The document provides guidance on evaluating websites and information found online. It introduces several criteria for evaluation, including timeliness, reliability, authority, and purpose. Students are instructed to use these evaluation criteria to review Wikipedia articles they have created. They will also use the Explain Everything app to record and explain their evaluation process. The document emphasizes the importance of carefully evaluating information from online sources.
The document discusses evaluating information sources using the TRAP method: Timeliness, Reliability, Authority, and Purpose. It encourages participants to create Wikipedia articles collaboratively using cited sources. Participants then evaluate their articles and each other's using criteria they develop in groups. The document promotes learning information evaluation skills through a collaborative writing and peer-review activity.
This document outlines an educational session on collaboration. The session discusses establishing norms for online collaboration, fostering collaboration through tools like Google Drive, Diigo and ePals, and having teachers facilitate the collaborative process. Attendees are instructed to use various apps and tools to collaboratively create representations of collaboration, including Groupboard, iCardSort and video roles using the Camera app. The goal is purposeful collaboration at all levels from the classroom to the global community.
This document provides an overview of the activities and resources covered in a teacher training session on conducting student research projects. It includes:
1) A list of apps and websites teachers can use to improve student research skills, including tools for brainstorming questions, searching online, bookmarking sources, and sharing findings.
2) Examples of broad research topics and questions teachers could assign students.
3) Steps for an activity having students initially search Google for answers, then refine their search terms and strategies before searching again.
4) Information on using specialized search tools like Google Scholar and library databases to find more academic sources.
5) Directions for using various bookmarking and mindmapping apps to organize collected
This document discusses collaboration at different levels and provides tools and resources to facilitate online collaboration. It introduces several free and paid collaborative tools like Diigo, Google Drive, Socrative and GroupBoard. It also provides protocols and activities to establish norms for online collaboration using tools like Google Drive, Socrative, GroupBoard, iCardSort and video recording. The goal is to enable purposeful collaboration among students, teachers, schools and communities.
This document provides an overview of the "Evaluate It!" session on attributing and using images. It discusses the ITS team and some of their apps like Qrafter, Skitch and Socrative. It then discusses reflecting, questioning, presenting, planning and evaluating. It provides guidance on attributing images by including the source, author, and license. Users are quizzed on attributing images correctly. The document suggests researching 21st century skills and using tools like Compfight and Pixabay to find photos demonstrating these skills. It demonstrates using Skitch to annotate images and reflects on using images and audio for reflection.
This document provides guidance for students on evaluating information and crafting arguments. It discusses developing claims and finding evidence to support those claims. Students are instructed to choose a citation style (QR codes, shortened links, or bibliographic citations) and to cite sources to avoid plagiarism. They will then share their arguments through a presentation platform like Keynote while using Creative Commons licensed images and properly attributing sources. Reflection on the process is encouraged.
SJSD Comprehension Strategy Professional DevelopmentDrDial
Slides from Professional Development on February 19, 2013 in the St. Joseph School District regarding the importance of Comprehension Strategies in the implementation of the Common Core.
This slide set was used in conjunction with face to face PD session: "Write About It B" in the Writing strand of professional development for Project Connect in the Saint Joseph School District.
The document discusses evaluating information sources using the TRAP method: Timeliness, Reliability, Authority, and Purpose. It encourages participants to create Wikipedia articles collaboratively using cited sources. Participants then evaluate their articles and each other's using criteria they develop in groups. The document promotes learning information evaluation skills through a collaborative writing and peer-review activity.
This document outlines an educational session on collaboration. The session discusses establishing norms for online collaboration, fostering collaboration through tools like Google Drive, Diigo and ePals, and having teachers facilitate the collaborative process. Attendees are instructed to use various apps and tools to collaboratively create representations of collaboration, including Groupboard, iCardSort and video roles using the Camera app. The goal is purposeful collaboration at all levels from the classroom to the global community.
This document provides an overview of the activities and resources covered in a teacher training session on conducting student research projects. It includes:
1) A list of apps and websites teachers can use to improve student research skills, including tools for brainstorming questions, searching online, bookmarking sources, and sharing findings.
2) Examples of broad research topics and questions teachers could assign students.
3) Steps for an activity having students initially search Google for answers, then refine their search terms and strategies before searching again.
4) Information on using specialized search tools like Google Scholar and library databases to find more academic sources.
5) Directions for using various bookmarking and mindmapping apps to organize collected
This document discusses collaboration at different levels and provides tools and resources to facilitate online collaboration. It introduces several free and paid collaborative tools like Diigo, Google Drive, Socrative and GroupBoard. It also provides protocols and activities to establish norms for online collaboration using tools like Google Drive, Socrative, GroupBoard, iCardSort and video recording. The goal is to enable purposeful collaboration among students, teachers, schools and communities.
