Link to Webquest!

Webquest

Xtranormal

22-1
by: jangeline

Comments

Overall Visual Appeal- 3/4 I think the colors are very hard to look at. Also some of the pictures look like they are just fillers found off the first page of Google. I do like some of the pictures though. 

Navigation & Flow- 4/4 Navigation is seamless. It is always clear to the learner what all the pieces are and how to get to them. Lots of pictures to follow down.

Mechanical Aspects- 2/2 There are no notable problems with any of the links. 

Motivational Effectiveness of Introduction-2/2 The introduction draws the reader into the lesson by relating to the learner's interests or goals and/or engagingly describing a compelling question or problem.

Cognitive Effectiveness of the Introduction- 1/2 The introduction makes some reference to learner's prior knowledge and previews to some extent what the lesson is about.

Connection of Task to Standards- 4/4 The task is referenced to standards and is clearly connected to what students must know and be able to do to achieve proficiency of those standards.

Cognitive Level of the Task 3/6 Task is doable but is limited in its significance to students' lives. The task requires analysis of information and/or putting together information from several sources.

Clarity of Process- 4/4 Every step is clearly stated. Most students would know exactly where they are at each step of the process and know what to do next.

Scaffolding of Process 3/6 Strategies and organizational tools embedded in the process are insufficient to ensure that all students will gain the knowledge needed to complete the task.

Some of the activities do not relate specifically to the accomplishment of the task.

Richness of Process 0/2 Few steps, no separate roles assigned.

Relevance & Quantity of Resources 2/4 There is some connection between the resources and the information needed for students to accomplish the task. Some resources don't add anything new.

Quality of 

Resources 2/4 S

ome links carry information not ordinarily found in a classroom. 

Clarity of Evaluation Criteria 6/6 

Criteria for success are clearly stated in the form of a rubric. Criteria include qualitative as well as quantitative descriptors.

The evaluation instrument clearly measures what students must know and be able to do to accomplish the task.

