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Web-based Activity Formats Mark Lee University of Notre Dame Australia Based on: March, T. (2001). The six web-and-flow activity formats. http://web-and-flow.com/help/formats.asp Basic Topic hotlist strategy: Create a web page containing links to useful, interesting or peculiar sites on a particular topic Organise into categories or sub-topics Variation: Create a “scrapbook” of web-based multimedia content Use when: You You You You (the teacher) are new to the Web have limited preparation time want to save students surf/search time want to add Web resources to supplement a paper-based curriculum Topic hotlist (Cont’d) Examples: China on the Net: http://www.kn.pacbell.com/wired/China/hotlist. html Exploring China - Scrapbook: http://www.kn.pacbell.com/wired/China/scrapb ook.html Basic Knowledge hunt strategy: Gather 10 - 15 links to web-based resources Pose one key question for each resource Include an overarching or culminating "Big Question" to encourage knowledge synthesis Use when: Students need to acquire a specific body of knowledge Critical thinking is either not a goal is covered using other activities Web-based resources are more current or reliable than traditional resources Knowledge hunt (Cont’d) Example: The treasures of China: http://www.kn.pacbell.com/wired/China/chinahu nt.html Basic Subject sampler strategy: Present learners with 5-6 intriguing web sites organised around a main topic (that contain something interesting to do, read or see) Ask students to respond to the web sites and their content/activities from a personal perspective, e.g.: Use Their opinions/personal stances on the Personal interpretations of artwork Comparisons to personal experiences topic when: You want students to feel connected to the topic You want to motivate students to explore the topic further Time is limited and you have a small number of great sites to share You or your students are new to the Web Subject sampler (Cont’d) Example: My China http://www.kn.pacbell.com/wired/China/sample r.html Basic Insight reflector strategy: Gather pages that you feel will perturb learners in such a way as to create a positive dissonance Provide a reflective writing assignment requiring the students to “mull things over” and think about the topic in different ways Use when: Creative thinking is more important than a uniform response The subject matter benefits from being viewed through new perspectives You want students to engage their emotions and minds in the topic Reflection / reflective writing is a course objective Insight reflector (Cont’d) Example: The otherness of the past http://www.kn.pacbell.com/wired/ca_150/ Globalization - http://www.web-andflow.com/members/lhayman/globalization/refle ctor.htm Basic Concept builder strategy: Provide links to an array of web-based resources that illustrate a concept, and allow them to construct the concept for themselves Refine and consolidate concepts, e.g. through class/group discussion and debriefing Use when: A simple definition is too abstract (“grey areas”) Examples of the concept are available on the Web At least a few critical attributes of the concept are easily perceived You want to engage students in conceptualization (a form of higher-level thinking) Concept builder (Cont’d) Example: No Fear o’ Eras (from Eyes on Art 2.0) http://www.kn.pacbell.com/wired/art2/eras/by zantine.html WebQuest Basic strategy: Devise an an inquiry activity that presents students with a central question or problem and related task Web-based and other resources provide grist from which students construct meaning The learning process is supported by prompting / scaffolds to promote higher-order thinking End products of are often put out to the world for some type of real feedback Use when: You want students to tackle big, complex or grey questions Students could benefit from cooperative learning The subject warrants a deeper understanding Students would benefit from a more authentic, real-world learning experience (PBL) WebQuest (Cont’d) Examples: The Tortoise and the Hare http://www.ictpd.net/bj/waitsc/ourwork/group2/index.htm Australian Animals http://cte.jhu.edu/techacademy/fellows/MENTZER/webquest/austan.htm Shocking Sharks - http://projects.edtech.sandi.net/sessions/sharks/ What does it mean to be Australian? - http://www.beenleigss.qld.edu.au/webquest/actualquest/actualquest.htm Save an Australian Animal - http://www.ictpd.net/bj/waitsc/ourwork/group1/animals/ Freaky Frogs - http://projects.edtech.sandi.net/sessions/frogs/ Compare Proofs of Pythagoras' Theorem http://www.gowcsd.com/master/ghs/math/furman/pythagor/pythag.htm Roller Coaster Madness - http://www.esc2.net/TIELevel2/projects/roller/ More in the next lesson!