This document provides an overview of the "Evaluate It!" session on attributing and using images. It discusses the ITS team and some of their apps like Qrafter, Skitch and Socrative. It then discusses reflecting, questioning, presenting, planning and evaluating. It provides guidance on attributing images by including the source, author, and license. Users are quizzed on attributing images correctly. The document suggests researching 21st century skills and using tools like Compfight and Pixabay to find photos demonstrating these skills. It demonstrates using Skitch to annotate images and reflects on using images and audio for reflection.
This document provides guidance for students on evaluating information and crafting arguments. It discusses developing claims and finding evidence to support those claims. Students are instructed to choose a citation style (QR codes, shortened links, or bibliographic citations) and to cite sources to avoid plagiarism. They will then share their arguments through a presentation platform like Keynote while using Creative Commons licensed images and properly attributing sources. Reflection on the process is encouraged.
SJSD Comprehension Strategy Professional DevelopmentDrDial
Slides from Professional Development on February 19, 2013 in the St. Joseph School District regarding the importance of Comprehension Strategies in the implementation of the Common Core.
This slide set was used in conjunction with face to face PD session: "Write About It B" in the Writing strand of professional development for Project Connect in the Saint Joseph School District.
This document provides a summary of the TRAP method for evaluating information sources. TRAP stands for Timeliness, Reliability, Authority, and Purpose. It suggests asking questions about whether information is up-to-date, sources are cited, the author can be identified, and if the purpose is objective or biased. Evaluating sources using these criteria of timeliness, reliability, authority, and purpose can help determine the quality of information found online.
Two Heads are Better Than One: Fostering Collaboration Between Library and Cl...Melissa Corey
This document outlines a presentation on fostering collaboration between libraries and classrooms. It discusses how the common core standards present opportunities for librarians to become instructional partners. It defines four levels of collaboration from coordinate to embed and describes strengths and barriers. Attributes of successful collaboration like respect, responsibility and communication are also examined. The presentation provides protocols for teachers and librarians to analyze collaboration opportunities.
The document provides an overview of an information literacy session on developing students' filtering abilities. It discusses the problems of information overload and filter failure in today's environment of abundant online information. It then outlines the key building blocks and skills taught in the session, including search strategies, evaluation techniques like CRAAP and RADCACB tests, and the importance of reflection and citation. Examples and images are provided to illustrate each concept.
The document discusses the goals and qualifications of an individual who wants to become a full-time film and television reviewer. They enjoy films from mainstream to art house, have a background in customer service, and have written papers on directors and films. Their goal is to support themselves through independent reviewing and establishing their own unique brand and content.
The document provides tips and tools for teachers to create long-range plans, including using curriculum guides, timelines, assessment plans, and templates that meet administrator expectations while maintaining sanity. A collection of online sharing tools is presented to support topics, integration of subjects, and inquiry-based planning. Useful links to district calendars, report cards, and curriculum documents from various regions round out the resources.
Taming Information Chaos with the Power of 2.0Judy O'Connell
Web 2.0 provides ways to filter, streamline, organise, share, distribute or gather information from the burgeoning information jungle. With the power of 2.0 the information revolution can be tamed. Teachers can learn new ways to incorporate search strategies into their personal information-seeking toolkits and then work with students to weave deeper understandings of how to find information right into the fabric of their learning. In a learning environment where writing, reflecting, creating and collaborating are driving authentic engagement with content, searching and researching has to encompass multi-literacies and information fluency in the process. It’s time to challenge the old standards of ‘search’. With all our experience as teachers, we are novices in the information revolution. It’s not a one-size-fits-all environment, and the myriad of choices, tools and techniques we could customise for our professional purposes need explanation and elaboration to understand how to be a confident, efficient and effective news and knowledge curators. This session will show how connecting, collaborating and networking are dependent on knowledge filters and information search techniques that allow teachers to become extraordinary information architects in charge of their own knowledge work, ready to mentor and support the learning of their students.
The Next Big Thing is Web 3.0. Catch It If You Can Judy O'Connell
The best minds on our planet are suggesting that the Internet will continue to be arguably the most influential invention of our time. We are in the midst of a highly dynamic and dramatically changing landscape. Where Web 1.0 made us consumers of information, Web 2.0 allowed us to be participators and creators. Web 3.0 and the Semantic Web technologies are beginning to play a larger and more significant role in the search and filtering of the content fire hose that teachers and students encounter each day. How will the semantic web influence our learning and teaching encounters on the web? What is the connection between meaning and data? Will search or discovery be the main driving force in the 3.0 information revolution? How will information and knowledge creation in a semantic-powered online world develop? This session will draw on Semantic Web research and developments and show how connecting, collaborating and networking in a Web 3.0 world is changing the ground-rules once again.