WebQuest Rubric

Beginning	Developing	Accomplished	Score
Overall Aesthetics (This refers to the WebQuest page itself, not the external resources linked to it.)
Overall Visual Appeal	0 points There are few or no graphic elements. No variation in layout or typography. OR Color is garish and/or typographic variations are overused and legibility suffers. Background interferes with the readability.	2 points Graphic elements sometimes, but not always, contribute to the understanding of concepts, ideas and relationships. There is some variation in type size, color, and layout.	4 points Appropriate and thematic graphic elements are used to make visual connections that contribute to the understanding of concepts, ideas and relationships. Differences in type size and/or color are used well and consistently.  See Fine Points Checklist.	3
Navigation & Flow	0 points Getting through the lesson is confusing and unconventional. Pages can't be found easily and/or the way back isn't clear.	2 points There are a few places where the learner can get lost and not know where to go next.	4 points Navigation is seamless. It is always clear to the learner what all the pieces are and how to get to them.	4
Mechanical Aspects	0 points There are more than 5 broken links, misplaced or missing images, badly sized tables, misspellings and/or grammatical errors.	1 point There are some broken links, misplaced or missing images, badly sized tables, misspellings and/or grammatical errors.	2 points No mechanical problems noted.  See Fine Points Checklist.	2
Introduction
Motivational Effectiveness of Introduction	0 points The introduction is purely factual, with no appeal to relevance or social importance OR The scenario posed is transparently bogus and doesn't respect the media literacy of today's learners.	1 point The introduction relates somewhat to the learner's interests and/or describes a compelling question or problem.	2 points The introduction draws the reader into the lesson by relating to the learner's interests or goals and/or engagingly describing a compelling question or problem.	2
Cognitive Effectiveness of the Introduction	0 points The introduction doesn't prepare the reader for what is to come, or build on what the learner already knows.	1 point The introduction makes some reference to learner's prior knowledge and previews to some extent what the lesson is about.	2 points The introduction builds on learner's prior knowledge and effectively prepares the learner by foreshadowing what the lesson is about.	1
Task (The task is the end result of student efforts... not the steps involved in getting there.)
Connection of Task to Standards	0 points The task is not related to standards.	2 point The task is referenced to standards but is not clearly connected to what students must know and be able to do to achieve proficiency of those standards.	4 points The task is referenced to standards and is clearly connected to what students must know and be able to do to achieve proficiency of those standards.	4
Cognitive Level of the Task	0 points Task requires simply comprehending or retelling of information found on web pages and answering factual questions.	3 points Task is doable but is limited in its significance to students' lives. The task requires analysis of information and/or putting together information from several sources.	6 points Task is doable and engaging, and elicits thinking that goes beyond rote comprehension. The task requires synthesis of multiple sources of information, and/or taking a position, and/or going beyond the data given and making a generalization or creative product. See WebQuest Taskonomy.	3
Process (The process is the step-by-step description of how students will accomplish the task.)
Clarity of Process	0 points Process is not clearly stated. Students would not know exactly what they were supposed to do just from reading this.	2 points Some directions are given, but there is missing information. Students might be confused.	4 points Every step is clearly stated. Most students would know exactly where they are at each step of the process and know what to do next.	4
Scaffolding of Process	0 points The process lacks strategies and organizational tools needed for students to gain the knowledge needed to complete the task. Activities are of little significance to one another and/or to the accomplishment of the task.	3 points Strategies and organizational tools embedded in the process are insufficient to ensure that all students will gain the knowledge needed to complete the task. Some of the activities do not relate specifically to the accomplishment of the task.	6 points The process provides students coming in at different entry levels with strategies and organizational tools to access and gain the knowledge needed to complete the task. Activities are clearly related and designed to take the students from basic knowledge to higher level thinking. Checks for understanding are built in to assess whether students are getting it. See: Process Guides A Taxonomy of Information Patterns Language Arts Standards and Technology WebQuest Enhancement Tools Reception, Transformation & Production Scaffolds	3
Richness of Process	0 points Few steps, no separate roles assigned.	1 points Some separate tasks or roles assigned. More complex activities required.	2 points Different roles are assigned to help students understand different perspectives and/or share responsibility in accomplishing the task.	0
Resources (Note: you should evaluate all resources linked to the page, even if they are in sections other than the Process block. Also note that books, video and other off-line resources can and should be used where appropriate.)
Relevance & Quantity of Resources	0 points Resources provided are not sufficient for students to accomplish the task. OR There are too many resources for learners to look at in a reasonable time.	2 point There is some connection between the resources and the information needed for students to accomplish the task. Some resources don't add anything new.	4 points There is a clear and meaningful connection between all the resources and the information needed for students to accomplish the task. Every resource carries its weight.	2
Quality of Resources	0 points Links are mundane. They lead to information that could be found in a classroom encyclopedia.	2 points Some links carry information not ordinarily found in a classroom.	4 points Links make excellent use of the Web's timeliness and colorfulness. Varied resources provide enough meaningful information for students to think deeply.	2
Evaluation
Clarity of Evaluation Criteria	0 points Criteria for success are not described.	3 points Criteria for success are at least partially described.	6 points Criteria for success are clearly stated in the form of a rubric. Criteria include qualitative as well as quantitative descriptors. The evaluation instrument clearly measures what students must know and be able to do to accomplish the task. See Creating a Rubric.	6
Total Score				36/50

Cooking with Chemistry

Cooking with Chemistry  is the WebQuest I am going to use.

WebQuest.

Your Role

__X_Efficiency Expert

___Affiliator

___Altitudinist

___Technophile

Your Impressions

WebQuest	Strengths	Weaknesses
Gorillas	It gives a lot of detail about the Gorillas. Gives a lot of work so it is easily split up among the students.	It takes a lot of time to complete and a lot of room for fooling around instead of working. It has  a lot of reading.
Shakespeare	It is very detailed on who does what. Gives a good time line.  Focusing on teaching how to present in front of a class as well.	Separates the students with a lot of research  little group interaction.
Earthquake	Creative, hands on so students learn a lot. Gives hands on information to keep interest on a simple topic.	Very long process.
Foreign Country	Very in depth with educational out look. Teaches presenting to the class	Room to get off task and for a single person to do all the work.
Waves & Sound	A lot of information if understood good project to do in a group for help.	Little direction and room for error. Easily distracted because of lack of understanding. Needs a lot of background knowledge of math.

