CONTENT EXPLORATION TASKS AND TOOLS<br />UNIT 2: TECHNOLOGY FOR LEARNERS AND LEARNING<br />W200: WEEK 6<br />
RECAP:: WEEK 5<br />SNOWY <br />Standards :: Needs :: Options :: What :: whY<br />Reflection<br />Are they meeting the sta...
ACTIVITY: Teacher website<br />PPT Presentation<br />For Students >> Class Materials<br />Embed your PPT file <br />Embedd...
FOR DISCUSSION<br />INTRODUCTION<br />TOOLS FOR CONTENT EXPLORATION TASKS<br />IN-CLASS WORKOUT #6: Creating a WebQuest<br...
The goals for today arE:<br /><ul><li>By the end of this discussion you will:
Learn about the different types of tasks
Learn about the types of tools for content exploration tasks
Learn how to identify appropriate tools for a specific learning goal</li></li></ul><li>WHAT IS A tool?  <br />A tool is:<b...
WHAT IS A tool?  <br />Priority should be given to CONTENT! <br />What is content? <br />What task needs to be accomplishe...
CATEGORIES OF TASKS<br />
CATEGORIES OF TASKS<br />A tool can be used for multiple tasks. It depends on how you use it.   <br />e.g.) Inspiration <b...
Content Exploration Tasks and ToolsLearn and post ONE to teacher website<br />
KNOWLEDGE IS THE PURPOSE OF TOOLs used in CONTENT EXPLORATION TASKS<br />Explore New Knowledge<br />Review Knowledge<br />...
What are the purposes of content exploration tasks and the tools they use?<br />Explore New Knowledge<br />Review Knowledg...
What are the purposes of content exploration tasks and the tools they use?<br />Explore New Knowledge<br />Review Knowledg...
What are the purposes of content exploration tasks and the tools they use?<br />Explore New Knowledge<br />ReviewKnowledge...
TYPE OF TOOLs FOR CONTENT EXPLORATION TASKs<br />Least Complex<br />Least Interactive<br />Least Authentic to “real-world”...
TYPE OF TOOLs FOR CONTENT EXPLORATION TASKs<br />Purpose<br />Providing information for students<br />Format<br />Text; Im...
TYPE OF TOOLs FOR CONTENT EXPLORATION TASKs<br />Purpose<br />Promote the acquisition of knowledge or skill through repeti...
TYPE OF TOOLs FOR CONTENT EXPLORATION TASKs<br />Purpose<br />Introduces new material<br />Instruction with practice and r...
TYPES OF TOOL FOR CONTENT EXPLORATION TASK<br />Purpose<br />Provide an immersive learning environment<br />Format<br />Co...
TYPES OF TOOL FOR CONTENT EXPLORATION TASK<br />Purpose<br />Emulation of real thing, state of affairs or process<br />All...
TYPE OF TOOLs FOR CONTENT EXPLORATION TASKs<br />Purpose<br />Provide opportunities to interact with real-world like conte...
ACTIVITY: GUESS THE TYPE OF TOOLTYPES OF TOOL FOR CONTENT EXPLORATION TASK<br />Go to each one and can you tell what type ...
15 mins<br />BREAK!<br />
IN-CLASS ACTIVITY 6Creating a WebQuest<br />60 mins<br />Digital Natives WebQuest<br />
How can we make a WebQuest?<br />Technology tools<br /><ul><li>Pre-set templates
Quest Garden
Zunal.com
Website building tools
Google Sites
Weebly
Yola
Others
Google Docs</li></ul>Pedagogical Knowledge<br /><ul><li>Coming up with a task through which students will LEARN the learni...
