Created Webquest.

My webquest I created DmartinWebquest.

Product of webquest

Webquest on Prezi

Evaluating WebQuests

Lost in the Woods

	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.	0 The page use the same colors over and over and there is a lack of images.
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 The pages seem to get through the work in a good working matter.
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 All the links work and there seem to be on error in spelling or over grammer.
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 The intro is very catching trying to gain interest of the read to motivate them into seeing if the can complete the task.
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 The intro doesn't go in depth about what each normal may kow about surviving int he wood.
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 Its very clear on what the students need to do inorder to adchieve the task.
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.	6 The student must use several different source ti present information and the students must create a drawingor some type of diagram.
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 The process is very clear on how the students need to work in complete the project.
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	6 Some of the site used require the student to search through the site to gain knowledge.
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 This is self webquest which on student can be him or herself.
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.	4 The studnet must use the information found in order to have correct infromation and product.
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 not very color source but there lot of information not found in a classroom.
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.	3 The webquest id lacking group work and a varity of colors to entertain readers.
Total Score				38/50

My Webquest

Lost in the Woods

WebQuest

_ _Efficiency Expert

_x_Affiliator

___Altitudinist

___Technophile

Your Impressions

WebQuest	Strengths	Weaknesses
Gorillas	Want students to work together in class.	The use of many different sites the students must find.
Shakespeare	The students will perform a task in front of the class.	The language of Skit might be hard to understand.
Earthquake	Groups of three and role assigned.	Small groups.
Foreign Country	Will present information to entire class.	Really doesn’t say anything about group work or collaboration.
Waves & Sound	Fun and interactive.	Very blank page not state how work is to get done.

Bernie Dodge, Department of Educational Technology, SDSU

StoryBird

The wiggly moving dog. by Dmartin26 on Storybird

Entry 15

1. What is the purpose of this chapter?
     
    To gain the understanding the Digital Natives are not just students or kids.


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 say that we the Natives don't jump right in on new technology. Personal I like having the latest thing to stay ahead.


3. How do the authors define Information Literacy?

   "The set of skills and knowledge that allows us to find, evaluate, and use the info. we need, as well as to filter out the info. we don't need."

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?

   It says that sometimes students may be efficient and persistent while researching. However, they often tend to get bored and frustrated whenever they can't find something quickly. I agree.

5. What does the term "satisfcing" in the area of decision making mean? It is a term that reflects acceptability.

    It meaning justifing the decison and it is acceptable

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

    Deep concerns looking into the meaning of some material. Surface level just involves the main concept and it doesn't go into the meaning.

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

   Educators should train students to do better research and how to do it efficiently.

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

   Google pick out term in what you ask and usually  bring back Wiki as the top result.

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).

    I haven't done a lot of research yet this semester but i consider myself to be good a finding which site not to use. Lately i have been the library site to look u information for a paper.

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?

   Yes, becasue there is so much out we have trouble knowing what it correct and what is false.

Entry 14

Chapter 7: Citizens Navigating in Literate Worlds: The case of digital literacy.

Read the introduction through to the sub heading "Studying Digital Youth" on page 102.

1. What is the purpose of this chapter?

 

      To farther explain "digital literacy" and how young people relate to the digital world that they live in, and how education can enhance their skills.

2. Why did the author choose to focus on your people in the Nordic countries?

 

        Most of his research came from there.

3. How does education differ in Nordic countries from education in other parts of the world including the United States?

     

    Theirs is more group active with opportunity to use technology

4. Why is more research needed about how young people use digital media in their lives outside of school?
 

   There are some many different ways to use technology there is now way in tell how students use it outside the classroom.  

 

 

 

 

Then begin reading again on p. 110 Digital Literacies and Educational Practices

1. Why is it important for there to be more opportunities for young people to use Digital Media in school?

 

    Digital Media is something that we now use everyday, and student need to know how identify what is out there and what may be false or true. The skill is how doing this will come from use of the technology and it will become basic skills.

2. What skills do people need in order to be considered digitally literate?

   To be digitally literate, one needs to have the basic skills to operate technology, while being able to take the information given to them and apply it to build a better knowledge of the subject.

Poem

Good-bye, Falling snow .
Good-bye, Glar off the snow .
Good-bye, winter.
Spring's ahead!

Good-bye, Piles of snow .
Good-bye, melting snow .
Good-bye, winter.
Spring, hello!

Hello, Warm Sun .
Hello, Green trees .
Good-bye, winter.
Spring's in sight!

Hello, Blooming Flowers .
Hello, My good Freind .
Good-bye, winter!
Hello, spring!