#ICOT2013 | Breakout exploring a social network site and teacher professional...Karen Spencer
The rapid shift in learning behaviours towards networked, online and blended models heralds new ways to imagine notions of learning and education. The movement towards increasingly democratized modes of knowledge making and creating is central to the way our ‘future society’ is developing. Recent years have seen a growing expectation that learners can access materials, resources and networks of experts and fellow-learners in ways that suit their contexts, location, time constraints, personal and professional needs and choice of technology.
In the field of education, e-learning (be it blended or fully online) is increasingly becoming part of both informal, and formal, educational professional learning for teachers. With the growth of social networking, combined with the growing demand for flexible and cost-efficient solutions to professional training, it is vital to understand the limitations and opportunities of the role that social network sites, and their communities, play within educational contexts.
This interpretive, case-based study (scheduled for 2012) will seek to explore the extent to which a New Zealand-based social networking site, the VLN Groups network, can support educators’ professional learning in ways that are meaningful. Findings will aim to identify the affordances and limitations of the VLN Groups social network site in terms of design in the service of learning to make recommendations about how we might improve the design and facilitation to enhance the way the space supports teachers’ professional learning.
#ICOT2013 | Breakout exploring a social network site and teacher professional...Karen Spencer
The rapid shift in learning behaviours towards networked, online and blended models heralds new ways to imagine notions of learning and education. The movement towards increasingly democratized modes of knowledge making and creating is central to the way our ‘future society’ is developing. Recent years have seen a growing expectation that learners can access materials, resources and networks of experts and fellow-learners in ways that suit their contexts, location, time constraints, personal and professional needs and choice of technology.
In the field of education, e-learning (be it blended or fully online) is increasingly becoming part of both informal, and formal, educational professional learning for teachers. With the growth of social networking, combined with the growing demand for flexible and cost-efficient solutions to professional training, it is vital to understand the limitations and opportunities of the role that social network sites, and their communities, play within educational contexts.
This interpretive, case-based study (scheduled for 2012) will seek to explore the extent to which a New Zealand-based social networking site, the VLN Groups network, can support educators’ professional learning in ways that are meaningful. Findings will aim to identify the affordances and limitations of the VLN Groups social network site in terms of design in the service of learning to make recommendations about how we might improve the design and facilitation to enhance the way the space supports teachers’ professional learning.
I asked the question, "How is technology changing learning?" using Twitter, Flickr, Facebook, my blog (http://esltech.wordpress.com), email, and a digital audio recorder. Each channel of communication yielded different results and gave insight into how these technologies can be used together.
A Site Redesign - shock therapy for school webmastersJason Hando
This presentation is a powerful blow-by-blow account of a school's web pages being revamped for the modern audience. It was presented at ACEC 2010 in Melbourne (April 2010).
Developing a digital literacy framework in your schoolEduwebinar
Presented by June Wall and hosted by KB Enterprises (Aust) Pty Ltd. Provides information literacy, ICT literacy and critical literacy models and processes for a whole school approach to digital literacy.
IE Business School - Essay Question
How do you imagine social interaction within 10 years, taking into consideration the impact of technology on human relations?
Anglicanism and the Western Christian Tradition (c) Anglican Centre in Rome 0...Daysbrook
First Part of the Presentation based on Displays at the 2002 Exhibition at the Vatican Museum and Norwich Cathedral, charting the communion of origins and shared history of the Church of England and the Latin Catholic Church, their life together in contemporary Britain and their hopes for full communion.
This Webquest is an example of a project targeted for middle school students. It is a project with the goal of teaching digital citizenship, computer literacy, and base knowledge about societies around the world.
I asked the question, "How is technology changing learning?" using Twitter, Flickr, Facebook, my blog (http://esltech.wordpress.com), email, and a digital audio recorder. Each channel of communication yielded different results and gave insight into how these technologies can be used together.
A Site Redesign - shock therapy for school webmastersJason Hando
This presentation is a powerful blow-by-blow account of a school's web pages being revamped for the modern audience. It was presented at ACEC 2010 in Melbourne (April 2010).
Developing a digital literacy framework in your schoolEduwebinar
Presented by June Wall and hosted by KB Enterprises (Aust) Pty Ltd. Provides information literacy, ICT literacy and critical literacy models and processes for a whole school approach to digital literacy.
IE Business School - Essay Question
How do you imagine social interaction within 10 years, taking into consideration the impact of technology on human relations?
Anglicanism and the Western Christian Tradition (c) Anglican Centre in Rome 0...Daysbrook
First Part of the Presentation based on Displays at the 2002 Exhibition at the Vatican Museum and Norwich Cathedral, charting the communion of origins and shared history of the Church of England and the Latin Catholic Church, their life together in contemporary Britain and their hopes for full communion.
This Webquest is an example of a project targeted for middle school students. It is a project with the goal of teaching digital citizenship, computer literacy, and base knowledge about societies around the world.
What are WebQuests?
What are WebQuests useful for?
What's the WebQuest formula?
What does "Introduction" consists of?
What does "Task" consists of?
What does "Process" consists of?
What does "Resources" consists of?
What does "Evaluation" consists of?
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. WebQuest on
WebQuests WebQuest to Create Webquests
Title For Educators
Introduction Designed by
Task Marilyn Croskey
Process mc93@uakron.edu
Evaluation
Conclusion
Rubric
Upload
Embed
Resources Based on a template from The WebQuest Page
2. WebQuest on
WebQuests Introduction
Title Search for the word "WebQuest" in any search engine, and you
Introduction soon discover thousands of online lessons created by teachers
Task around the world.
Process
What is a WebQuest?
