Web Literacy and Online Collaborative Environments Justin Reich EdTechTeacher.org Co-Director Harvard Graduate School of E...
Goals of this afternoon <ul><li>Share a rationale for teaching with Web 2.0 tools </li></ul><ul><li>Provide a framework fo...
Skills for 21 st  Century Work and Life Richard J. Murnane Harvard Graduate School of Education
Men's real hourly wage by education, 1979-2006 (2006 $)
Computerizing the Routine Tasks: Self-Service Check-In
Types of Tasks Computers Do Not Well <ul><li>Tasks that cannot be described well as a series of if-then-do steps because: ...
Economy-Wide Measures of Routine and Non-Routine Task Input: 1969-1998 (1969=0)
What was the date of battle of the Spanish Armada? <ul><li>Student 1 :  1588. </li></ul><ul><li>Q. How do you know this?  ...
Implications for Education <ul><li>Expert Thinking and Complex Communication are not new subjects to add to the curriculum...
What are 21 st  Century Skills? <ul><li>Levy and Murnane: Expert Thinking and Complex Communication </li></ul><ul><li>Skil...
 
Why Teach with Technology? <ul><li>Whoever is doing most of the talking, or most of the typing, is doing most of the learn...
Web 2.0 Project Examples <ul><li>http://www.flatclassroomproject.org/ </li></ul><ul><li>http://www.studentnewsaction.net/ ...
Student News Action Network
Collect-Relate-Create-Donate Students Should … <ul><li>Collect  the information needed for the performance of understandin...
Collecting information: Open Research vs. Guided Inquiry <ul><li>Students are free to search broadly across Web and librar...
Textbook and Lecture Selected Resource “Packets”  Library Pathfinders Online Search Directories Teacher-Created Custom Sea...
Search Engines vs. Search Directories <ul><li>Index the entire Web </li></ul><ul><li>Rank sources based on popularity (inc...
Best of History Web Sites
Internet History Sourcebooks Project
Advanced Google Searching Video Tutorial Part I Video Tutorial Part II
Key Words and Searching
Creative Commons Search <ul><li>http://search.creativecommons.org/   </li></ul>
Google Custom Search Video Tutorial
Assessing Credibility <ul><li>a.  http://zapatopi.net/ treeoctopus/ </li></ul><ul><li>b.  http://newdeal.feri.org/ </li></...
Why Wikis? <ul><li>Wikis are flexible environments that can serve multiple purposes. They are “blank slates” </li></ul><ul...
Teaching Web 2.0 tools through “Challenges” <ul><li>Divide you into groups of ~3 </li></ul><ul><li>Present you with a list...
Wiki Challenges <ul><li>http://FHAO-DMIN-2010.wikispaces.com/   </li></ul>
The Creative Agency Classroom <ul><li>Students as Knowledge Workers </li></ul><ul><ul><li>Working independently or in team...
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Web Literacy and Online Collaborative Environments

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A presentation for Facing History and Ourselves

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  • 12/09/10 I am pleased to have the opportunity to talk with you today. There is no more important work than the work that you do.
  • 12/09/10 Spend two minutes talking with a neighbor about interesting patterns that you see in the data. Let’s focus on the growth in the college-high school wage differential. Now I could have given you the data in a different form. Would this have worked as well for your brainstorming?
  • 12/09/10
  • 12/09/10 Classroom management as an example. Leading a school as an example. Making constructive use of student assessment results.
  • 12/09/10 Big decline in routine cognitive: the filing and bookkeeping are being done to a large extent by computers and to a lesser extent work is sent off shore. Big growth in tasks involving what Frank and I call Expert Thinking and Complex Communication Skills. What is involved in becoming good at these skills?
  • 12/09/10 Are the students in your school being prepared to provide the type of answers that the second student gave? Did schools do a better job 35 years ago?
  • 12/09/10
  • Web Literacy and Online Collaborative Environments

