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Alias Librarian

Critical Evaluation - Kathy Schrock's Guide to Everything - 84 views

www.schrockguide.net/critical-evaluation.html

evaluation website evaluation research information_literacy website_evaluation website information education

shared by Alias Librarian on 18 Nov 15 - No Cached
Evon Zundel liked it
  • Alias Librarian on 18 Nov 15
     
    Everything you need to teach students about evaluating websites -- including websites to use as "examples"
Amy Burns

Teaching Adolescents How to Evaluate the Quality of Online Information | Edutopia - 95 views

www.edutopia.org/...ity-of-online-info-julie-coiro

teaching adolescents quality online information digital literacy evaluate websites

shared by Amy Burns on 07 Apr 14 - No Cached
  • Amy Burns on 07 Apr 14
     
    Great suggestions and link for helping students learn how to critically evaluate web delivered information.
Damianne President

21cif.info - 76 views

21cif.com/evaluate

webeval website evaluation wizard

shared by Damianne President on 12 Feb 13 - No Cached
  • Damianne President on 12 Feb 13
     
    This wizard takes students through steps, using questions, to evaluate a website.
anonymous

Research in the Digital Age - 97 views

sites.google.com/...researchinthedigitalage

research education evaluation websites

shared by anonymous on 21 Oct 13 - No Cached
  • anonymous on 21 Oct 13
     
    Teaching technology requires an understanding of how to evaluate a website. This website provides 10+ search engines and a unique collection of fake websites along with the tools and resources teachers need to teach students how to effectively evaluate a webpage.
Adrienne Michetti

Fake websites and spoof websites; evaluating internet resources - 3 views

www.philb.com/fakesites.htm

teaching learning research tools

shared by Adrienne Michetti on 04 Feb 09 - Cached
  • Adrienne Michetti on 04 Feb 09
     
    Great teaching tool for research and website evaluation (digital literacy).
Gerald Carey

The C.R.A.P. Test - UNST FRINQ Guide for Student Research - LibGuides at Portland State... - 123 views

guides.library.pdx.edu/content.php

research libguides evaluation websites

shared by Gerald Carey on 08 Dec 12 - No Cached
  • Gerald Carey on 08 Dec 12
     
    These two videos provide examples of evaluating websites and articles using the C.R.A.P. test (Currency, Reliability, Authority, and Purpose/Point of view).
  • Bernard Cooperman on 09 Dec 12
     
    Thanks for posting this. I immediately added the site to the guide I prepare for students in my courses. By the way, Portland State Library's Research Guides and Tutorials are very nicely done and provide useful introductions to many areas. http://guides.library.pdx.edu/home
Trevor Cunningham

IniTECH :: Solutions Driven - 3 views

www.initechinfo.com

Libray website evaluation

shared by Trevor Cunningham on 15 Jan 13 - No Cached
  • Trevor Cunningham on 15 Jan 13
     
    Great site for evaluation practice with digital literacy...if only I could get my stapler back.
Has Slone

Always Write: Cobett's "7 Elements of a Differentiated Writing Lesson" Resources - 10 views

www.corbettharrison.com/seven_elements.htm

shared by Has Slone on 09 Apr 12 - No Cached
    • Has Slone
      Has Slone on 09 Apr 12
       
