A. Introduction to Networked Project-Based Learning
We use the term NetPBL (Networked Project-Based Learning) to describe online collaborative learning.
There is nothing new about Project-Based Learning (PBL). Good teachers have always used projects as a supplement to their regular course of instruction. Any teacher who has taken a group on a field trip, had students enter projects in a science fair, had a class garden, collected and measured the pH of various water sources, or any one of a thousand activities that involve students in studying and interacting with the real world around them, has conducted a project-based learning activity.
We are seeing a resurgence of interest in the idea of PBL and its successful application in classrooms. Many educators, schools, communities, and other organizations are exploring aspects of project-based learning.
We believe that at least some of this renewed interest is due to the project opportunities presented by the Internet and World Wide Web. While the Internet adds valuable dimensions to a PBL experience, the management issues of a networked project are the same as those faced by every teacher who has embarked on an "old-fashioned, low-tech" project.
Therefore, this first section briefly introduces PBL concepts and provides resources to help you grapple with classroom management issues.
. Introduction to Networked Project-Based Learning
1. What is Project Based Learning (PBL)?
In research conducted by the AutoDesk Foundation, teachers from seventeen schools agreed that PBL exhibited similar characteristics:
Characteristics of project- based learning
- Students make decisions within a prescribed framework.
- There’s a problem or challenge without a predetermined solution.
- Students design the process for reaching a solution.
- Students are responsible for accessing and managing the information they gather.
- Evaluation takes place continuously.
- Students regularly reflect on what they’re doing.
- A final product (not necessarily material) is produced and is evaluated for quality.
- The classroom has an atmosphere that tolerates error and change.
Generally speaking,
students engaged in a project...
students engaged in a project...
- ...have some choice in deciding what they will work on.
- ...plan their own project.
- ...participate in defining criteria and rubrics to assess their project.
- ...solve problems they encounter while working on their project.
- ...make some sort of presentation of their project.
The project-based learning approach creates a "constructivist" learning environment in which students construct their own knowledge. Whereas in the "old school" model the teacher was the task master -- in the "new school" model the teacher becomes the facilitator. See graphic comparing two models.
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2. PBL Pedagogy
and Educational Reform
and Educational Reform
Current literature on educational reform identifies a number of important qualities of improved learning that schools should strive to achieve. Over the past decade, we have visited and observed numerous school and classroom Web sites, and have talked to countless students and teachers who have conducted online projects. We are struck with the large number of similarities in the experiences of their students to what educational reform literature says they should be experiencing. Research studies are also pointing to the efficacy of networked Project-Based Learning activities.
This section briefly describes some characteristics of improved learning taken from the reform literature, with commentary taken from our observations and conversations with teachers and students regarding their NetPBL experiences.
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Learning To Learn
Effective online projects encourage students to work on a problem in depth, rather than covering many topics superficially. Students also engage in "just-in-time learning..." learning what is needed to solve a problem or complete a project, rather than in a preset curriculum sequence. Both of these strategies are cited in educational reform literature as being important tools to improve learning.
Effective online projects encourage students to work on a problem in depth, rather than covering many topics superficially. Students also engage in "just-in-time learning..." learning what is needed to solve a problem or complete a project, rather than in a preset curriculum sequence. Both of these strategies are cited in educational reform literature as being important tools to improve learning.
Life-long learning
Web projects build learning experiences connected to the kind of learning one does throughout life, rather than only on "school" subjects. By using the real tools for intellectual work that are used in the workplace, rather than oversimplified textbook techniques, students become familiar with the kinds of knowledge that exist. Finding information and people on the Internet gives students the knowledge of how to go about acquiring the knowledge they may need.
Web projects build learning experiences connected to the kind of learning one does throughout life, rather than only on "school" subjects. By using the real tools for intellectual work that are used in the workplace, rather than oversimplified textbook techniques, students become familiar with the kinds of knowledge that exist. Finding information and people on the Internet gives students the knowledge of how to go about acquiring the knowledge they may need.
Active Learning
We all learn best by "doing." In a well-designed Web project, students work in a hands-on mode with the physical world. They gather information and data, explore, create, experiment, physically manipulate things, and organize information. They have access to people and information from the real world, and they develop a closer relationship to the real-world context of problems and projects. The connections to real people, events, and problems in the world brings a relevance and connection that is immediate and involves their interest, their intellect, and their participation.
