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- 1. CONTENT EXPLORATION TASKS AND TOOLS UNIT 2: TECHNOLOGY FOR LEARNERS AND LEARNING W200: WEEK 6
- 2. RECAP:: WEEK 5 SNOWY Standards :: Needs :: Options :: What :: whY Reflection Are they meeting the standards?
- 3. ACTIVITY: Teacher website PPT Presentation For Students >> Class Materials Embed your PPT file Embedding vs. Linking How to embed? Google Presentation Slideshare.net Sign up using your Facebook account Upload your PPT file Copy the embed code Paste the embed code into the HTML editor Give it a title Provide a brief description 10 mins
- 4. FOR DISCUSSION INTRODUCTION TOOLS FOR CONTENT EXPLORATION TASKS IN-CLASS WORKOUT #6: Creating a WebQuest CASE ANALYSIS WORKSHOP
- 6. Learn about the different types of tasks
- 7. Learn about the types of tools for content exploration tasks
- 9. WHAT IS A tool? Priority should be given to CONTENT! What is content? What task needs to be accomplished to teach the content? What technology tool is appropriate? And then, make a good use of the tool to best fit the task.
- 11. CATEGORIES OF TASKS A tool can be used for multiple tasks. It depends on how you use it. e.g.) Inspiration
- 12. Content Exploration Tasks and ToolsLearn and post ONE to teacher website
- 13. KNOWLEDGE IS THE PURPOSE OF TOOLs used in CONTENT EXPLORATION TASKS Explore New Knowledge Review Knowledge Apply Knowledge
- 14. What are the purposes of content exploration tasks and the tools they use? Explore New Knowledge Review Knowledge Textbook Apply Knowledge Science Lab
- 15. What are the purposes of content exploration tasks and the tools they use? Explore New Knowledge Review Knowledge Apply Knowledge Flash Cards Cliff Notes
- 16. What are the purposes of content exploration tasks and the tools they use? Explore New Knowledge ReviewKnowledge Apply Knowledge Foreign Language Practice (LiveMocha) Math Game (Fun School)
- 17. TYPE OF TOOLs FOR CONTENT EXPLORATION TASKs Least Complex Least Interactive Least Authentic to “real-world” Reference Drill & Practice Tutorials Educational Games Simulations Most Complex Most Interactive Most Authentic to “real-world” Open Ended Tools
- 18. TYPE OF TOOLs FOR CONTENT EXPLORATION TASKs Purpose Providing information for students Format Text; Image; Animation No significant interaction Examples Low Tech Reference books; textbooks News Sources (traditional format) Instructional TV; Video Ex. Reading Rainbow; Nat. Geo. High Tech Wikipedia TeacherTube; YouTube Education Podcasts Kahn Academy REFERENCE |Explores Knowledge|
- 19. TYPE OF TOOLs FOR CONTENT EXPLORATION TASKs Purpose Promote the acquisition of knowledge or skill through repetitive practice and immediate feedback Format memorization of spelling or vocabulary words, or the practicing of arithmetic facts Examples Flash Card & Online Quiz Ex.Online Flash Cards Typing Programs Ex.Online Typing Program Online Game http://www.sheppardsoftware.com/ DRILL & PRACTICE |Reviews Knowledge|
- 20. TYPE OF TOOLs FOR CONTENT EXPLORATION TASKs Purpose Introduces new material Instruction with practice and review Entire instructional sequence Format Content is presented and then evaluated whether content is learned (includes drill & practice) Linear or Hypermedia Examples Rosetta Stone TUTORIAL |Explores / Reviews Knowledge|
- 21. TYPES OF TOOL FOR CONTENT EXPLORATION TASK Purpose Provide an immersive learning environment Format Content is packaged in a sequence of game rules Examples Provide an immersive learning environment Oregon Trail Quest Atlantis EDUCATIONAL GAMES Reviews / Applies Knowledge
- 22. TYPES OF TOOL FOR CONTENT EXPLORATION TASK Purpose Emulation of real thing, state of affairs or process Allows the user to see the impact of one’s decisions and/or actions Format Simplifies the context for learners to focus on the main content Examples Mars-Earth Orbits Stock Market Simulation SIMULATION Applies Knowledge
- 23. TYPE OF TOOLs FOR CONTENT EXPLORATION TASKs Purpose Provide opportunities to interact with real-world like content Format Tool can be manipulated to accommodate various content areas Examples Google Earth Google Earth for Educators OPEN ENDED TOOLS Explores / Reviews / Applies Knowledge
- 24. ACTIVITY: GUESS THE TYPE OF TOOLTYPES OF TOOL FOR CONTENT EXPLORATION TASK Go to each one and can you tell what type of content exploration task, each would fall under? 1 2
- 25. 15 mins BREAK!
