National Girls Collaborative Project

Smithsonian Latino Virtual Museum Educator Training

Children’s Creativity Museum – October 21, 2015

Welcome

Thank you to the team!

Agenda – Part I

•  Introductions

•  NGCP Overview

•  Collaboration Networking Activity

NGCP Vision The National Girls

Collaborative Project (NGCP) brings together organizations that are committed to informing

and encouraging girls to pursue careers in

science, technology, engineering, and

mathematics (STEM).

NGCP Goals 1.   Maximize access to shared resources within

projects and organizations interested in engaging girls in STEM.

2.   Strengthen the capacity of programs by sharing exemplary practice research and program models, outcomes and products.

3.   Use the leverage of a network and the collaboration of individual girl-serving STEM programs to achieve gender equity in STEM.

Collaboration Networking

Collaboration Networking •  Your Name •  Your Organization/Program & Role •  Resources (what do you have to share?) •  Needs (what do you need to meet your goals?) •  2 Minutes Each •  Bring your business card to exchange •  You will need a pen to write down great ideas!

•  LVM Project Overview •  Goals & Expectations

•  LVM Toolkit Overview

•  Modules & themes

•  Transmedia resources

•  Technical requirements

•  LVM Social Media

Agenda – Part II

•  Day of the Dead Module •  Eco Explorers Module

•  Planning and Reflection

•  Additional Support & Resources

•  Training Evaluation

•  Questions and Answers

Agenda – Part III

Smithsonian Latino Virtual Museum (LVM)

The LVM is a cross-platform immersive education initiative based on bilingual mixed media experiences created to enhance visitor's knowledge, understanding and appreciation of Latino Cultural Heritage through innovative and engaging online experiences.

LVM Education Goals

•  Provide educators with innovative teaching and learning strategies designed to motivate and engage youth in STEAM careers.

•  Provide educators access to culturally responsive teaching resources that combine real-world and virtual world experiences for formal and informal programs.

Training Goals •  Introduce Educators to

LVM’s Educator Toolkit and collection of transmedia resources and activities.

•  Share strategies for integrating LVM’s transmedia resources in programming.

Teacher Toolkit

• Collection of tools and transmedia resources to augment your classroom curriculum!

latino.si.edu/LVM

What is Transmedia? •  Virtual Exhibitions (multimedia & 3D installations) •  ePublications (ibooks, eBooks & interactive PDFs)

•  2-D /3-D Simulations and MUVES (games & virtual worlds) Eco Explorers

•  Multimedia: Animation Video Shorts, Video Tutorials, Oral Stories Animation Short

•  Real & Virtual Outreach Activities (workshops, festivals, concerts)

Technical Requirements for LVM Modules

•  Strong internet connection

•  Java Plugin (to view interactive content on websites) enabled and not blocked

•  Unity Software installed on computers. Unity is needed for the 3D interactive simulations (e.g. Eco Explorers game). It is free! As you download the game, you will be prompted with a link.

•  Download Junaio app for iOS or Android mobile devices for augmented reality feature (e.g. playing cards)

Teacher Toolkit Modules and Themes 6 modules exploring three themes: •  American Experience •  Sustaining a Bio Diverse Planet •  World Cultures

Today we’ll explore The Day of the Dead & Eco Explorers Modules!

Teacher Toolkit

Teacher Toolkit

Teacher Toolkit

Teacher Toolkit

Teacher Toolkit

Teacher Toolkit

Toolkit Design •  Aligned to Common Core •  21st Century Skills •  Identity Connections •  Constructivist Approach to

Learning •  Critical Thinking •  Career Pathways

Curriculum Design 1.  Immersive Learning

Experiences

2.  Reflection

3.  Making Connections

4.  Sharing using media and technology

Day of the Dead Module

Youth learn about the Day of the Dead celebrations and traditions and their meaning through interactive media components. What is the Day of the Dead and how is it celebrated?

1. Immersive Learning

Youth reflect on what they learned through guided questions that involve critical reflection. Why is it important for some people to create home altars?