Evaluation
Conclusion "A WebQuest," according to Bernie Dodge, the originator of the
Rubric WebQuest concept, "is an inquiry-oriented activity in which most
or all of the information used by learners is drawn from the Web.
Upload
WebQuests are designed to focus on using information rather
Embed than on looking for it, and to support learners' thinking at the
levels of analysis, synthesis, and evaluation."
WebQuests:
•engage students in critical thinking activities
•usually involves group work, with division of labor among
students who take on specific roles or perspectives;
•are built around resources that are preselected by the teacher.
•Students spend their time USING information, not
Resources LOOKING for it.
3. WebQuest on
WebQuests The Task
Title
Introduction
Your task should you decide to accept it
Task (of course you will because it will be graded)
Process is to create a WebQuest.
Evaluation
Conclusion It should be engaging and include critical thinking
Rubric skills.
Upload
Embed
The focus needs to be on website evaluation.
The WebQuest subject can be entirely on website
evaluations or you can use a topic from your content
area and scaffold the quest with quality websites.
Resources
4. WebQuest on
WebQuests The Process
Title
• Look at Samples WebQuests in Springboard - Content Resources
Introduction • Determine the subject of your quest.
Task • Organize your thoughts and the steps you want to follow.
Process • Create a WebQuest template or download the sample in
Springboard : Content Resources
Evaluation
• Follow the five rules for making a WebQuest
Conclusion • Find great sites
Rubric • Orchestrate your learners and resources
Upload • Challenge your learners to think
• Use the medium of the Internet and tools of technology
Embed
• Scaffold high expectations (higher level is better than
light easy thinking)
• Use Rubistar to create a rubric
• Upload your WebQuest to Slideshare
• Embed in your ePortfolio
Resources
5. WebQuest on
WebQuests Evaluation
Title Rubric: WebQuest
Introduction Criteria
Level 3 Level 2 Level 1 Score
3 points 2 points 1 point
Task Requirements
All requirements are met
and exceeded.
One requirement was not
completely met.
More than one
requirement was not
completely met.
Process Product shows a large
amount of original
Uses other people's ideas
(giving them credit), but
Uses other people's ideas,
Originality but does not give them
thought. Ideas are creative there is little evidence of
Evaluation and inventive. original thinking.
credit.
Covers topic in-depth with Includes essential
Conclusion Content
details and examples. information about the topic
Content is minimal OR
there are several factual
Subject knowledge is but there are 1-2 factual
errors.
Rubric excellent. errors.
Many resources are varied
Upload Varied resources provide
meaningful information for
and provide meaningful
Resources provided are
information for students.
students. Resources not sufficient for students
Resources provide most of
Embed Quality of Resources
provide all information
needed for students to
the needed information for
to accomplish the task.
Less than half of the links
students to accomplish the
accomplish the task. All are up to date and
task. Many links point to
links point to high quality credible.
high quality up to date
up to date credible sites.
credible sites.
Some misspellings and/or
No misspellings or
grammatical errors. Many Many errors in spelling or
grammatical errors. All
of the links work correctly. grammar. Some links do
links work correctly. Font
Font formatting has been not work correctly. Font
Mechanics formats (e.g., color, bold,
carefully planned to formatting makes it very
italic) have been carefully
complement the content. difficult to read the
planned to enhance
It may be a little hard to material.
readability and content.
read.
Total
Level 3 Level 2 Level 1
Points
Overall Score
11 or more 6 or more 0 or more
Resources
6. WebQuest on
WebQuests Conclusion
Title Congratulations!
Introduction You have explored various WebQuests and created one of
your own. You have one more tool in your Education Toolkit
Task
Process
Evaluation
Conclusion
Rubric
Upload
Embed
Resources
7. WebQuest on
WebQuests Create Rubric
Title
Introduction •Go to http://rubistar.4teachers.org
Task •Register to create Log In.
Process
Evaluation •Create new rubric.
Conclusion •Can choose from Customizable Rubric or
Rubric
Create one from scratch.
Upload
Embed •Choose a Customizable Rubric.
•Create Rubric
•Download Rubric to Excel
•Copy and Paste into Webquest Evaluation.
Resources
8. WebQuest on
WebQuests Upload WebQuest
Title •Go to http://www.slideshare.net/
Introduction •Sign up for free account
Task
•Click UPLOAD (Not UPLOAD +)
Process
Evaluation
•Enter Title, Description, Tags, and Category
Conclusion •Go to My Uploads
Rubric •Open your Presentation
Upload
•Copy the URL
Embed
•Paste in a Word Document
•Add your name and the Title of your
WebQuest to the Document
•Upload to Springboard – Assignment Dropbox
•Copy the Embed Code
Resources
9. WebQuest on
WebQuests Embed in Wiki
Title
•Go to your Wiki
Introduction •Log in to your Account
Task •Add a new page
Process
•Edit Page
Evaluation
Conclusion •Open Widget
Rubric •Click on Slideshow
Upload
•Choose Other Slideshow
Embed
•Paste the Slideshare Embed Code in the
the text box.
•Save
•Preview the page
•Save
Resources
10. WebQuest on
WebQuests Resources
Title Rubistar : http://rubistar.4teachers.org
Introduction
Task Slideshare : http://www.slideshare.net
Process
Evaluation Slideshare WebQuest :
Conclusion
http://www.slideshare.net/mkcroskey/webquest-on-webquest
Rubric
Springboard : http://springboard.uakron.edu
Upload
Embed
Webquest.org : http://webquest.org/index.php
Wikispaces.com : http://wikispaces.com
M Croskey’s Wiki : http://mcroskey.wikispaces.com
What is inquiry-based learning :
http://www.thirteen.org/edonline/concept2class/inquiry/
Resources