webquest And craap Workshop 12 22/5/2012

1. webquest And craapWorkshop 1222/5/2012

2. Agenda

3. WEBQUEST

4. What is WebQuest? http://www.youtube.com/watch?v=P6e46g_QcnY&feature=related Pay attention to the website, answer these questions? What is WebQuset? What are the main parts of the WebQuest?

5. Webquests • What is a webquest? “An inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the Internet.” Bernie Dodge, San Diego University • Example – Kites (Grade 6)

6. Different types of webquest templates • Online webquest • Power point webquest • Word webquest

7. Defining Webquests

8. Advantages for using Wequests • Engages and motivates students • Online enquiry process supports student centered learning • Research is organised • Caters for multiple learning levels • A great alternative to the standard “research paper” project • Ensures that students are using reliable websites to find their information • Promotes life-long learning for 21st century learners.

9. Two types of Web Quests • Short term – Designed to be completed in one to three class periods. • Longer term – Designed to take between one week and one month.

10. Considerations • Picking a Starting Point – topic. • Don’t reinvent the wheel – there are 100’s of existing webquests, adapt one to your needs. • Link to the National Curriculum – standards and enquiry skills. • Utilise photos, videos and the web as resources to support your quest. • Plan with enquiry in mind – it should provide students with opportunity to demonstrate deeper thinking skills not just lower level recall.

11. Key Elements of a Webquest • Introduction – A concise paragraph or two that supplies students with background information and motivation for completing the project. Can include a question that ‘hooks’ students in. • Task - Provides a clear outline of what students need to do and the final product. • Process - Step by step strategies, supporting resources websites, videos, word document etc • Conclusion - What should they have learned from the project? • Evaluation - Rubric - grading criteria (see handout example)

12. Explore a Webquest • Activity (30 mins) • Choose a webquest from the following site: • Either choose a standard to link to a webquest or find a webquest then link to standards.... • WEBQUEST Locater http://www.gecdsb.on.ca/d&g/DP/locatorv.asp • Read through and analyse the structure and content of chosen webquest. • Adapt the webquest to suit your school/ classroom.

13. Examples of webquest • Biology: Is gene therapy worth it? • http://klogallo.tripod.com/gthquest/template.htm • Physics:ROLLER COASTER PHYSICS • http://www.glencoe.com/sec/science/webquest/content/rollercoast.shtml • Chemistry: Extra! Extra! Read all about it...Organics Hit the Market! • http://www.bellmoremerrick.k12.ny.us/webquest/science/chem.html • Chemistry: THE CHEMISTRY OF FIREWORKS • http://www.glencoe.com/sec/science/webquest/content/fireworks.shtml

14. WebQuest Templates • Templates provide an easy way to get started creating your WebQuest. • http://webquest.sdsu.edu/LessonTemplate.html

15. Evaluating Web Sources Give them the CRAAP Test!

16. Starter activity: Group process 1:2:4 • Each person works separately on the activity. • Find a partner and form a combined list of their thoughts • The pairs then form a team of four. And join the best of their lists to make a final list

17. Is this true? http://www.youtube.com/watch?v=3wAjpMP5eyo

18. Is this true? http://cheeju.wordpress.com/2008/06/15/660/

19. Is this true? http://www.youtube.com/watch?v=9dfWzp7rYR4

20. Some places to start checking http://www.hoax-slayer.com/ http://www.wikipedia.com http://www.google.com/ http://www.snopes.com/ http://www.museumofhoaxes.com

21. Why evaluate sources? • Just because it’s written doesn’t mean it’s good…

22. Evaluation Criteria You can use a system called the CRAAP Test to help you evaluate websites. Now that’s my kind of test!

23. CRAAP Test • C=Currency • R=Relevance • A=Author • A=Accuracy • P=Purpose

24. C = Currency • Currency: The timeliness of the web page. • When was the information gathered? • When was it posted? • When was it last revised?

25. C = Currency • Currency: The timeliness of the web page. • Are links functional and up-to-date? • Is there evidence of newly added information,“updates” or links?

26. C = Currency • How important is Currency? • In fields such as medicine, science, business, technology, andmost social sciences, currency of information is important. (no older than 3 years!) • Sometimes Currency is not all that important. • In fields such as historyand literature, older materials may be just as valuable as newer ones.

