MOFET Jewish Leadership Seminar 2012

1. High School Curriculum for the 21st Century:The Wiki WayReuven Werberreuw@macam.ac.ilTwitter - @reuw MOFET Jewish Leadership Seminar 2012

2. Living in the Information Age Information Glut

3. The Google Generation – How Do They Cope? • “the information literacy of young people, has not improved with the widening access to technology: in fact, their apparent facility with computers disguises some worrying problems.” • “internet research shows that the speed of young people’s web searching means that little time is spent in evaluating information, either for relevance, accuracy or authority.”

4. The Google Generation - 2 • “Young people have a poor understanding of their information needs and thus find it difficult to develop effective search strategies.” • “…the key point is that information skills have to be developed during formative school years andthat remedial information literacy programmes at university level are likely to be ineffective.” • Centre for Information Behaviour and the Evaluation of Research. (2008). Information behaviour of the researcher of the future. London: University College. Retrieved on February 2, 2008 from http://www.ucl.ac.uk/slais/research/ciber/downloads/

5. How Do We Produce Students Capable of Coping in the Information Age?

6. Neveh Channah HS for GirlsAlonShvut, Israel Girls HS – grades 9-12, 250+ students, Modern Orthodox Jewish, partial dorming, rich social & community activities. Infolit – ICT based curriculum. Located 20 kms. South of Jerusalem.

7. Aims of Integrated Information Literacy – Inquiry Learning Curriculum at NC • Acquiring and improving Information Processing skills • Intelligent usage of ICT skills • Acquiring Inquiry Research skills in a wide range of subjects • Developing Collaborative Work skills Skills for the 21st Century

8. Acquiring and Improving Information Processing Skills • Asking meaningful questions – Defining the problem • Defining the type of information necessary to solve the problem • Choosing sources of reliable and relevant information. • Locating and evaluating theinformation • Classifying and saving theinformation • Utilizing the information ethically, synthesizing it into a coherent knowledge product which solves the information problem. • Presenting the product in an esthetic, coherent way.

9. Acquiring and Improving Information Processing Skills • Utilizing Eisenberg & Berkowitz' Big Six Information Skills – Information Problem Solving Process Model - University of Syracuse - School of Information Studies http://big6.com/

10. Intelligent Use of ICT Skills • Open Applications • word processor • electronic spreadsheet • presentation software • Digital databases • electronic library catalogue • digital encyclopedias • bibliographic databases

11. Intelligent Use of ICT Skills • Internet Sources – Presented in Digital School Campus - MOODLE • Email,online forums, discussion groups, social networks • Use of web pages, online internet databases, blogs • Publishing web pages, blogs and wikis • Use of other online web2.0 applications • Producing Multimedia • Digital photography, scanning and processing digital images • Recording and editing audio and video clips • Publishing and online embedding of multimedia products

12. Acquiring Inquiry Research Skills in a Wide Range of Subjects • Natural Sciences • History • Geography • Judaic Studies • Arts • English Language and Literature

13. Developing Collaborative Work Skills – Local & Distant • Building a work team • Distributing tasks • Making binding decisions • Creating collaborative products

14. 21stCentury Learning Skills Bloom's Revised Taxonomy http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy

15. Bloom's Digital TaxonomyA. Churches http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy

16. InfoLit – ICT Projects at NC

17. Historical GeographyMost Important Biblical Location • Outcome – MS-Publisher Brochure about Biblical Site • Project Skills • Finding, Scanning Embedding Images • Conveying Non-Verbal Messages • Locating Sources of Information • Engaging the Sources • Evaluating Information Sources

18. Historical GeographyMost Important Biblical Site • Rules of Bibliographic Citation • Planning the MS-Publisher Publication – Creating Knowledge • Working and assessing from a rubric

19. Biology – Vitamins and the Human Body Project • Team chooses Vitamin or other nutritional supplement • Team does literature survey on effect of vitamins on humans • Team proposes research project about vitamin to receive research grant

20. Weekly Bible Portions Wiki • Team chooses Bible Portion • Team researches internet and written sources for Bible Portion lessons • Team posts 3 annotated links to lessons on the wikibook • Team summarizes one lesson and writes a piece relating the Bible portion to their own lives • Outcome – Collaborative Online Bible Portion WikiBook

21. From Jerusalem to Montreal International Collaborative English Literature Project • English Matriculation Research Project • Collaboration with Lower Canada College – Montreal • Project interfaced on collaborative wiki • Students exchange profiles and get to know each other • Students study their own literature and then share with colleagues. • Students research topics and post to wiki • Students carry out formative peer reviewing and rewrite research

22. Student Peer Review on Jerusalem - MTL Project emassoud writes: Hey Reut! I’m Erika and I read your research project. First of all, I’d like to say that you did a good job on your wiki page. You provided the reader with good information that was easy to read, and the pictures were great. I learned many different things about the Nachlaot Neighborhood. One of the things that struck me the most, was the significant history of the small neighborhood. Nachlaot Neighborhood has gone through so much: immigrants settling, overpopulation, renewing and rebuilding the city, etc. It also has many synagogues that all have their own styles, making each one of them unique.

23. Student Peer Review on Jerusalem - MTL Project - 2 After reading the research paper, I did have a few questions though. Do you know who founded the Nachlaot Neighborhood? I was also curious to know, why did the immigrants want to settle in Nachlaot (before the overpopulation); what was so special about it? I was wondering, why did they name the neighborhood Nachlaot; does it have a special meaning? I hope you are able to clear up these questions for me. As for the formatting, I thought it was perfect. A few suggestions would be to maybe add a bit more information, here and there. Also, be careful with organizing your info and one or two spelling mistakes. Apart from that it was fine, and I really liked the piece of literature about Jerusalem. I found it very interesting and significant. I would love to come and visit the Nachlaot Neighborhood one day.

