Integrating the Internet into the Classroom Week 3 Day 3-5

Integrating the Internet into the Classroom
Facilitator: Michael Krauss, Lewis & Clark College

Daily Assignments -Week 3
|Day1|Day2|Day3|Day4|Day5|

WEEK 3
Creating More On-line Materials for the Classroom

DAY 3
Facilitating Student Learning with Scenarios

Problem Solving Using Scenarios

Scenarios, a format used by Joan Berger, an Internet educational consultant, may be used with students individually, with cooperative groups, or as whole-class Internet lessons. This activity format poses issues to be explored or problems to be solved. There are teacher-made questions to guide the student and an Internet site(s) that serves as a resource to provide the needed information to complete the task. The student researches the Web site(s) provided by the teacher and reports (orally or in writing) after examining the problem. Joan keeps a "Scenarios Box", full of laminated assignments, so that kids can pull one out of the box and work on it at any time, using a computer located in the classroom.

TASK 1: After browsing some of Joan Berger's scenarios, find a Web site and write a scenario of your own, complete with guided questions. Use one of these search engines or one of your own choosing (Google, Alta Vista, Brainboost, Lycos , MetaCrawler, Ask.com, Dogpile, or Clutsy) OR Here are three excellent subject directories you can use to find content-rich Web sites to use for a Scenario:

KidsClick (note that reading levels are given)

Blue Web'n (browse by subject area)

Marco-Polo (now called Thinkfinity) (choose subject area from right sidebar)

When you finish, go to the Discussion Page - Topic = "Scenarios" and supply all of the information requested.

TASK 2: Buddy Group Report Due! - Check in by email with your buddies. Share what you have found out about your topic of interest. Before the end of the week, send to ed648@lclark.edu a summary of what you've been discussing, why it was important to your group and any insights that might of interest to the group. Thanks!

Additional Information/Resources:

Starting with the "scenarios" concept, one can extend this learning into a full-blown research process, which incorporates higher level thinking skills and encourages the use of traditional and Internet-based resources. This is the goal of Jamie McKenzie's Research Modules concept. His Module Maker site is a tutorial for developing Research Modules. Here are samples of Research Modules developed in a variety of teaching situations.

Here is an article from FNO (From Now On) by Jamie McKenzie outlining "Five Types of Slam Dunk Digital Lessons": 1) Rich Site-Essential Question (somewhat similar to a Scenario); 2) The Dramatic Image; 3) The Database; 4) The Persuasive Image; 5) The Provocative Article, Poem or Text. These are pedagogically sound and inherently motivating/interesting for students! The article includes examples of each of the five types of "slam dunk" digital lessons.

As you become more involved in using Web-based materials, the issue of collecting, organizing and making websites accessible to colleagues/students becomes increasingly important. There are free Web sites that you and your colleagues (or friends/family) can use to pool your bookmarks (or favorites) in an easily accessible Web-based format. Or perhaps the wave of the future is to do "social bookmarking" whereby your favorite sites and those of others are organized by key terms ("tags") and available online (See http://del.icio.us/ ).

These days, one cannot open a newspaper, read a magazine, or listen to the radio or T.V. without being exposed to myriad Web sites. Some of these may be ripe for adaptation into your classroom teaching. Here is an example from a site I found in a weekly news magazine.

Open Minded or Prejudiced? - Are you (or your students) open-minded, with no prejudice against others based on race, gender or age? Psychologists at the University of Washington and Yale University say they have a test which may show that people have underlying (hidden) prejudice that they are not even aware of. NOTE for ESL teachers: One has to be able to tell differences in age, race, and gender from certain given names because the test requires association of certain characteristics with given names.

Try out the Implicit Association Test and choose the test that deals with Gender (try others too if you have the inclination). When you finish the test, (it takes about five minutes) study the results to be sure you understand how the test was scored. Then write down your result: "This data shows. . ." Would this activity be appropriate to achieve learning objectives in your classroom?

Return to top.

