Mini lecture 2 week 6
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A webquest allows students to learn at their own pace using online resources, freeing teachers from simply presenting information. Webquests should capture students' attention, clearly outline goals and tasks, and provide appropriate resources and self-assessment tools to guide students through learning. Teachers can find both high-quality and poor-quality webquests online, so they must evaluate each based on factors like how well it structures the process and summarizes the activity. An example webquest is reviewed to demonstrate how to design an effective lesson.
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This document introduces webquests, which have been used since 1995 to help students develop higher-order thinking skills through guided internet research. A webquest typically includes an introduction with background on a topic, tasks for students to complete, a list of curated resources for students to use, and an evaluation rubric. Webquests are beneficial as they get students actively engaged in solving real-world problems using online resources without requiring them to search for information on their own.
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Webquest ppt
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3. Updates on various CD initiatives in the school division like graduation rates, transition planning, Junior Achievement programs, and off-site work placements.
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A WebQuest is an inquiry-based learning tool that uses online resources to support active learning and cooperation among students. It follows a consistent pattern where students explore an issue, conduct research, and form their own conclusions. WebQuests integrate technology, increase student motivation through role-playing and group work, and allow students to learn through higher-order thinking and self-discovery. They can be used across subjects and grade levels for whole-class or independent activities. Benefits include improved time management, teaching strategies, problem-solving skills, and pacing of instruction to meet individual student needs. Teachers should ensure WebQuests are well-planned with correct, accessible information that fits curricular goals and allows for flexibility.
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Gamification allows students to move through to higher levels of play, or narratives and quests, by requiring students to use prior knowledge, transfer new information into new situations, apply information in correct contexts, and learn from immediate feedback. ‘When gamifying an online course the ultimate goal in game thinking is to create positive learning outcomes while students are committed and stimulated with the learning materials online.’ (McGrath & Bayerlein 2013)
Part3 lecture
This document discusses several options for teaching online, including:
1) Videos created by a faculty member with tips for teaching online.
2) Virtual field trips that allow students to "visit" places without travel budgets through sites like GoNorth that encourage student creation.
3) Immersive online environments like Quest Atlantis that simulate real-world experiences for concepts best learned through doing.
4) A discussion of the pros and cons of face-to-face, online, and blended learning and when each is best suited.
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What does "Evaluation" consists of?
Tip week 6
This document provides tips and instructions for creating a webquest. It suggests including an introduction, task, process, evaluation, and conclusion. Students will work in groups of two to create the pages for their webquest using Google Sites, with each page dedicated to one component. They will complete the introduction and task pages, start the process page, and draft the conclusion page for week 6. Additional resources for the webquest are provided, and students are instructed to post their webquest to the teacher website and submit the URL to Canvas.
Unpacking Online Education
This was a presentation I gave to administrators and instructors at UIC College of Liberal Arts and Sciences, as they debated putting more courses online.
V4 amcoa+presentation+davidson+hickey+%282%29
This document summarizes a presentation about using the Teacher Work Sample (TWS) to assess teacher candidates. It discusses the components of the TWS, how it is used in a capstone assessment course at the University of Massachusetts Lowell, and some lessons learned about assessment. The TWS involves teachers designing, implementing, and analyzing an instructional unit. It is used in an online capstone course to demonstrate teacher candidates' ability to help all students learn. Students complete the TWS project, receiving continuous peer and instructor feedback, and document their work through weekly memos and by contributing to a public class wiki.
Fa12 w200-w6-part 7
This document provides instructions for an in-class workout to create a webquest using Google Sites. Students will work in groups of two in the same subject area to build the layout and initial pages of the webquest, including the introduction and task pages. The document outlines the typical components of a webquest and provides guidance on completing additional pages for the process and credits in the current and next class. Students are directed to post their webquest to their teacher website and submit the URL for evaluation.
Fa12 w200-w10-part 3
This document discusses assessment and data-driven decision making in education. It begins by asking teachers about the assessments they experienced as students and explores reasons for assessing student learning, such as understanding how well students are learning and reflecting on teaching. It then describes types of assessment forms and tools that can be used for quizzes, rubrics, and within learning management systems. Finally, it discusses using assessment data to differentiate instruction and make data-driven decisions to systematically examine student progress and improve teaching.
An App a Day Keeps Teacher Burn-out Away
Introduction of several apps and programs to assist teachers with streamlining the classroom and saving valuable teacher planning and instructional time.
