Transcript PowerPoint on web-based learning activity formats

Web-based Activity Formats
Mark Lee
University of Notre Dame Australia
Based on: March, T. (2001). The six web-and-flow activity
formats. http://web-and-flow.com/help/formats.asp
Basic
Topic hotlist
strategy:
Create
a web page containing links to useful,
interesting or peculiar sites on a particular topic
Organise into categories or sub-topics
Variation: Create a “scrapbook” of web-based
multimedia content
Use
when:
You
You
You
You
(the teacher) are new to the Web
have limited preparation time
want to save students surf/search time
want to add Web resources to supplement a
paper-based curriculum
Topic hotlist
(Cont’d)
Examples:
China on the Net:
http://www.kn.pacbell.com/wired/China/hotlist.
html
Exploring China - Scrapbook:
http://www.kn.pacbell.com/wired/China/scrapb
ook.html
Basic
Knowledge hunt
strategy:
Gather 10 - 15 links to web-based resources
Pose one key question for each resource
Include an overarching or culminating "Big
Question" to encourage knowledge synthesis
Use
when:
Students
need to acquire a specific body of
knowledge
Critical thinking is either not a goal is covered
using other activities
Web-based resources are more current or
reliable than traditional resources
Knowledge hunt
(Cont’d)
Example:
The treasures of China:
http://www.kn.pacbell.com/wired/China/chinahu
nt.html
 Basic
Subject sampler
strategy:
 Present
learners with 5-6 intriguing web sites organised
around a main topic (that contain something interesting to do,
read or see)
 Ask students to respond to the web sites and their
content/activities from a personal perspective, e.g.:
 Use
Their opinions/personal stances on the
Personal interpretations of artwork
Comparisons to personal experiences
topic
when:
 You want students to feel connected to the topic
 You want to motivate students to explore the topic further
 Time is limited and you have a small number of great sites to
share
 You or your students are new to the Web
Subject sampler
(Cont’d)
Example:
My China http://www.kn.pacbell.com/wired/China/sample
r.html
 Basic
Insight reflector
strategy:
 Gather
pages that you feel will perturb learners in such a
way as to create a positive dissonance
 Provide a reflective writing assignment requiring the
students to “mull things over” and think about the topic
in different ways
 Use
when:
 Creative
thinking is more important than a uniform
response
 The subject matter benefits from being viewed through
new perspectives
 You want students to engage their emotions and minds in
the topic
 Reflection / reflective writing is a course objective
Insight reflector
(Cont’d)
Example:
The otherness of the past http://www.kn.pacbell.com/wired/ca_150/
Globalization - http://www.web-andflow.com/members/lhayman/globalization/refle
ctor.htm
 Basic
Concept builder
strategy:
 Provide
links to an array of web-based resources that
illustrate a concept, and allow them to construct the concept
for themselves
 Refine and consolidate concepts, e.g. through class/group
discussion and debriefing
 Use
when:
 A simple definition is too abstract (“grey areas”)
 Examples of the concept are available on the Web
 At least a few critical attributes of the concept are
easily
perceived
 You want to engage students in conceptualization (a form of
higher-level thinking)
Concept builder
(Cont’d)
Example:
No Fear o’ Eras (from Eyes on Art 2.0) http://www.kn.pacbell.com/wired/art2/eras/by
zantine.html
WebQuest
Basic strategy:
 Devise an an inquiry activity that presents students with a
central question or problem and related task
 Web-based and other resources provide grist from which
students construct meaning
 The learning process is supported by prompting / scaffolds to
promote higher-order thinking
 End products of are often put out to the world for some type
of real feedback
Use when:
 You want students to tackle big, complex or grey questions
 Students could benefit from cooperative learning
 The subject warrants a deeper understanding
 Students would benefit from a more authentic, real-world
learning experience (PBL)
WebQuest
(Cont’d)
Examples:


The Tortoise and the Hare http://www.ictpd.net/bj/waitsc/ourwork/group2/index.htm
Australian Animals http://cte.jhu.edu/techacademy/fellows/MENTZER/webquest/austan.htm

Shocking Sharks - http://projects.edtech.sandi.net/sessions/sharks/
What does it mean to be Australian? -

http://www.beenleigss.qld.edu.au/webquest/actualquest/actualquest.htm
Save an Australian Animal -

http://www.ictpd.net/bj/waitsc/ourwork/group1/animals/

Freaky Frogs - http://projects.edtech.sandi.net/sessions/frogs/
Compare Proofs of Pythagoras' Theorem http://www.gowcsd.com/master/ghs/math/furman/pythagor/pythag.htm

Roller Coaster Madness - http://www.esc2.net/TIELevel2/projects/roller/

More
in the next lesson!