WEEK 3
Creating Advanced On-line Materials for the Classroom

DAY 4-5
Creating WebQuests OR Creating On-line Resources with Quia

Wrap-up and Course Evaluation

CHOOSE ONE:

Create a Quia class page linking to at least three Quia activities that you will design and at least three Quia activities others have already created.
OR

Design and create a WebQuest.

Most participants will choose the Quia activity. A WebQuest requires significant time to envision, design, collect resources for and produce. If you do choose to do a WebQuest, you could submit your ideas and collect your Web resources, leaving the actual creation to be completed later. The WebQuest can be done alone or with a partner.

Those choosing Quia, continue below. Those choosing the WebQuest, click here.
Creating Class Pages and On-line Activities with Quia
Quia is a click 'n build Web site that allows you (or your students) to easily create class pages, online puzzles, quizzes, surveys and games designed around your curriculum. You can also access Quia-created materials authored by other teachers. The "class pages" (Web pages for each class you teach) can contain links to all the Quia materials you create and to other Internet resources as well. Here is one of my class pages for a Reading course focusing on psychology. Here's my student's class page, with a very nice variety of Quia activities (you'll see he's a real basketball fan!)

There is no charge to access materials created with Quia by other teachers (see the Quia Shared Activities). There is also a 30 day free trial period for creating materials; after that, the fee for materials creation is $49 per year. There are also special prices for groups of teachers and site licenses. (See Quia subscriptions). I have one account and I share it with several teachers and with students.

NOTE: Some Quia activities will require that your computer can handle Flash® applications. If Quia does not work for you, you can download the Flash Player® here.

TASK 1: Create a Quia Account: Go to Quia. Read this description of what you can do with Quia. (You might want to print it out). When you finish click on "Sign up for a 30 day trial." Create a free 30 day account. Choose the free membership option. Follow the steps and you will end up at the "Activity Manager." Click on "Start Trial." You might want to click on "Help" at the top of the page and read the "Frequently Asked Questions." Get a good sense of how Quia works. Click "log out" and you're done! You will receive Email from Quia giving your account name and password. Be sure to keep it.

TASK 2: Create a Quia Home Page: Go to Quia. Click on Quick Login and enter your user name and password. You will be in the "Instructor Zone." Click on the "Classes" tab. Select "Create a new class page." Complete the text boxes. Don't worry if you are not sure of the exact info. you want on your page. You can easily change it at any time. When you finish, click on "Preview changes." When you are happy with your page, click on "Save changes." You will see, "your page has been created." You will see the URL of your Quia Home Page. Write it down! Click on the URL to see your Home Page.

TASK 3: Find at least three Quia activities created by others: The Quia Shared Activities area contains hundreds of activities created by other Quia members. Anyone can use or link to these activities. You don't need to be a member of Quia to access the Quia Directory. Go to the Quia Shared Activities and find at least three activities that are appropriate to use with your students. Be sure to save the URL's of these activities (write them down or, better, copy the addresses into a Word document for later use).

TASK 4: Create at least three activities with Quia: You'll need to think of a set of vocabulary items or terms you'd like your students to practice in this online activity you will create. For example, I'm teaching Earth Science for my ESL students, and I'd like them to know terms like: continental drift, crust, mantle, core, rift, etc. Come up with a list of 20 items + definitions or descriptions of the items. When you have your list prepared, you can continue:

OK, let's move on: Go to Quia. Click on Quick Login and enter your user name and password. You will be in the "Instructor Zone." Click on "Activities." There are many types of activities to choose from. For this, your first time, click on "matching, flashcard, concentration, and/or word search." (by entering one set of data, you'll produce these four activities at once-it's like a 4 for 1 sale--you can't pass it up!). Enter all the data requested in the boxes. Click "submit". You will see, "your game has been created." You will see the URL of your game. Write it down! Click on the link to your new activity and play it. Now wasn't that fun and easy?!

Return to the Instructor Zone. Click on "Activities." Create a second and a third Quia activity that are appropriate for your students. Don't choose "matching, flashcard, concentration, and/or word search." Try different activity formats (e.g. hangman, rags to riches, scavenger hunt, etc). Another option would be to create a quiz or an interactive survey. If you want to try these, click on the "Quiz" or "Survey" tabs instead of "Activities."

