Fermilab LInC Online is creating a cadre of educational leaders who effectively integrate technology in their classrooms to support engaged learning student investigations on real-world issues. Participants range from classroom teachers, technology coordinators through library media specialists. creating engaged learning projects that incorporate the best uses of technology.
The new Fermilab LInC ACT course facilitates teachers through the process of evaluating, selecting and customizing an inquiry-based online project to teach content in their existing curriculum. Then participants exchange ideas and feedback with colleagues and experienced engaged learning mentors each step of the way as they field-test their project with students.
We believe that the skills and strategies students need to be successful today and in the future are effectively taught through engaged learning projects. These projects are structured in such a way that students are responsible for their own learning. The projects are collaborative, student-driven, and are technology dependent. When skillfully applied, technology can enhance learning in new and powerful ways such as allowing students to reach beyond the classroom walls to collaborate with experts and students in distant locations, and to publish original work to a world-wide audience. The LInC course prepares participants to develop and facilitate these types of projects with their students and develop effective assessment tools that meet the needs of all students. Sample participant projects are:
LInC course topics include:
LInC courses can be offered in a face-to-face, partial-online, or full-online
format.
A LInC Facilitators' Academy
is available for educators who wish to offer a LInC course in their
region. Participants in the LInC course and academy as well as
participants in the LInC ACT course can receive optional university
graduate credit.
Fermilab LInC is sponsored by the Fermilab Education Office and the Fermilab Friends for Science Education and supported in part by the Office of High Energy Physics, Office of Science, U.S. Department of Energy, the Illinois State Board of Education and the National Science Foundation. Opinions expressed are those of the authors and not necssarily those of the Department, State or Foundation. |