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Chapter 7- Designs For Using Information (2 nd part)

Chapter 7- Designs For Using Information (2 nd part). By : Jaime Villarreal. Process Model of Information (Skills). Process Model of Information (Skills). Creating and Communicating. D esign. Classifying, Grouping, Sequencing, Connecting or Relating Information. E ncode.

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Chapter 7- Designs For Using Information (2 nd part)

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  1. Chapter 7- Designs For Using Information (2nd part) By : Jaime Villarreal

  2. Process Model of Information (Skills)

  3. Process Model of Information (Skills)

  4. Creating and Communicating

  5. Design Classifying, Grouping, Sequencing, Connecting or Relating Information

  6. Encode • Turning thoughts and experiences into symbolic form (graphic, numeric, text sound or combination) • Choosing an expressive format

  7. Assemble • Assembling parts into a cohesive communication • Missing parts are identified and encoded • Redundant parts are deleted

  8. Publishing and Revising • Creators can see and assess their product • Reflect on the cohesiveness, expressiveness an appropriateness of their ideas.

  9. Bringing It All Together • WebQuest: • A powerful way to design learning opportunities that bring the whole process (SSCC) together. • Engages students in the whole process. • Developed by Bernie Dodge (http://edweb.sdsu.edu/people/bdodge/Professional.html) • An inquiry-oriented activity • Some or all of the information comes from internet. • There are two kinds • Short Term • Long Term

  10. WebQuests ELEMENTS THINKING SKILLS

  11. Information and the Virtual Classroom (Additional Activity Structures)

  12. Information Exchanges (example) • In its 16th Year Onlinefrom The Landmark Project • GGL HomeParticipatingThe Grocery ListU.S. ListWorld ListSubmit PricesView Prices Students share local grocery prices to build a growing table of data to be used in social studies, science, health, mathematics, and other disciplines. About Global Grocery List • Global Grocery List is a long standing project that generates real, peer collected data for student computation, analysis, and conclusion-building within the context of social studies, science, mathematics and other disciplines.

  13. Database Creation (Example) http://www.kidlink.org/kidspace/start.php?HoldNode=3459

  14. Electronic Publishing (example)

  15. Telefieldtrips (example) • Virtual China • An exploration of virtual experiences and environments in and about China. • Mayaquest

  16. Pooled Data Analysis • Students in various remote locations gather and share similar data from different locations and then analyze the patterns that emerge for the combined samples. • EnvironNet- sponsored projects

  17. Conclusion • What is most needed now is not more information but the power to manage the information we already have. • Educators are faced with the challenge of designing learning opportunities for students that assist them to make sense of the complex information environments they encounter.

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