1. Web-based Activity Formats Mark Lee University of Notre Dame Australia Based on: March, T. (2001). The six web-and-flow activity formats. http://web-and-flow.com/help/formats.asphttp://web-and-flow.com/help/formats.asp Mark Lee University of Notre Dame Australia Based on: March, T. (2001). The six web-and-flow activity formats. http://web-and-flow.com/help/formats.asphttp://web-and-flow.com/help/formats.asp

3. Topic hotlist / Basic strategy: / Create a web page containing links to useful, interesting or peculiar sites on a particular topic / Organise into categories or sub-topics / Variation: Create a “scrapbook” of web-based multimedia content / Use when: / You (the teacher) are new to the Web / You have limited preparation time / You want to save students surf/search time / You want to add Web resources to supplement a paper-based curriculum / Basic strategy: / Create a web page containing links to useful, interesting or peculiar sites on a particular topic / Organise into categories or sub-topics / Variation: Create a “scrapbook” of web-based multimedia content / Use when: / You (the teacher) are new to the Web / You have limited preparation time / You want to save students surf/search time / You want to add Web resources to supplement a paper-based curriculum

4. Topic hotlist (Cont’d) / Examples: / China on the Net: http://www.kn.pacbell.com/wired/China/hotlist. html http://www.kn.pacbell.com/wired/China/hotlist. html / Exploring China - Scrapbook: http://www.kn.pacbell.com/wired/China/scrapb ook.html http://www.kn.pacbell.com/wired/China/scrapb ook.html / Examples: / China on the Net: http://www.kn.pacbell.com/wired/China/hotlist. html http://www.kn.pacbell.com/wired/China/hotlist. html / Exploring China - Scrapbook: http://www.kn.pacbell.com/wired/China/scrapb ook.html http://www.kn.pacbell.com/wired/China/scrapb ook.html

5. Knowledge hunt / Basic strategy: / Gather 10 - 15 links to web-based resources / Pose one key question for each resource / Include an overarching or culminating "Big Question" to encourage knowledge synthesis / Use when: / Students need to acquire a specific body of knowledge / Critical thinking is either not a goal is covered using other activities / Web-based resources are more current or reliable than traditional resources / Basic strategy: / Gather 10 - 15 links to web-based resources / Pose one key question for each resource / Include an overarching or culminating "Big Question" to encourage knowledge synthesis / Use when: / Students need to acquire a specific body of knowledge / Critical thinking is either not a goal is covered using other activities / Web-based resources are more current or reliable than traditional resources

6. Knowledge hunt (Cont’d) / Example: / The treasures of China: http://www.kn.pacbell.com/wired/China/chinahu nt.html http://www.kn.pacbell.com/wired/China/chinahu nt.html / Example: / The treasures of China: http://www.kn.pacbell.com/wired/China/chinahu nt.html http://www.kn.pacbell.com/wired/China/chinahu nt.html

7. Subject sampler / Basic strategy: / Present learners with 5-6 intriguing web sites organised around a main topic (that contain something interesting to do, read or see) / Ask students to respond to the web sites and their content/activities from a personal perspective, e.g.: / Their opinions/personal stances on the topic / Personal interpretations of artwork / Comparisons to personal experiences / Use when: / You want students to feel connected to the topic / You want to motivate students to explore the topic further / Time is limited and you have a small number of great sites to share / You or your students are new to the Web / Basic strategy: / Present learners with 5-6 intriguing web sites organised around a main topic (that contain something interesting to do, read or see) / Ask students to respond to the web sites and their content/activities from a personal perspective, e.g.: / Their opinions/personal stances on the topic / Personal interpretations of artwork / Comparisons to personal experiences / Use when: / You want students to feel connected to the topic / You want to motivate students to explore the topic further / Time is limited and you have a small number of great sites to share / You or your students are new to the Web

8. Subject sampler (Cont’d) / Example: / My China - http://www.kn.pacbell.com/wired/China/sample r.html http://www.kn.pacbell.com/wired/China/sample r.html / Example: / My China - http://www.kn.pacbell.com/wired/China/sample r.html http://www.kn.pacbell.com/wired/China/sample r.html

9. Insight reflector / Basic strategy: / Gather pages that you feel will perturb learners in such a way as to create a positive dissonance / Provide a reflective writing assignment requiring the students to “mull things over” and think about the topic in different ways / Use when: / Creative thinking is more important than a uniform response / The subject matter benefits from being viewed through new perspectives / You want students to engage their emotions and minds in the topic / Reflection / reflective writing is a course objective / Basic strategy: / Gather pages that you feel will perturb learners in such a way as to create a positive dissonance / Provide a reflective writing assignment requiring the students to “mull things over” and think about the topic in different ways / Use when: / Creative thinking is more important than a uniform response / The subject matter benefits from being viewed through new perspectives / You want students to engage their emotions and minds in the topic / Reflection / reflective writing is a course objective

10. Insight reflector (Cont’d) / Example: / The otherness of the past - http://www.kn.pacbell.com/wired/ca_150/ http://www.kn.pacbell.com/wired/ca_150/ / Globalization - http://www.web-and- flow.com/members/lhayman/globalization/refle ctor.htmhttp://www.web-and- flow.com/members/lhayman/globalization/refle ctor.htm / Example: / The otherness of the past - http://www.kn.pacbell.com/wired/ca_150/ http://www.kn.pacbell.com/wired/ca_150/ / Globalization - http://www.web-and- flow.com/members/lhayman/globalization/refle ctor.htmhttp://www.web-and- flow.com/members/lhayman/globalization/refle ctor.htm

