The document discusses content exploration tasks and tools. It defines tools as instruments used to accomplish goals and tasks as activities assigned with goals in mind. Content exploration tasks help students obtain new knowledge, review knowledge, or apply knowledge. There are different types of tools that can be used for content exploration tasks, from least complex reference tools to more complex open-ended tools, including tutorials, drills and practice, educational games, simulations, and open-ended tools. The document provides examples of various tools that fall under each category and can be used for content exploration.
This document discusses content exploration tasks and tools for educational purposes. It defines tools as instruments used to accomplish goals, and tasks as activities assigned with goals in mind. Tasks are categorized into five main types: content exploration, production, communication, data collection/analysis, and productivity. Content exploration tasks help students obtain new knowledge, review knowledge, or apply knowledge. Various types of tools that support content exploration are described, from reference tools with no interaction to open-ended tools that allow interactive content manipulation. Examples are provided for each tool type. The document encourages exploring example tools for different subject areas and posting a selected tool description to share with others.
The document proposes virtual holographic STEM stations for K-12 students in the US to address shortcomings in science and math proficiency. It describes the large US education market and trends towards digital learning. The solution presented is an interactive 3D holographic device that delivers STEM curriculum through observation, experimentation, expert guidance and assessment. A business model is proposed where the hardware is produced by one company and content is developed and distributed through a separate company's platform to schools and individuals. The concept aims to be validated through a controlled study comparing learning outcomes.
The document discusses communication tasks in education. It defines communication tasks as helping students interact, collaborate, and connect with others. It explores the different types of communication like one-to-one, one-to-many, and many-to-many. It also examines synchronous and asynchronous interactions. Finally, it provides examples of tools that can be used for different categories of communication tasks like community building, cooperative learning, and online classes. These include tools for video conferencing, file sharing, brainstorming, and project collaboration.
Final Conference: Project Results presentation by Joe CullenLinks-up
The document summarizes the results of several validation experiments conducted as part of the LINKS-UP project. The experiments tested the use of Web 2.0 tools to support inclusive lifelong learning. Key findings include:
1) Web 2.0 improved skills like digital literacy, media skills, and soft skills for participants and helped connect people.
2) Challenges included lack of institutional buy-in, measuring learning gains, and ensuring participation of target groups.
3) Sustainability of projects beyond the initial funding was difficult without cooperation between organizations.
4) Web 2.0 shows potential as a catalyst for lifelong learning but each project is dependent on its specific social and economic context.
The document summarizes two workshops run with groups of children to test the usability of the Nokia N810 internet tablet and the programming platform Scratch on the device. In the first workshop with 6 children aged 10-12, the children were introduced to the N810 and Scratch and observed using the device. In the second workshop with 5 children aged 10-12 from formal schools, the focus was on testing Scratch usability on the N810. Both workshops provided insights into how children interacted with and perceived the device and Scratch interface.
The document discusses using screencasts as a tool for students to present group work results and for instructors to provide feedback. It describes a case study where an instructor used screencasts to deliver feedback on student assignments and students created screencasts to present results of group work. Students found the feedback screencasts helpful and an effective way to receive feedback. Students were also able to successfully create their own screencasts with only minor difficulties. The study provides preliminary positive findings on using screencasts for these purposes but notes that further research is needed.
The document presents numerous biblical passages that depict God as prioritizing community and unity. It emphasizes that community is not a peripheral concern but rather central to God's plans. The overarching message is that biblical community, as exemplified by life groups, should not be an optional program but rather an essential part of how the church functions to support believers.
This document discusses content exploration tasks and tools for educational purposes. It defines tools as instruments used to accomplish goals, and tasks as activities assigned with goals in mind. Tasks are categorized into five main types: content exploration, production, communication, data collection/analysis, and productivity. Content exploration tasks help students obtain new knowledge, review knowledge, or apply knowledge. Various types of tools that support content exploration are described, from reference tools with no interaction to open-ended tools that allow interactive content manipulation. Examples are provided for each tool type. The document encourages exploring example tools for different subject areas and posting a selected tool description to share with others.