2. Reflection

Day of the Dead Module

Youth relate what they learn to their own life, culture, and community. Do people in my community honor their loved ones that have passed away? How?

3. Making Connections

Youth capture and share their knowledge about the Day of the Dead using technology and transmedia tools.

4. Sharing learned material and experiences

Interactive Media Components

• Websites • Video • Audio •  Interactive PDFs • eBooks • Augmented reality • 3D interactive immersive simulations

Augmented Reality

1.  Download the Junaio app to your mobile device

2.  Scan the PDF marker card in the toolkit with mobile device

3.  The 3D model pops out!

3D Interactive Simulation

• Create free account and avatar on http://www.secondlife.com

• Download the Second Life browser • Open the browser and login with your

avatar name and password • Once inside Second Life teleport to

UTEP Miners 1 Sim

The user represented by an avatar explores a virtual world

(Day of the Dead Celebration)

3D Interactive Simulation

Day of the Dead Event Highlights

Day of the Dead: Let’s Explore!

Smithsonian Latino Virtual Museum (LVM)

Instructions: •  Click on the Latino Virtual Gallery

icon •  Select the Day of the Dead module •  Once in the Theater of the Dead,

explore the site, read about customs and beliefs, symbolism, etc.

•  Build your own ofrenda! (altar)

http://latino.si.edu/LVM

Day of the Dead: Let’s Explore!

Instructions: •  Click on the Latino Virtual Gallery icon •  Explore microsite resources!

Smithsonian Latino Virtual Museum (LVM) http://latino.si.edu/LVM

Explore Day of the Dead module in Teacher Toolkit

Instructions: •  Click on the Teacher Toolkit icon •  Click on the interactive web version •  Explore more resources, activities, and lesson plans!

Smithsonian Latino Virtual Museum (LVM) http://latino.si.edu/LVM

Sample Timeline of Activities IMMERSIVE LEARNING: Using Transmedia Resources

Learn About Day of the Dead/Día de los muertos (90min) •  Have students experience the LVM Community Altar in Second Life,

create their own altar in Theater of the Dead, and read through the Día de los muertos ibook.

Guiding questions: What objects, images and text do you see? What is the meaning of Día de los muertos in Mexican and Chicano communities?

•  Jot down observations and questions!

Sample Timeline of Activities MAKING CONNECTIONS: Youth relate what they learn to their own life,

culture, and community

Family Interviews (2 ½ hours over 2 days) •  Have students:

•  Watch the “oral histories” interview videos on Día de los muertos to learn about this tradition (Link in Teacher Toolkit/Transmedia Resources). Ask students to pay close attention to the meanings expressed by interviewees and how interviewers frame their questions.

•  Develop interview questions and conduct interviews with family members (record or take detailed notes and photos).

See video Oral history I & III

Sample Timeline of Activities REFLECTION & SHARING: Youth reflect on what they learn, and share their

experience with others

Encourage students to reflect on what they learned through guided questions. •  What are common practices for Day of the Dead? •  What is the importance of this day for you and your family? Culminating Activities (1-3 h) o  Create a classroom “ofrenda”/altar. Have students select objects or images

that symbolize one of the family members they interviewed. Students explain the symbolism of their pieces and what they learned about their relative.

o  Classroom Celebration. Students depict quotes from family histories of the students and honor ancestors that have passed away. Students write and read a Calavera Poem (form of satire. An imaginary obituary in which someone still living is poked fun at).

Calaverita Poem Al torero Aquí yace un buen torero, que murió de la aflicción de ser mal banderillero*, silbado en cada función; ha muerto de un revolcón que recibió en la trasera, y era tanta su tontera que en el sepulcro ya estaba y a los muertos los toreaba convertido en calavera.

Bullfighter Here lies a good bullfighter, Who died of grief From being a bad banderillero*, Booed at each performance; He has died of a tumble Received on the rear And such was his foolishness That he was already in the tomb, Turned into skull and bones** And fighting the dead.

LVM Social Media Channels

http://latino.si.edu/LVM

10 min BREAK! coming next… Eco Explorers Module!