      This is a neat way to start a writing class with the creating plot ideas....
  • One of the goals I ask teachers to set after my training is to find new ways to push students to analyze and evaluate as they learn to write.
  • As part of my teacher workshop on the writing process, we investigate multiple uses of student samples. One of my favorite techniques involves having student compare and contrast finished pieces of writing. During both pre-writing and and revision, this push for deeper student thinking both educates and inspires your students.
  • ...30 more annotations...
  • The handout has student writers analyze two fifth graders' published writing with a compare and contrast Venn diagram.
  • Revision is hard, and most teachers recognize it as an area of deficiency; the truth is, a lot of really great writing teachers I know still freely admit that revision is where they struggle the most.
  • revision shouldn't be the first of the seven elements to work on
  • When students like what they've written in rough draft form, they're ready to move to revision. My other six elements aim at helping students increase their pre-writing time so they both like and see more potential in their rough drafts
  • I believe in the power of collaboration and study teams,
  • Professional development research clearly cites the study team model as the most effective way to have learners not only understand new ideas but also implement them enough times so they become regular tools in a teacher's classroom.
  • Below, find three examples created by study teams during past workshops. I use them as models/exemplars when I set the study teams off to work.
  • My students learn to appreciate the act of writing, and they see it as a valuable life-skill.
  • In a perfect world, following my workshop,
  • follow-up tools.
  • I also use variations of these Post-its during my Critical Thinking Using the Writing Traits Workshop.
  • By far, the best success I've ever had while teaching revision was the one I experienced with the revision Post-its I created for my students
  • During my teacher workshop on the writing process, we practice with tools like the Revision Sprint (at right), which I designed to push students to use analysis and evaluation skills as they looked at their own drafts
  • I used to throw my kids into writing response groups way too fast. They weren't ready to provide critical thought for one another
  • The most important trick learned was this: be a writer too. During my first five years of teaching, I had assigned a lot of writing but never once had I written something I intended to show my students.
  • I have the following interactive plot element generator (which can be replicated with three coffee cans and index cards) to help my students feel in control of their options:
  • If you want to hear my take on graphic organizers in detail, you're going to have to hire me to come to present to you. If you can't do that, then I'll throw you a challenge that was thrown once at me, and completing the challenge helped me become a smarter designer of graphic organizers. The challenge came in two parts: 1) learn how to use tables and text boxes in Microsoft Word; 2) for practice, design a graphic organizer that would help students be successfully with the following trait-based skills:
  • "It was the best of times, it was the worst of times, etc," which is an interesting structure that students can borrow from to write about other topics, be they fiction or non-fiction.
  • Asking students to create daily journals from the perspective of other animals or even inanimate objects is a great way to borrow this book's idea.
  • it challenges students to analyze the author's word choice & voice skills: specifically his use of verbs, subtle alliteration, and dialogue.
  • Mentor Text Resource Page here at my website, because this topic has become such a big piece of learning to me. It deserved its own webpage.
  • Here are seven skills I can easily list for the organization trait. Organization is: 1) using a strong lead or hook, 2) using a variety of transition words correctly, 3) paragraphing correctly, 4) pacing the writing, 5) sequencing events/ideas logically, 6) concluding the writing in a satisfying way, 7) titling the writing interestingly and so that the title stands for the whole idea. Over the years, I have developed or found and adapted mini-lessons that have students practice these skills during my "Organization Month."
  • Now, let's talk differentiation:
  • The problem with focusing students on a product--instead of the writing process--is that the majority of the instructional time is spent teaching students to adhere to a formula.
  • the goal of writing instruction absolutely should be the helping students practice the three Bloom's levels above apply: analyze, evaluate, and create.
  • Click here to access the PowerPoint I use during the goal-setting portion of my workshop.
  • Improving one's ability to teach writing to all students is a long-term professional development goal; sticking with it requires diligence, and it requires having a more specific goal than "I want to improve writing
  • "Trying to get better at all seven elements at once doesn't work;
  • strive to make my workshops more about "make and take,
  • Robert Marzano's research convinced me years ago of the importance of having learners set personal goals as they learn to take responsibility for their own learning.
Dean Whaley

iowaonlinelearning - Teaching Standards - 27 views

iowaonlinelearning.wikispaces.com/Teaching+Standards

shared by Dean Whaley on 12 Jul 11 - No Cached
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
    • Dean Whaley
      Dean Whaley on 12 Jul 11
       
