1 / 48

webquest And craap Workshop 12 22/5/2012

webquest And craap Workshop 12 22/5/2012. Agenda. WEBQUEST. What is WebQuest ?. http://www.youtube.com/watch?v=P6e46g_QcnY&feature=related Pay attention to the website, answer these questions? What is WebQuset ? What are the main parts of the WebQuest ?. Webquests.

eric-ayala
Télécharger la présentation

webquest And craap Workshop 12 22/5/2012

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. webquest And craapWorkshop 1222/5/2012

  2. Agenda

  3. WEBQUEST

  4. What is WebQuest? http://www.youtube.com/watch?v=P6e46g_QcnY&feature=related Pay attention to the website, answer these questions? What is WebQuset? What are the main parts of the WebQuest?

  5. Webquests • What is a webquest? “An inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the Internet.” Bernie Dodge, San Diego University • Example – Kites (Grade 6)

  6. Different types of webquest templates • Online webquest • Power point webquest • Word webquest

  7. Defining Webquests

  8. Advantages for using Wequests • Engages and motivates students • Online enquiry process supports student centered learning • Research is organised • Caters for multiple learning levels • A great alternative to the standard “research paper” project • Ensures that students are using reliable websites to find their information • Promotes life-long learning for 21st century learners.

  9. Two types of Web Quests • Short term – Designed to be completed in one to three class periods. • Longer term – Designed to take between one week and one month.

  10. Considerations • Picking a Starting Point – topic. • Don’t reinvent the wheel – there are 100’s of existing webquests, adapt one to your needs. • Link to the National Curriculum – standards and enquiry skills. • Utilise photos, videos and the web as resources to support your quest. • Plan with enquiry in mind – it should provide students with opportunity to demonstrate deeper thinking skills not just lower level recall.

  11. Key Elements of a Webquest • Introduction – A concise paragraph or two that supplies students with background information and motivation for completing the project. Can include a question that ‘hooks’ students in. • Task - Provides a clear outline of what students need to do and the final product. • Process - Step by step strategies, supporting resources websites, videos, word document etc • Conclusion - What should they have learned from the project? • Evaluation - Rubric - grading criteria (see handout example)

  12. Explore a Webquest • Activity (30 mins) • Choose a webquest from the following site: • Either choose a standard to link to a webquest or find a webquest then link to standards.... • WEBQUEST Locater http://www.gecdsb.on.ca/d&g/DP/locatorv.asp • Read through and analyse the structure and content of chosen webquest. • Adapt the webquest to suit your school/ classroom.

  13. Examples of webquest • Biology: Is gene therapy worth it? • http://klogallo.tripod.com/gthquest/template.htm • Physics:ROLLER COASTER PHYSICS • http://www.glencoe.com/sec/science/webquest/content/rollercoast.shtml • Chemistry: Extra! Extra! Read all about it...Organics Hit the Market! • http://www.bellmoremerrick.k12.ny.us/webquest/science/chem.html • Chemistry: THE CHEMISTRY OF FIREWORKS • http://www.glencoe.com/sec/science/webquest/content/fireworks.shtml

  14. WebQuest Templates • Templates provide an easy way to get started creating your WebQuest. • http://webquest.sdsu.edu/LessonTemplate.html

  15. Evaluating Web Sources Give them the CRAAP Test!

  16. Starter activity: Group process 1:2:4 • Each person works separately on the activity. • Find a partner and form a combined list of their thoughts • The pairs then form a team of four. And join the best of their lists to make a final list

  17. Is this true? http://www.youtube.com/watch?v=3wAjpMP5eyo

  18. Is this true? http://cheeju.wordpress.com/2008/06/15/660/

  19. Is this true? http://www.youtube.com/watch?v=9dfWzp7rYR4

  20. Some places to start checking http://www.hoax-slayer.com/ http://www.wikipedia.com http://www.google.com/ http://www.snopes.com/ http://www.museumofhoaxes.com

  21. Why evaluate sources? • Just because it’s written doesn’t mean it’s good…

  22. Evaluation Criteria You can use a system called the CRAAP Test to help you evaluate websites. Now that’s my kind of test!

  23. CRAAP Test • C=Currency • R=Relevance • A=Author • A=Accuracy • P=Purpose

  24. C = Currency • Currency: The timeliness of the web page. • When was the information gathered? • When was it posted? • When was it last revised?

  25. C = Currency • Currency: The timeliness of the web page. • Are links functional and up-to-date? • Is there evidence of newly added information,“updates” or links?