We all learn best by "doing." In a well-designed Web project, students work in a hands-on mode with the physical world. They gather information and data, explore, create, experiment, physically manipulate things, and organize information. They have access to people and information from the real world, and they develop a closer relationship to the real-world context of problems and projects. The connections to real people, events, and problems in the world brings a relevance and connection that is immediate and involves their interest, their intellect, and their participation.
Cooperative Learning
Cooperative learning encourages active engagement by the students in learning, and it also builds critical skills needed in today's workplace. Online projects vastly widen the audience and opportunity for cooperative learning by involving and communicating with a wide cross-section of people around the world. Students work directly with people from other places and cultures, and collaborate not only with peers, but with mentors and experts in a large number of fields.
Cooperative learning encourages active engagement by the students in learning, and it also builds critical skills needed in today's workplace. Online projects vastly widen the audience and opportunity for cooperative learning by involving and communicating with a wide cross-section of people around the world. Students work directly with people from other places and cultures, and collaborate not only with peers, but with mentors and experts in a large number of fields.
In her article "Public Access to the Internet," Beverly Hunter has written, "Trends in educational reform might be summed up in the one word 'authentic.'" Indeed, when students use the Web to publish and communicate with people from all walks of life around the world about their work, they are engaged in "authentic" enterprises.
In the best online projects, students regularly communicate and share data and information with their peers and experts in the community. This helps to establish a close relationship between the students and the real-world context of problems and projects. Learning becomes less abstract and becomes more connected to their own lives and experiences. They also learn in an interdisciplinary context, rather than always separating subjects into isolated topics.
Well-designed online projects foster the development of high standards by building in response and quality-control loops in which feedback from the community... peers, mentors, and experts from all walks of life... hold the student-as-author accountable for accuracy and completeness. Dialogs between author and audience work in much the same way that scholars have always worked to maintain accuracy and accountability in their scholarship. Assessment of peers, teachers, and community are natural and logical steps in the development of every Web project, and tend to hold every student to the highest levels of accountability and quality.
Personalization
Students learn best when their learning and activities relate to things which they can identify with personally, and when they work on projects and problems of intrinsic interest to themselves. When students are involved in the selection and definition of a learning project they assume more ownership of both the process and the outcome. The wealth of people and resources available on the Internet can cater to any appropriate interest students wish to pursue.
Students learn best when their learning and activities relate to things which they can identify with personally, and when they work on projects and problems of intrinsic interest to themselves. When students are involved in the selection and definition of a learning project they assume more ownership of both the process and the outcome. The wealth of people and resources available on the Internet can cater to any appropriate interest students wish to pursue.
Furthermore, since the best online projects involve local and accessible resources, students can readily identify with the tasks required to complete the project.
Individualization
Research clearly demonstrates that different people learn best in different ways (See Gardner's Theory of Multiple Intelligences (MI) at Andy Carvin's EdWeb. Students learn best when the materials and testing applications, teaching applications are customized to respond to these individual differences in learning styles and cognitive strengths. Web publishing and communication on the Internet helps to support individualization, with varying options for presentation, feedback, and discourse.
Research clearly demonstrates that different people learn best in different ways (See Gardner's Theory of Multiple Intelligences (MI) at Andy Carvin's EdWeb. Students learn best when the materials and testing applications, teaching applications are customized to respond to these individual differences in learning styles and cognitive strengths. Web publishing and communication on the Internet helps to support individualization, with varying options for presentation, feedback, and discourse.
Students as Teachers
The age of the teacher as the primary fount of knowledge in the classroom is gone. Today, with the universe of experts and information available through the Internet, students can access new and relevant information not yet discovered by their teacher. Internet-using educators are discovering a new mode of learning that we call "Side-by-side learning." It is becoming a more and more common experience to find students assuming both informal and formal roles as teachers... of their peers and younger students, and in many cases of teachers.
The age of the teacher as the primary fount of knowledge in the classroom is gone. Today, with the universe of experts and information available through the Internet, students can access new and relevant information not yet discovered by their teacher. Internet-using educators are discovering a new mode of learning that we call "Side-by-side learning." It is becoming a more and more common experience to find students assuming both informal and formal roles as teachers... of their peers and younger students, and in many cases of teachers.
Teachers as Coaches
Teachers who involve their students in project-based learning activities also find their own role logically and naturally changing. Rather than being simple dispensers of knowledge, they discover their primary tasks are to guide and coach and mentor their students. They teach their students how to question, and how to develop hypotheses and strategies for locating information. They become co-learners as their students embark on a variety of learning projects which chart unfamiliar territory. Most teachers who experience this find it a heady and rewarding experience.
