web literacy and online collaborative environments

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Web Literacy and Online Collaborative Environments Justin Reich EdTechTeacher.org Co-Director Harvard Graduate School of Education Doctoral Researcher

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A presentation for Facing History and Ourselves

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Page 1: Web Literacy and Online Collaborative Environments

Web Literacy and Online Collaborative

Environments

Justin ReichEdTechTeacher.org

Co-Director

Harvard Graduate School of Education

Doctoral Researcher

Page 2: Web Literacy and Online Collaborative Environments

Goals of this afternoon• Share a rationale for teaching with Web

2.0 tools

• Provide a framework for designing Web 2.0 projects

• Practice some of the basic skills of Web Literacy and Search Strategy

• Develop familiarity with Web 2.0 environments by building a wiki

Page 3: Web Literacy and Online Collaborative Environments

Skills for 21Skills for 21stst Century Work and Century Work and LifeLife

Richard J. MurnaneRichard J. Murnane

Harvard Graduate School of Harvard Graduate School of EducationEducation

Page 4: Web Literacy and Online Collaborative Environments

Men's real hourly wage by education, 1979-2006 (2006 Men's real hourly wage by education, 1979-2006 (2006 $)$)

All Males

Less than High School

High School Graduate

4-year College Degree

Advanced Degree

$5.00

$10.00

$15.00

$20.00

$25.00

$30.00

$35.00

$40.00

1979

1982

1985

1988

1991

1994

1997

2000

2003

2006

Year

Ho

url

y W

age

(200

6 $)

The data on w hich this graph is based w as provided by Jared Bernstein of the Economic Policy Institute. The data come from the Current Population Survey. The sample includes all w age and salary w orkers, age 18-64.

Page 5: Web Literacy and Online Collaborative Environments

Computerizing the Routine Tasks: Self-Service Computerizing the Routine Tasks: Self-Service Check-InCheck-In

Page 6: Web Literacy and Online Collaborative Environments

Types of Tasks Computers Do Not Types of Tasks Computers Do Not WellWell

Tasks that cannot be described well as a Tasks that cannot be described well as a series of if-then-do steps because:series of if-then-do steps because:

• ““We know more than we can tell.” We know more than we can tell.” (Polyani).(Polyani).

• Not all contingencies can be predicted Not all contingencies can be predicted ahead of time.ahead of time.

• We learn to define the task and We learn to define the task and accomplish it through social accomplish it through social interactions.interactions.

Page 7: Web Literacy and Online Collaborative Environments

Economy-Wide Measures of Routine and Non-Economy-Wide Measures of Routine and Non-Routine Task Input: 1969-1998 (1969=0)Routine Task Input: 1969-1998 (1969=0)

-10

-8

-6

-4

-2

0

2

4

6

8

10

12

14

1969 1980 1990 1998

Perc

entile

Change in 1

969 D

istr

ibution

Complex Communication

Expert Thinking

Routine Manual

Routine Cognitive

Page 8: Web Literacy and Online Collaborative Environments

What was the date of battle of the What was the date of battle of the Spanish Armada?Spanish Armada?

Student 1: 1588.Q. How do you know this?

It was one of the dates I memorized for the exam.

Q. Why is the event important? I don’t know.

Student 2: It must have been around 1590. Q. How do you know this?

I know the English began to settle in Virginia just after 1600, although I’m not sure of the exact date. They wouldn't have dared start overseas explorations if Spain still had control of the seas. It would have taken a little while to get expeditions organized, so England must have gained naval supremacy somewhere in the late 1500's.

Q. Why is the event important?It marks a turning point in the relative importance of England and Spain as European powers and colonizers of the New World.

 This example is taken from Bransford, Brown and Cocking (eds.)

Page 9: Web Literacy and Online Collaborative Environments

Implications for EducationImplications for Education

Expert Thinking and Complex Expert Thinking and Complex Communication are not new subjects to Communication are not new subjects to add to the curriculum. They should be add to the curriculum. They should be at the center of instruction in every one at the center of instruction in every one of the existing subjects.of the existing subjects.

Page 10: Web Literacy and Online Collaborative Environments

What are 21st Century Skills?

• Levy and Murnane: Expert Thinking and Complex Communication

• Skills where humans have a comparative advantage over computers in a labor market

• [[What they are not: skills invented in the 21st century]]

• Levy F. and Murnane R., The New Division of Labor, Princeton UP

Page 11: Web Literacy and Online Collaborative Environments

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Page 12: Web Literacy and Online Collaborative Environments
Page 13: Web Literacy and Online Collaborative Environments

Why Teach with Technology?