The document proposes virtual holographic STEM stations for K-12 students in the US to address shortcomings in science and math proficiency. It describes the large US education market and trends towards digital learning. The solution presented is an interactive 3D holographic device that delivers STEM curriculum through observation, experimentation, expert guidance and assessment. A business model is proposed where the hardware is produced by one company and content is developed and distributed through a separate company's platform to schools and individuals. The concept aims to be validated through a controlled study comparing learning outcomes.
The document discusses communication tasks in education. It defines communication tasks as helping students interact, collaborate, and connect with others. It explores the different types of communication like one-to-one, one-to-many, and many-to-many. It also examines synchronous and asynchronous interactions. Finally, it provides examples of tools that can be used for different categories of communication tasks like community building, cooperative learning, and online classes. These include tools for video conferencing, file sharing, brainstorming, and project collaboration.
Final Conference: Project Results presentation by Joe CullenLinks-up
The document summarizes the results of several validation experiments conducted as part of the LINKS-UP project. The experiments tested the use of Web 2.0 tools to support inclusive lifelong learning. Key findings include:
1) Web 2.0 improved skills like digital literacy, media skills, and soft skills for participants and helped connect people.
2) Challenges included lack of institutional buy-in, measuring learning gains, and ensuring participation of target groups.
3) Sustainability of projects beyond the initial funding was difficult without cooperation between organizations.
4) Web 2.0 shows potential as a catalyst for lifelong learning but each project is dependent on its specific social and economic context.
The document summarizes two workshops run with groups of children to test the usability of the Nokia N810 internet tablet and the programming platform Scratch on the device. In the first workshop with 6 children aged 10-12, the children were introduced to the N810 and Scratch and observed using the device. In the second workshop with 5 children aged 10-12 from formal schools, the focus was on testing Scratch usability on the N810. Both workshops provided insights into how children interacted with and perceived the device and Scratch interface.
The document discusses using screencasts as a tool for students to present group work results and for instructors to provide feedback. It describes a case study where an instructor used screencasts to deliver feedback on student assignments and students created screencasts to present results of group work. Students found the feedback screencasts helpful and an effective way to receive feedback. Students were also able to successfully create their own screencasts with only minor difficulties. The study provides preliminary positive findings on using screencasts for these purposes but notes that further research is needed.
The document presents numerous biblical passages that depict God as prioritizing community and unity. It emphasizes that community is not a peripheral concern but rather central to God's plans. The overarching message is that biblical community, as exemplified by life groups, should not be an optional program but rather an essential part of how the church functions to support believers.
Este documento introduce el tema de la política criminal y la situación delictiva actual. Señala que la alta tasa de criminalidad evidencia el fracaso de las políticas criminales existentes y la necesidad de establecer nuevos modelos de intervención basados en la justicia social y los derechos humanos. El documento abordará estos temas relacionados con la política criminal para aclarar conceptos y familiarizarse con enfoques nuevos.
This document provides an agenda for an education workshop. It instructs participants to open various online resources before the workshop begins. The agenda then lists the topics to be covered, including workshops on teacher websites and e-portfolios, exploring content and tools, a hands-on activity, a case analysis workshop, reviewing webquests, and a tip on creating webquests. It also includes a recap of the previous week that asks participants to discuss key learning points from a case analysis process.
Este documento presenta la metodología para una clase sobre generalidades del deporte. La clase utilizará principalmente las TIC y propone que los estudiantes exploren de manera secuencial una serie de actividades, videos y documentales. Estos incluyen definir el deporte usando Wikipedia, observar un video sobre la historia del deporte en YouTube, y visitar un enlace en SlideShare para relacionar los conceptos de deporte y deportista.
Dokumen tersebut membahas tentang sistem pernafasan mulai dari proses inspirasi dan ekspirasi, organ pernafasan seperti hidung, tenggorok, paru-paru, serta terjadinya pertukaran gas O2 dan CO2 di dalam paru-paru."
Cristina Gomez is an experienced health information management professional with over 25 years of experience. She has a bachelor's degree in health information management and is a certified registered health information technician. Gomez has extensive experience implementing electronic health records and other technologies to improve efficiency and compliance. She is skilled in areas such as leadership, health information exchange, and project management.