27. R=Relevance • Relevance = How effectively the website communicates the information to its intended audience. • Who is the intended audience? • Would this site be of greatest interest to the general user, the enthusiast, or the professional?

28. R=Relevance • What does the website assume about the audience in terms of their knowledgeof and familiarity with the topic? • Does the website take for granted that the audience will believe or buy into the information without any doubt? • Is enough information presented for the audience to understand the topic? • Is the information unique?

29. R=Relevance • Is the information available elsewhere such as an online news source? • Could the same information be found in a simpler source, such as an encyclopedia or dictionary? I wasted all that time on that website when the info was right here!

30. A=Author • Websites are not always created by experts! • Look at the web address first – the address can tell you lots about the source www.urasucker4buying-this.com www.rip-u-off.com

31. A=Author The address holds information about the author! • .edu= college/university • .gov= U.S. government site • .com = commercial site • .org = Organization/group • .mil = U.S. military site • .net= network of computers • .k12.us = public school

32. A=Author • The best sites for reliable information are: • .edu • .gov • .mil • .k12.us • However, these are not without problems…students and professors may have personal web pages on the university website, so be sure to read them critically.

33. A=Author • If you cannot find anyone’s NAME on the website, that’s a big RED FLAG • If you have a source with NO NAME or NO CORRESPONDING ORGANIZATION, do not use that source!

34. A=Author • Identify theauthor(s) • A PERSON • An ORGANIZATION

35. A=Author • A PERSON • What are his/her credentials? • Does he/she have sufficient expertise to speak on the subject? • Author's occupation / position? • Author’s education? • Author’s affiliation with a known institution or organization?

36. A=Author • An ORGANIZATION • Who are the leaders? • What is the mission of the organization? • Is it a national or international institution? • What is its membership? • Is it endorsed by or affiliated with other organizations? • Does it have a “parent” organization?

37. A=Author • An ORGANIZATION • Check the organization's home page to make sure it has a postal address and phone number available. If it does not, the site is probably not a credible source. • Look for any product advertising on the site – ads can reveal what’s important to the organization

38. A=Author • How to verify an author: • Look at the source to see if it tells you anything about the author's credentials. • “About us” • “About the author” • “Author Bio” • “Mission Statement” • “Who we are” • Use a search engine (such as Google or Yahoo) to find information about the author(s) • Do a “Who is” search at www.whois.net to determine the website’s registered domain

39. A=Accuracy • Accuracy: The reliability, truthfulness, and correctness of the informational content. • Where does the information come from? • Did the author conduct an experiment? • Is the author reporting his/her observations? • Does the site rely on expert testimony?

40. A=Accuracy • Does the author support his or her statements with data or works cited? • Are any original sources of information listed? • Look at the LINKS on the site • What kinds of links are listed? • Are the links relevant and appropriate for the site? • Do the links go to internal pages on the same site or to other websites?

41. A=Accuracy • Are there spelling, grammar, or other typographical errors? • Can you verify any of the information in independent sources or from your own knowledge? • Can you find any cases where the author has plagiarized other sources? • In other words, has the author used other authors' words or ideas without properly citing them, so as to pass them off as original ideas?

42. P=Purpose • Purpose: Why the site was created: • To inform? • To promotean ideology? • To enlighten?

43. P=Purpose • Informational websites present verifiable information without bias • The best informational websites have a neutral tone • Information can include: • facts • expert opinions • statistics • case studies • experiment results

44. P=Purpose • Look for bias/opinion • “Bias” is not a negative term – it simply means that one has a certain perspective or point of view • Look for bias/opinion • Are possible biases clearly stated? • Are editorials clearly labeled? • Is the purpose of the page stated? • Are strong words used, such as “murder” to describe eating meat?

45. P=Purpose • Is the tone(whether serious, humorous, critical, etc.) and writing style of the source appropriate for the purpose and audience? • Tone is conveyed via word choice:

46. Your Task Do evaluating web resources assignment Examples • Mobile phone cooking eggs http://www.wymsey.co.uk/wymchron/cooking.htm • Beef nutrition: http://www.beefnutrition.org

47. Alexa's free web analytics • http://www.alexa.com/

48. Teachers presentation