Teachers who involve their students in project-based learning activities also find their own role logically and naturally changing. Rather than being simple dispensers of knowledge, they discover their primary tasks are to guide and coach and mentor their students. They teach their students how to question, and how to develop hypotheses and strategies for locating information. They become co-learners as their students embark on a variety of learning projects which chart unfamiliar territory. Most teachers who experience this find it a heady and rewarding experience.
When students can share their projects and activities with the "community" through their Web page presentations, they are not the only ones to benefit from the interaction with a larger audience. Teachers, also, find new collegial connections, support, and encouragement from a wide variety of their peers and content experts.
Parent And Community Involvement
With the growth of the World Wide Web, more and more of "the community" can be found online, therefore permitting closer relationships between people inside schools and outside in the "real world". Parents, business leaders, scientists, political and labor leaders, and many other members of the community can play more effective and innovative roles as motivators, role models, sources of information, critics, evaluators, guides, and mentors.
With the growth of the World Wide Web, more and more of "the community" can be found online, therefore permitting closer relationships between people inside schools and outside in the "real world". Parents, business leaders, scientists, political and labor leaders, and many other members of the community can play more effective and innovative roles as motivators, role models, sources of information, critics, evaluators, guides, and mentors.
The Internet also creates new paradigms of school-community involvement. As students move from simply consuming to producing and publishing new and original information and knowledge, members of the community seek out and appreciate the information presented on their Web site.
Readings in Educational Reform,
Standards, Improved Learning and PBL
Standards, Improved Learning and PBL
A. Introduction to Networked Project-Based Learning
3. Examples of Project-Based Learning
The following school systems have successfully integrated project-based learning into the curriculum to support content standards and student achievement. You may find their goals, project descriptions, examples, and guidelines useful as you seek to plan your own PBL program.
Alice Carlson Applied Learning Center
Anderson Valley Unified School District
Center for Advanced Research and Technology
Guajome Park Academy
High Tech High - San Diego
Mendocino Unified School District
Peak-View Elementary Collaborative Projects
Texas Center for Adult Literacy & Learning
Tule Elk Park
UC Berkeley Knowledge Integration Environment (KIE) Program
Project-Based Learning: Don't Dictate, Collaborate!
Are you looking for ways to enrich and enliven classroom encounters for both yourself and your students? Have you often wished there were a way to actually "do" something meaningful about issues raised by adult learners in your classroom discussions? If you answered "yes" to either of the preceding questions, you may want to explore the possibilities offered by project-based, collaborative learning and teacher action research.
During the past year, I was privileged to participate in Project IDEA, an alternative staff development program utilizing teacher action research and project-based learning. I attended my first IDEA Institute in September 1999 in which I learned about project-based learning and action research. I then returned to my learning center and began, somewhat dubiously, to join the ranks of teachers using the project-based learning approach. I teach language arts, social studies, and science at Bridges Adult Learning Center in Lubbock, Texas. Most of my students are working on their GEDs and a few are preparing for community college programs. The class I selected to use for my Project IDEA class met four days a week from eight to nine in the morning; class size ranged from three to fifteen students.
Project-based learning encourages learners and teachers to work in partnership, drawing ideas for curriculum content from learner themes. With this collaborative approach, the teacher acts as a facilitator or guide and adult learners examine and identify what they already know. Then by combining their skills and knowledge with their peers, they work together to achieve a common goal. Teacher action research allows the teacher to serve as a researcher by "conducting systematic inquiry in their own teaching environment by identifying questions, seeking answers, providing interpretations, and applying knowledge." (Baird and Davis, 2000)
- Taylor, Marais, and Kaplan (1997) assert that a central focus of this process is the action learning cycle: plan, act, reflect, and learn.
- The group plans what they're going to do by setting a goal and creating timelines, assigned responsibilities, and expected outcomes.
- They act on their plan.
- They reflect on what they have done. What was the outcome? How did they feel about it? Was it as expected? How was it different?
- By examining their reflections, they learn from the experience. Would they do it the same way next time? How would they change it? If the outcome was different than expected, was it still acceptable? Why or why not?