    1. 1. Web Literacy and Online Collaborative Environments Justin Reich EdTechTeacher.org Co-Director Harvard Graduate School of Education Doctoral Researcher
    2. 2. Goals of this afternoon <ul><li>Share a rationale for teaching with Web 2.0 tools </li></ul><ul><li>Provide a framework for designing Web 2.0 projects </li></ul><ul><li>Practice some of the basic skills of Web Literacy and Search Strategy </li></ul><ul><li>Develop familiarity with Web 2.0 environments by building a wiki </li></ul>
    3. 3. Skills for 21 st Century Work and Life Richard J. Murnane Harvard Graduate School of Education
    4. 4. Men's real hourly wage by education, 1979-2006 (2006 $)
    5. 5. Computerizing the Routine Tasks: Self-Service Check-In
    6. 6. Types of Tasks Computers Do Not Well <ul><li>Tasks that cannot be described well as a series of if-then-do steps because: </li></ul><ul><ul><li>“ We know more than we can tell.” (Polyani). </li></ul></ul><ul><ul><li>Not all contingencies can be predicted ahead of time. </li></ul></ul><ul><ul><li>We learn to define the task and accomplish it through social interactions. </li></ul></ul>
    7. 7. Economy-Wide Measures of Routine and Non-Routine Task Input: 1969-1998 (1969=0)
    8. 8. What was the date of battle of the Spanish Armada? <ul><li>Student 1 : 1588. </li></ul><ul><li>Q. How do you know this? </li></ul><ul><li>It was one of the dates I memorized for the exam. </li></ul><ul><li>Q. Why is the event important? </li></ul><ul><li>I don’t know. </li></ul><ul><li>Student 2 : It must have been around 1590. </li></ul><ul><li>Q. How do you know this? </li></ul><ul><ul><li>I know the English began to settle in Virginia just after 1600, although I’m not sure of the exact date. They wouldn't have dared start overseas explorations if Spain still had control of the seas. It would have taken a little while to get expeditions organized, so England must have gained naval supremacy somewhere in the late 1500's. </li></ul></ul><ul><li>Q. Why is the event important? </li></ul><ul><ul><li>It marks a turning point in the relative importance of England and Spain as European powers and colonizers of the New World. </li></ul></ul><ul><li>  </li></ul>This example is taken from Bransford, Brown and Cocking (eds.)
    9. 9. Implications for Education <ul><li>Expert Thinking and Complex Communication are not new subjects to add to the curriculum. They should be at the center of instruction in every one of the existing subjects. </li></ul>
    10. 10. What are 21 st Century Skills? <ul><li>Levy and Murnane: Expert Thinking and Complex Communication </li></ul><ul><li>Skills where humans have a comparative advantage over computers in a labor market </li></ul><ul><li>[[What they are not: skills invented in the 21 st century]] </li></ul><ul><li>Levy F. and Murnane R., The New Division of Labor, Princeton UP </li></ul>
    11. 11.
    12. 13. Why Teach with Technology? <ul><li>Whoever is doing most of the talking, or most of the typing, is doing most of the learning (and the more people listening the better) </li></ul><ul><li>The more ways we arrange ideas in our head, the more likely they are to stay there </li></ul><ul><li>Learners need to be both independent and effective collaborators- technology can scaffold both </li></ul><ul><li>All of the sources that helped us fall in love with the discipline are accessible online </li></ul>
    13. 14. Web 2.0 Project Examples <ul><li>http://www.flatclassroomproject.org/ </li></ul><ul><li>http://www.studentnewsaction.net/ </li></ul><ul><li>http://greatdebate2008.wikispaces.com/ </li></ul><ul><li>http://civilwarsallie.blogspot.com/ </li></ul><ul><li>https://wiki-land.wikispaces.com/Annotated+biliography+-darfur </li></ul><ul><li>http://fpms7up.wikispaces.com/Tom+Sawyer+Alphabet+Book </li></ul><ul><li>http://www.thwt.org/historypodcasts.html </li></ul><ul><li>http://greetingsfromtheworld.wikispaces.com/ </li></ul><ul><li>http://soar2newheights.wikispaces.com/ </li></ul><ul><li>http://hums3001.unsw.wikispaces.net/ </li></ul>