TASK 5: Add links to your activities and other teachers' activities to your Quia class page and post to the Discussion Page: Go to Quia. Click on Quick Login and enter your user name and password. You will be in the "Instructor Zone." Click on "Classes." You will see your class page. Click on "edit." Scroll down to Section 6. Look for "Activity" and you will see a pull-down menu (you will see the activities that you have created). In the "Description" box, type a description for those activities.

Now scroll down to Section 7. Do you remember the Quia activities created by other teachers that you found in Task 3? Type (or copy and paste) the URL's for those Quia activities into the boxes. You can add any other interesting Web pages you would like to link to. Make any other changes you'd like to on your class page. Click on "Preview changes." When you are happy with your page, click on "Save changes." Notice that your URL for your class page does not change.

Post the URL for your Quia home page to the "Quia" topic on the Discussion Page providing all of the information requested.

Buddy Report Due! Please send to ed648@lclark.edu your final buddy report. I'm sure the class will find the results of your discussions of interest. I also hope that you and your "buddies" have gotten to know each other well and will continue to correspond after this class is over!

FINAL TASK: Course Evaluation: Please go to the Discussion Page and enter your comments. This will help me to know the strong and weak points of the course so I can revise the materials and techniques used to teach this class. Also, please complete the on-line Student Evaluation of Faculty and Course. This is the official Lewis & Clark evaluation form (anonymous), so you won't have to do a paper one later. This is your last task. I promise, I swear, no kidding <smile>.
**I appreciate all of your work and feel privileged to have spent time exploring new resources and techniques with you!**

WHERE DO WE GO FROM HERE? - New technologies that can be applied to ESL/EFL (and all content area teaching) are coming on board all of the time. It is a challenge just keeping up with them. What about free Internet telephone service? What about audio and video blogging? What about podcasting? Certainly these technologies have applicability to education. I hope that with the conceptual and practical understanding you've taken from this course, you'll be able to look at emerging technologies with an eye towards exploiting (in the best sense of the word) these resources for teaching and learning. It's an exciting time to be an educator!
Return to top.

Additional Information/Resources:

Tools and More Tools! Now that you've designed and created a number of activities, you might be interested in *more* online tools! A click here and there will take you to more resources, most free, for creating materials to be used online or to be printed out. You'll find not only the tools, but examples of materials created with them and lessons for using these tools with students.

This course might be the beginning of a new online life for some of you. Perhaps you are interested in pursuing more teacher education in a distance education mode. Check out this Directory of Higher Ed Distance Learning Programs. This site includes an extensive, searchable, online "DegreeFinder" Directory to more than 260 bachelor's, master's and doctorate-level degree and certificate programs in teacher education that are currently being offered in a distance-education format at more than 120 regionally accredited institutions in the US.
Cheers and so long!

©1998-2008 All Rights Reserved
Return to top.

Return to Workshop Home Page.

Return to Workshop Discussion Page.

Return to Syllabus-at-a-Glance..

Created by: krauss@lclark.edu
Updated: 7/25/08

DAY 4-5
Creating WebQuests OR Creating On-line Resources with Quia

Wrap-up and Course Evaluation

Creating a WebQuest Using Filamentality
To build on the skills you have developed, to create a useful resource to use with your students, and to enhance collaboration with your colleagues, your final project will be to work in small groups to produce a WebQuest using Filamentality.

Update: Bernie Dodge has launched a new online tool for creating and posting WebQuests. It is more powerful and flexible than Filamentality. The new tool is called "QuestGarden." Not only can you use the tool to create WebQuests, but your quests will reside on the Internet at a server provided by QuestGarden. Here is information on the free 30 day trial. A subscription for 2 years costs $20. Give it a try and send me your feedback on it!

TASK 1: Read What WebQuest Are (Really) by Tom March. Then scan quickly "The WebQuest Page" by Bernie Dodge. This site includes an overview of general concepts, examples (enter terms to search for quests), and reading and training materials for those interested in incorporating WebQuests into their teaching.