Summary of Project
We completed a series of mini-projects, culminating with a Christmas party for the residents of a nursing home near the learning center. Reflective writing and basic computer skills have been the focus of my Project IDEA work. For a final product, students produced an anthology of their writings about their lives and goals and their responses to and evaluations of the events our class participated in during the year.
Set-up and Getting Started
- Ice-breaker. Since team building is essential to project activities, we began by getting to know each other. Everyone present, including me, filled out information about themselves on a transparency and then, using the overhead projector, reported about themselves to the group. We told about our interests, why we returned to school, and the different roles we assume in our lives.
- Bio-poems. Students wrote short, descriptive poems about themselves, using a form in which they filled in blanks with descriptive words. Students typed up their poems; we took everyone's picture, mounted pictures with poems, and posted the finished products at the entrance to the orientation site at our center.
- What is learning? We talked about the nature of learning experiences, using the model of the learning cycle (plan, act, reflect, learn) presented in our Project IDEA meetings. This led to a discussion about past experiences that motivated us to action. In many cases, students talked about what had brought them back to school. We noticed that it is from our failures that we learn the most. So no matter what happens, we've learned something. I found this concept helpful, not only for my students, but also for myself as well. Later in the process, we would pause to reflect and discover what kind of learning was taking place when students made comments like, "Gee, this is fun, but what am I learning?"
- Teamwork poster. Our second mini-project was teamwork posters. Using a quote by Heide Spruck Wrigley from the Learners Outcomes handout from the Project IDEA Teacher Institute for inspiration, All of us together are stronger than any one of us alone, we talked about the qualities that make a good team. Students compiled a set of guidelines for teamwork, working first in small groups, then together as a class. Each group selected a saying and made a poster collage using colored markers and pictures from magazines. We displayed the completed posters in the classroom.
Implementation Process
- Dia de los Muertos. Students held a potluck for everyone at the Center on the Friday before Halloween. They made and brought food using recipes from a Web site recommended on the IDEA Listserv http://www.azcentral.com/ent/dead/. They wrote anecdotal paragraphs about departed family members, typed them up and made collages from magazine photos of things that reminded them of the person.
- For Thanksgiving. Students held a potluck at the learning center and wrote on the theme of "Blessings that didn't seem like blessings at the time."
- Carousel Care Center Christmas party. Up to this point, our audience had been learning center students and staff. We needed to come up with a project that would reach people outside of the center so we selected a local nursing home, Carousel Care Center. Since making and selling crafts appealed to the majority of the students, this led to a discussion about renting a booth at a craft fair. Comments during the dialogue included: Where would we get the money for entry fees? Is there time before Christmas? Who knows where or when there will be such a fair? What about a flea market or a swap meet? Then someone asked what proved to be a key question, Why do we have to sell what we make? Another suggested, We could donate whatever we make to a nursing home. Two responded in unison, Or a school?
We studied the Lubbock Volunteer Bureau's booklet about community service opportunities available during the Christmas Season and from the listings they chose the nursing home activity. Students arranged the party date and time with the nursing home staff, made a Christmas card, and prepared a "goodie basket" of baked goods, fruit and candy for each resident. They wrote to the Unitarian-Universalist Church requesting funds to buy each resident a small gift, fruit and candy for the goodie basket, and supplies for gift wrapping and serving food. One student arranged to bring punch donated by McDonald's. A group of four students prepared and three of them performed choral readings of Christmas poems and songs. Students brought extra gifts that we gave away in a drawing. They wrapped the fruit and gifts and organized the packages for transport. We car pooled from the learning center to the nursing home nearby.
Professional Outcomes
Though my teaching style has often led me to consult my students about our class work, Project IDEA has given me a framework within which to do this more systematically and more productively via collaborative and project-based learning.
- Student evaluation of classes.When I began asking students to evaluate my Project IDEA class, I was sometimes astonished at students' interpretation of the topic of the day. Now I regularly request evaluations from all my classes, devoting about 15 minutes to this activity and discussing the results with the group.
- Group Activities: In class evaluations, many students have indicated a preference for group work, so we do this often now.
- Unplanned class discussions. I no longer resist student tendencies to stray from a lesson plan to discuss a topic that has caught their interest. Instead, I consider these discussions opportunities to tap into student motivation and initiate projects for learning.
- Collage and drawing. I occasionally use other media of expression along with writing assignments.
- Computer skills. I include basic word processing skills as part of the writing curriculum. I encourage students to type up their writing assignments on the computer and save their work to a diskette.