This document provides information about content exploration tasks and tools for an education course. It defines content exploration tasks as helping students and teachers obtain knowledge in areas like exploring, reviewing, and applying content. It categorizes five types of educational tasks and explains content exploration tools can range from reference materials and drills to simulations and open-ended programs. The document then examines different types of content exploration tools in more detail and provides examples for each one. It encourages exploring content exploration apps and tools for a case analysis.
The document discusses student production tasks, which involve students creating a presentation or artifact to demonstrate their knowledge. Production tasks are complex and require planning, critical thinking, and creativity. They also involve multifaceted assessment using rubrics and developing work over time through a portfolio. Teachers facilitate production tasks rather than control them, providing scaffolding and support from various sources.
Student production tasks involve creating a concrete artifact or presentation to demonstrate knowledge gained. They require planning, critical thinking, and creativity. Production tasks are complex and deal with authentic issues. Students may work individually or collaboratively using various tools and technologies. Teachers facilitate the tasks through scaffolding and support over time rather than directly controlling students' work.
Production tasks are assignments given to students to create a presentation or artifact demonstrating their knowledge. They involve complex activities where students plan, think critically, and apply their creativity. Some key characteristics are that they deal with authentic real-world issues, are developed over time allowing for student choice and individual progress, and have teachers who facilitate rather than control with scaffolding from various sources.
Production tasks are assignments given to students to create a presentation or artifact demonstrating their knowledge. They involve complex activities where students plan, think critically, and apply their creativity. Some key characteristics are that they deal with authentic issues, are developed over time allowing for student choice and progress, and have teachers who facilitate rather than control.
Sp2012_Week6_Part4_Content Exploration Tasks and Toolseducw200
This document discusses different types of tools and tasks for content exploration. It defines tools as instruments used to accomplish goals and tasks as activities assigned with goals in mind. It categorizes tasks into content exploration, production, communication, data collection/analysis, and productivity. Content exploration tasks help obtain content knowledge through exploring, reviewing, and applying knowledge. Examples of tools for these tasks include references, drills/practice, tutorials, educational games, simulations, and open-ended tools.
After completing a case analysis, students are expected to create case artifacts. Case artifacts demonstrate how the proposed ideas from the case analysis would be implemented in practice. Acceptable artifacts include a teacher's presentation, a sample student assignment, or a rubric. Simple worksheets, existing materials, and lesson plans are not acceptable artifacts. The artifacts allow students to move beyond just discussing ideas and actually create something to bring their proposals to life.
This document provides an overview of case analysis for a teacher education course. It explains that case analysis is designed to help pre-service teachers think like problem-solvers so they can address unpredictable classroom situations. The document outlines the typical steps of case analysis, which include identifying standards and needs, brainstorming options, selecting technologies, and justifying choices through reflection. It emphasizes analyzing problems from multiple angles rather than just describing cases.
Este documento introduce el tema de la política criminal y la situación delictiva actual. Señala que la alta tasa de criminalidad evidencia el fracaso de las políticas criminales existentes y la necesidad de establecer nuevos modelos de intervención basados en la justicia social y los derechos humanos. El documento abordará estos temas relacionados con la política criminal para aclarar conceptos y familiarizarse con enfoques nuevos.
This document provides an agenda for an education workshop. It instructs participants to open various online resources before the workshop begins. The agenda then lists the topics to be covered, including workshops on teacher websites and e-portfolios, exploring content and tools, a hands-on activity, a case analysis workshop, reviewing webquests, and a tip on creating webquests. It also includes a recap of the previous week that asks participants to discuss key learning points from a case analysis process.
Este documento presenta la metodología para una clase sobre generalidades del deporte. La clase utilizará principalmente las TIC y propone que los estudiantes exploren de manera secuencial una serie de actividades, videos y documentales. Estos incluyen definir el deporte usando Wikipedia, observar un video sobre la historia del deporte en YouTube, y visitar un enlace en SlideShare para relacionar los conceptos de deporte y deportista.
Dokumen tersebut membahas tentang sistem pernafasan mulai dari proses inspirasi dan ekspirasi, organ pernafasan seperti hidung, tenggorok, paru-paru, serta terjadinya pertukaran gas O2 dan CO2 di dalam paru-paru."
