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  • 2. Identify Criteria & Constraints
  • Identify the most common gestures or mousing behaviors that are needed to navigate most websites.  Ask questions that will narrow down the possibility of designing something that will not be useful.  For example:  How can a mouse be modified or can an enhancement product be designed to allow use without excessive finger manipulation? Is it possible to design a device that does not involve the fingers at all? How complicated should the device be, and can it be made at a very low cost?
  • Students will be given a list of constraints for the outcome of their design based on what can be built using classroom materials.  For example, the students will design their product to fit the mouse that is used with their classroom computer to narrow down the variations that may be considered in fitting the device to any commercially available mouse. Students will write their Criteria and Constraints down in the Engineering Notebooks / or on an online document, such as Google Docs or Slides to share with their team members.
  • 3 - 5. Brainstorm and Generate Ideas, Explore Possibilities
  • The entire class will brainstorm ideas, and then in their groups weigh ideas against the Criteria & Constraints to come up with possible designs.  Teams will create sketches with notations for the top three designs.
  • In their groups, students will weigh each design possibility against their Criteria & Constraints.  Each design will receive a score against each parameter and the total score will be given a rationale by the team.  The design with the best score will be considered, but can be over-ruled if the team has a good reason to choose an alternate.  This Decision Analysis will be documented online in Google Slides or Sheets with commentary by each team member.
  • Design
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  • Criteria
  • Criteria
  • Scores
  • 7-8. Build and Test a Prototype
  • Students will use 3D modeling software to create their designs with the intent of building them either with everyday materials, or by printing them on the 3D printer.  Students will model pieces of their design to test parts before building the best prototype for testing.  All modeling, building, and testing will be documented in their Engineering Notebooks or on an online document.
  • 9. Communicate Results
  • Students will use Google Slides or Prezi to communicate their design process and results for their design idea.  The oral presentation will be performed in front of the rest of the class as well as upper classman, who will provide helpful feedback on the grading rubric.
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