The document appears to be a collection of stock photos and captions with attribution to various Flickr photographers. However, the overall theme or purpose of the collection is unclear from the minimal context provided.
Finding and Crediting Copyright-Friendly Images for Presentations and Public...CurriculumCollection
Information on why you should care about using copyright-friendly images in presentations and publications, where you can find them, and how to properly cite or credit them.
Best Tech Practices for Professional LearningBill Dolton
This document outlines best practices for technology professional development. It discusses keeping professional learning connected to district priorities and classroom needs, differentiating for different experience levels and learning styles, providing opportunities for collaboration to support peer learning and expanded perspectives, and strategies for sustaining learning through follow up support and encouraging application in the classroom. Specific examples discussed include differentiated models like the LoTi Framework, collaborative approaches like curriculum facilitator groups and mentor programs, and initiatives to sustain learning such as an iPod pilot program and an individual humanities project.
Network Enabled Research: Not just bigger or better, but fundamentally differentmaurice.vanderfeesten
1. The document discusses how networked research enables qualitatively different capabilities due to scale, connectivity, and efficient transfer compared to traditional research.
2. It argues that research infrastructure providers should focus on low friction access, demand-side filters, and making content openly shareable through a service model rather than restricting access.
3. The key is leveraging networks to filter and disseminate research at scale on the demand side through dynamic, personalized services for readers and impact opportunities for authors.
The document discusses the limitations of multitasking. It notes that the human brain can only hold about 7 items in working memory. Multitasking decreases efficiency and increases mistakes as attention is divided between tasks. Focusing fully on one task at a time helps avoid mental exhaustion and allows a person to work more effectively.
User Research Method Case Study- Design for the blindHongyuan Jiang
The document discusses website navigation design considerations for blind users. It focuses on reducing cognitive overload, providing guidance, and empowering users. It recommends a standardized layout with main links and previews of potential links. It also discusses testing prototypes with 10 blind participants and insights around providing guidance, empowering users, and reducing cognitive overload. User testing revealed issues like accidental clicks, confusing interfaces, and distracting sounds. The document concludes by discussing developing technology like link lists and search filters to aid blind users in navigating the internet.
The document discusses using photojournalism to bring awareness to social issues and create social change. It encourages spreading messages across multiple platforms to increase visibility and diversity. The goal is to use photography to inspire critical thinking, build understanding, and be the change you want to see in the world on local, national and global levels.
The Agile Technical Writer: Fact or Fiction?Dana West
This presentation provides an overview about the characteristics of an agile approach to software development and how it affects the technical writer’s role in creating and managing user or technical documentation.
It is intended to spark discussion about best practices for novice and experienced technical writers who are or may soon be working in an agile environment.
Used in an open education resource to introduce collaborative technical writing practices.
Maurice introduces himself as an artist from Washington D.C. who now lives in Los Angeles. He is a visionary producer, musician and artist who is studying Entertainment Business at Full Sail University. His goal is to inspire and motivate others through his artistic expressions and to enlighten the world. He has worked with big names in the industry and has skills in Pro-Tools, Logic, and sales management. Currently he works for a production company and feels his mix of business skills and creativity give him an edge over others. He asks to help brush up his skills and assist with others' creative needs.
This document discusses how information seeking and knowledge discovery are evolving due to new technologies and developments on the web. It emphasizes that critical thinking skills are still needed to make sense of online information, and the role of the school librarian is to support personalized, collaborative learning through flexible information curation and dissemination. Emerging technologies open new opportunities for students, but information literacy strategies are required to avoid being lost in the information labyrinth.
This document provides a summary of the TRAP method for evaluating information sources. TRAP stands for Timeliness, Reliability, Authority, and Purpose. It suggests asking questions about whether information is up-to-date, sources are cited, the author can be identified, and if the purpose is objective or biased. Evaluating sources using these criteria of timeliness, reliability, authority, and purpose can help determine the quality of information found online.
Two Heads are Better Than One: Fostering Collaboration Between Library and Cl...Melissa Corey
This document outlines a presentation on fostering collaboration between libraries and classrooms. It discusses how the common core standards present opportunities for librarians to become instructional partners. It defines four levels of collaboration from coordinate to embed and describes strengths and barriers. Attributes of successful collaboration like respect, responsibility and communication are also examined. The presentation provides protocols for teachers and librarians to analyze collaboration opportunities.