1. Whoever is doing most of the talking, or most of the typing, is doing most of the learning (and the more people listening the better)

2. The more ways we arrange ideas in our head, the more likely they are to stay there

3. Learners need to be both independent and effective collaborators- technology can scaffold both

4. All of the sources that helped us fall in love with the discipline are accessible online

Page 14: Web Literacy and Online Collaborative Environments

Web 2.0 Project Examples• http://www.flatclassroomproject.org/

• http://www.studentnewsaction.net/• http://greatdebate2008.wikispaces.com/• http://civilwarsallie.blogspot.com/• https://wiki-land.wikispaces.com/Annotated+biliography+-darfur• http://fpms7up.wikispaces.com/Tom+Sawyer+Alphabet+Book• http://www.thwt.org/historypodcasts.html• http://greetingsfromtheworld.wikispaces.com/• http://soar2newheights.wikispaces.com/• http://hums3001.unsw.wikispaces.net/

Page 15: Web Literacy and Online Collaborative Environments

Student News Action Network

Page 16: Web Literacy and Online Collaborative Environments

Collect-Relate-Create-Donate

Students Should…• Collect the information needed for the

performance of understanding

• Relate to one-another in collaborative learning groups

• Create meaningful, authentic performances of understanding

• Donate their work to a broader audience

From Ben Schneiderman’s Leonardo’s Laptop

Page 17: Web Literacy and Online Collaborative Environments

Collecting information:Open Research vs. Guided

Inquiry• Students are free to

search broadly across Web and library resources

• Students are responsible for assessing credibility, bias, and effectiveness

• PRO: Students develop needed media literacy skills

• CON: Much more time-consuming, higher risk of failure

• Students focus on interpreting selected documents and resources

• Students are responsible for assessing bias and effectiveness

• PRO: Focus on interpretation over search; less time-consuming; lower failure risk

• CON: Well, it’s not research

Page 18: Web Literacy and Online Collaborative Environments

Textbook and Lecture Selected

Resource “Packets”

Library Pathfinders

Online Search Directories

Teacher-Created Custom Search Engines

Original Scholarly Research

Scaffolded Research Projects

Open Inquiry

Guided Inquiry

Page 19: Web Literacy and Online Collaborative Environments

Search Engines vs. Search Directories

• Index the entire Web• Rank sources based

on popularity (incoming links = votes; popular sites have more votes)

• Provide no editorial filter

• Google.com

• Index selected sites• Rank or organize

sources based on editorial opinion

• Provide an editorial filter on content

• Besthistorysites.net

Page 20: Web Literacy and Online Collaborative Environments

Best of History Web Sites

Page 21: Web Literacy and Online Collaborative Environments

Internet History Sourcebooks Project

Page 22: Web Literacy and Online Collaborative Environments

Advanced Google Searching

Video Tutorial Part I

Video Tutorial Part II

Page 23: Web Literacy and Online Collaborative Environments

Key Words and Searching

Page 24: Web Literacy and Online Collaborative Environments

Creative Commons Search

• http://search.creativecommons.org/

Page 25: Web Literacy and Online Collaborative Environments

Google Custom Search

Video Tutorial

Page 26: Web Literacy and Online Collaborative Environments

Assessing Credibilitya. http://zapatopi.net/ treeoctopus/b. http://newdeal.feri.org/c. http://www.dhmo.org/d. http://www.bigredhair.com/boilerplate

Page 27: Web Literacy and Online Collaborative Environments

Why Wikis?• Wikis are flexible environments that can serve

multiple purposes. They are “blank slates”

• Wikis provide an easy mechanism for students and teachers to collaborate and communicate

• Wikis can be used to communicate with text, hyperlinks, images, audio files, embedded video, polls, and more…

Page 28: Web Literacy and Online Collaborative Environments

Teaching Web 2.0 tools through “Challenges”

• Divide you into groups of ~3• Present you with a list of challenges of increasing

difficulty• Let you explore and practice at your own pace• Require you to turn to your groupmates for primary

support• Ask me anytime you get stuck• If enough folks are stuck in the same place, we’ll have a

mini-lesson

Page 29: Web Literacy and Online Collaborative Environments

Wiki Challenges• http://FHAO-DMIN-2010.wikispaces.com/

Page 30: Web Literacy and Online Collaborative Environments

The Creative Agency Classroom

• Students as Knowledge Workers– Working independently or in teams– Creating a meaningful, authentic project for

an actual audience

• Teachers as Project Managers– Creating Goals and Schedules– Providing Just-In-Time Instruction– Managing Executive Function