    14. 15. Student News Action Network
    15. 16. Collect-Relate-Create-Donate Students Should … <ul><li>Collect the information needed for the performance of understanding </li></ul><ul><li>Relate to one-another in collaborative learning groups </li></ul><ul><li>Create meaningful, authentic performances of understanding </li></ul><ul><li>Donate their work to a broader audience </li></ul>From Ben Schneiderman’s Leonardo’s Laptop
    16. 17. Collecting information: Open Research vs. Guided Inquiry <ul><li>Students are free to search broadly across Web and library resources </li></ul><ul><li>Students are responsible for assessing credibility, bias, and effectiveness </li></ul><ul><li>PRO: Students develop needed media literacy skills </li></ul><ul><li>CON: Much more time-consuming, higher risk of failure </li></ul><ul><li>Students focus on interpreting selected documents and resources </li></ul><ul><li>Students are responsible for assessing bias and effectiveness </li></ul><ul><li>PRO: Focus on interpretation over search; less time-consuming; lower failure risk </li></ul><ul><li>CON: Well, it’s not research </li></ul>
    17. 18. Textbook and Lecture Selected Resource “Packets” Library Pathfinders Online Search Directories Teacher-Created Custom Search Engines Original Scholarly Research Scaffolded Research Projects Open Inquiry Guided Inquiry
    18. 19. Search Engines vs. Search Directories <ul><li>Index the entire Web </li></ul><ul><li>Rank sources based on popularity (incoming links = votes; popular sites have more votes) </li></ul><ul><li>Provide no editorial filter </li></ul><ul><li>Google.com </li></ul><ul><li>Index selected sites </li></ul><ul><li>Rank or organize sources based on editorial opinion </li></ul><ul><li>Provide an editorial filter on content </li></ul><ul><li>Besthistorysites.net </li></ul>
    19. 20. Best of History Web Sites
    20. 21. Internet History Sourcebooks Project
    21. 22. Advanced Google Searching Video Tutorial Part I Video Tutorial Part II
    22. 23. Key Words and Searching
    23. 24. Creative Commons Search <ul><li>http://search.creativecommons.org/ </li></ul>
    24. 25. Google Custom Search Video Tutorial
    25. 26. Assessing Credibility <ul><li>a. http://zapatopi.net/ treeoctopus/ </li></ul><ul><li>b. http://newdeal.feri.org/ </li></ul><ul><li>c. http://www.dhmo.org/ </li></ul><ul><li>d. http://www.bigredhair.com/boilerplate </li></ul>
    26. 27. Why Wikis? <ul><li>Wikis are flexible environments that can serve multiple purposes. They are “blank slates” </li></ul><ul><li>Wikis provide an easy mechanism for students and teachers to collaborate and communicate </li></ul><ul><li>Wikis can be used to communicate with text, hyperlinks, images, audio files, embedded video, polls, and more… </li></ul>
    27. 28. Teaching Web 2.0 tools through “Challenges” <ul><li>Divide you into groups of ~3 </li></ul><ul><li>Present you with a list of challenges of increasing difficulty </li></ul><ul><li>Let you explore and practice at your own pace </li></ul><ul><li>Require you to turn to your groupmates for primary support </li></ul><ul><li>Ask me anytime you get stuck </li></ul><ul><li>If enough folks are stuck in the same place, we’ll have a mini-lesson </li></ul>
    28. 29. Wiki Challenges <ul><li>http://FHAO-DMIN-2010.wikispaces.com/ </li></ul>
    29. 30. The Creative Agency Classroom <ul><li>Students as Knowledge Workers </li></ul><ul><ul><li>Working independently or in teams </li></ul></ul><ul><ul><li>Creating a meaningful, authentic project for an actual audience </li></ul></ul><ul><li>Teachers as Project Managers </li></ul><ul><ul><li>Creating Goals and Schedules </li></ul></ul><ul><ul><li>Providing Just-In-Time Instruction </li></ul></ul><ul><ul><li>Managing Executive Function </li></ul></ul>

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