11. Concept builder / Basic strategy: / Provide links to an array of web-based resources that illustrate a concept, and allow them to construct the concept for themselves / Refine and consolidate concepts, e.g. through class/group discussion and debriefing / Use when: / A simple definition is too abstract (“grey areas”) / Examples of the concept are available on the Web / At least a few critical attributes of the concept are easily perceived / You want to engage students in conceptualization (a form of higher-level thinking) / Basic strategy: / Provide links to an array of web-based resources that illustrate a concept, and allow them to construct the concept for themselves / Refine and consolidate concepts, e.g. through class/group discussion and debriefing / Use when: / A simple definition is too abstract (“grey areas”) / Examples of the concept are available on the Web / At least a few critical attributes of the concept are easily perceived / You want to engage students in conceptualization (a form of higher-level thinking)

12. Concept builder (Cont’d) / Example: / No Fear o’ Eras (from Eyes on Art 2.0) - http://www.kn.pacbell.com/wired/art2/eras/by zantine.html http://www.kn.pacbell.com/wired/art2/eras/by zantine.html / Example: / No Fear o’ Eras (from Eyes on Art 2.0) - http://www.kn.pacbell.com/wired/art2/eras/by zantine.html http://www.kn.pacbell.com/wired/art2/eras/by zantine.html

13. WebQuest / Basic strategy: / Devise an an inquiry activity that presents students with a central question or problem and related task / Web-based and other resources provide grist from which students construct meaning / The learning process is supported by prompting / scaffolds to promote higher-order thinking / End products of are often put out to the world for some type of real feedback / Use when: / You want students to tackle big, complex or grey questions / Students could benefit from cooperative learning / The subject warrants a deeper understanding / Students would benefit from a more authentic, real-world learning experience (PBL) / Basic strategy: / Devise an an inquiry activity that presents students with a central question or problem and related task / Web-based and other resources provide grist from which students construct meaning / The learning process is supported by prompting / scaffolds to promote higher-order thinking / End products of are often put out to the world for some type of real feedback / Use when: / You want students to tackle big, complex or grey questions / Students could benefit from cooperative learning / The subject warrants a deeper understanding / Students would benefit from a more authentic, real-world learning experience (PBL)

14. WebQuest (Cont’d) / Examples: / The Tortoise and the Hare - http://www.ictpd.net/bj/waitsc/ourwork/group2/index.htm http://www.ictpd.net/bj/waitsc/ourwork/group2/index.htm / Australian Animals - http://cte.jhu.edu/techacademy/fellows/MENTZER/webquest/austan.htm http://cte.jhu.edu/techacademy/fellows/MENTZER/webquest/austan.htm / Shocking Sharks - http://projects.edtech.sandi.net/sessions/sharks/http://projects.edtech.sandi.net/sessions/sharks/ / What does it mean to be Australian? - http://www.beenleigss.qld.edu.au/webquest/actualquest/actualquest.htm http://www.beenleigss.qld.edu.au/webquest/actualquest/actualquest.htm / Save an Australian Animal - http://www.ictpd.net/bj/waitsc/ourwork/group1/animals/ http://www.ictpd.net/bj/waitsc/ourwork/group1/animals/ / Freaky Frogs - http://projects.edtech.sandi.net/sessions/frogs/http://projects.edtech.sandi.net/sessions/frogs/ / Compare Proofs of Pythagoras' Theorem - http://www.gowcsd.com/master/ghs/math/furman/pythagor/pythag.htm http://www.gowcsd.com/master/ghs/math/furman/pythagor/pythag.htm / Roller Coaster Madness - http://www.esc2.net/TIELevel2/projects/roller/http://www.esc2.net/TIELevel2/projects/roller/ / More in the next lesson! / Examples: / The Tortoise and the Hare - http://www.ictpd.net/bj/waitsc/ourwork/group2/index.htm http://www.ictpd.net/bj/waitsc/ourwork/group2/index.htm / Australian Animals - http://cte.jhu.edu/techacademy/fellows/MENTZER/webquest/austan.htm http://cte.jhu.edu/techacademy/fellows/MENTZER/webquest/austan.htm / Shocking Sharks - http://projects.edtech.sandi.net/sessions/sharks/http://projects.edtech.sandi.net/sessions/sharks/ / What does it mean to be Australian? - http://www.beenleigss.qld.edu.au/webquest/actualquest/actualquest.htm http://www.beenleigss.qld.edu.au/webquest/actualquest/actualquest.htm / Save an Australian Animal - http://www.ictpd.net/bj/waitsc/ourwork/group1/animals/ http://www.ictpd.net/bj/waitsc/ourwork/group1/animals/ / Freaky Frogs - http://projects.edtech.sandi.net/sessions/frogs/http://projects.edtech.sandi.net/sessions/frogs/ / Compare Proofs of Pythagoras' Theorem - http://www.gowcsd.com/master/ghs/math/furman/pythagor/pythag.htm http://www.gowcsd.com/master/ghs/math/furman/pythagor/pythag.htm / Roller Coaster Madness - http://www.esc2.net/TIELevel2/projects/roller/http://www.esc2.net/TIELevel2/projects/roller/ / More in the next lesson!