Providing appropriate guidelines and resources
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Week6 content exploration

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  • 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&apos; 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 &quot;drill-and-kill&quot; 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&apos; 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&apos; 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 &quot;drill-and-kill&quot; 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&apos;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&apos; 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 &quot;drill-and-kill&quot; 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&amp;feature=relatedIt&apos;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&apos;s impossible to list them all. &quot;Games&quot; 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&apos;s pilot&apos;s license on the computer. And you&apos;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 &quot;life maps&quot; 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&apos; 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 &quot;drill-and-kill&quot; 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&apos;s classroom uses is your imagination. Don&apos;t limit your imagination to our lonely planet, though, launch your student&apos;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&apos;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&apos;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&apos;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&apos;s Global Volcanism Program.Global Awareness: Study the Crisis in Darfur with the US Holocaust Memorial Museum&apos;s unprecedented project. History: Explore Tutankhamun&apos;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
  • Week6 content exploration

    1. 1. CONTENT EXPLORATION TASKS AND TOOLS<br />UNIT 2: TECHNOLOGY FOR LEARNERS AND LEARNING<br />W200: WEEK 6<br />
    2. 2. RECAP:: WEEK 5<br />SNOWY <br />Standards :: Needs :: Options :: What :: whY<br />Reflection<br />Are they meeting the standards? <br />
    3. 3. ACTIVITY: Teacher website<br />PPT Presentation<br />For Students >> Class Materials<br />Embed your PPT file <br />Embedding vs. Linking<br />How to embed? <br />Google Presentation<br />Slideshare.net<br />Sign up using your Facebook account<br />Upload your PPT file<br />Copy the embed code<br />Paste the embed code into the HTML editor<br />Give it a title<br />Provide a brief description<br />10 mins<br />
    4. 4. FOR DISCUSSION<br />INTRODUCTION<br />TOOLS FOR CONTENT EXPLORATION TASKS<br />IN-CLASS WORKOUT #6: Creating a WebQuest<br />CASE ANALYSIS WORKSHOP<br />
    5. 5. The goals for today arE:<br /><ul><li>By the end of this discussion you will:
    6. 6. Learn about the different types of tasks
    7. 7. Learn about the types of tools for content exploration tasks
    8. 8. Learn how to identify appropriate tools for a specific learning goal</li></li></ul><li>WHAT IS A tool? <br />A tool is:<br />an instrument used for doing work<br />Instructional tools help your students do meaningful work<br />A tool should not be:<br />The focal point of an activity<br />E.g. Use of scientific calculator <br />What drives you to choose what to do <br />Should be based on the standards and students’ needs<br />A tool meets the needs of a context to complete specific tasks<br />
    9. 9. WHAT IS A tool? <br />Priority should be given to CONTENT! <br />What is content? <br />What task needs to be accomplished to teach the content? <br />What technology tool is appropriate? <br />And then, make a good use of the tool to best fit the task. <br />
    10. 10. CATEGORIES OF TASKS<br />
    11. 11. CATEGORIES OF TASKS<br />A tool can be used for multiple tasks. It depends on how you use it. <br />e.g.) Inspiration <br />
    12. 12. Content Exploration Tasks and ToolsLearn and post ONE to teacher website<br />
    13. 13. KNOWLEDGE IS THE PURPOSE OF TOOLs used in CONTENT EXPLORATION TASKS<br />Explore New Knowledge<br />Review Knowledge<br />Apply Knowledge<br />
