Assignment 3.1a
Assignment 3.1a
ePortfolio
student
National University
MAT 675: Integrating Multimedia
Professor Denise Phillips
March 14, 2011
1
Assignment 3.1a
ePortfolio for MAT 675: Integrating Multimedia
Table of Contents
Power Learning Module Questions and Summary of School Design Articles …… 3
Reflection on Searching for the Grail: Power Searching with Digital Logic ……..11
Response to Bare Bones 101: A Basic Tutorial for Searching on the Web ……... 14
WebQuest Hotlist
………………………………………………………………...18
2
Assignment 3.1a
Assignment 1.1a
Power Learning Module Questions and Summary of School Design Articles
Jeffrey N Davis
National University
MAT 675: Integrating Multimedia
Professor Denise Phillips
February 28, 2011
(Return to ePortfolio Table of Contents)
3
Assignment 3.1a
4
Abstract Part 1
In the first part of this assignment, I will first review the first four modules on the
website called Power Learning: Creating Student-Centered-Problems-Based Classrooms.
The first module is a PowerPoint presentation of the concept about Power Learning.
The next three modules are about Visual Literacy, Numerical Literacy, and Textual
Literacy. After each module a question is asked that will generate reflection on the three
different types of literacy, and the importance to teach students the skills needed to
understand visual, numerical, and textual literacy. The questions have been restated
below, followed by my response.
Assignment 3.1a
5
Power Learning Module Questions
Module 2’s Question: How do we use photographs, drawings, paintings, and other
visual material as information rather than for mere decoration or illustration?
This module starts out by stating some research that found that young people
learn more than half of what they know from visual information.
It is therefore
imperative that students are taught to look at relevant photographs or drawings with
critical thinking skills, rather than just a glance as if they were just decorations.
The
exercise in the module is a good example of looking at a photograph with critical
thinking.
By answering specific questions about a photo, one must think deeper about
the meaning, becoming more aware of details that may have been missed with a simple
glance. It is in our nature to focus on the text over the visuals, but if we are specifically
directed to analyze visual material, then we will begin to treat these visuals much more as
an information source than as mere illustrations or decorations.
Module 3’s Question: How do we utilize databases and statistics to connect and
interact globally?
Databases and statistics provide us with an immense amount of numerical
information.
It is crucial that we learn how to interpret this mass of information and use
it appropriately. As the article sates, “it does little good to visit such sites unless they
know how to "crunch" the numbers, interpreting the huge databases with mathematical
tools and reasoning” (McKenzie, 1998). One must also be aware of other’s
interpretation of the data, as it’s always been said that statistics can lie and be presented
Assignment 3.1a
6
in a fashion that best supports the point that is trying to be made. So first, being able to
master numerical literacy and understand and interpret databases and statistics, and then
secondly, being able to assess other’s interpretation of the same data, will help put us in a
position to connect and interact globally.
Without this knowledge, we would only be
able to review other interpretations. With this knowledge we will be able to do our own
critical thinking and draw our own conclusions from the information we pull from
databases and statistics.
Module 4’s Question: How do we use electronic text and search engines to find new
information? What does it mean to be "well read" in the 21st century?
In today’s world, there is a huge amount of electronic text available through
search engines on the internet.
This is both good and bad because although there is
more information at our fingertips, it also means it is all that more important to be able to
interpret the text and, as the article states, “to think critically, to "read between the lines,"
and to distinguish between fact and opinion” (McKenzie, 1998). Being well read in the
21st century means more than just having read a lot of books. In the 21st century it means
being familiar with all the different resources available, and being able to not take
everything at face value but being able to ascertain the truth from the immense amount of
electronic text that search engines will expose us to.
Being well read in this century is
as much about understanding the reality of the statement, “don’t believe everything you
read”, as it is about amount of reading we do in the first place. Students must search
effectively, and decide what is accurate, relevant, and usable information.
Assignment 3.1a
Abstract Part 2
In this second part of the assignment, I will summarize three different articles on
modern school designs. Although these articles were all written back in 1997, many of
the ideas presented still hold true today. While the first article looks at a school in the
US, the third article looks at one in Australia.
The second article doesn’t address a
specific school, but instead makes us aware of all the many concepts and ideas that can
be going into school designs in the 21st century.
7
Assignment 3.1a
8
Summary of School Design Articles
The three articles present us with great examples of how the designs of schools
has changed in recent years to incorporate both the technological advances that we have
seen in schools, as well as the different approaches to teaching from traditional lecture
and notes classrooms.
The first of the three articles is about a High School in the state of Washington
that was built in the late 1990’s. The goals of the community was to build a school that
was “state-of-the-art," "dedicated to lifelong learning," "a school for the twenty-first
century" (Jones, 1997). Going into the design were considerations such as allowing the
public to have access to parts of the building such as the library and auditorium.
