Preparing the Next Generation of Innovators through Collaboration - Collaborative Technologies and Applications for Interactive Information Design - page 78

Figure 2. Left: Photograph of Suncrest Middle School. Right: Virtual Model of Suncrest Middle School
built in VRML by students.

compete in a global economy. Direct instruction,
modeling, cognitive apprenticeship and situated
learning are learning theories which were incor-
porated into the context of this project. The 21 st
Century workplace requires that students be able
to work collaboratively and successfully in finding
solutions to problems in a modern context.

and efficiently met their deadlines.

Creativity and Innovation
For this project, students demonstrated skills of
innovative thinking by choosing their own design
project and collaborating to creatively develop a
3-D virtual model of their school building. They
brainstormed their ideas and even though the proj-
ect they chose seemed to be daunting at first, they
utilized deadlines and teamwork to complete the
task on time. Their model was added to the school
home page on the last day of the school year.
Team members showed self-direction and
creativity by using digital photographs of the
actual brick of the building in their model, floor
plans of the school, measurements of building
features and student designed logos. Students
continually were walking around the school dur-
ing class time to check their measurements, etc.
They even enlisted the help of the school janitor
to climb up on top of the school and measure how
far the roof was recessed from the edge wall. By
utilizing these different aspects, they created a
very accurate virtual representation of their school
(see Figure 2).

Communication and Collaboration
During this study there was ample opportunity
for the students to exercise their communica-
tion skills while working collaboratively in their
design teams. Students came to class everyday
knowing exactly what they needed to do. Each
student immediately would sit down at a computer
and open their file to get started. They were very
willing to help each other if troubleshooting was
involved. If there was a difficulty that could not
be solved with peer to peer interaction, they would
then consult with the project manager. Again, the
teacher was utilized as a guide and was not part
of any individual team.
The project members were a diverse group of
students and yet they collaborated very well. They
constantly checked in with their project manager
and the project manager, in turn, would circulate
around the room to gauge the team members'
progress. All of the students realized that they
were working towards a common goal, and given
their timeline, they accepted equal responsibilities

Critical Thinking and Problem Solving Skills
A great many difficulties arose during this project.
All troubleshooting was handled within student
teams; the project manager also acted as liaison