  26. C = Currency • How important is Currency? • In fields such as medicine, science, business, technology, andmost social sciences, currency of information is important. (no older than 3 years!) • Sometimes Currency is not all that important. • In fields such as historyand literature, older materials may be just as valuable as newer ones.

  27. R=Relevance • Relevance = How effectively the website communicates the information to its intended audience. • Who is the intended audience? • Would this site be of greatest interest to the general user, the enthusiast, or the professional?

  28. R=Relevance • What does the website assume about the audience in terms of their knowledgeof and familiarity with the topic? • Does the website take for granted that the audience will believe or buy into the information without any doubt? • Is enough information presented for the audience to understand the topic? • Is the information unique?

  29. R=Relevance • Is the information available elsewhere such as an online news source? • Could the same information be found in a simpler source, such as an encyclopedia or dictionary? I wasted all that time on that website when the info was right here!

  30. A=Author • Websites are not always created by experts! • Look at the web address first – the address can tell you lots about the source www.urasucker4buying-this.com www.rip-u-off.com

  31. A=Author The address holds information about the author! • .edu= college/university • .gov= U.S. government site • .com = commercial site • .org = Organization/group • .mil = U.S. military site • .net= network of computers • .k12.us = public school

  32. A=Author • The best sites for reliable information are: • .edu • .gov • .mil • .k12.us • However, these are not without problems…students and professors may have personal web pages on the university website, so be sure to read them critically.

  33. A=Author • If you cannot find anyone’s NAME on the website, that’s a big RED FLAG • If you have a source with NO NAME or NO CORRESPONDING ORGANIZATION, do not use that source!

  34. A=Author • Identify theauthor(s) • A PERSON • An ORGANIZATION

  35. A=Author • A PERSON • What are his/her credentials? • Does he/she have sufficient expertise to speak on the subject? • Author's occupation / position? • Author’s education? • Author’s affiliation with a known institution or organization?

  36. A=Author • An ORGANIZATION • Who are the leaders? • What is the mission of the organization? • Is it a national or international institution? • What is its membership? • Is it endorsed by or affiliated with other organizations? • Does it have a “parent” organization?

  37. A=Author • An ORGANIZATION • Check the organization's home page to make sure it has a postal address and phone number available. If it does not, the site is probably not a credible source. • Look for any product advertising on the site – ads can reveal what’s important to the organization

  38. A=Author • How to verify an author: • Look at the source to see if it tells you anything about the author's credentials. • “About us” • “About the author” • “Author Bio” • “Mission Statement” • “Who we are” • Use a search engine (such as Google or Yahoo) to find information about the author(s) • Do a “Who is” search at www.whois.net to determine the website’s registered domain

  39. A=Accuracy • Accuracy: The reliability, truthfulness, and correctness of the informational content. • Where does the information come from? • Did the author conduct an experiment? • Is the author reporting his/her observations? • Does the site rely on expert testimony?

  40. A=Accuracy • Does the author support his or her statements with data or works cited? • Are any original sources of information listed? • Look at the LINKS on the site • What kinds of links are listed? • Are the links relevant and appropriate for the site? • Do the links go to internal pages on the same site or to other websites?

  41. A=Accuracy • Are there spelling, grammar, or other typographical errors? • Can you verify any of the information in independent sources or from your own knowledge? • Can you find any cases where the author has plagiarized other sources? • In other words, has the author used other authors' words or ideas without properly citing them, so as to pass them off as original ideas?

  42. P=Purpose • Purpose: Why the site was created: • To inform? • To promotean ideology? • To enlighten?

  43. P=Purpose • Informational websites present verifiable information without bias • The best informational websites have a neutral tone • Information can include: • facts • expert opinions • statistics • case studies • experiment results

  44. P=Purpose • Look for bias/opinion • “Bias” is not a negative term – it simply means that one has a certain perspective or point of view • Look for bias/opinion • Are possible biases clearly stated? • Are editorials clearly labeled? • Is the purpose of the page stated? • Are strong words used, such as “murder” to describe eating meat?

  45. P=Purpose • Is the tone(whether serious, humorous, critical, etc.) and writing style of the source appropriate for the purpose and audience? • Tone is conveyed via word choice:

  46. Your Task Do evaluating web resources assignment Examples • Mobile phone cooking eggs http://www.wymsey.co.uk/wymchron/cooking.htm • Beef nutrition: http://www.beefnutrition.org

  47. Alexa's free web analytics • http://www.alexa.com/

  48. Teachers presentation

More Related