Students also wanted to make sure the school accommodated technologies that would
help them in their studies and in preparing for the future. As the new school was being
completed, not only were the facilities being dramatically changed, but the teachings
methods and curriculum at the school changed as well. Teachers taught in teams, classes
became longer and more interdisciplinary, and the curriculum incorporated more uses of
technology. Additionally, the school was designed with the changing future in mind. As
the article states, “it can easily accommodate new technologies and teaching techniques,
even ones that haven't yet been imagined” (Jones, 1997).
The second article takes a more general look at newer school designs. It does not
examine one particular school, but informs us about the many changes that are taking
place at various schools that are being designed for the 21st century. It is not clear if it is
a “wish list” of ideas or examples based on actual schools, but many of the concepts
Assignment 3.1a
presented are very forward thinking.
9
One of the main premises of this article is that
the buildings themselves are becoming a much more integral part of the learning process,
rather than just housing the students and classrooms.
The article states that “The school
building itself is carefully designed to stimulate curiosity and serve as an instructional
tool” (Taylor, 1997). They give the examples of the heating and cooling systems being
exposed so that students can learn about them.
Beams, columns, and other parts of the
building are also exposed so that students can study them in their geometry or physics
classes.
The article sums it up best when it says that “It is no longer acceptable for
learning to be constrained by facilities; instead, facilities are designed to serve the varied
and ever-changing needs of the next century's citizens” (Taylor, 1997).
The final article takes us to Tasmania, Australia where a brand new school was
built from the ashes of a school that burnt down. The interesting part about this story is
the amount of effort that went into talking to the community and having complete
collaboration on deciding what type of school everyone wanted. When completed,
traditional classrooms were replaced by “principal learning areas.” Technology was
everywhere, but able to be put aside when not needed. Teachers worked more in
collaborative settings, and “students mingle in group discussions on couches and chairs in
areas that would previously have been sterile corridors or circulation areas” (Nair, 1997).
Interestingly, many of the ideas presented in the second article where actually
incorporated in this school in Tasmania.
In summary, all three articles impress on us the important role that facilities can
play in creating a technology minded 21st century learning environment.
Assignment 3.1a
References
Jones, K.J. (1997). Designing a Dream: The Ultimate High School from Concept to
Completion.
Retrieved February 28, 2011 from Edutopia,
http://www.edutopia.org
McKenzie, J. (1998). Power Learning: Creating Student-Centered-Problems-Based
Classrooms.
Retrieved February 28, 2011 from http://fno.org/.
Nair, P. (1997). Building the Future: Lessons from Tasmania.
Retrieved February 28, 2011 from Design Share http://www.designshare.com.
Taylor, A.P. (1997). Buildings that Teach: Design and Learning go Hand in Hand.
Retrieved February 28, 2011 from Edutopia, http://www.edutopia.org
(Return to ePortfolio Table of Contents)
10
Assignment 3.1a
Assignment 1.2a
Reflection on Searching for the Grail: Power Searching with Digital Logic
Jeffrey N Davis
National University
MAT 675: Integrating Multimedia
Professor Denise Phillips
March 04, 2011
(Return to ePortfolio Table of Contents)
11
Assignment 3.1a
12
Reflection on Searching for the Grail: Power Searching with Digital Logic
When I first went through the website, my initial reaction was that, having been
written in 1998, it was somewhat dated with references to search engines and other
websites that don’t exist anymore. Many of the links supported this as they had changed,
led to websites bought out by others, or just missing or broken.
However, as I went
through Searching for the Grail, I was really impressed at how much of the information
is not dated and is still really relevant in today’s world.
All ten of the strategies for effective searching are pertinent in doing any kind of
research, and all good examples of the type of information our students need to be taught
before turning them loose on researching on the internet.
I especially like the first one,
what the author calls “Question and Draw before You Search” (McKenzie, 1998). This
really involves thinking about what you’re going to be doing before you dive in.
Students need to think about a plan of action beforehand and stick to it, as it is so easy to
get distracted or lost with the information available on the web.
McKenzie’s other
strategies about picking search engines and how to properly use them are all still relevant
and useful. Particularly helpful was the strategy of going to the source. The example
was given of using the FBI site if you want information on crime statistics. Sometimes
we depend too much on search engines, and instead we need to step back and think of
what sites we might want to go to directly in our search for information.
In summary, as the site says, “Digital Logic is the attempt to find order in an
erratic, chaotic and disorganized information landscape” (McKenzie, 1998). The
suggestions and strategies on this website should all be used to help us in that endeavor.
Assignment 3.1a
References
McKenzie, J. (1998). Searching for the Grail? Power Searching with Digital
Logic.
Retrieved March 4, 2011 from http://fno.org/jan98/searching.html.
