During the field trip, I realized we did not spend sufficient time discussing the core elements of an investigative report. Just like it is important to help students learn the basic structure, elements, and conventions of an argumentative essay (i.e., controlling idea, use of evidence to support our argument, recognition of opposing views) it is also important to be that precise when it involves the production of digital media content. Rather than assume that simply because students have technology, production skills, and the autonomy to create content, they still need instructional laddering, support, clearly defined standards, and feedback on the digital media artifacts that educators expect them to produce.
Needless to say, there is much to learn from our pilots as we begin to comb through the mountain of notes, pictures, video, and student work to better comprehend what took place. Ultimately, our goal is to analyze our connected learning principles while also illuminating the power and the potential of connected learning practices.