The document provides an overview of an information literacy session on developing students' filtering abilities. It discusses the problems of information overload and filter failure in today's environment of abundant online information. It then outlines the key building blocks and skills taught in the session, including search strategies, evaluation techniques like CRAAP and RADCACB tests, and the importance of reflection and citation. Examples and images are provided to illustrate each concept.
The document discusses the goals and qualifications of an individual who wants to become a full-time film and television reviewer. They enjoy films from mainstream to art house, have a background in customer service, and have written papers on directors and films. Their goal is to support themselves through independent reviewing and establishing their own unique brand and content.
The document provides tips and tools for teachers to create long-range plans, including using curriculum guides, timelines, assessment plans, and templates that meet administrator expectations while maintaining sanity. A collection of online sharing tools is presented to support topics, integration of subjects, and inquiry-based planning. Useful links to district calendars, report cards, and curriculum documents from various regions round out the resources.
Taming Information Chaos with the Power of 2.0Judy O'Connell
Web 2.0 provides ways to filter, streamline, organise, share, distribute or gather information from the burgeoning information jungle. With the power of 2.0 the information revolution can be tamed. Teachers can learn new ways to incorporate search strategies into their personal information-seeking toolkits and then work with students to weave deeper understandings of how to find information right into the fabric of their learning. In a learning environment where writing, reflecting, creating and collaborating are driving authentic engagement with content, searching and researching has to encompass multi-literacies and information fluency in the process. It’s time to challenge the old standards of ‘search’. With all our experience as teachers, we are novices in the information revolution. It’s not a one-size-fits-all environment, and the myriad of choices, tools and techniques we could customise for our professional purposes need explanation and elaboration to understand how to be a confident, efficient and effective news and knowledge curators. This session will show how connecting, collaborating and networking are dependent on knowledge filters and information search techniques that allow teachers to become extraordinary information architects in charge of their own knowledge work, ready to mentor and support the learning of their students.
The Next Big Thing is Web 3.0. Catch It If You Can Judy O'Connell
The best minds on our planet are suggesting that the Internet will continue to be arguably the most influential invention of our time. We are in the midst of a highly dynamic and dramatically changing landscape. Where Web 1.0 made us consumers of information, Web 2.0 allowed us to be participators and creators. Web 3.0 and the Semantic Web technologies are beginning to play a larger and more significant role in the search and filtering of the content fire hose that teachers and students encounter each day. How will the semantic web influence our learning and teaching encounters on the web? What is the connection between meaning and data? Will search or discovery be the main driving force in the 3.0 information revolution? How will information and knowledge creation in a semantic-powered online world develop? This session will draw on Semantic Web research and developments and show how connecting, collaborating and networking in a Web 3.0 world is changing the ground-rules once again.
The document appears to be a collection of stock photos and captions with attribution to various Flickr photographers. However, the overall theme or purpose of the collection is unclear from the minimal context provided.
Finding and Crediting Copyright-Friendly Images for Presentations and Public...CurriculumCollection
Information on why you should care about using copyright-friendly images in presentations and publications, where you can find them, and how to properly cite or credit them.
Best Tech Practices for Professional LearningBill Dolton
This document outlines best practices for technology professional development. It discusses keeping professional learning connected to district priorities and classroom needs, differentiating for different experience levels and learning styles, providing opportunities for collaboration to support peer learning and expanded perspectives, and strategies for sustaining learning through follow up support and encouraging application in the classroom. Specific examples discussed include differentiated models like the LoTi Framework, collaborative approaches like curriculum facilitator groups and mentor programs, and initiatives to sustain learning such as an iPod pilot program and an individual humanities project.
Network Enabled Research: Not just bigger or better, but fundamentally differentmaurice.vanderfeesten
1. The document discusses how networked research enables qualitatively different capabilities due to scale, connectivity, and efficient transfer compared to traditional research.
2. It argues that research infrastructure providers should focus on low friction access, demand-side filters, and making content openly shareable through a service model rather than restricting access.
3. The key is leveraging networks to filter and disseminate research at scale on the demand side through dynamic, personalized services for readers and impact opportunities for authors.
The document discusses the limitations of multitasking. It notes that the human brain can only hold about 7 items in working memory. Multitasking decreases efficiency and increases mistakes as attention is divided between tasks. Focusing fully on one task at a time helps avoid mental exhaustion and allows a person to work more effectively.