(Return to ePortfolio Table of Contents)
13
Assignment 3.1a
Assignment 1.2c
Response to Bare Bones 101: A Basic Tutorial for Searching on the Web
Jeffrey N Davis
National University
MAT 675: Integrating Multimedia
Professor Denise Phillips
March 05, 2011
(Return to ePortfolio Table of Contents)
14
Assignment 3.1a
15
Which three lessons from Bare Bones. . . would be the hardest for you to teach?
The ten lessons in the web article Bare Bones 101: A Basic Tutorial for Searching
on the Web (Chamberlain, 2000) seem to me to be written in a very logical and sequential
manner. If one was teaching these lessons to the right level students, and did it in the
sequence laid out on the website, I generally think they are all teachable lessons. That
being said, we must pick three that would be the hardest to teach.
The first lesson to me would be the Metasearchers lesson number two. The
reason I think this would be hard is because to me it’s just an extension of the first lesson
on Search Engines. To try to put together a whole lesson on just the subject of
Metasearchers would be a stretch. This would better be addressed in the first lesson and
would probably be more easily understood than if it was taught on its own.
The next lesson that would be the hardest to teach would be lesson eight:
Searching with Boolean Logic and Proximity Operators.
The difficulty in teaching this
lesson would of course increase with the younger students. Boolean logic can be rather
straight forward to logical and mathematic minded individuals, but it can also be
somewhat confusing, especially when you start combining operations. The lesson on the
website does a good job in laying out the logic, and provides nice examples that could be
used in practicing using the logic. But this would be one area where some would get it
right away, and others would struggle. Even the difference between the AND operator
and OR operator confuses some. The best situation is to just use the two in actual
searches until you can understand the difference.
Assignment 3.1a
16
The final lesson I picked that would be hard to teach is the last one: Field
Searching.
This lesson is really a variety of different tools and strategies that could be
used during searches.
Because each one is different, it would make it difficult for a
cohesive lesson to be designed.
Each area would need to be treated individually, and
like Boolean logic, some students would get it right away, and others would need more
time.
There are six or more different types of searching in this lesson and each would
need its own instruction. The difficulty becomes timing; when would you move on to
the next subject? If you wait until everyone has understood each area, you’d never get
through the lesson. On the other hand, if you move too quickly you’ll have students all
over the place in terms of understanding. A lesson like this might be best to be taught
with a high-level overview perspective up front, and then have the students work through
the examples individually.
Although I have highlighted the three lessons I feel would be the most difficult to
teach, if they were presented in sequence with the other lessons they are certainly
teachable. All in all, this website provides a good basis for searching on the internet.
Assignment 3.1a
References
Chamberlain, E. (2000). Bare Bones 101: A Basic Tutorial for Searching on the Web
Logic.
Retrieved March 5, 2011 from
http://www.sc.edu/beaufort/library/pages/bones/lesson9.shtml.
(Return to ePortfolio Table of Contents)
17
Assignment 3.1a
Assignment 2.2a
WebQuest Hotlist
Jeffrey N Davis
National University
MAT 675: Integrating Multimedia
Professor Denise Phillips
March 08, 2011
(Return to ePortfolio Table of Contents)
18
Assignment 3.1a
19
WebQuest Hotlist
WebQuest Title
WebQuest Address
Subject Area
Description
My Solar System
http://questgarden.com/
45/14/7/110130153759/
index.htm
Science –
Astronomy
(Grade 6)
Bug Wars!
http://coe.nevada.edu/
bsansevero/webquest/
Science – Insects
(Grade 2)
Technology
Impacts
http://elearning.raypec.k12.mo.us/
mod/resource/view.php?id=9962
Science Technology
Puzzler, The
WebQuest
http://w4.nkcsd.k12.mo.us/
~lzuber/wq/pswq/intro.htm
Physical Science
(Grade 3)
Snakes Alive!
http://www.thematzats.com/
snakes/webquest.htm
Science - Animals
Endangered
Species
http://imet.csus.edu/
imet2/dunnagane/
especies/index.htm
Science - Animals
Power, Power,
We Need More
Power!
http://www.hallsville.org/
elementary/stillwell/
webquests/energywq/
Science – Energy
(Grade 3)
Habitat
Exploration
http://questgarden.com/
119/23/4/110221091334/
index.htm
Science – Biomes
(Grades 3-5)
Students study the
Solar System by
examining
alternative planets
to live on.
Students learn
about what are
insects and what
are not by creating
an insect army.
Students become a
type of technology
and write about it
from that point of
view.
Students learn
about different
areas of physical
science by creating
puzzles.
Students study one
of four different
kinds of snakes in
order to create a
snake exhibit.
Students become
reporters and
report on an
endangered
species.
Students will
research energy
sources to
recommend the
best one to the
governor.
Students research
different habitats
and create a travel
brochure to get
people to visit.
(Return to ePortfolio Table of Contents)