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Dennis OConnor

The Keyword Blog: Kermit the Frog Search Challenge (Information Literacy Games) - 11 views

21cif.blogspot.com/...mit-frog-search-challenge.html

information literacy games internet search challenges NETS-S 3

shared by Dennis OConnor on 18 Oct 09 - Cached
  • Dennis OConnor on 18 Oct 09
     
    Information Literacy Games: Finding Kermit This blog post features a great video of Kermit the frog singing It Ain't Easy Being Green. It follows up with an explanation of a search game that can be used with the whole class in a lab or on an individual workstation. It's part of a free series of online information literacy / information fluency games available from 21cif.com. Finding Kermit was the inspiration for one of the first Internet Search Challenges created by Dr. Carl Heine. The task is to track down a picture of Kermit ready for graduation in the least amount of time. The search game is embedded on the page so you can try it without going to the main site. Many teachers use this as a whole class lab activity. Put up a search challenge and then it's off the races! Most of these games were developed for middle and high school students. Adults find them challenging as well.
Anne Bubnic

How children search the internet with keyword interfaces [PDF] - 0 views

hcil.cs.umd.edu/...2009-04.pdf

ad4dcss keyword search google information_literacy kids research

shared by Anne Bubnic on 17 Mar 09 - No Cached
  • Anne Bubnic on 17 Mar 09
     
    Children are among the most frequent users of the Internet, yet searching and browsing the web can present many challenges. Studies over the past two decades on how children search were conducted with finite and pre-determined content found in CD-ROM applications, online digital libraries, and web directories. However, with the current popularity of the open Internet and keyword-based interfaces for searching it, more critical analysis of the challenges children face today is needed. This paper presents the findings of an initial study to understand how children ages 7, 9, and 11 search the Internet using keyword interfaces in the home.
Dennis OConnor

Internet Search Challenge - 6 views

internetsearchchallenge.blogspot.com

search 21cif google internet search challenge

shared by Dennis OConnor on 03 Dec 09 - Cached
  • The paradoxical thing about information and searching is that the more of it there is, the less of it we will see. The results we retrieve will be a smaller and smaller sample of what's actually available. And I don't see how this trend can be reversed.
  • I don't speak Spanish, but can usually figure out the meaning of traveler's information printed in a couple of languages. My insufficiency became evident when searching online for information on La Posada, a Mexican Christmas tradition.
  • I wanted to know if there was traditional music for this Mexican celebration. I think I would have found it right away if there weren't other meanings and spellings for 'la posada.'
  • Dennis OConnor on 03 Dec 09
     
    Carl Heine's brilliant blog on Internet Search skills. A must read.
Dennis OConnor

Internet Search Challenge: Adults Do Better - 0 views

internetsearchchallenge.blogspot.com/...adults-do-better.html

21cif website evaluation investigative searching moodle

shared by Dennis OConnor on 14 Aug 09 - Cached
  • Need proof that adults search and evaluate better than youth? These charts show how students in middle school and high school compare to teachers and librarians. The assessment is the pretest from a course we call "Investigative Searching 20/10."
  • To date, 449 middle schoolers, 414 high schoolers and 28 adults have taken the 10-item pretest that measures the ability to find critical information and evaluate its credibility. There are several differences that really stand out.
  • Are these the results you would expect? Do you think they are artificially low or about right? That's hard to say without seeing the pretest. Without disclosing specific items (in case you want to take the test), the 10 items focus on skills that have been described in previous posts, requiring the application of appropriate techniques to find the author of articles, the name of the publisher, the date of publication, other instances of the content on the Internet and references to web pages.
carlos villalobos

educational-origami - home - 3 views

edorigami.wikispaces.com

all_teachers pedagogy education

shared by carlos villalobos on 30 Mar 08 - Cached
madisonmabrey liked it
  • Educational Origami is a blog, and a wiki, about the integration of ICT into the classroom, this is one of the largest challenges that I feel we as teachers face. Marc Prensky coined the now popular and famous phrase "Digital natives and digital immigrants" in his two papers on digital Children. We the teachers are the immigrants and our students are the natives, brought up in a world where there has always been computers and the internet, where information is always instant and varied.I made this wiki on request from Miguel Guhlin after I blogged about matching ICT tools to traditional classroom practice and Bloom's Taxonomy.
  • Reggie Ryan on 30 Mar 08
     