- Share student writings. I learned from class evaluations that students find reading what others have written helpful and supportive, and it motivates them to write and revise their work.
- Teacher networking and accessing resources. In July 2000, I presented a workshop at the Oklahoma State Department of Education Adult Literacy and Teacher Training Summer Conference with Anson Green, a former Project IDEA participant. Having been introduced to his work through the first Project IDEA cohort, I've been field-testing Anson's La Cocina de Vida curriculum with my students. Additionally, I have engaged in one-on-one mentoring with a Project IDEA colleague, Tina Washco. My teaching site isolates me from other adult educators in Lubbock, so I'm often "out of the loop" when it comes to hearing about professional development and networking opportunities, such as TETN conferences, workshops around the state, and the e-mail discussion groups for Texas adult educators. Project IDEA has made me aware of these opportunities and resources.
Learner Outcomes
- Equipped for the Future. Project-based learning addresses all four categories of Equipped for the Future's framework of skills adults need to succeed in their roles as citizens, family members, and workers (Stein 2000)
- Communication: Almost all participants say that their writing skills have improved. Working in groups and on teams requires communication, and most of our projects included reading and reporting as part of our classroom process. Students report that they either have learned how to use the word processor or that their existing computer skills have improved. A few found that working in small groups helped them feel more comfortable speaking to the whole class.
- Decision making and planning are involved in choosing and implementing a project. Those who worked on organizing student writings said they learned organizational skills, how to put essays into categories, and how to make a table of contents.
- Interpersonal skills are essential to teamwork, as are negotiation and compromise. Almost everyone said they had learned something about how to work with others on a team.
- Lifelong Learning Skills: Reflection and evaluation are essential to the project-based learning process. Through individual reflection and group discussions of student themes such as divorce, raising children, domestic abuse and health issues, students learned to develop and express a sense of self.
By far, I think that the most important outcome was the sense of accomplishment the learners felt when a project was completed. This was reflected by a student's comment about organizing the student writings: "I contributed ideas to make this project."
About the Author
Louise Sanders has been a part-time adult educator for the past four years. She currently teaches ABE/GED and College Prep classes at Bridges Adult Learning Center in Lubbock. Her undergraduate degree is in Comparative Literature from the University of California at Berkeley. Recently, she has entered the Learning Communities Interdisciplinary Residency Masters program at Lesley College in Cambridge, Massachusetts. Personal interests include reading, travel, writing, horses, and fabric art. A former 4-H leader and Lubbock County 4-H Board member, she suggests you call on your country extension agents as resources for topical presentations in your classrooms. A Lubbock resident since 1991, she has also lived and worked in California, Spain, Mexico, Korea, and New Mexico. She has two adult children, Dominique, a student at Texas Tech, and Peter, a systems administrator living in San Francisco. For most people, change is a move to a new neighborhood or a different job. When Louise makes a change, her whole lifestyle is transformed. Her mottoes are "Onward through the fog," and "Bloom where you are planted."
References
Auerbach, E. R. (1992). Making Meaning Making Change: Participatory Curriculum Development for Adult ESL Literacy. McHenry: Center for Applied Linguistics and Delta Systems, Inc.
Baird, B. & Davis, R. (2000). "Project IDEA Corner," Literacy Links, (Winter, 2000, Vol. 4. No. 2).
Bell, B., Gaventa, J. & Peters, J. (1990). We Make the Road by Walking: Conversations on Education and Social Change/ Myles Horton and Paulo Freire. Philadelphia: Temple University Press.
Brookfield, S. D. (1995). Becoming a Critically Reflective Teacher. San Francisco: Jossey-Bass.
Delpt, L. D. (1993). "The Politics of Teaching Literate Discourse," In T. Perry and J. Fraser (Eds.) Freedom's Plow: Teaching in the Multicultural Classroom. (Pp. 285-295). New York: Rutledge.
Green, A. (1999). "Discourse and Change: Working through Domestic Violence with Learners," Connections: a Journal of Adult Literacy - Taking Risks [Online], (Summer, 1999) 8. Available: http://easternlincs.worlded.org/teachers/Connections/index.htm. [December 23, 1999].
Kohl, H. (1994). "I won't learn from you" and Other Thoughts on Creative Maladjustment. New York: The New Press.
Spruck Wrigley, H. and Guth, G. J. (1992). Bringing Literacy to Life: Issues and Options in Adult ESL Literacy. San Diego: Dominie Press, Inc.