    14. 14. What are the purposes of content exploration tasks and the tools they use?<br />Explore New Knowledge<br />Review Knowledge<br />Textbook<br />Apply Knowledge<br />Science Lab<br />
    15. 15. What are the purposes of content exploration tasks and the tools they use?<br />Explore New Knowledge<br />Review Knowledge<br />Apply Knowledge<br />Flash Cards<br />Cliff Notes<br />
    16. 16. What are the purposes of content exploration tasks and the tools they use?<br />Explore New Knowledge<br />ReviewKnowledge<br />Apply Knowledge<br />Foreign Language Practice (LiveMocha)<br />Math Game<br /> (Fun School)<br />
    17. 17. TYPE OF TOOLs FOR CONTENT EXPLORATION TASKs<br />Least Complex<br />Least Interactive<br />Least Authentic to “real-world”<br />Reference<br />Drill & Practice<br />Tutorials<br />Educational <br />Games<br />Simulations<br />Most Complex<br />Most Interactive<br />Most Authentic to “real-world”<br />Open Ended <br />Tools<br />
    18. 18. TYPE OF TOOLs FOR CONTENT EXPLORATION TASKs<br />Purpose<br />Providing information for students<br />Format<br />Text; Image; Animation<br />No significant interaction<br />Examples<br />Low Tech<br />Reference books; textbooks<br />News Sources (traditional format)<br />Instructional TV; Video<br />Ex. Reading Rainbow; Nat. Geo.<br />High Tech<br />Wikipedia<br />TeacherTube; YouTube<br />Education Podcasts<br />Kahn Academy<br />REFERENCE<br />|Explores Knowledge|<br />
    19. 19. TYPE OF TOOLs FOR CONTENT EXPLORATION TASKs<br />Purpose<br />Promote the acquisition of knowledge or skill through repetitive practice and immediate feedback<br />Format<br />memorization of spelling or vocabulary words, or the practicing of arithmetic facts<br />Examples<br />Flash Card & Online Quiz<br />Ex.Online Flash Cards<br />Typing Programs<br />Ex.Online Typing Program<br />Online Game<br />http://www.sheppardsoftware.com/<br />DRILL & PRACTICE<br />|Reviews Knowledge|<br />
    20. 20. TYPE OF TOOLs FOR CONTENT EXPLORATION TASKs<br />Purpose<br />Introduces new material<br />Instruction with practice and review<br />Entire instructional sequence<br />Format<br />Content is presented and then evaluated whether content is learned (includes drill & practice)<br />Linear or Hypermedia<br />Examples<br />Rosetta Stone<br />TUTORIAL<br />|Explores / Reviews <br />Knowledge|<br />
    21. 21. TYPES OF TOOL FOR CONTENT EXPLORATION TASK<br />Purpose<br />Provide an immersive learning environment<br />Format<br />Content is packaged in a sequence of game rules<br />Examples<br />Provide an immersive learning environment<br />Oregon Trail<br />Quest Atlantis<br />EDUCATIONAL GAMES<br />Reviews / Applies <br />Knowledge<br />
    22. 22. TYPES OF TOOL FOR CONTENT EXPLORATION TASK<br />Purpose<br />Emulation of real thing, state of affairs or process<br />Allows the user to see the impact of one’s decisions and/or actions <br />Format<br />Simplifies the context for learners to focus on the main content<br />Examples<br />Mars-Earth Orbits<br />Stock Market Simulation<br />SIMULATION<br />Applies Knowledge<br />
    23. 23. TYPE OF TOOLs FOR CONTENT EXPLORATION TASKs<br />Purpose<br />Provide opportunities to interact with real-world like content <br />Format<br />Tool can be manipulated to accommodate various content areas<br />Examples<br />Google Earth<br />Google Earth for Educators<br />OPEN ENDED TOOLS<br />Explores / Reviews / <br />Applies Knowledge<br />
    24. 24. ACTIVITY: GUESS THE TYPE OF TOOLTYPES OF TOOL FOR CONTENT EXPLORATION TASK<br />Go to each one and can you tell what type of content exploration task, each would fall under?<br />1<br />2<br />
    25. 25. 15 mins<br />BREAK!<br />
    26. 26. IN-CLASS ACTIVITY 6Creating a WebQuest<br />60 mins<br />Digital Natives WebQuest<br />
    27. 27. How can we make a WebQuest?<br />Technology tools<br /><ul><li>Pre-set templates
    28. 28. Quest Garden
    29. 29. Zunal.com
    30. 30. Website building tools
    31. 31. Google Sites
    32. 32. Weebly
    33. 33. Yola
    34. 34. Others
    35. 35. Google Docs</li></ul>Pedagogical Knowledge<br /><ul><li>Coming up with a task through which students will LEARN the learning goals.