    Nice start for rubrics for 2.0 projects
  • ...3 more comments...
  • Diane Hammond on 14 Apr 08
     
    Bloom's digital taxonomy with task rubrics
  • Vicki Davis on 15 Apr 08
     
    Incredible rubrics of all kinds for electronic media based upon Bloom's taxonomy.
  • Vicki Davis on 15 Apr 08
     
    Phenomenal page about integrating ICT into the classroom witha wide variety of rubrics based upon Bloom's taxonomy. You'll see blog journaling, wiki editing, threaded discussion, bookmarking rubrics, search rubrics, podcasting rubrics, audio conferencing, data analysis, and collaborative rubrics. I haven't been through all of these but would love it if we could go through them and work on them. They are in PDF format, but it would be great to share and edit them collaboratively. Very nice website.
  • anonymous on 29 May 08
     
    Educational Origami is a blog, and a wiki, about the integration of ICT into the classroom, this is one of the largest challenges that I feel we as teachers face. Its about 21st Century Learning and 21st Century Teaching. Marc Prensky coined the now popular and famous phrase "Digital natives and digital immigrants" in his two papers on digital Children. We the teachers are the immigrants and our students are the natives, brought up in a world where there has always been computers and the internet, where information is always instant and varied. Our teaching and their learning must reflect this.
  • carlos villalobos on 30 Oct 10
     
    Educational Origami is a blog , and a wiki, about 21st Century Learning and 21st Century Teaching.
Marie Coppolaro

goldrush_index.swf (application/x-shockwave-flash Object) - 0 views

21cif.imsa.edu/...goldrush_index.swf

advanced_internet_tutorial advanced_internet_use advanced internet search

shared by Marie Coppolaro on 04 Oct 08 - No Cached
  • Marie Coppolaro on 04 Oct 08
     
    games to strengthen scanning skills
  • Marie Coppolaro on 04 Oct 08
     
    games to strengthen internet scanning skills
Terry Elliott

World Without Walls: Learning Well with Others | Edutopia - 0 views

www.edutopia.org/age-technology-will-richardson

shared by Terry Elliott on 16 Dec 08 - Cached
  • We must also expand our ability to think critically about the deluge of information now being produced by millions of amateur authors without traditional editors and researchers as gatekeepers. In fact, we need to rely on trusted members of our personal networks to help sift through the sea of stuff, locating and sharing with us the most relevant, interesting, useful bits. And we have to work together to organize it all, as long-held taxonomies of knowledge give way to a highly personalized information environment.
    • Jeff Richardson
      Jeff Richardson on 16 Dec 08
       
      Good reason for teaching dig citizenship
    • Terry Elliott
      Terry Elliott on 28 Dec 08
       
      What Will suggests here is rising complexity, but for this to succeed we don't need to fight our genetic heritage. Put yourself on the Serengeti plains, a hunter-gatherer searching for food. You are thinking critically about a deluge of data coming through your senses (modern folk discount this idea, but any time in jobs that require observation in the 'wild' (farming comes to mind) will disabuse you rather quickly that the natural world is providing a clear channel.) You are not only relying upon your own 'amateur' abilities but those of your family and extended family to filter the noise of the world to get to the signal. This tribe is the original collaborative model and if we do not try to push too hard against this still controlling 'mean gene' then we will as a matter of course become a nation of collaborative learning tribes.
  • Collaboration in these times requires our students to be able to seek out and connect with learning partners, in the process perhaps navigating cultures, time zones, and technologies. It requires that they have a vetting process for those they come into contact with: Who is this person? What are her passions? What are her credentials? What can I learn from her?
    • Terry Elliott
      Terry Elliott on 28 Dec 08
       