Cristina Gomez is an experienced health information management professional with over 25 years of experience. She has a bachelor's degree in health information management and is a certified registered health information technician. Gomez has extensive experience implementing electronic health records and other technologies to improve efficiency and compliance. She is skilled in areas such as leadership, health information exchange, and project management.
This document provides information about content exploration tasks and tools for an education course. It defines content exploration tasks as helping students and teachers obtain knowledge in areas like exploring, reviewing, and applying content. It categorizes five types of educational tasks and explains content exploration tools can range from reference materials and drills to simulations and open-ended programs. The document then examines different types of content exploration tools in more detail and provides examples for each one. It encourages exploring content exploration apps and tools for a case analysis.
The document discusses student production tasks, which involve students creating a presentation or artifact to demonstrate their knowledge. Production tasks are complex and require planning, critical thinking, and creativity. They also involve multifaceted assessment using rubrics and developing work over time through a portfolio. Teachers facilitate production tasks rather than control them, providing scaffolding and support from various sources.
Student production tasks involve creating a concrete artifact or presentation to demonstrate knowledge gained. They require planning, critical thinking, and creativity. Production tasks are complex and deal with authentic issues. Students may work individually or collaboratively using various tools and technologies. Teachers facilitate the tasks through scaffolding and support over time rather than directly controlling students' work.
Production tasks are assignments given to students to create a presentation or artifact demonstrating their knowledge. They involve complex activities where students plan, think critically, and apply their creativity. Some key characteristics are that they deal with authentic real-world issues, are developed over time allowing for student choice and individual progress, and have teachers who facilitate rather than control with scaffolding from various sources.
Production tasks are assignments given to students to create a presentation or artifact demonstrating their knowledge. They involve complex activities where students plan, think critically, and apply their creativity. Some key characteristics are that they deal with authentic issues, are developed over time allowing for student choice and progress, and have teachers who facilitate rather than control.
Sp2012_Week6_Part4_Content Exploration Tasks and Toolseducw200
This document discusses different types of tools and tasks for content exploration. It defines tools as instruments used to accomplish goals and tasks as activities assigned with goals in mind. It categorizes tasks into content exploration, production, communication, data collection/analysis, and productivity. Content exploration tasks help obtain content knowledge through exploring, reviewing, and applying knowledge. Examples of tools for these tasks include references, drills/practice, tutorials, educational games, simulations, and open-ended tools.
After completing a case analysis, students are expected to create case artifacts. Case artifacts demonstrate how the proposed ideas from the case analysis would be implemented in practice. Acceptable artifacts include a teacher's presentation, a sample student assignment, or a rubric. Simple worksheets, existing materials, and lesson plans are not acceptable artifacts. The artifacts allow students to move beyond just discussing ideas and actually create something to bring their proposals to life.
This document provides an overview of case analysis for a teacher education course. It explains that case analysis is designed to help pre-service teachers think like problem-solvers so they can address unpredictable classroom situations. The document outlines the typical steps of case analysis, which include identifying standards and needs, brainstorming options, selecting technologies, and justifying choices through reflection. It emphasizes analyzing problems from multiple angles rather than just describing cases.
This document provides an agenda and instructions for an education course's Week 8 session. The session will:
1) Discuss case artifacts produced after case analysis assignments.
2) Cover tools for communication tasks like think-pair-share exercises.
3) Include an in-class workshop to compare communication and collaboration tools.
4) Feature a hands-on activity using communication tasks to facilitate learning.
5) Include a workshop on using Google Calendar for a teacher website.
The document provides guidance on case analysis for a teacher education course. It explains that case analysis involves (1) identifying learning goals and student/classroom needs, (2) brainstorming potential teaching options or technologies to address the goals and needs, (3) selecting specific technologies and explaining how they will be used, and (4) justifying the selections by explaining why they are appropriate and better than alternatives based on educational considerations. The document emphasizes defending choices and addressing all identified needs to perform a thorough case analysis.