- 26. IN-CLASS ACTIVITY 6Creating a WebQuest 60 mins Digital Natives WebQuest
- 28. Quest Garden
- 29. Zunal.com
- 31. Google Sites
- 32. Weebly
- 33. Yola
- 34. Others
- 36. Providing appropriate guidelines and resources
- 37. Providing self-assessment toolsKnowledge on the topic
- 38. In-Class WORKOUT 6: Creating a WebQuest Create a WebQuest in your case analysis group Content: Standard Refer to Your Class Prep #6 W200 Week 6
- 39. In-Class WORKOUT 6: Creating a WebQuest Pedagogy: Task problem or mystery to be solved; product to be designed; ToonDoo, XtraNormal, Inspiration, PPT, Google Docs etc. complexity to be analyzed; summary to be created; persuasive message or journalistic account to be crafted; etc. Process & Resources Sequence the process Provide a step-by-step guidance Provide appropriate resources and guidance Evaluation Provide a self-assessment tool Checklist, Rubric, Quiz.
- 40. In-Class WORKOUT 6: Creating a WebQuest Create a WebQuest in your case analysis group Technology: Google Sites Create a site for each group (Only group facilitator) Share the site with their group members as collaborators Create pages: Introduction, Task, Process, Evaluation, Conclusion, Credits (Group members' name and references) How to Add YouTube videos WebQuests Template
- 41. In-Class WORKOUT 6: Creating a WebQuest Introduction Describe academic standard including subject, grade level, learning goals Orient students and capture their interest Task Describe what the end result will look like Process Walk students through the process step by step Provide appropriate resources that will enhance their learning experiences Evaluation Provide self-assessment tools Conclusion Summarize the activity and provide further references Credits Give your group members credits Cite resources
- 42. How to submit ICW #6 Post it on Teacher Website > Class Materials Title Screenshot URL Description Submit the link of your Class Materials page to Oncourse > Assignments > ICW #6
- 43. Case Analysis Workshop #1 30 mins Free Rider Policy If I hear anything about social loafing, you might be fired from the group and have to work alone. Group Work Policy Every aspect should be discussed among group members. Make sure all of the parts are consistent!!!
- 44. recap :: case analysis Standard Needs Options for the tasks At least two for one task What & whY Select an option for each task and justify Define tasks
- 45. DEMO :: case analysis template W200 Website >> Assignment >> Cases Case Analysis Template (Only for group facilitator) Use template Change title : Case1_Subject (Last names) Share the Google Doc with group members and me (leedabae@gmail.com) Publish it to the web Make it public Cases (Only for group facilitator) Find a case in your subject area Copy and paste the case on the Google Doc
- 46. Case analysis WORKSHOP :: Expectations Case Information (5) Include all and every part of the case Step 1: Standards & Needs (10) Identify all the standards and needs Come up with appropriate tasks e.g. lecture, hands-on activity, etc. Step 2: Technology Options (15) List appropriate specific resources List possible tools At least 3 tools for a subtask e.g. presentation: MS, Prezi, Google At least 10 options per group member
- 47. Case analysis WORKSHOP :: Expectations Step 3: Technology Decisions (15) Select appropriate tools give the needs and standards Sequence the tools e.g. Quiz -> Lecture -> Hands-on Activity Step 4: Reflection (30) Justify your decisions based on the needs and standards Evaluate your decisions in terms of Efficiency, Effectiveness and Enhancement Muddiest Point
- 48. What’s Due, When and Where? DUE ON MONDAY BY 5:00 PM ICW #6: Submit the link to Oncourse > Assignments 2> ICW#6 Class Prep #7 Work on Case Analysis #1 (Due Week 8) in your groups
Notas do Editor
- Benefits:Gives immediate private feedbackMotivates students to practiceSaves teacher time correcting student work.Whereas tutorials may present new material, drill-and-practice software is designed to reinforce previously presented content. Drill-and-practice software is used to question learners on key content points, giving them the opportunity to practice content by responding to specific questions. This type of softwure provides instant feedback as to the correctness of a response. Some drill-and-practice software packages track correct answers and move the level of questioning to more complex content as the students' responses indicate increased mastery. Drill-and-practice software, like tutorials, ranges from fairly simple text-based, flash-card-type software to complex and sophisticated multimedia software. Drill-and-practice software allows the student to control the pace of the interaction, but users typically cannot alter the path of the review until they have mastered each level. Unlike answering review questions or taking a pop quiz for content practice, using drill-and-practice software provides instant feedback, and it may respond with additional drills targeting diagnosed weaknesses. Critics of this type of software refer to it as "drill-and-kill" software, expressing the notion that it can be a boring and passive learning experience. Indeed, some drill-and-practice software lacks quality and interest.