Youth learn about watersheds by exploring a 3D simulation environment as citizen scientist. What is a watershed and why are they important?

1. Immersive Learning

Youth reflect on what they learn through guided questions that involve critical reflection. What are the problems caused by pollution to a watershed? How can we protect watersheds?

2. Reflection

Eco Explorers Module

Youth apply what they learn to their own communities. What does the watershed in my area look like? How can I protect the watershed in my community?

3. Making Connections

Youth capture and share their knowledge about watersheds using technology and transmedia tools.

4. Sharing learned material and experiences

Eco Explorers Module

Interactive Media Components • 3D interactive simulation

Eco Explorers game •  iBook • Video • Audio •  Interactive 3-D models • Augmented reality

Found in the Eco Explorers microsite and Teachers Toolkit

Eco Explorers Module Resources

3D Game Simulation 3D viewer/animal species

Augmented reality! Scan crab playing card

with mobile devices

Eco Explorers micro site

Eco Explorers: examples of module implementation

•  Girls Inc. of the Pacific Northwest

•  Infuse Positivity – Boys and Girls Club of San Antonio, Texas

o After school programs and summer camps to interest girls in STEM.

Eco Explorers Timeline of Activities Girls Inc. of the Pacific Northwest Partnered with Arleta K-8 school (SUN Program) to implement lesson plans from the toolkit in an afterschool program.

•  Introduce the Project & Watershed. •  Explore the Watershed through the Eco Explorers game (immersive

learning experience). •  Explore local Watershed issues through hands-on activities and

informal interviews (immersive learning). •  Reflect on learning experiences and make connections to what is

happening with water in the community (Reflection & Connections). •  Share learning experiences using media and technology.

Program Objectives:

Eco Explorers Timeline of Activities

Infuse Positivity – Boys and Girls Club of San Antonio, Texas •  Afterschool program for girls 8-14. •  LVM curriculum was used during a one

week summer camp. Activities: •  Field trip: visit to a local park and museum to learn about watersheds. •  Introduction to the LVM curriculum and Eco Explorers game. •  Mini-challenge to develop an eco-friendly product to entice kids to drink

water. •  Culminating activity: develop a filtration system to remove water pollutants. •  Sharing of learning experience through oral presentations.

Reflection and Planning Activity In groups of three think about the following and answer questions: •  Connecting LVM transmedia module resources to your existing programs/

curriculum. •  Identification of specific valuable resources. •  Potential activities to connect module content to a local issue or project. Questions: 1.  What new idea are you excited to try out? 2.  How would you connect the transmedia resources to your existing curriculum?

Describe kind of youth program. 3.  What resources do you find most valuable? 4.  What activities can you do to connect the module content to a local issue or

project? What activities and resources are most applicable to you? 5.  What additional support and resources outsider the the toolkit do you think will

be instrumental in your success of implementing the LVM activities?

Additional Support and Resources • LVM Website:

http://latino.si.edu/education/LVM_Main.htm

•  Infuse Positivity/Boys and Girls Club of San Antonio, Texas www.facebook.com/infuseposi and Girls Inc. of the Pacific Northwest http://girlsincpnw.org/

 Contact Casi Herrera cherrera@ngcproject.org

• NGCP Website: http://www.ngcproject.org/ And Staff!

• FabFems: http://www.fabfems.org/

LVM Educator Training Post Survey

Your responses will be used to inform the ongoing activities of the project.

Thank you for your participation!

Please take a few minutes to answer the survey questions about your experience at the LVM Educator Training.

Post-LVM Training Webinar Assignments 1.  Share defined plan of how you will connect LVM

module resources to your curriculum

2.  Explore other modules and tell us which one is most applicable to you and your curriculum

3.  Choose two of the Smithsonian LVM social media channels and post something

you found useful and/or want to learn more about the LVM resources and modules

November 2, 2015 - 12:00pm EST

Confetti Fight

Thank You for your Participation!

Karen Peterson Alicia Santiago

Casi Herrera cherrera@ngcproject.org