TASK 2: Read closely "A Taskonomy of WebQuest Tasks" by Bernie Dodge. This will prepare you to choose a topic for your WebQuest. When you finish, choose a topic for the WebQuest.

TASK 3: Examine A WebQuest about WebQuests (middle and high school version), or elementary school version. You need not complete this activity, but be sure to look at the WebQuests to be evaluated so you get a good sense of what goes into a WebQuest and what makes a "good" or "bad" WebQuest.

TASK 4: To see exactly what you will want to include in your WebQuest, have a look at these WebQuest templates. Also, for those who know how to create Web pages and have access to a server, these templates provide an efficient way to create WebQuests without going through the Filamentality process.

TASK 5: To get a better sense of exactly how one creates a WebQuest using Filamentality, it is a good idea to go to Filamentality, and do a "dry run" (a practice session). Enter the basic information required and choose "Spin this thing!". Then click on the "WebQuest" link at the bottom of the Filamentality page and follow the steps to create a WebQuest. You can enter a minimal number of "dummy" (test) URL's in the "Add Links" section--just give the program what it needs so you can proceed through the steps and see how Filamentality works to build this resource. When you finish, you'll see exactly the work you need to do. (Make this a 30-40 minute exercise).

TASK 6:

Find approximately 12-16 websites which will form the basis of the WebQuest. For each Web resource, copy the URL, the title of the web site and a description of the website content (this will need to be keyed into Filamentality when creating the WebQuest). It would be a good idea to put this information into a Word document.

Decide on the roles, jobs, perspectives (3 or 4) which will be assigned to each group of students as they proceed with the WebQuest

Categorize the websites and decide which site(s), if any, will need to be read by the entire class as background, and which sites will be read by groups of students taking a particular role or perspective

Decide who the "real-world" contact will be to receive/respond to the final written product of the students (Filamentality provides some helpful links for finding an appropriate person).

These are the essential elements needed to build the WebQuest. Filamentality will provide much "canned" text: title, introduction, instructions, etc. If you want to change or add to this text, you may do so using the "customize" feature of Filamentality. You'll understand this much better once you have looked at several sample WebQuests, studied the WebQuest templates, and done your "dry run".

TASK 7: Go to Filamentality, enter the information (links, text, contact person) and create the WebQuest.

TASK 8: Go to the Discussion Page -Topic = WebQuests and supply all of the information requested there.

Buddy Report Due! Please send to ed648@lclark.edu your final buddy report. I'm sure the class will find the results of your discussions of interest. I also hope that you and your "buddies" have gotten to know each other well and will continue to correspond after this class is over!

FINAL TASK: Course Evaluation: Please go to the Discussion Page and enter your comments. This will help me to know the strong and weak points of the course so I can revise the materials and techniques used to teach this class. Also, please complete the on-line Student Evaluation of Faculty and Course. This is the official Lewis & Clark evaluation form (anonymous), so you won't have to do a paper one later. This is your last task. I promise, I swear, no kidding <smile>.
**I appreciate all of your work and feel privileged to have spent time exploring new resources and techniques with you!**

WHERE DO WE GO FROM HERE? - New technologies that can be applied to ESL/EFL (and all content area teaching) are coming on board all of the time. It is a challenge just keeping up with them. What about free Internet telephone service? What about audio and video blogging? What about podcasting? Certainly these technologies have applicability to education. I hope that with the conceptual and practical understanding you've taken from this course, you'll be able to look at emerging technologies with an eye towards exploiting (in the best sense of the word) these resources for teaching and learning. It's an exciting time to be an educator!

Additional Information/Resources:

Tools and More Tools! Now that you've designed and created a number of activities, you might be interested in *more* online tools! A click here and there will take you to more resources, most free, for creating materials to be used online or to be printed out. You'll find not only the tools, but examples of materials created with them and lessons for using these tools with students.

This course might be the beginning of a new online life for some of you. Perhaps you are interested in pursuing more teacher education in a distance education mode. Check out this Directory of Higher Ed Distance Learning Programs. This site includes an extensive, searchable, online "DegreeFinder" Directory to more than 260 bachelor's, master's and doctorate-level degree and certificate programs in teacher education that are currently being offered in a distance-education format at more than 120 regionally accredited institutions in the US.
Cheers and so long!