Week 10 sp13_part2
This document discusses productivity tools that can assist teachers with common tasks. It describes five main types of teacher tasks: pre-class planning, in-class instruction, and post-class grading and record keeping. It provides examples of tools that can help with each type of task, such as online resources for lesson planning, classroom response systems for in-class interaction, and learning management systems for distributing content and collecting assignments. Teachers are encouraged to use readability tests to evaluate if online content is suitable for their students and make any necessary adaptations.
Fa12 w200-w6-part 7
This document provides instructions for students to create a webquest using Google Sites during an in-class workout. It outlines the key components of a webquest to include an introduction, task, process, evaluation, conclusion, and credits. Students will work in groups of two to build out the introduction and task pages for their webquest on a provided topic using 4 resources from a previous assignment. They will also start the process and credits pages. The completed webquest will be posted for the class and submitted for the assignment.
Eduscience Launch to Polish Schools
This document discusses the need to develop 21st century skills in students and rebalance the aims of education. It advocates for using digital technologies and innovative teaching methods to engage students and prepare them for an increasingly technical future. These include developing students' problem-solving, critical thinking, communication, collaboration and self-learning skills. The goal is to train independent, motivated lifelong learners through personalized learning platforms, digital content, and teaching students how to learn.
SIOP Methods: Teaching Strategies for the Flipped Classroom
This workshop illustrates education-teaching strategies using evidence-based methods from SIOP 1 and flipped classrooms 2. Its objective is providing alternative-teaching methods to improve adult education by incorporating hands-on experiences that increase participation and engagement, and validates students’ experiences.
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SIOP Methods: Teaching Strategies for the Flipped Classroom
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8. tip 1 week 1
This document provides guidance for a technology integration practice where teachers create a first day introduction for students using online tools. Teachers can choose to either create an avatar and introduction using Voki.com, which has limitations for free accounts, or make a one-row comic using Pixton.com. The introduction is meant to be placed on the teacher's website as part of their welcome page for students. An example from a teacher named Kara using Voki.com is provided for reference.
5. course overview and purpose week 1
This course overview document introduces an education technology integration course. It asks students to recall a past example of a teacher using technology and to consider if it was good use. The document also states that the course is not about computer skills, but rather helping students make good decisions about technology integration. Additionally, it notes that technology does not always work and asks what students would do as teachers in that situation.
10. what's due week 1
This document outlines assignments due for EDUC W200 Week 1, including finishing a digital story script due by a certain date for 20 marks, and completing Class Prep #2 with details for Week 2, also due by a certain date.
9. digital story week 1
This document provides instructions for a digital story assignment worth 100 points. Students are asked to set up a script document for the digital story, finish describing the video, and submit the document. The document also provides a resource for inspiration on creating digital scenes.
7. create accounts week 1
The document outlines 3 tasks for an education course. Task 1 is to create accounts on Gmail, using a non-university email, and on Diigo. Task 2 is to set up a teacher website and ePortfolio using Google Site templates. Task 3 is to fill out a Google Form with account usernames to complete the class preparation. It also recommends signing up for additional cloud storage on Box.
6. shift week 1
This document outlines the themes that will be covered in an education course about technology and the shifts it requires of teachers. The course is divided into three units that will discuss: 1) how technology has changed the world and expectations for teachers, 2) how technology can facilitate different types of learning, and 3) how technology may impact teachers' professional roles. The overarching message is that technology and the surrounding world are constantly changing, so teachers must adapt in their use of technology to remain relevant for their students.
3. course expectations week 1
This document outlines the expectations and structure for an education course. It includes:
- An overview of the syllabus, grading breakdown, major projects including a digital story, case analyses, and websites.
- Policies regarding attendance, late submissions, making up missed work.
- Information on where to find help and expectations for weekly class preparation, participation, and professionalism.
- Instructions on how to properly email the instructor with questions.
2. today's agenda week 1
This agenda covers an introduction to the course and expectations, practice creating online accounts and doing an introductory class discussion, and an overview of assignments due for the first week including creating a digital story.
4. ttl week 1
The Teaching Technology Lab provides technology integration help for education courses, potential workshops, and instructors' office hours. It is open Monday through Thursday from 10am to 5pm and Friday from 10:30am to 4pm in room ED2010. Students in an education course this week can follow signs to the Teaching Technology Lab for a field trip.
Shift 3
The document discusses adapting to technology changes in education. It provides two examples: Harrison Central High School which has a strong commitment to high tech tools for differentiated instruction, and an elementary school example where technology is fueling differentiated lessons. Readers are asked to consider their own technology experiences in previous schools and whether they would prefer to be a student in a highly technology-focused school.
9. digital story week 1
This document provides instructions for a digital story assignment worth 100 points. Students are asked to set up a script document for the digital story, finish describing the video, and submit the document. The document also provides a resource for inspiration on creating digital scenes.