After completing a case analysis, students are assigned to create case artifacts. Case artifacts demonstrate how the proposed ideas from the case analysis would be implemented in practice. They can include items like presentations, assignments, or rubrics created by the teacher. Acceptable artifacts require creating original work, rather than using existing materials or simple worksheets. Artifacts are meant to bring analyzed options to life, considering the needs and limits of the classroom.
The document introduces Google Docs and provides instructions for using it to collaboratively work on a case analysis project. It explains that Google Docs allows real-time collaboration and sharing of documents, and demonstrates how to access a case analysis template, fill it out with a title and names, publish it, and share it with others. It also provides steps for completing the case analysis template, including filling out standards and needs, listing options, making a decision, and explaining why it is appropriate. Lastly, it notes that the completed template should be embedded in an e-portfolio and submitted along with talking to the instructor, and that all group members should submit.
This document outlines the agenda for Week 6, which includes a case analysis workshop, teacher website workshop, content exploration tasks and tools session, hands-on activity, e-portfolio workshop, review of webquests, and an in-class workout focused on creating a webquest. It also provides instructions to open relevant online resources for Week 6, including the presentation, website page, and teacher website and e-portfolio. The week will start with recapping Week 5 and include a think-pair-share activity on case analysis learning points and an example.
1. The document provides instructions for students to sign into various online resources and tools for an education class. It outlines signing into the course website, presentation, and Google.
2. The agenda for the class week is then outlined, including discussing communication tasks and tools, comparing collaboration tools, working on a teacher website using Google Calendar, and reviewing case artifacts after an analysis.
3. Students are also instructed on using an online response tool called Co:lor for polls and questions, with steps for both students and instructors to access the response system.
The document discusses assistive technology (AT) and its importance in education. [1] It provides background on laws like IDEA that require schools to meet the individual needs of all students, including those with disabilities, through tools like Individualized Education Programs and AT. [2] The document defines AT and provides examples of how different technologies can assist students with needs like mobility, hearing, vision, dyslexia, and more. [3] It emphasizes that AT benefits all learners and aims to create equal access through a Universal Design for Learning approach.
The document discusses assistive technology (AT) and its importance in education. It defines AT as any product or device that maintains, increases, or improves the functional capabilities of individuals with disabilities. The document outlines legal mandates like IDEA that require schools to provide appropriate support and technology to students with special needs. It also discusses universal design for learning which aims to provide flexible access and curriculum for all types of learners through technology. Examples of commonly used AT are provided for different types of disabilities and learning needs.
This document discusses production tasks for students in kindergarten. It defines production tasks as assignments where students create a product or presentation to demonstrate their learning. Production tasks are different from content exploration tasks in that they require students to apply their knowledge in a creative work. The document lists characteristics of effective production tasks, such as addressing real-world issues, developing skills like planning and creativity, and allowing student choice. It also prompts readers to consider the complexity of tasks, necessary resources and scaffolding, and whether tasks should be individual or group-based. Finally, it encourages brainstorming a potential production task that could be used for a webquest assignment.
This document discusses production tasks for students in kindergarten. It defines production tasks as assignments where students create a product or presentation to demonstrate their learning. Production tasks are different from content exploration tasks in that they require students to apply their knowledge in a creative work. The document lists characteristics of effective production tasks, such as addressing real-world issues, developing skills like planning and creativity, and allowing student choice. It also prompts readers to consider the complexity of tasks, necessary resources and scaffolding, and whether tasks should be individual or group-based. Finally, it encourages brainstorming a potential production task that could be used for a webquest assignment.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
2. WHAT ARE THEY?
WHAT IS THE DIFFERENCE?
TOOLS vs TASKS
EDUC W200 Week 6
3. WHAT IS A TOOL & task?
• A tool is:
o an instrument used for doing work
o anything that helps you accomplish a goal
o Tools can help your students do meaningful work
• A task is:
o An activity assigned with a goal in mind
o Tasks use tools in certain ways to meet their goals
EDUC W200 Week 6
4. ABOUT OUR CATEGORIES
• We have five categories of tasks that we explore in W200
Unit 2*
o Content Exploration Tasks
o Production Tasks
o Communication Tasks
o Data Collection and Analysis Tasks
o Productivity Tasks
• Let’s revisit the “Tasks” section of Case Analysis Project
* Click HERE for more info on the five types of tasks
EDUC W200 Week 6
5. ABOUT OUR CATEGORIES
• We have categorized our tasks
o Not exclusive, categories can overlap
o Tools can be used in more than one category
• It’s all about how you use a tool for a task
o Depends on who is using the tool (Student? Teacher?)