Return to top.

Return to Workshop Home Page.

Return to Workshop Discussion Page.

Return to Syllabus-at-a-Glance.

Created by: krauss@lclark.edu
Updated: 7/25/08

WEEK 3	Creating More On-line Materials for the Classroom
DAY 3	Facilitating Student Learning with Scenarios
	Problem Solving Using Scenarios Scenarios, a format used by Joan Berger, an Internet educational consultant, may be used with students individually, with cooperative groups, or as whole-class Internet lessons. This activity format poses issues to be explored or problems to be solved. There are teacher-made questions to guide the student and an Internet site(s) that serves as a resource to provide the needed information to complete the task. The student researches the Web site(s) provided by the teacher and reports (orally or in writing) after examining the problem. Joan keeps a "Scenarios Box", full of laminated assignments, so that kids can pull one out of the box and work on it at any time, using a computer located in the classroom. TASK 1: After browsing some of Joan Berger's scenarios, find a Web site and write a scenario of your own, complete with guided questions. Use one of these search engines or one of your own choosing (Google, Alta Vista, Brainboost, Lycos , MetaCrawler, Ask.com, Dogpile, or Clutsy) OR Here are three excellent subject directories you can use to find content-rich Web sites to use for a Scenario: KidsClick (note that reading levels are given) Blue Web'n (browse by subject area) Marco-Polo (now called Thinkfinity) (choose subject area from right sidebar) When you finish, go to the Discussion Page - Topic = "Scenarios" and supply all of the information requested. TASK 2: Buddy Group Report Due! - Check in by email with your buddies. Share what you have found out about your topic of interest. Before the end of the week, send to ed648@lclark.edu a summary of what you've been discussing, why it was important to your group and any insights that might of interest to the group. Thanks!
	Additional Information/Resources: Starting with the "scenarios" concept, one can extend this learning into a full-blown research process, which incorporates higher level thinking skills and encourages the use of traditional and Internet-based resources. This is the goal of Jamie McKenzie's Research Modules concept. His Module Maker site is a tutorial for developing Research Modules. Here are samples of Research Modules developed in a variety of teaching situations. Here is an article from FNO (From Now On) by Jamie McKenzie outlining "Five Types of Slam Dunk Digital Lessons": 1) Rich Site-Essential Question (somewhat similar to a Scenario); 2) The Dramatic Image; 3) The Database; 4) The Persuasive Image; 5) The Provocative Article, Poem or Text. These are pedagogically sound and inherently motivating/interesting for students! The article includes examples of each of the five types of "slam dunk" digital lessons. As you become more involved in using Web-based materials, the issue of collecting, organizing and making websites accessible to colleagues/students becomes increasingly important. There are free Web sites that you and your colleagues (or friends/family) can use to pool your bookmarks (or favorites) in an easily accessible Web-based format. Or perhaps the wave of the future is to do "social bookmarking" whereby your favorite sites and those of others are organized by key terms ("tags") and available online (See http://del.icio.us/ ). These days, one cannot open a newspaper, read a magazine, or listen to the radio or T.V. without being exposed to myriad Web sites. Some of these may be ripe for adaptation into your classroom teaching. Here is an example from a site I found in a weekly news magazine. Open Minded or Prejudiced? - Are you (or your students) open-minded, with no prejudice against others based on race, gender or age? Psychologists at the University of Washington and Yale University say they have a test which may show that people have underlying (hidden) prejudice that they are not even aware of. NOTE for ESL teachers: One has to be able to tell differences in age, race, and gender from certain given names because the test requires association of certain characteristics with given names. Try out the Implicit Association Test and choose the test that deals with Gender (try others too if you have the inclination). When you finish the test, (it takes about five minutes) study the results to be sure you understand how the test was scored. Then write down your result: "This data shows. . ." Would this activity be appropriate to achieve learning objectives in your classroom?

