Tasks
A. Secure a domain name for the web site (handsontheland.edu).
B. Create a simple on-line task management system and include this on the Hands on the Land web site. It must be accessible by any party over the Internet.
C. Establish a project steering committee. They will be responsible for providing assistance and advice for web site content and contacts with federal sites and approve an implementation plan. Projects will be determined during these meetings, responsibilities for projects, and appropriate major tasks assigned. Tasks and subtasks required to complete projects may be assigned by responsible parties.
D. Establish a regular communication forum for the Steering Committee least taxing on committee members while accommodating the decision-making needs of the project. Post notes into the Manager’s Hub on the web site.
E. Develop an implementation strategy. This will include:
1) Propose web site framework including:
a) Evaluate options for the HOTL web site framework & provide recommendations as to who will host the site, how data should be managed, coded, and uplinked. A structure is needed that is conducive to dynamic multiparty updating and continuity.
b) Establish standard design elements and navigational tools for the central and 10 satellite sites. This should showcase the best use of technology for educational purposes.
c) Create a document that details the technical standards that will be used to develop the web site. Provide justification for those choices. Once approved, this will be distributed to all entities doing web development for HOTL.
d) Design sample web site templates for steering committee members to view that reveal the proposed color scheme, font types, and technical standards for the web site.
e) Conduct an architectural review in collaboration with Macromedia to define the best possible web site architecture.
f) Identify other web sites using a similar proposed web site architecture for steering committee members to review.
2) Identify a process by which student-created web site content will be proposed, developed, reviewed, and posted.
a) Create a simple form a school or land agency can use to initiate a project. Agreement must be reached by both the land agency and the school
b) Create a Microsoft Word Template for proposals that will be submitted by classrooms for their educational web components. Design the form to ensure each classroom has thought-out the major aspects of their development project (target audience, content, environmental education guidelines, method of presentation, assessment, etc.). Review Macromedia’s "Guide to On-line Learning" (available at www.macromedia.com) for major aspects of successful educational web sites and incorporate these major elements into the project proposal template. Once approved by the steering committee, post this form on-line in the Teacher’s Hub.
c) Share the above document with the associated land agency, state education agency, etc.
3. Finalize the draft task table including best estimates for time frames and responsible parties. Post on the Internet.
4. Establish an initial funding road map for phase 2 of the project with timelines and responsible parties to continue to advance the Hands on the Land project. This will be regularly updated as the project progresses.
5. Identify the process by which new HOTL sites will be added.
6. Have all of the above approved by the steering committee
CENTRAL SITE PROJECTS:
F. Renovate and launch an improved HOTL central web site, ten satellite web sites (one for each pilot location), the student-created educational components, and other content as identified in the Implementation Strategy.
G. Integrate existing Hands on the Land materials into the new framework
H. Code and uplink HOTL descriptive information (developed by PRE).
I. Develop the first of a series of interactive programs (Topic of the Year) for the central web site on resource topics of high priority to the PRE agencies (invasive weeds, fire, watershed, etc.). This may be a game-like education program that encourages student users to visit multiple HOTL sites. The program should help users meet academic standards of learning or acquire knowledge about issues/subjects of high priority to the PRE agencies. It should include an assessment of student learning.
J. Develop search, indexing, referencing, and other tools to allow students and teachers to retrieve information on selected topics quickly.
K. Determine the best method for students’ environmental monitoring data and summaries. Aligned with the national Globe program.
L. Develop an on-line questionnaire pertaining to the impact and use for teachers using the HOTL site. This data will be stored in a database with statistics available on-line. Indicators will include the number of repeat visitors and the rate of increased interest.
M. Create a list-serve that public schools teachers can sign up for to get ongoing correspondence of educational programs hosted at public lands. It should identify region, area of interest, etc.
PROJECTS ASSOCIATED WITH INDIVIDUAL HOTL SITES:
N. Code and uplink descriptions of the local HOTL programs.
O. Renovate and/or develop virtual tours and site profiles (descriptions of the sites and their ecosystems) for each of the 10 pilot HOTL sites. Create a method for sites to update and modify their site profiles. The content areas for the tours and profiles will be standardized across the sites. Complete web development for HOTL sites or provide technical assistance to sites to enable them to complete development.
P. Work with land managers to code and uplink their teaching resource materials developed by the local site and information on local opportunities for teachers/students, including how to become an HOTL partner. (PHASE II: Develop a template for the WTA and land mangers to use to catalog their existing educational opportunities on their public land including information for local schools on how to become an HOTL partner. This template will include matching EALRs to the educational opportunity.)
Q. Create a section to teach land mangers how to match education programs to EALRS. This information should be available in bulk from OSPI.
R. Develop a template for land mangers to catalog "Service-Learning" opportunities for students at their public land. This could be for web site components, construction projects, pulling weeds, meadow restoration, etc. This template will include the site name, state location, region location, a project title, brief description, min & max number of students, required teacher supervision, land agency supervision provided, estimated classroom time, estimated field time, required tasks, matching to EALRs, and the contact at the land management site.
PROJECTS ASSOCIATED WITH STUDENT MULTIMEDIA TEAMS:
S. Establish 10 multimedia teams consisting of public land managers, teachers & students from 10 public schools.
T. Determine component topics, target audiences, and target learning requirements for each of the 10 student-produced sections.
U. Distribute component topics to associated classrooms.
V. These student/teacher teams will be responsible for educational development for the HOTL sites including learning assessment tools:
1) Each classroom submits two draft proposals for web components for selection by the Steering Committee.
2) Classrooms research topics and communicate with students, teachers, and land managers at affiliated HOTL sites. Students and teachers will gain an in depth understanding of one current land management issue.
3) Classrooms complete a BETA version installed on a sever in a password protected folder for content review and accessibility testing.
4) Each of the 10 sites will have a student-created component built for it, which will be on line by June 15th, 2002.
5) Consult with the Washington State Office of the Superintendent of Public Instruction to ensure the educational merit of materials posted on HOTL sites
6) Consult with educators at HOTL site locations to ensure that educational modules developed by students under the direction of WTA are locally relevant.
W. Install approved student-created components on the HOTL server.
X. Have all teacher/student development teams evaluate their experience with the project so as to improve the project methodology, determine the impact on their learning in environmental and technical literacy.