- BENEFITS:Same as drill-and-practice (immediate private feedback / time saving)Offers instruction that can stand on its ownhttp://www.superkids.com/ROSETTA STONETutorial software presents new material, usually in a carefully orchestrated instructional sequence with frequent opportunities for practice and review. These software packages are often self-contained lessons designed and planned according to the principles of instructional design. Tutorial software programs can either be linear or use a hypermedia approach. Linear tutorials take the learner step-by-step through each phase of the instructional process for each objective. Tutorials give the student control of the pace and, in the case of hypermedia tutorials, the path of instruction. Tutorials are limited by their ability to respond to students' questions or concerns outside their programming. Even the bestdesigned tutorial software may not be able to respond to the divergent thinking of many learners. For many users, tutorials are viewed as limiting and potentially boring because of their rigidity in the presentation of topics. Still. a well-written tutorial that is programmed with multimedia components in the presentation of materials can hR very useful for support or review of material or even as an additional strategy in the communication of content. Whereas tutorials may present new material, drill-and-practice software is designed to reinforce previously presented content. Drill-and-practice software is used to question learners on key content points, giving them the opportunity to practice content by responding to specific questions. This type of softwure provides instant feedback as to the correctness of a response. Some drill-and-practice software packages track correct answers and move the level of questioning to more complex content as the students' responses indicate increased mastery. Drill-and-practice software, like tutorials, ranges from fairly simple text-based, flash-card-type software to complex and sophisticated multimedia software. Drill-and-practice software allows the student to control the pace of the interaction, but users typically cannot alter the path of the review until they have mastered each level. Unlike answering review questions or taking a pop quiz for content practice, using drill-and-practice software provides instant feedback, and it may respond with additional drills targeting diagnosed weaknesses. Critics of this type of software refer to it as "drill-and-kill" software, expressing the notion that it can be a boring and passive learning experience. Indeed, some drill-and-practice software lacks quality and interest.
- Among the oldest forms of computer-based educational games are quiz games,where quizzes arc embedded in a quiz show context. For example, Games2Train(http://www.games2train.com/games) produces a game maker called Pick-it! forteachers to construct quiz games (sec Figure 3.7). The game maker resembles the televisionquiz show Jeopardy, allowing game player.; to select topics and values and playagainst others. The degree of meaningfulness of the learning from these gamesdepends on the nature of the responses that are required. More often than not, quizgames require only memorization performance. While memorization of domain contentmay be important, these games do not readily engage students in deeper-level,meaningful learning activities (e.g., application and synthesis).More complex games, such as the different versions of Sid Meier's Civilization(http://simcity.ea.com/),engagestudentsincomplexproblemsolving while tryingto manage their civilization. Students can select different civilizations to explore,from Swncrians to the mystical Mayans. In the game, students can map the worldusing satellite images. They can form allies and attack other civilizations or forgealliances with them. They can choose the form of government they wish to imposeon their civilization (e.g., fascism, feudalism, tribal council, or imperialism). Theycan also use a weU-developed trade system to manage resources, trade routes, andWhereas tutorials may present new material, drill-and-practice software is designed to reinforce previously presented content. Drill-and-practice software is used to question learners on key content points, giving them the opportunity to practice content by responding to specific questions. This type of softwure provides instant feedback as to the correctness of a response. Some drill-and-practice software packages track correct answers and move the level of questioning to more complex content as the students' responses indicate increased mastery. Drill-and-practice software, like tutorials, ranges from fairly simple text-based, flash-card-type software to complex and sophisticated multimedia software. Drill-and-practice software allows the student to control the pace of the interaction, but users typically cannot alter the path of the review until they have mastered each level. Unlike answering review questions or taking a pop quiz for content practice, using drill-and-practice software provides instant feedback, and it may respond with additional drills targeting diagnosed weaknesses. Critics of this type of software refer to it as "drill-and-kill" software, expressing the notion that it can be a boring and passive learning experience. Indeed, some drill-and-practice software lacks quality and interest.
