The project:
Discover the Plasma, Medium School Project,
aims to bring students closer to Grifols business activities, promoting the
integration and interaction of the company into its closest community. Furthermore,
students are transversely learning and working on certain content included in
their school’s curriculum corresponding level, in the area of science
education.
This project has been possible thanks to the
partnership program between Johnston County Schools, Johnston Community College
and Grifols, with aCanelma's collaboration in the educational
conceptualization, pedagogical contents creation, web development, illustration and graphic
edition.
Elements:
The project has different elements: a Student's
book and Teacher's guide (with a Web microsite associated with each one: a
virtual laboratory resources “VIRTUAL LAB” and a teachers’ website “VIRTUAL LAB
teachers’ resources”). In order to properly implement the program, in their
guide teachers will find methodological indications that analyze, page by page,
the different elements that compose the Student book.
The program has been scheduled in 5 classroom
sessions (plus certain preliminary tasks that students must perform outside the
classroom). The five units that make up the program consist of two parts each.
Each of these parts is divided into different sequences:
- Research (previous activities, to be performed before the classroom session).
- Share
(activities to be performed collaboratively in the classroom, except for some
of them, which must be carried out individually).
- Conclude
(conclusion and reflection activities, mainly designed to be performed
individually).
Educational bases:
1.
Inquiry Based Learning (IBL)
For this project we have designed a learning
model based on research/consultation (IBL - Inquiry Based Learning) and all
resources and activities are designed to support learning, research and
reflection processes.
2.
Flipped Classroom
On the other hand, the project’s methodology,
which is focused on the IBL approach, is also based on what is known as the
Flipped Classroom concept (meaning reversal learning, in which students must
consult certain initial key content at home, and then share it in the classroom
where a more experiential learning occurs, using interaction skills and pooling
and reflecting.).
In fact, the Flipped Classroom approach nicely
complements the IBL project approach. Furthermore, this methodology facilitates
attention to diversity.
3.
Motivational setting: Narrative
thread and Gamification
The project has a narrative thread so the
students focus better on the materials, which are based on different
guide-characters. These characters accompany students during different stages
of the process.
We’ve thought it would be also interesting to include
in the program a motivational component based directly on Gamification. It is a
good strategy to make the process attractive and motivate students.
The approach to gamification in this project is
developed with the sequential approach of different Assignments and Challenges.
There is an established scoring dynamic, which allows students to get different
badges (in relation to each of the units that make up the program).
The ultimate goal is for each student (initially
a "rookie") to get a Grifols Expert. Once completed, they all get a customized
Diploma and a Card, depending on their involvement in the program and their
performance in activities and exercises in each unit, along the whole process.
Special thanks to Grifols, for this opportunity; Schools Johnston and Johnston County Community College, for the collaboration and feedbacks; and also to aCanelma team for this project, composed by: Vincenç Huguet, Laia Vilaseca, Mireia Usart, Pau Gámez, Jordi Martos, Sergi Carles, Jeremy Williams and Alicia Cañellas.