10. what's due week 1
This document outlines assignments due for EDUC W200 Week 1, including finishing a digital story script due by a certain date for 20 marks, and completing Class Prep #2 with details for Week 2, also due by a certain date.
7. create accounts week 1
The document outlines 3 tasks for an education course. Task 1 is to create accounts on Gmail, using a non-university email, and on Diigo for compiling resources. Task 2 is to set up a teacher website and ePortfolio using Google Site templates. Task 3 is to fill out a Google Form with account usernames to complete the first class preparation. It also recommends setting up storage on Box for future projects.
8. tip 1 week 1
This document provides guidance for a technology integration practice where teachers create a first day introduction for students using online tools. Teachers can choose to either create an avatar and introduction using Voki.com, which has limitations for free accounts, or make a one-row comic using Pixton.com. The introduction is meant to be placed on the teacher's website as part of their welcome page for students. An example from a teacher named Kara using Voki.com is provided for reference.
4. ttl week 1
The Teaching Technology Lab provides technology integration help for education courses, potential workshops, and instructors' office hours. It is open Monday through Thursday from 10am to 5pm and Friday from 10:30am to 4pm in room ED2010. Students in an education course this week can follow signs to the Teaching Technology Lab for a field trip.
2. today's agenda week 1
This agenda covers an introduction to the course and expectations, creating online accounts, an introductory class discussion, and an overview of assignments due for the first week of an education course. Technology integration and digital storytelling are also part of the planned activities.
3. course expectations week 1
This document outlines the expectations and structure for an education course. It includes:
- An overview of the syllabus, grading breakdown, major projects including a digital story, case analyses, and websites.
- Policies regarding attendance, late submissions, making up missed work.
- Information on where to find help and expectations for weekly class preparation, participation, and professionalism.
- Instructions on how to properly email the instructor with questions.
5. course overview and purpose week 1
This course overview document introduces an education technology integration course. It asks students to recall a past example of a teacher using technology and to consider if it was good use. The document also states that the course is not about computer skills, but rather helping students make good decisions about technology integration. Additionally, it notes that technology does not always work and asks what students would do as teachers in that situation.
6. shift week 1
This document outlines the themes that will be covered in an education course about technology and the shifts it requires of teachers. The course is divided into three units that will discuss: 1) how technology has changed the world and expectations for teachers, 2) how technology can facilitate different types of learning, and 3) how technology may impact teachers' professional roles. The overarching message is that technology and the surrounding world are constantly changing, so teachers must adapt in their use of technology to remain relevant for their students.
8. tip#15
This document provides guidance for an assignment to create an interactive activity using Smart Notebook software. Students are instructed to work in groups to design a matching, sorting, or categorizing activity, or a Smart response quiz. They should take a screenshot of their activity, attach the Smart Notebook file to their ePortfolio page, and explain how the interactive component meets educational standards. The document also references demonstrations of the Activity Builder tool and options for uploading Smart Notebook files through Smart Exchange or Box.
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Mini lecture 2 week 6
- 1. EDUC W200 Week 6 REVIEW: WHAT IS A WEBQUEST?
- 2. EDUC W200 Week 6 WHAT IS WEBQUEST? • Webquests allow o Students to learn at their own pace and on their own, o Teachers to free from the role of presenter, o Teachers to give assistance to those in need. • The example webquest of digital natives • How to locate Webquests? o QuestGarden is just one example – many more on the web! o Can be good ones and not-so-good ones…
- 3. EDUC W200 Week 6 HOW CAN YOU EVALUATE THE QUALITY OF A WEBQUEST? • Does it capture students’ attention? • Does it describe goals/standards?Introduction • Does it describe the task in details? • Does the task appropriate to teach the topic?Task • Does it provide step-by-step process? • Does it provide enough/appropriate resources?Process • Does it provide self-assessment tools?Evaluation • Does it summarize the activity? • Does it provide further references? • Does it provide references used? (Credit information) Conclusion
- 4. EDUC W200 Week 6 GO OVER AN EXAMPLE TO LEARN HOW • http://yahueilu.weebly.com/
- 5. EDUC W200 Week 6 TIP #6: CREATING A WEBQUEST
Editor's Notes
- One of the most popular and commonly used content exploration tools: Webquests….
- In general, this is a good looking example for a webquest. Items to think about:Introduction page – Standard covered should be statedTask page – Tasks need to be more concrete – what will the students be doing?Process page – Brief items to point out to students what they should pay attention to on each link, perhaps a variety of resources (text, video, audio, etc.)Evaluation – Conlcusion -