24. Student Response on Jerusalem - MTL Project reutbruck writes: re: Comments Dear Erica,Thank you for taking the time to read my paper. I was touched by your warm words and the gentle criticism. Yes, some of the spelling should be edited and I didn't want to burden the reader with too many details and information. People, who tour Nachlaot, come with a guide book or a guide who adds personal anecdotes and jokes to each of the sites.Today Nachlaot is being renovated. New ideas for protecting its unique beauty are combined with maintaining a memory of what it once was. The old and new are intertwined giving it a real touch of home.I would love to host you here in Jerusalem and to join you personally on a walking tour through the streets of Nachlaot. Thank you,And as we say on our holidays “Next Year in Jerusalem.”

25. Teacher’s Reflections Jerusalem - MTL Project Ms. Karen Guth – NC I would say that this became a project that engaged the minds, skills, and hearts of our students. It turned the English Bagrut project into an international research, writing, thinking, and teaching opportunity. Thanks to Sharon Peters of LCC. Her input and participation has been essential to the success of our students' communication, learning, and inspiration.

26. Teacher’s Reflections Jerusalem - MTL Project Ms. Sharon Peters – LCC Participation in this project was a definite highlight for my students last year. Knowing that they had an audience from a different culture to whom they had to explain and describe their own culture and literature transformed their own understanding of the literature and the theme of tolerance in society. My students also were asked to peer review the research projects of their Israeli partners and the critical thinking and cross-cultural communication skills expressed on both sides were truly exceptional. Having a real audience of peers made an incredible difference. The tools and spaces of the Internet have never been easier to use in order to facilitate such an enriching experience between global partners.

27. Does Anyone Here Use a Wiki? How? http://webcall.wikispaces.com/WIKI http://suelymascarenhas.wikispaces.com/+WIKI

28. What’s a Wiki? Website Easily Viewed/Edited via Browser Free or Inexpensive Display Images, Videos, Widgets Easily Create Additional Linked Pages – Easily Navigable

29. What’s a Wiki? Varying levels of Security/Permissions (Viewing, Editing, Commenting) Discussion Area for Each Page – Easily Monitored (email, RSS, etc.) Automatically Recorded Editing History An Effective Tool for Collaborative Authoring & Knowledge Management

30. How Do Wikis Work?

31. Photo - Darren Kuropatwa - @dkuropatwa - Winnipeg

32. What Wiki Projects Are There at NC? Virtual Classroom

33. What Wikis Are There at NC? WikiParshia ParshatHashavuaWikiBook

34. What Wikis Are There at NC? In Our Backyard Virtual Video Tour

35. What Wikis Are There at NC? Global Collaborative Projects

36. What Wikis Are There at NC? A TanachBagrut Prep Wiki

37. What Wikis Are There at NC? Personal/Professional Wiki

38. ויקי – שו"ת אמונה – מחשבת ישראל

39. מטלת שו"ת אמונה • סיכום שלבי הגשת המטלה • בחירת שאלה באמונה וניסוחה והצבתה בדף שלכן בויקי. • קבלת אישור מהרב רפי על נושא העבודה באזור "השיחה" של הויקי. • בדיקה וקבלת תשובה על פי שו"תים באינטרנט (יש לציין את שמות המשיבים, תאריך כתיבת התשובות, את שמות האתרים ואת כתובות האינטרנטיות של התשובות (“URL”. • הגשת עבודה ראשונית לרב רפי על ידי כתיבתה בדף הוקי שלכן וקבלת הפנייה למקורות נוספים על ידי הרב רפי באזור "השיחה" של הדף שלכן. • כתיבת עבודה סופית בויקי הכוללת: א. התשובה מהאינטרנט, ב. הרחבה שלכן על פי מקורות, ג. רשימה ביבליוגרפית מפורטת. • קבלת הערכה וציון על העבודה.

40. מטלת שו"ת אמונה

41. מטלת שו"ת אמונה

42. מטלת שו"ת אמונה

43. מטלת שו"ת אמונה • דפי שו"תיםכיתה ט1ליהוד ותמר שט - האם לאדם יש בחירה חופשית בעולם הזה?יפעת א ונטע ש - איך אנו היהודים יכולים לדעת שהדת שלנו היא הדת האמיתית?נעמה א ומבשרת ב - מה זה העולם הבא?אביטל א ושחר י - האם חברות בין בן ובת מותרת?תמר ב ונטע ג - מה זה תחיית המתים?יעל ג והדר א - איך אפשר להבין מוות מבחינה אמונית?רבקה ו והילה א - האם כל מה שקורה לנו בעולם הזה היא תגובה ישירה להתנהגותינו?בת אל ו וספיר פ - האם הבורא אוהב אותי?נועה ט ותמר ל - מדוע ה' בחר בעם אחד ולא בכל העמים?

44. More on Wikis Wiki Walk Through 50 Ways to Use Wikis for a More Collaborative and Interactive Classroom - SmartTeaching.Org The Wiki Way - Rachel Boyd Examples of Educational Wikis Eight Ways to Use School Wikis - Tech & Learning 7 Things You Should Know about Wikis - Educause

45. Summary – What Do You Need to Succeed? • Passion to help your students become 21st century Life Long Learners • A school administration that believes in you and your vision • A professional staff (librarians, teachers, tech instructors) who are willing to "get outside the box"! • Students with curiosity and inspiration • Adequate tech infrastructure • A professional social network community with whom you can share your successes and failures

46. http://jleaders.wikispaces.com/

47. Further Information • Reuven Werber – reuw@macam.ac.il • Skype Name – reuven100, Twitter Name - @reuw • Presentation Wiki – http://reuw.wikispaces.com/