o Ex. You can view a PPT as a tool for teacher content
exploration task or it can be treated as a tool for a
student production task
EDUC W200 Week 6
6. Standard
Objective
Compare and contrast Shapes
Compare and contrast Shapes
Task 1
Compare shapes with
Compare shapes with Task 2
real-life objects
real-life objects
Tool 1: Tool 2:
Glogster
Tool 3 Tool 4
Prezi
EDUC W200 Week 6
7. TOOLS FOR VARIOUS TASKS:
FIVE MAIN CATEGORIES
This week, we
will start with
this category...
EDUC W200 Week 6
8. DEFINITION
• Content Exploration Tasks
o Helps students/teachers obtain knowledge of the
content (exploring new knowledge, reviewing
knowledge, & applying knowledge)
• Intro to Content Exploration Tasks
o Video by a former W200 student!
EDUC W200 Week 6
9. KNOWLEDGE IS THE PURPOSE OF THE TOOL FOR
CONTENT EXPLORATION TASK
Provide New Knowledge
Review Knowledge
Apply Knowledge
EDUC W200 Week 6
10. BREAKING DOWN CONTENT EXPLORATION TASKS A
LITTLE MORE
Provide New Knowledge
Review Knowledge
1. Textbook
Apply Knowledge 2. Science Lab
EDUC W200 Week 6
11. BREAKING DOWN CONTENT EXPLORATION TASKS A
LITTLE MORE
Provide New Knowledge
Review Knowledge
Apply Knowledge
1. Flash Cards
2. Cliff Notes
EDUC W200 Week 6
12. BREAKING DOWN CONTENT EXPLORATION TASKS A
LITTLE MORE
Provide New Knowledge
Review Knowledge
Apply Knowledge
1. Foreign
Language
Practice
2. Math Word
Problems
EDUC W200 Week 6
13. TYPES OF TOOL FOR
CONTENT EXPLORATION TASKS
Reference Least Complex
Drill &
Practice
Tutorials
Educational
Games
Simulations
Open Ended
Tools Most Complex
EDUC W200 Week 6
14. TYPES OF TOOL FOR
CONTENT EXPLORATION TASKS
• Purpose
REFERENCE
o Providing information for
|Explores Knowledge| students
• Format
o Text; Image; Animation
o No significant interaction
• Examples
o Low Tech (Instructional TV)
o High Tech (YouTube, Wikipedia)
EDUC W200 Week 6
15. TYPES OF TOOL FOR
CONTENT EXPLORATION TASKS
• Purpose
DRILL & PRACTICE o Reinforce concepts
o Allows for feedback
|Reviews Knowledge|
• Format
o Flashcard, Animation
• Examples
o Flash Card
Ex. OnLine FlashCard
o Typing Programs
Ex. OnLine Typing Program
EDUC W200 Week 6
16. TYPES OF TOOL FOR
CONTENT EXPLORATION TASKS
• Purpose
TUTORIAL o Introduces new material
o Instruction with practice and review
|Explores / Reviews
Knowledge| Entire instructional sequence
• Format
o Content is presented and then
evaluated whether content is learned
(includes drill & practice)
o Linear or Hypermedia
• Examples
o Rosetta Stone (Installed in the TTL)
o Lynda.com (Free for IU Students…)
EDUC W200 Week 6
17. TYPES OF TOOL FOR
CONTENT EXPLORATION TASKS
EDUCATIONAL
• Purpose
GAMES o Present and review content
|Reviews / Applies • Format
Knowledge| o Content is packaged in a sequence of
game rules
• Examples
o Oregon Trail (IPAD Version)
o Quest Atlantis
o Reader Rabbit
EDUC W200 Week 6
18. TYPES OF TOOL FOR
CONTENT EXPLORATION TASKS
• Purpose
SIMULATION o Emulation of real thing, state of
affairs or process
|Applies Knowledge| Allows the user to see the impact of
one’s decisions and/or actions
• Format
o Models physical phenomena and
hypothetical situations
Simulation builders
Microworlds
• Examples
o Mars-Earth Orbits
o Curiosity Mars Lander Simulation
o SimCity
EDUC W200 Week 6
20. TYPES OF TOOL FOR
CONTENT EXPLORATION TASKS
OPEN ENDED • Purpose
TOOLS o Provide opportunities to interact with
content
|Explores/Reviews / o Tools to help students solve problems
Applies Knowledge|
• Format
o Tool can be manipulated to accommodate
various content areas
o Not necessarily a goal
• Examples
o Google SketchUp – VIDEO (Part I)
o Google Earth – VIDEO (Historical Imagery)
o Geometer Sketchpad – VIDEO
(Understanding what GS is)
EDUC W200 Week 6
21. HANDS-ON ACTIVITY:
CONTENT EXPLORATION TASKS AND TOOLS
• Six categories of content exploration tools
o Go to the Week 6 webpage, and you will find a list of
tools for your subject area and some generic tools
o In addition, we have iPad apps for different subject
areas…
o Go ahead and explore these tools or apps as a group
o Post your tool on your Teacher Website Tech
Resources Page
• Title:
• Screenshot
• Description: What the tool is (Which categories of Content
Exploration task?), how it can be used.
EDUC W200 Week 6
Editor's Notes