      What I see in these is that many of these we should be doing already.
  • AEA PD Online Website HomeAbout UsFAQsCurrent InitiativesResearch & ResourcesInstructor ToolboxK-12 Online LearningProject OLLIE Current Projects • Transition Process• Marketing Plan• Job Descriptions guest · Join · Help · Sign In · Teaching StandardsProtected page Details and Tags Print Download PDF Backlinks Source Delete Rename Redirect Permissions Lock discussion (1) history notify me Details last edit by eabbey Mar 11, 2011 6:56 am - 26 revisions Tags none Iowa Online Teaching Standards Composed from Iowa Teaching Standards and Other Resources 1. Demonstrates ability to enhance academic performance and support for the agency's student achievement goals (ITS 1) • Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a) • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c) • Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F) • Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a) 2. Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position (ITS 2) • Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching (SREB A.1, Varvel II.A) • Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a) • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication t
JD Pennington

Diigo in College/University - 253 views

Some questions: Is it possible to get an RSS feed of group annotated links that are no longer live pages, but are instead highlighted static pages? This way I can get a feed of a the links that ...

education diigo

started by Bill Guinee on 10 Apr 09 9 follow-ups, last by JD Pennington on 15 Jul 09
bkrh4boys

Fake Spoof Websites social spoof sites historical spoof religious fake political fake s... - 9 views

www.philb.com/fakesites2.htm

website_evaluation informationliteracy Internet information_literacy fake

shared by bkrh4boys on 27 Jan 12 - Cached
  • bkrh4boys on 27 Jan 12
     
    a pile of fake websites to evaluate and use for media literacy
donnatmachado

Bogus Websites - 192 views

www.det.wa.edu.au/...eval12.htm

digital media literacy teaching resources

shared by donnatmachado on 14 Sep 10 - Cached
  • donnatmachado on 14 Sep 10
     
    Bogus or hoax websites are a wonderful resource to use with students to develop their critical evaluation /Digital Media literacy skills
Cindy Edwards

Web Literacy - Reading a Web Address | November Learning - 119 views

novemberlearning.com/...4-how-to-read-a-web-address

Internet Research

shared by Cindy Edwards on 12 Feb 13 - No Cached
  • Cindy Edwards on 12 Feb 13
     
    Clear and easy to understand steps to website evaluation
John Christopher

Top 14 websites for students - 8 views

www.microsoft.com/...studentsites.aspx

websites students

shared by John Christopher on 19 Feb 13 - No Cached
  • Web literacy and general referenceInformation LiteracyAll students—no matter what age—need help navigating and evaluating the ever-growing store of information available on the web. This University of Idaho site is an information literacy primer that will quickly turn any half-hearted or random searcher into a savvy Internet detective. It guides students through a series of modules that teach them how to distinguish different kinds of information on the Internet, search for and select research topics, search databases and other collections, locate and cite sources, and evaluate the sources they find.
  • John Christopher on 19 Feb 13
     
    These are some great sites that can help facilitate research and learning
victoria waddle

The 9 Worst Fake News Sites - 93 views

gizmodo.com/rst-fake-news-sites-1681729157

fake news digital-literacy

shared by victoria waddle on 07 Oct 16 - No Cached
  • victoria waddle on 07 Oct 16
     
    The 9 worst fake news sites. Can be used in a lesson on digital-literacy or on how to check resources for research/website evaluation, etc.
Thieme Hennis