      Aye, aye, captain. This is the classic problem of identity and authenticity. Can I trust this person on all the levels that are important for this particular collaboration? A hidden assumption here is that students have a passion themselves to learn something from these learning partners. What will be doing in this collaboration nation to value the ebb and flow of these learners' interests? How will we handle the idiosyncratic needs of the child who one moment wants to be J.K.Rowling and the next Madonna. Or both? What are the unintended consequences of creating an truly collaborative nation? Do we know? Would this be a 'worse' world for the corporations who seek our dollars and our workers? Probably. It might subvert the corporation while at the same moment create a new body of corporate cooperation. Isn't it pretty to think so.
  • Likewise, we must make sure that others can locate and vet us.
  • ...9 more annotations...
  • technical know-how is not enough. We must also be adept at negotiating, planning, and nurturing the conversation with others we may know little about -- not to mention maintaining a healthy balance between our face-to-face and virtual lives (another dance for which kids sorely need coaching).
    • Terry Elliott
      Terry Elliott on 28 Dec 08
       
      All of these skills are technical know how. We differentiate between hard and soft skills when we should be showing how they are all of a piece. I am so far from being an adequate coach on all of these matters it appalls me. I feel like the teacher who is one day ahead of his students and fears any question that skips ahead to chapters I have not read yet.
  • The Collaboration Age comes with challenges that often cause concern and fear. How do we manage our digital footprints, or our identities, in a world where we are a Google search away from both partners and predators? What are the ethics of co-creation when the nuances of copyright and intellectual property become grayer each day? When connecting and publishing are so easy, and so much of what we see is amateurish and inane, how do we ensure that what we create with others is of high quality?
    • Terry Elliott
      Terry Elliott on 28 Dec 08
       
      Partners and predators? OK, let's not in any way go down this road. This is the road our mainstream media has trod to our great disadvantage as citizens. These are not co-equal. Human brains are not naturally probablistic computer. We read about a single instance of internet predation and we equate it with all the instances of non-predation. We all have zero tolerance policies against guns in the school, yet our chances of being injured by those guns are fewer than a lightning strike. We cannot ever have this collaborative universe if we insist on a zero probability of predation. That is why, for good and ill, schools will never cross that frontier. It is in our genes. "Better safe than sorry" vs. "Risks may be our safeties in disguise."
  • Students are growing networks without us, writing Harry Potter narratives together at FanFiction.net, or trading skateboarding videos on YouTube. At school, we disconnect them not only from the technology but also from their passion and those who share it.
  • The complexities of editing information online cannot be sequestered and taught in a six-week unit. This has to be the way we do our work each day.
  • The process of collaboration begins with our willingness to share our work and our passions publicly -- a frontier that traditional schools have rarely crossed.
  • Look no further than Wikipedia to see the potential; say what you will of its veracity, no one can deny that it represents the incredible potential of working with others online for a common purpose.
  • The technologies we block in their classrooms flourish in their bedrooms
  • Anyone with a passion for something can connect to others with that same passion -- and begin to co-create and colearn the same way many of our students already do.
  • I believe that is what educators must do now. We must engage with these new technologies and their potential to expand our own understanding and methods in this vastly different landscape. We must know for ourselves how to create, grow, and navigate these collaborative spaces in safe, effective, and ethical ways. And we must be able to model those shifts for our students and counsel them effectively when they run across problems with these tools.
  • Jeff Richardson on 16 Dec 08
     
    Article by Wil Richardson on Collaboration
Dennis OConnor

Internet Search Challenge: More information, a smaller fraction - 0 views

internetsearchchallenge.blogspot.com/...ormation-smaller-fraction.html

information fluency information literacy 21cif

shared by Dennis OConnor on 18 Aug 09 - Cached
  • The paradoxical thing about information and searching is that the more of it there is, the less of it we will see. The results we retrieve will be a smaller and smaller sample of what's actually available. And I don't see how this trend can be reversed.
  • When I ask workshop participants if they've ever gone to the end of the list retrieved, I've never encountered anyone who has. Most searchers stop after the first page; the number who look at two pages is much smaller. For the 8 people in 100 who go beyond the third page, they have access to 0.1% of the information theoretically available. For the majority who never look beyond page one, that number falls to 0.025%.
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