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Web-based Activity Formats

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. Topic hotlist. Basic strategy:

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Web-based Activity Formats

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  1. 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

  2. Topic hotlist • Basic 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 (the teacher) are new to the Web • You have limited preparation time • You want to save students surf/search time • You want to add Web resources to supplement a paper-based curriculum

  3. 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/scrapbook.html

  4. Knowledge hunt • Basic 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

  5. Knowledge hunt (Cont’d) • Example: • The treasures of China: http://www.kn.pacbell.com/wired/China/chinahunt.html

  6. Subject sampler • Basic 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.: • Their opinions/personal stances on the topic • Personal interpretations of artwork • Comparisons to personal experiences • Use 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

  7. Subject sampler (Cont’d) • Example: • My China - http://www.kn.pacbell.com/wired/China/sampler.html

  8. Insight reflector • Basic 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

  9. Insight reflector (Cont’d) • Example: • The otherness of the past - http://www.kn.pacbell.com/wired/ca_150/ • Globalization - http://www.web-and-flow.com/members/lhayman/globalization/reflector.htm

  10. Concept builder • Basic 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)

  11. Concept builder (Cont’d) • Example: • No Fear o’ Eras (from Eyes on Art 2.0) - http://www.kn.pacbell.com/wired/art2/eras/byzantine.html

  12. 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)

  13. 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!

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