About | The Open Master's Program - 21 views

www.openmasters.org/about

self-directed learning self-organization education p2p

shared by Thieme Hennis on 10 Sep 13 - No Cached
  • Thieme Hennis on 10 Sep 13
     
    "Learning- even "self-directed learning"- is an inherently social activity. The Open Master's is a global community of small groups for self-directed learners, offering each other the structure, accountability, relationships, and sense of forward direction that are often hard to find outside formal programs and institutions. These groups are using and building on an open source framework of shared practices to help us: Master the art of social, self-directed learning Be more intentional about our learning journeys Take bolder risks in our journeys of becoming Discover and share our unique gifts Ensure that our short-term learning goals feed into our longer-term vision for transformation for ourselves and the world We invite any existing community, organization, or even groups of friends or colleagues to use the Open Master's framework to make their own learning process more intentional.  You can do that simply by: Mapping out a personal plan or curriculum, including a clear statement of purpose and some intentions for your own learning journey, and sharing them on a personal website or blog Bringing the rhythm of semesters back into your life, including regular opportunities for evaluation and reflection Developing deeper relationships with study buddies, mentors, and advisers Starting an Open Master's group with a clear commitment to study together, support each other, and share your work Offering a presentation or organizing a study group on a topic that interests you Maintaining a portfolio of learning projects (including professional work) you've completed and reviewed with peers and mentors We also invite you to link up with the broader global community of Open Master's groups by joining regional or global events to spotlight members, mix with members across groups, and cross-pollinate ideas or strategies that are working in different contexts."
Sandy Munnell

Social networking - digizen.org - 36 views

www.digizen.org/...snsComparison.aspx

security digitalcitizenship cybersafety teaching resources networking

shared by Sandy Munnell on 21 Jun 10 - Cached
  • Sandy Munnell on 21 Jun 10
     
    "Social Networking Evaluation Chart This checklist is designed to help review Social Networking Services (SNS). Although services develop continually, Childnet is committed to ensuring that the information provided is accurate at the time of publication (March 2008). We have drawn on publicly available information from service providers' websites (particularly each service's Terms of Use and Privacy Policy), as well as trying out each of the sites reviewed extensively. Additionally, we contacted the service providers included here and invited them to contribute to the project and comment on the chart entry for their service. "
mrshathaway

Evaluating a Website or Publication's Authority - Web Literacy for Student Fact-Checkers - 25 views

webliteracy.pressbooks.com/...te-or-publications-reliability

website_reliability information_literacy

shared by mrshathaway on 15 Aug 18 - No Cached
  • most of us would like to ascribe authority to sites and authors who support our conclusions and deny authority to publications that disagree with our worldview
  • Wikipedia’s guidelines for determining the reliability of publications. These guidelines were developed to help people with diametrically opposed positions argue in rational ways about the reliability of sources using common criteria.
  • defined by process, aim, and expertise.
  • ...11 more annotations...
  • fact-checkers of all political stripes are happy to be able to track a fact down to one of these publications since they have reputations for a high degree of accuracy, and issue corrections when they get facts wrong.
  • a reliable source for facts should have a process in place for encouraging accuracy, verifying facts, and correcting mistakes
  • Process
  • researchers and certain classes of professionals have expertise, and their usefulness is defined by that expertise
  • Expertise
  • while we often think researchers are more knowledgeable than professionals, this is not always the case
  • Reporters, on the other hand, often have no domain expertise
  • Aim
  • Aim is defined by what the publication, author, or media source is attempting to accomplish
  • One way to think about aim is to ask what incentives an article or author has to get things right
  • In general, you want to choose a publication that has strong incentives to get things right, as shown by both authorial intent and business model, reputational incentives, and history
Roland Gesthuizen

iPads for Learning - Why the iPad? - 134 views

www.ipadsforeducation.vic.edu.au/why-ipad

iPad pilot tablet review school technology Apple evaluation resources

shared by Roland Gesthuizen on 06 Feb 11 - No Cached
  • To date, feedback from participating schools has been overwhelmingly positive. For instance the touch screen interface of the iPad is proving to be a great success for students with special needs.
  • Roland Gesthuizen on 06 Feb 11
     
    "We, here at the Victorian government school system, are proud of our internationally recognised eLearning achievements. The iPads for Learning trial is no exception. We are working with Apple to test the value of the iPad, and the applications it can access, as an additional opportunity to engage students and to improve their educational attainment."
  • Roland Gesthuizen on 06 Feb 11
     
    Review website by state government to share resources and evaluation for iPads and tablet computers used in a school setting. Includes details of current pilot schools.
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