Research life after google Matakana Workshop

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Research life after google Matakana Workshop

  1. 1. Encouraging Students to be better Researchers<br />Is there life after Google?<br />http://childrenasresearchers.wikispaces.com/<br />
  2. 2.
  3. 3. Information behaviour of<br />the researcher of the future<br />11 January 2008<br />http://www.jisc.ac.uk/media/documents/programmes/reppres/gg_final_keynote_11012008.pdf<br />
  4. 4. Mapped<br />Identified<br />Demonstrated<br />Drawn<br />Mindmapped<br />Photographed<br />Labelled<br />Collected<br />Analysed<br />Modelled<br />Interviewed<br />Made<br />Mimed<br />Surveyed<br />Sorted<br />Described<br />Videoed<br />Created<br />Listed<br />Questioned<br />Graphed<br />Gathered<br />Stated<br />Explained<br />Discussed<br />Brainstormed<br />Written<br />Matched<br />Timelined<br />Classified<br />
  5. 5. In schools now<br />
  6. 6.
  7. 7. Stage One <br />Go to the computer and find some information about the ‘Kiwi’<br />
  8. 8. 20 million hits later…<br />
  9. 9. “Go onto Google and find <br />out some information about the kiwi.<br />Write 5 facts!”<br />
  10. 10. Still 20 million hits… no facts at the end of the lab session!<br />But somebodyfound a website with lots of cool games<br />http://www.sandiegozoo.org/kids/games/index.html<br />
  11. 11. “Go onto Google and find <br />out some information about Kiwis inNew Zealand<br />Write 5 facts!”<br />
  12. 12. 5 million hits!<br />
  13. 13. Stage 4<br />
  14. 14. http://www.chemistry.co.nz/kiwibird.htm<br />Who wrote the site? Are they an expert? What are their credentials? <br />Does the website contain links that supports the information?<br />
  15. 15. The technology behind Google’s great results<br />http://www.google.com/technology/pigeonrank.html<br />
  16. 16. Keywords<br />keyword also key word ( ) n. A word that serves as a key to a code or cipher. A significant or descriptive word. (www.answers.com )<br />Is a word that is associated with a site or contents of a site. Keywords are used to categorize and search for specific web sites. (http://www.mantis.biz/glossary/#k )<br />What are keywords?<br />
  17. 17. Keywords<br />The more keywords you have (most of the time) the less the ‘hits’ <br />Try these examples and record the number of hits<br />Kiwi<br />Kiwi New Zealand<br />Kiwi brown spotted New Zealand<br />Hits<br />25,000,000<br />Click on pages from New Zealand<br />8,320,00<br />56,300<br />
  18. 18. Keywords<br />Dinosaur<br />Dinosaur carnivore<br />Dinosaur carnivore Triassic<br />Tyrannosaurus <br />Tyrannosaurus Rex<br />Tyrannosaurus Rex prey<br />Hits<br />20,300,000<br />372,000<br />101,000<br />13,400,000<br />958,000<br />78,100<br />
  19. 19. Searching Google<br />Images<br />Videos<br />New<br />Zealand<br />
  20. 20. Google Wonder Wheel<br />
  21. 21. Timeline<br />Click on a date in the <br />Timeline to be directed<br />to the Google hitsof that time <br />
  22. 22. “Go onto Google, type in your keywords and find out some information about brown spotted Kiwis inNew Zealand”<br />
  23. 23. Google Advanced search<br />
  24. 24. Hits <br />
  25. 25. But where do the Keywords come from?<br />Knowledge<br />Question<br />Keywords <br />
  26. 26. Knowledge <br />Fact Recall<br />
  27. 27. Developing questions & keywords for research<br />Writing the Question<br />What do we know about?<br />
  28. 28.
  29. 29. Create basic mindmaps<br />Save online<br />Others can edit it<br />Can be embedded into wikis and blogs<br />http://www.bubbl.us/index <br />http://jacquisharp.blogspot.com/2008/06/bubblus-online-collaborative.html<br />
  30. 30.
  31. 31. http://jacquisharp.blogspot.com/search/label/mindmapping<br />http://delicious.com/sharpjacqui/mindmapping<br />
  32. 32. Finding Keywords can be one of the most difficult tasks for children.<br />It is easier to think in sentence chunks or type in the whole question!<br />Break up the question. When choosing a keyword from the answers, check that it answers the main Question!<br />Finding Keywords<br />