User Research Method Case Study- Design for the blindHongyuan Jiang
The document discusses website navigation design considerations for blind users. It focuses on reducing cognitive overload, providing guidance, and empowering users. It recommends a standardized layout with main links and previews of potential links. It also discusses testing prototypes with 10 blind participants and insights around providing guidance, empowering users, and reducing cognitive overload. User testing revealed issues like accidental clicks, confusing interfaces, and distracting sounds. The document concludes by discussing developing technology like link lists and search filters to aid blind users in navigating the internet.
The document discusses using photojournalism to bring awareness to social issues and create social change. It encourages spreading messages across multiple platforms to increase visibility and diversity. The goal is to use photography to inspire critical thinking, build understanding, and be the change you want to see in the world on local, national and global levels.
The Agile Technical Writer: Fact or Fiction?Dana West
This presentation provides an overview about the characteristics of an agile approach to software development and how it affects the technical writer’s role in creating and managing user or technical documentation.
It is intended to spark discussion about best practices for novice and experienced technical writers who are or may soon be working in an agile environment.
Used in an open education resource to introduce collaborative technical writing practices.
Maurice introduces himself as an artist from Washington D.C. who now lives in Los Angeles. He is a visionary producer, musician and artist who is studying Entertainment Business at Full Sail University. His goal is to inspire and motivate others through his artistic expressions and to enlighten the world. He has worked with big names in the industry and has skills in Pro-Tools, Logic, and sales management. Currently he works for a production company and feels his mix of business skills and creativity give him an edge over others. He asks to help brush up his skills and assist with others' creative needs.
This document discusses how information seeking and knowledge discovery are evolving due to new technologies and developments on the web. It emphasizes that critical thinking skills are still needed to make sense of online information, and the role of the school librarian is to support personalized, collaborative learning through flexible information curation and dissemination. Emerging technologies open new opportunities for students, but information literacy strategies are required to avoid being lost in the information labyrinth.
9. Wikipedia
It
We’re going to create
our own Wikipedia
articles . . .
cc-licensed image via http://www.flickr.com/photos/chorazin/89345609/sizes/l/
10. Here’s the
Protocol
Keep it quiet (but
collaborate a little)
Write what you know
Write what you find
Cite what you find
cc-licensed image via http://www.flickr.com/photos/kalexanderson/6060095113/sizes/l/
16. Evaluate
It
What criteria can
we use to evaluate
websites?
cc-licensed image via http://www.flickr.com/photos/bartelomeus/4184705426/sizes/o/
17. Evaluate
It Collaborate at your
table to determine
what you used to
judge your Wikipedia
article
Write your elements
on the blank sheet of
paper provided
cc-licensed image via http://www.flickr.com/photos/coreytempleton/3935005227/sizes/o/
18. Grade
It!
Read your article
Highlight problem areas,
sources, citations
Grade your article
cc-licensed image via http://www.flickr.com/photos/42931449@N07/5418393428/sizes/l/
20. “Canned”
Evaluation
Process
Let’s look at a
“canned” set of
evaluation
criteria
cc-licensed image via http://www.flickr.com/photos/ronwls/959207814/sizes/l/
21. Don’t Get
“TRAP”ped!
Timeliness
Reliability
Author
Purpose
cc-licensed image via http://www.flickr.com/photos/stevendepolo/3511460735/sizes/o/
22. Timeliness
Is the
information
up-to-date?
Can you tell
when the
information was Does the source
published? present new
information?
unc information timeline
cc-licensed image via http://www.flickr.com/photos/h_is_for_home/3494382794/sizes/l/
23. Reliability
Are the sources
Does the author provide
linked or cited so
references, citations,
they can be
sources?
found elsewhere?
cc-licensed image via http://www.flickr.com/photos/87913776@N00/5129607997/
24. Authority
Is there an
organization
Can you backing the
determine website?
the authors
of the
website?
Is the website backed
by experts?
wikidashboard
cc-licensed image via http://www.flickr.com/photos/wiertz/4604140980/sizes/l/
25. Purpose
Is the information
presented
objectively (when
needed)?
Is the website commercial
or non-commercial?
Is there a clear bias
for a single viewpoint?
cc-licensed image via http://www.flickr.com/photos/26652303@N07/3206948670/
26. What About
Hoaxes?
“You can’t put anything on
the Internet that isn’t true.”
cc-licensed image via http://www.flickr.com/photos/ronwls/959207814/sizes/l/
30. Explain
Everything
Explain
Everything . . .
Explained!
After evaluating
your website or
photo . . .
use Explain Everything
to record your
evaluation process
cc-licensed image via http://www.flickr.com/photos/44124473769@N01/292642699/