Content Exploration Tasks : Help students obtain knowledge of the content (exploring new knowledge, reviewing knowledge, applying knowledge Production Tasks : Help students create something to showcase the knowledge they ’ ve gained (product an artifact, create a presentation) Communication Tasks : Help students interact, collaborate, and connect with others (could be parents, teachers, other students, experts) Data Collection and Analysis Tasks : Help students gather real world information about a problem and study/evaluate to come up with a conclusion/solution for the problem Productivity Tasks : Help teachers and/or students complete teaching and/or learning activities more efficiently (e.g., templates, editing papers, graphing calculators)
Cliff Notes (Study guides)
Purpose Providing information for students Format Text; Image; Animation No significant interaction Examples Low Tech Reference books; textbooks News Sources (traditional format) Instructional TV; Video Ex. Reading Rainbow; Nat. Geo. High Tech Online reference materials; Online video Wikipedia TeacherTube; YouTube News Sources Education Podcasts
Benefits: Gives immediate private feedback Motivates students to practice Saves 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' 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 "drill-and-kill" 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 own http://www.superkids.com/ ROSETTA STONE Tutorial 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 stu dents' 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' 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 "drill-and-kill" 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! for teachers to construct quiz games (sec Figure 3.7). The game maker resembles the television quiz show Jeopardy, allowing game player.; to select topics and values and play against others. The degree of meaningfulness of the learning from these games depends on the nature of the responses that are required. More often than not, quiz games require only memorization performance. While memorization of domain content may 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's Civilization (http://simcity.ea.com/),engagestudentsincomplexproblemsolving while trying to manage their civilization. Students can select different civilizations to explore, from Swncrians to the mystical Mayans. In the game, students can map the world using satellite images. They can form allies and attack other civilizations or forge alliances with them. They can choose the form of government they wish to impose on their civilization (e.g., fascism, feudalism, tribal council, or imperialism). They can also use a weU-developed trade system to manage resources, trade routes, and 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' 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 "drill-and-kill" 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 processes Gets students involved Makes experimentation safe Makes the impossible possible Saves money and other resources Allows repetition with variations Allows observation of complex processes Multiple simulations: http://www.design-simulation.com/IP/simulationlibrary/flash-simulations.php Flight Simulator: http://www.youtube.com/watch?v=Tzqpl1THYbs&feature=related It'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's impossible to list them all. "Games" 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's pilot's license on the computer. And you'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 Lessons Students 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 "life maps" 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' 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 "drill-and-kill" 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 topic From 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's classroom uses is your imagination. Don't limit your imagination to our lonely planet, though, launch your student'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'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'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'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's Global Volcanism Program. Global Awareness : Study the Crisis in Darfur with the US Holocaust Memorial Museum's unprecedented project. History : Explore Tutankhamun'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 .