WEEK 3	Creating Advanced On-line Materials for the Classroom
DAY 4-5	Creating WebQuests OR Creating On-line Resources with Quia Wrap-up and Course Evaluation
	CHOOSE ONE: Create a Quia class page linking to at least three Quia activities that you will design and at least three Quia activities others have already created. OR Design and create a WebQuest. Most participants will choose the Quia activity. A WebQuest requires significant time to envision, design, collect resources for and produce. If you do choose to do a WebQuest, you could submit your ideas and collect your Web resources, leaving the actual creation to be completed later. The WebQuest can be done alone or with a partner. Those choosing Quia, continue below. Those choosing the WebQuest, click here. Creating Class Pages and On-line Activities with Quia Quia is a click 'n build Web site that allows you (or your students) to easily create class pages, online puzzles, quizzes, surveys and games designed around your curriculum. You can also access Quia-created materials authored by other teachers. The "class pages" (Web pages for each class you teach) can contain links to all the Quia materials you create and to other Internet resources as well. Here is one of my class pages for a Reading course focusing on psychology. Here's my student's class page, with a very nice variety of Quia activities (you'll see he's a real basketball fan!) There is no charge to access materials created with Quia by other teachers (see the Quia Shared Activities). There is also a 30 day free trial period for creating materials; after that, the fee for materials creation is $49 per year. There are also special prices for groups of teachers and site licenses. (See Quia subscriptions). I have one account and I share it with several teachers and with students. NOTE: Some Quia activities will require that your computer can handle Flash® applications. If Quia does not work for you, you can download the Flash Player® here. TASK 1: Create a Quia Account: Go to Quia. Read this description of what you can do with Quia. (You might want to print it out). When you finish click on "Sign up for a 30 day trial." Create a free 30 day account. Choose the free membership option. Follow the steps and you will end up at the "Activity Manager." Click on "Start Trial." You might want to click on "Help" at the top of the page and read the "Frequently Asked Questions." Get a good sense of how Quia works. Click "log out" and you're done! You will receive Email from Quia giving your account name and password. Be sure to keep it. TASK 2: Create a Quia Home Page: Go to Quia. Click on Quick Login and enter your user name and password. You will be in the "Instructor Zone." Click on the "Classes" tab. Select "Create a new class page." Complete the text boxes. Don't worry if you are not sure of the exact info. you want on your page. You can easily change it at any time. When you finish, click on "Preview changes." When you are happy with your page, click on "Save changes." You will see, "your page has been created." You will see the URL of your Quia Home Page. Write it down! Click on the URL to see your Home Page. TASK 3: Find at least three Quia activities created by others: The Quia Shared Activities area contains hundreds of activities created by other Quia members. Anyone can use or link to these activities. You don't need to be a member of Quia to access the Quia Directory. Go to the Quia Shared Activities and find at least three activities that are appropriate to use with your students. Be sure to save the URL's of these activities (write them down or, better, copy the addresses into a Word document for later use). TASK 4: Create at least three activities with Quia: You'll need to think of a set of vocabulary items or terms you'd like your students to practice in this online activity you will create. For example, I'm teaching Earth Science for my ESL students, and I'd like them to know terms like: continental drift, crust, mantle, core, rift, etc. Come up with a list of 20 items + definitions or descriptions of the items. When you have your list prepared, you can continue: OK, let's move on: Go to Quia. Click on Quick Login and enter your user name and password. You will be in the "Instructor Zone." Click on "Activities." There are many types of activities to choose from. For this, your first time, click on "matching, flashcard, concentration, and/or word search." (by entering one set of data, you'll produce these four activities at once-it's like a 4 for 1 sale--you can't pass it up!). Enter all the data requested in the boxes. Click "submit". You will see, "your game has been created." You will see the URL of your game. Write it down! Click on the link to your new activity and play it. Now wasn't that fun and easy?! Return to the Instructor Zone. Click on "Activities." Create a second and a third Quia activity that are appropriate for your students. Don't choose "matching, flashcard, concentration, and/or word search." Try different activity formats (e.g. hangman, rags to riches, scavenger hunt, etc). Another option would be to create a quiz or an interactive survey. If you want to try these, click