  33. 33. Internet Addresses and What they mean<br />Breaking down internet addresses to understand who made the website.<br />
  34. 34. Fact or Opinion<br />People’s first response is to believe what they see and what they hear<br />Students need to be critical viewers<br />http://www.youtube.com/watch?v=NBfi8OEz0rA&eurl<br />http://www.youtube.com/watch?v=hibyAJOSW8U&eurl<br />Ideas adapted from <br />http://langwitches.org/blog/2009/03/11/dont-believe-everything-you-see-online/<br />
  35. 35. Use this website to guide your students to critically assess the information provided to them<br />http://allaboutexplorers.com/<br />Ideas adapted from <br />http://langwitches.org/blog/2009/03/11/dont-believe-everything-you-see-online/<br />
  36. 36. http://www.brookview.karoo.net/Sellafield_Zoo/ a zoo with a difference<br />http://www.rythospital.com/clyven/ intelligent mouse<br />http://www.dhmo.org/facts.html is this dangerous?<br />http://haggishunt.scotsman.com/ hunt the haggis<br />http://www.genochoice.com/ designer babies<br />http://www.buydehydratedwater.com/<br />
  37. 37. Fact or Opinion?<br />Students will often go to any website that is offered in Google and take what they need from it without considering the authenticity of the site.<br />
  38. 38. Internet Explorer 8<br />Sifting<br />Use Ctrl – F <br />(- F for Mac)<br />Type in one of the keywords, press Enter on Keyboard<br />First instance of the word will be highlighted<br />Firefox 3<br />Explorer 7<br />
  39. 39. Skimming & Scanning through the information<br />Tsunamis are unlike wind-generated waves, which many of us may have observed on a local lake or at a coastal beach, in that they are characterized as shallow-water waves, with long periods and wave lengths.<br />If yes, then copyand paste that sentence only intoyour notes page<br />
  40. 40.
  41. 41. Extending the research process<br />Search Engines, Web2.0, Youtube, news feeds… <br />
  42. 42. Be Smart with Googlehttp://childrenasresearchers.wikispaces.com/Be+Smart+with+Google<br />
  43. 43. Search Engines<br />http://www.sortfix.com/<br />
  44. 44. http://www.refseek.com/<br />
  45. 45. Bing http://www.bing.com<br />
  46. 46. Single word search<br />
  47. 47. Set up a class delicious pagewith links to different curriculumareas, games and resources<br />Bookmark suitable sites for children to go to<br />Set up a bundle<br />Under the bundle name of Social Studies (or perhaps the name of the topic<br />
  48. 48. http://wheretostartwithwikisandblogs.wikispaces.com/Delicious<br />To set up a Delicious account you need a Yahoo account. If you have an ‘xtra’ account then you will be able to use that.<br />
  49. 49.
  50. 50. Don’t completely avoid Wikipedia<br />Use your keywords <br />browse the <br />Footnotes <br />References<br />External Links<br />Images and video<br />
  51. 51. http://search.creativecommons.org/<br />Free content on the Internet<br />Videos on what Creative Commons is <br />http://creativecommons.org/videos/#wwt<br />
  52. 52. http://jacquiscourses.blogspot.com/2009/11/download-youtube-movies.html<br />
  53. 53.
  54. 54. http://www.flickr.com/photos/sharpjacqui<br />Accesses images on any computer that has internet access<br />
  55. 55.
  56. 56.
  57. 57. http://www.jisc.ac.uk/media/documents/programmes/reppres/gg_final_keynote_11012008.pdf What do we know about young peoples information behaviour<br />http://www.morguefile.com/ free photos<br />http://www.freephotosbank.com/ free photos<br />http://school.discovery.com/clipart/ free clipart<br />Hot Potatoes downloadhttp://www.halfbakedsoftware.com/hot_pot_download.php<br />Youtubehttp://youtube.com/ Teacher tube http://teachertube.com/<br />Artragehttp://www.ambientdesign.com<br />Comic Life http://http://plasq.com/comiclife<br />Web2.0 and Education http://jacquisharp.blogspot.com<br />Sharp, J. (2006). Graphic Organisers. Ideas and activities with CD. <br />

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