- BENEFITS:Compress time or slows down processesGets students involvedMakes experimentation safeMakes the impossible possibleSaves money and other resourcesAllows repetition with variationsAllows observation of complex processesMultiple simulations: http://www.design-simulation.com/IP/simulationlibrary/flash-simulations.phpFlight Simulator: http://www.youtube.com/watch?v=Tzqpl1THYbs&feature=relatedIt's amazing how really simple, yet amazingly effective this can be. There are so many computer simulation programs (kids will call them games), that it's impossible to list them all. "Games" like Flight Simulator (pictured to the right) are just one example of a simulation. Flight simulation on the computer is so good that you could actually learn the ground school portion of what is required for a beginner's pilot's license on the computer. And you'd probably be quite comfortable on your first flight as a student pilot. There is quite a bit of educational shareware available as well.GPS LessonsStudents in Chelsea, Massachusetts, High School worked with the local fire department and the Envirorunental Protection Agency to design and react to a simulated. toxic chemical spill by tracking the spill, rerouting traffic, and warning the public.• Students in Perham, Minnesota, used GIS and Global Positioning Systems (GPS) to help track newly reintroduced wolves into the Minnesota wilderness.• Students in Raleigh, North Carolina, created a cultural anthropological view of the history of Raleigh by tracing annexations. They also created individual "life maps" showing the geographical progressions of individuals as they moved around the city. These students developed a new understanding of history.Whereas tutorials may present new material, drill-and-practice software is designed to reinforce previously presented content. Drill-and-practice software is used to question learners on key content points, giving them the opportunity to practice content by responding to specific questions. This type of softwure provides instant feedback as to the correctness of a response. Some drill-and-practice software packages track correct answers and move the level of questioning to more complex content as the students' responses indicate increased mastery. Drill-and-practice software, like tutorials, ranges from fairly simple text-based, flash-card-type software to complex and sophisticated multimedia software. Drill-and-practice software allows the student to control the pace of the interaction, but users typically cannot alter the path of the review until they have mastered each level. Unlike answering review questions or taking a pop quiz for content practice, using drill-and-practice software provides instant feedback, and it may respond with additional drills targeting diagnosed weaknesses. Critics of this type of software refer to it as "drill-and-kill" software, expressing the notion that it can be a boring and passive learning experience. Indeed, some drill-and-practice software lacks quality and interest.
- BENEFITS:Challenging activities to motivate students to spend more time on the topicFrom literature to environmental science, Google Earth can help you bring a world of information alive for your students. You can use Google Earth demos to get your students excited about geography, and use different Google Earth layers to study economics, demographics, and transportation in specific contexts. For instance: you can use real-time coordinates to demonstrate distance calculations and verify the results using our measurement tools; view tectonic plate-shift evidence by examining whole continents, mountain ranges and areas of volcanic activity; study impact craters, dry lake beds and other major land forms. Students can also use Google Earth to explore topics like the progress of human civilization, the growth of cities, the impact of civilization on the natural environment, and the impact of natural disasters like Hurricane Katrina. Using Google SketchUp and historic overlays, students can recreate entire ancient cities. The only limit to Google Earth's classroom uses is your imagination. Don't limit your imagination to our lonely planet, though, launch your student's imagination with Sky in Google Earth. And if you prefer to explore the night sky from your browser, you can now try Google Sky on the web. Whether you stargaze, explore Hubble telescope images, or check out current astronomical events, you'll capture the wonder of the universe without leaving your classroom. Here are some other ideas for using Google Earth in your classroom: Biology: Track routes of chimpanzees in Tanzania's Gombe Forest. See the Jane Goodall Institute Chimpanzee blog here. Ecology: Create a short quiz like this one. Environmental Science: Have students check Alaska's global warming problems. See how the Sierra Club used Google Earth to depict this problem here. Geology: Find images, links, and descriptions, with information about thousands of volcanoes around the globe, thanks to organizations like the Smithsonian Institution's Global Volcanism Program.Global Awareness: Study the Crisis in Darfur with the US Holocaust Memorial Museum's unprecedented project. History: Explore Tutankhamun's Tomb.Humanities: Have your students scout film shoot locations like this teacher did with The Golden Compass. Literature: Bring class or contemporary tales to life with Google LitTrips. Math: Explore distance, velocity, and wave properties of tsunamis.
- ANSWERS:Frog Dissection: Simulation/Microworldhttp://www.mhhe.com/biosci/genbio/virtual_labs/BL_16/BL_16.htmlGrammar Gorilla: Educational (Interactive) Game incorporating elements of drill and practice http://www.funbrain.com/grammar/index.html