on the "Quiz" or "Survey" tabs instead of "Activities." TASK 5: Add links to your activities and other teachers' activities to your Quia class page and post to the Discussion Page: Go to Quia. Click on Quick Login and enter your user name and password. You will be in the "Instructor Zone." Click on "Classes." You will see your class page. Click on "edit." Scroll down to Section 6. Look for "Activity" and you will see a pull-down menu (you will see the activities that you have created). In the "Description" box, type a description for those activities. Now scroll down to Section 7. Do you remember the Quia activities created by other teachers that you found in Task 3? Type (or copy and paste) the URL's for those Quia activities into the boxes. You can add any other interesting Web pages you would like to link to. Make any other changes you'd like to on your class page. Click on "Preview changes." When you are happy with your page, click on "Save changes." Notice that your URL for your class page does not change. Post the URL for your Quia home page to the "Quia" topic on the Discussion Page providing all of the information requested. Buddy Report Due! Please send to ed648@lclark.edu your final buddy report. I'm sure the class will find the results of your discussions of interest. I also hope that you and your "buddies" have gotten to know each other well and will continue to correspond after this class is over! FINAL TASK: Course Evaluation: Please go to the Discussion Page and enter your comments. This will help me to know the strong and weak points of the course so I can revise the materials and techniques used to teach this class. Also, please complete the on-line Student Evaluation of Faculty and Course. This is the official Lewis & Clark evaluation form (anonymous), so you won't have to do a paper one later. This is your last task. I promise, I swear, no kidding <smile>. I appreciate all of your work and feel privileged to have spent time exploring new resources and techniques with you! WHERE DO WE GO FROM HERE? - New technologies that can be applied to ESL/EFL (and all content area teaching) are coming on board all of the time. It is a challenge just keeping up with them. What about free Internet telephone service? What about audio and video blogging? What about podcasting? Certainly these technologies have applicability to education. I hope that with the conceptual and practical understanding you've taken from this course, you'll be able to look at emerging technologies with an eye towards exploiting (in the best sense of the word) these resources for teaching and learning. It's an exciting time to be an educator! Return to top.
	Additional Information/Resources: Tools and More Tools! Now that you've designed and created a number of activities, you might be interested in more online tools! A click here and there will take you to more resources, most free, for creating materials to be used online or to be printed out. You'll find not only the tools, but examples of materials created with them and lessons for using these tools with students. This course might be the beginning of a new online life for some of you. Perhaps you are interested in pursuing more teacher education in a distance education mode. Check out this Directory of Higher Ed Distance Learning Programs. This site includes an extensive, searchable, online "DegreeFinder" Directory to more than 260 bachelor's, master's and doctorate-level degree and certificate programs in teacher education that are currently being offered in a distance-education format at more than 120 regionally accredited institutions in the US. Cheers and so long! ©1998-2008 All Rights Reserved Return to top. Return to Workshop Home Page. Return to Workshop Discussion Page. Return to Syllabus-at-a-Glance.. Created by: krauss@lclark.edu Updated: 7/25/08
DAY 4-5	Creating WebQuests OR Creating On-line Resources with Quia Wrap-up and Course Evaluation
	Creating a WebQuest Using Filamentality To build on the skills you have developed, to create a useful resource to use with your students, and to enhance collaboration with your colleagues, your final project will be to work in small groups to produce a WebQuest using Filamentality. Update: Bernie Dodge has launched a new online tool for creating and posting WebQuests. It is more powerful and flexible than Filamentality. The new tool is called "QuestGarden." Not only can you use the tool to create WebQuests, but your quests will reside on the Internet at a server provided by QuestGarden. Here is information on the free 30 day trial. A subscription for 2 years costs $20. Give it a try and send me your feedback on it! TASK 1: Read What WebQuest Are (Really) by Tom March. Then scan quickly "The WebQuest Page" by Bernie Dodge. This site includes an overview of general concepts, examples (enter terms to search for quests), and reading and training materials for those interested in incorporating WebQuests into their teaching. TASK 2: Read closely "A Taskonomy of WebQuest Tasks" by Bernie Dodge. This will prepare you to choose a topic for your WebQuest. When you finish, choose a topic for the WebQuest. TASK 3: Examine A WebQuest