Journal Entry #15

Deconstructing Digital Natives: Chapter 8 Beyond Google and The "Satisficing" Searching of Digital Natives.

1. What is the purpose of this chapter?

To move past the ideas of students as digital natives.

2. What is the major finding from a review of studies that have looked at technology adoption of young people?. Does this finding seem to reflect your own use of technology?

It says that "Young people use technology, what technologies and technology-based tools young people are using and the extent to which they are using them." To me this is confusing but I honestly do not think I use technology a lot. I know people my age who do not even know how to send an email. 

3. How do the authors define Information Literacy?

Information Literacy is "the digital (and non-digital)strategies university students use to locate and access information and resources for their studies."

4. What is the "clear message" from a review of the studies focused on college students information seeking behavior? Do these findings relfect your own information seeking behaviors?

The clear message is that "all that is required is a computer, Internet access, and for access to sanctioned scholarly content, the necessary authentication." This information is true I can not do homework or my job without internet.

5. What does the term "satisfcing" in the area of decision making mean?

"The social scientist Herbert Simon is attributed with coining the term 'satisficing' in the area of decision-making to describe the decisions individuals take that are satisfactory but are not 'maximal' or optimal."When contending that "students' behavior, attitudes, and values surrounding scholarly information seeking reflect a culture of 'satisficing' decision-making that is in turn indicative of a surface approach to learning."

6. What are the differences to deep and surface level approaches to a learning task? 

"Students who adopted a 'deep' approach to the learning task were inclined to focus on trying to comprehend the meaning behind learning material. Students who adopted a 'surface' approach to the learning task tended to focus on simply reproducing what was contained within the learning material with little concern for understanding the overall meaning."

7. What should educators aim to do to improve the scripts student have for sophisticated online information seeking?

Make the topic interesting. 

8. Why is Google's page rank system problematic for information seeking?

.They go by popularity and pay outs and not accuracy and unbiased. 

9. Are you "digitally wise" when it comes to information seeking? Give an example of how you approached an information seeking task for one of your academic courses this semester (do not include this class).

According to this book, I am "digitally wise." When I research information about psychologist I use google, but i find the accurate websites.

10. Has the popularity of the Internet and the information contained on the Web created a new problem for undergraduate students research skills? Why of Why not?

In my opinion, the Internet has helped students find information faster by containing most, if not all, information contained in books. This may not be a good thing however because if the internet goes they wont know how to use a book. Some students also use the internet to cheat and it makes them lazy.

my Storybird

Here comes winter by Jade0893 on Storybird

My poem

Here comes winter,Here comes winter, 
Hats and gloves.
Here comes winter,
Here comes winter, 
kids getting off school and going out to play in the snow.
Here comes winter,
Here comes winter- 
Laughter-splash- there it goes.
 

Double Entry #14

1. What is the purpose of this chapter?
The purpose is to understand Digital Literacy even more by looking at how people relate to it. It also looks at how a child's education can be enhanced by their digital literacy.
 2. Why did the author choose to focus on your people in the Nordic countries?
Technology is becoming advanced in these countries and digital Literacy important.
 3. How does education differ in Nordic countries from education in other parts of the world including the United States.
 Testing is emphasized much less in Nordic countries than in America. Projects and more equal opportunity school work is emphasized much more.
 4. Why is more research needed about how young people use digital media in their lives outside of school?
 The difference between generations when it comes to how technology has affected their lives is huge; different generations use technology different ways and in different amounts.
 1. Why is it important for there to be more opportunities for young people to use Digital Media in school?
 It holds children' attention and it improves basic skills easily. Today we rely on technology so much and thank makes it important for children understand how to use it.
 2. What skills do people need in order to be considered digitally literate?
People must be able to effectively use technology. From the information they get by using technology, they have to be able to "filter" it, meaning knowing if it is factual or not.

Double Entry #13

China and the United states

I think China and the United States can come up with the best technology and safest way to fix Global Warming and with a large budget they should be able to.That is if they are really ever going to agree on a way to fix it and do it.