Team 1: Janeway

Introduction
Welcome to the Crew of the Starship Enterprise! As newly minted Starfleet officers, the Federation is profoundly grateful for your service, you will rendezvous in the Transporter Room ("Captain, Transporter room will be down for maintenance after this morning! Just thought they should know!") to for deployment to several planetary locations. The planet, Aurora, that the Enterprise is orbiting has diverse needs, and each team will have the opportunity to do an assessment and make something using available tablets. 

Since parallel problem-solving is called for, each team will engage in data collection, observation, and learning, then meet back at the end of the day to share what they have learned. Due to planetary atmospheric conditions, shuttle craft are not available and the Transporter will be down for routine maintenance until end of day. Fortunately, no hostiles have been detected in the area.

Starfleet Dossier - Mapping Digital Representations of Learning



Team Janeway, read on to see The Task.

The Task
Students at Zeta Colony are at the most remote corner of the planet. Due to planetary interference, instructors and students often must rely on student created textbooks, documents, and more. Unfortunately, creating content using crayons, markers and text does not take advantage of the technology resources available to students, which include 21st Century tablets such as MS Surface, Apple iPads, Android tablets, and more. Some examples appear at the bottom of the page. Students have to interact with diverse races and need to obtain a better understanding of idioms and when to use them:

Colorful language and powerful imagery make idioms a lot of fun for multi-language learners. When you throw cats and dogs in a scene where they are falling from the sky, it’s hard to know exactly what a phrase might mean. It’s almost like a code-breaking game, where students must learn that when certain words come together in a phrase, they can mean something very different. 

It’s important to not only teach the meaning of idioms, but to also teach how to use them correctly and effectively. When a non-native speaker uses an idiom correctly, he or she will sound very fluent. But, on the other hand, if they bumble the phrase, they will sound the exact opposite. (Source)

Explore these 21st century tablets and "apps" needed to create narrated slideshows, ebooks, comics, and develop a sample student product that addresses the English Language Proficiency Standards (ELPS) and models the use of these technologies for students. Some of the apps you will find most useful include the following:

Narrated Slideshows: 
The Process
  1. Create a paper slide video (examples below in the resources section, as well as how-to video) that captures the linguistic diversity of your team, sharing an idiom (a.k.a. a saying, a "dicho").
  2. Your paper slide show should incorporate the following components and result in at least 6-7 slides depending on the size of your group:
    1. A title slide with each of your names
    2. A hand-drawn image capturing the essence of an idiom that represents the culture of each team member and when to use it.
  3. Create an ebook using Red Jumper's Book Creator app or OneNote and write a short lesson plan addressing English Language Proficiency Standards (ELPS) with these components.
  4. Insert your paper slide video into the ebook as a video.
  5. Publish your ebook as 
    1. iOS: a video to your Camera Roll (if using Book Creator) then to Seesaw (Open the app, sign in as a student, then scan the QR code using the Seesaw app, access the Camera Roll and submit to your Away Team ("Away Team: Janeway").
    2. Surface: If a OneNote Notebook, share the link to it via this Padlet, TrekShare.
  6. Share your reflections about what you have learned as an audio recording.
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