    36. 36. Providing appropriate guidelines and resources
    37. 37. Providing self-assessment tools</li></ul>Knowledge on the topic<br />
    38. 38. In-Class WORKOUT 6: Creating a WebQuest<br />Create a WebQuest in your case analysis group <br />Content: Standard<br />Refer to Your Class Prep #6<br />W200 Week 6<br />
    39. 39. In-Class WORKOUT 6: Creating a WebQuest<br />Pedagogy: <br />Task<br />problem or mystery to be solved;<br />product to be designed;<br />ToonDoo, XtraNormal, Inspiration, PPT, Google Docs etc.<br />complexity to be analyzed;<br />summary to be created;<br />persuasive message or journalistic account to be crafted; etc.<br />Process & Resources<br />Sequence the process<br />Provide a step-by-step guidance<br />Provide appropriate resources and guidance<br />Evaluation<br />Provide a self-assessment tool<br />Checklist, Rubric, Quiz.<br />
    40. 40. In-Class WORKOUT 6: Creating a WebQuest<br />Create a WebQuest in your case analysis group <br />Technology: Google Sites<br />Create a site for each group (Only group facilitator)<br />Share the site with their group members as collaborators<br />Create pages: Introduction, Task, Process, Evaluation, Conclusion, Credits (Group members' name and references) <br />How to Add YouTube videos<br />WebQuests Template<br />
    41. 41. In-Class WORKOUT 6: Creating a WebQuest<br />Introduction<br />Describe academic standard including subject, grade level, learning goals<br />Orient students and capture their interest<br />Task<br />Describe what the end result will look like<br />Process<br />Walk students through the process step by step<br />Provide appropriate resources that will enhance their learning experiences<br />Evaluation<br />Provide self-assessment tools<br />Conclusion<br />Summarize the activity and provide further references<br />Credits<br />Give your group members credits<br />Cite resources<br />
    42. 42. How to submit ICW #6<br />Post it on Teacher Website > Class Materials<br />Title<br />Screenshot<br />URL<br />Description<br />Submit the link of your Class Materials page to Oncourse > Assignments > ICW #6<br />
    43. 43. Case Analysis Workshop #1<br />30 mins<br />Free Rider Policy<br />If I hear anything about social loafing, <br />you might be fired from the group and have to work alone.<br />Group Work Policy<br />Every aspect should be discussed among group members. <br />Make sure all of the parts are consistent!!!<br />
    44. 44. recap :: case analysis<br />Standard<br />Needs<br />Options for the tasks <br />At least two for one task<br />What & whY<br />Select an option for each task and justify<br />Define tasks<br />
    45. 45. DEMO :: case analysis template<br />W200 Website >> Assignment >> Cases <br />Case Analysis Template (Only for group facilitator)<br />Use template <br />Change title : Case1_Subject (Last names)<br />Share the Google Doc with group members and me (leedabae@gmail.com) <br />Publish it to the web <br />Make it public<br />Cases (Only for group facilitator)<br />Find a case in your subject area<br />Copy and paste the case on the Google Doc<br />
    46. 46. Case analysis WORKSHOP :: Expectations<br />Case Information (5)<br />Include all and every part of the case <br />Step 1: Standards & Needs (10)<br />Identify all the standards and needs<br />Come up with appropriate tasks e.g. lecture, hands-on activity, etc.<br />Step 2: Technology Options (15)<br />List appropriate specific resources <br />List possible tools <br />At least 3 tools for a subtask e.g. presentation: MS, Prezi, Google<br />At least 10 options per group member<br />
    47. 47. Case analysis WORKSHOP :: Expectations<br />Step 3: Technology Decisions (15)<br />Select appropriate tools give the needs and standards<br />Sequence the tools<br />e.g. Quiz -> Lecture -> Hands-on Activity <br />Step 4: Reflection (30)<br />Justify your decisions based on the needs and standards<br />Evaluate your decisions in terms of Efficiency, Effectiveness and Enhancement<br />Muddiest Point<br />
    48. 48. What’s Due, When and Where?<br />DUE ON MONDAY BY 5:00 PM<br />ICW #6: Submit the link to Oncourse > Assignments 2> ICW#6<br />Class Prep #7<br />Work on Case Analysis #1 (Due Week 8) in your groups<br />
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