about WebQuests (middle and high school version), or elementary school version. You need not complete this activity, but be sure to look at the WebQuests to be evaluated so you get a good sense of what goes into a WebQuest and what makes a "good" or "bad" WebQuest. TASK 4: To see exactly what you will want to include in your WebQuest, have a look at these WebQuest templates. Also, for those who know how to create Web pages and have access to a server, these templates provide an efficient way to create WebQuests without going through the Filamentality process. TASK 5: To get a better sense of exactly how one creates a WebQuest using Filamentality, it is a good idea to go to Filamentality, and do a "dry run" (a practice session). Enter the basic information required and choose "Spin this thing!". Then click on the "WebQuest" link at the bottom of the Filamentality page and follow the steps to create a WebQuest. You can enter a minimal number of "dummy" (test) URL's in the "Add Links" section--just give the program what it needs so you can proceed through the steps and see how Filamentality works to build this resource. When you finish, you'll see exactly the work you need to do. (Make this a 30-40 minute exercise). TASK 6: Find approximately 12-16 websites which will form the basis of the WebQuest. For each Web resource, copy the URL, the title of the web site and a description of the website content (this will need to be keyed into Filamentality when creating the WebQuest). It would be a good idea to put this information into a Word document. Decide on the roles, jobs, perspectives (3 or 4) which will be assigned to each group of students as they proceed with the WebQuest Categorize the websites and decide which site(s), if any, will need to be read by the entire class as background, and which sites will be read by groups of students taking a particular role or perspective Decide who the "real-world" contact will be to receive/respond to the final written product of the students (Filamentality provides some helpful links for finding an appropriate person). These are the essential elements needed to build the WebQuest. Filamentality will provide much "canned" text: title, introduction, instructions, etc. If you want to change or add to this text, you may do so using the "customize" feature of Filamentality. You'll understand this much better once you have looked at several sample WebQuests, studied the WebQuest templates, and done your "dry run". TASK 7: Go to Filamentality, enter the information (links, text, contact person) and create the WebQuest. TASK 8: Go to the Discussion Page -Topic = WebQuests and supply all of the information requested there. Buddy Report Due! Please send to ed648@lclark.edu your final buddy report. I'm sure the class will find the results of your discussions of interest. I also hope that you and your "buddies" have gotten to know each other well and will continue to correspond after this class is over! FINAL TASK: Course Evaluation: Please go to the Discussion Page and enter your comments. This will help me to know the strong and weak points of the course so I can revise the materials and techniques used to teach this class. Also, please complete the on-line Student Evaluation of Faculty and Course. This is the official Lewis & Clark evaluation form (anonymous), so you won't have to do a paper one later. This is your last task. I promise, I swear, no kidding <smile>. I appreciate all of your work and feel privileged to have spent time exploring new resources and techniques with you! WHERE DO WE GO FROM HERE? - New technologies that can be applied to ESL/EFL (and all content area teaching) are coming on board all of the time. It is a challenge just keeping up with them. What about free Internet telephone service? What about audio and video blogging? What about podcasting? Certainly these technologies have applicability to education. I hope that with the conceptual and practical understanding you've taken from this course, you'll be able to look at emerging technologies with an eye towards exploiting (in the best sense of the word) these resources for teaching and learning. It's an exciting time to be an educator!
	Additional Information/Resources: Tools and More Tools! Now that you've designed and created a number of activities, you might be interested in more online tools! A click here and there will take you to more resources, most free, for creating materials to be used online or to be printed out. You'll find not only the tools, but examples of materials created with them and lessons for using these tools with students. This course might be the beginning of a new online life for some of you. Perhaps you are interested in pursuing more teacher education in a distance education mode. Check out this Directory of Higher Ed Distance Learning Programs. This site includes an extensive, searchable, online "DegreeFinder" Directory to more than 260 bachelor's, master's and doctorate-level degree and certificate programs in teacher education that are currently being offered in a distance-education format at more than 120 regionally accredited institutions in the US. Cheers and so long!