Stein, S. (2000). Equipped for the Future Content Standards: What Adults Need to Know and Be Able to Do in the 21st Century. Washington: National Institute for Literacy.
Taylor, J., Marais, D. & Kaplan A. (1997). Action-learning for development: Use your experience to improve your effectiveness. Cape Town, Africa: Creda Press.
Vella, J. (1997). Learning to Listen, Learning to Teach: The Power of Dialogue in Educating Adults. San Francisco: Jossey Bass.
A. Introduction to Networked Project-Based Learning
4. Success Stories of Project-Based Learning
There is an abundance of compelling online PBL success stories -- representing all subjects, geographic regions, languages and student age levels.
Doors to Diplomacy
http://www.globalschoolhouse.org/doors
Middle school and high school student produced web projects from around the world -- about diplomacy and issues of international importance.
http://www.globalschoolhouse.org/doors
Middle school and high school student produced web projects from around the world -- about diplomacy and issues of international importance.
Friends and Flags
http://www.friendsandflags.org
Headquartered in Israel and promoting multicultural awareness by connecting K-12 classrooms worldwide into international learning teams who exchange online and offline information.
http://www.friendsandflags.org
Headquartered in Israel and promoting multicultural awareness by connecting K-12 classrooms worldwide into international learning teams who exchange online and offline information.
iEARN Projects
http://www.iearn.org/projects/
Projects focus on youth taking action and involve an exhibition of the collaboration, such as magazines, creative writing anthologies, websites, letter-writing campaigns, reports to government officials, arts exhibits, workshops, performances, and charity fundraising.
http://www.iearn.org/projects/
Projects focus on youth taking action and involve an exhibition of the collaboration, such as magazines, creative writing anthologies, websites, letter-writing campaigns, reports to government officials, arts exhibits, workshops, performances, and charity fundraising.
International Schools CyberFair
http://www.globalschoolhouse.org/cf
Thousands of K-12 student-produced web projects from one hundred countries -- showcasing local communities -- their leaders, businesses, history, environment, culture, sports and health
http://www.globalschoolhouse.org/cf
Thousands of K-12 student-produced web projects from one hundred countries -- showcasing local communities -- their leaders, businesses, history, environment, culture, sports and health
Tales from the Electronic Frontier
http://www.wested.org/tales/
Ten teachers share their actual classroom experiences using the Internet in K-12 science and mathematics. ThinkQuest
http://www.thinkquest.org/
International competition where student teams engage in collaborative, project-based learning to create educational websites.
http://www.wested.org/tales/
Ten teachers share their actual classroom experiences using the Internet in K-12 science and mathematics. ThinkQuest
http://www.thinkquest.org/
International competition where student teams engage in collaborative, project-based learning to create educational websites.
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A. Introduction to Networked Project-Based Learning
5. PBL Readings and Resources
B. Introduction to Finding Projects, Partners & Collaborative Tools
Networked Projects incorporate many features of traditional PBL, but they also include participation of other people outside the traditional classroom... often at a great distance.
 Email and other forms of digital text may be one of the last frontiers of written discourse in the age of information. |
Email is the normal means of communication in these projects... a medium which demands traditional literacy skills. But when you combine an interesting project with an appropriate distant partner, your students will eagerly embrace those literacy skills, as well as practicing and applying other skills and complex learning strategies.
Simple Technology
| At its most basic level, you can conduct sophisticated networked projects with fairly simple tools. Many powerful projects over the past ten years have been managed with nothing more than the tools listed here. | | Required Tools  computerInternet connectionelectronic mailWeb browserprinter |
In each of the projects described here your students share and exchange knowledge, research, and/or information with experts and other students in distant locations.
As a teacher, you will learn along side your students from resources outside your classroom, school, library, city, state, and country. In turn, your students will also become teachers as they contribute and help to create learning resources for students, teachers, experts, and others around the world.
No need to worry if you don't know where to turn or how to get started... this section will lead you through the process of locating, choosing, and participating in a basic networked project.
Follow the steps below to acquire a good knowledge base of networked projects, carefully choose a project that meets your curricular needs, register, and follow through with a basic networked project.
When you complete all five steps, you will be a hero in your classroom, at your school, in your community, and on the World Wide Web. Even more importantly you will feel great about yourself for providing this opportunity for yourself and your students. After you participate in one project, you will likely become addicted and participate in more, or perhaps develop your own project.
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