DESIGNING AND EXPLORING
DIFFERENT LEVELS OF
CYBERHUNTS
by
André du Plessis
Nelson Mandela Metropolitan University
Port Elizabeth
South Africa
SchoolNet South Africa
Bloemfontein
4-6 July 2007-06-20
Page 1 of 64
CONTENTS
1
DESIGNING AND EXPLORING DIFFERENT LEVELS OF CYBERHUNTS
4
2
OUTCOMES OF CYBERHUNT WORKSHOP
30
3
HOW TO MAKE HYPERLINKS IN WORD
34
4
STEPS FOR CREATING A CYBERHUNT
37
5
EXAMPLES OF CYBERHUNTS
 Volcanoes (Word)
 Addo (Word)
 Ecology (PowerPoint)
41
6
POWERPOINT PRESENTATION ON CYBERHUNTS
49
Page 2 of 64
PAPER
DESIGNING AND EXPLORING
DIFFERENT LEVELS OF
CYBERHUNTS
Page 3 of 64
DESIGNING AND EXPLORING DIFFERENT LEVELS OF
CYBERHUNTS
André du Plessis
Nelson Mandela Metropolitan University
Science, Mathematics and Technology (SMATE)
Port Elizabeth
South Africa
andre.duplessis@nmmu.ac.za
041-5044033
1. INTRODUCTION
Over the past years, the South African public had to hear on numerous occasions in Sunday
newspapers, such as Rapport (Le Cordeur, 2005; Retief, 2003), that South African school learners are
not on par in mathematics and science with the rest of the world. Another frequently heard argument is
that our children cannot read properly, lack proper comprehension skills and are not interested in what
schools have to offer related to teaching and learning. The draft white paper on e-Learning (DOE,
2002) informed us that there is also a serious backlog related to Information and Communications
Technology ICT) implementation and integration within the curriculum in our schools. This draft white
paper of the Department of Education (DOE) suggested time frames that need to be adhered to, to
ensure that South Africa addresses this digital divide issue.
The problem with the 2002 white paper is that a great deal is written about the learning envisioned, the
kind of ICT levels that need to be developed, the type of school envisioned, etc. BUT one fundamental
aspect is missing, namely: How do teachers and schools practically integrate or make use of ICT?
Instead of being a critic, I would like to propose that Cyberhunts could be one of the many solutions in
which ICT could be utilized to tackle the reading problem. As a result, I will be trying to address the
following questions in this paper:
(1) Why is reading important and what can be done to assist our teachers to re-cultivate an
interest in reading?
(2) What learning theory does cyberhunts subscribe to?
(3) What is a cyberhunt and what is a webquest?
(4) How does a pre-designed cyberhunt look?
(5) What is a horizontal and what is a vertical cyberhunt?
(6) Where do one start and where do one work towards to?
(7) How can Information and Communication Technology (ICT) via Cyberhunts assist teachers
with this reading issue?
(8) How do we develop Cyberhunts?
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2. THE READING ISSUE
These issues are serious ones that need to be addressed. A fundamental skill that could influence
learning, is reading. It seems that the reading issue can be divided into two sections, namely those
who cannot read (illiterate) and those who can read (Healy, 1990). That it is important to be
empowered to be able to read, is a fundamental right. However, a problematic area is that many
people who are able to read, cannot read well, do not read often or do not want to read at all. Healy
(1990:23) contends that learners are becoming more and more “alliterate” (sic), “persons who know
how to read [the mechanics], but who do not choose to read … They do not read for pleasure, nor do
they read extensively for information” (Healy, 1990:20). According to Healy (1990) an alliterate person
functions on the surface level and is not much better off than an illiterate person, one who cannot read
at all.
Reading is a skill that needs to be developed from an early age as we are being bombarded with
written symbols in our everyday life. To be able to stay afloat, instead of sinking, in these “oceans of
data”, learners would have to be taught how to filter information and to distinguish between what is
relevant and what is not (Eriksen, 2001) as:
“A crucial skill in [an] information society consists of protecting oneself against the 99.99 per
cent of the information offered that one does not want (and, naturally, exploiting the last 0.001
per cent in a merciless way)” (Eriksen, 2001:17).
Egol (cited in Keller & Reigeluth, 2004) is in agreement that reading is a key and basic skill that needs
to be mastered as he argues that reading, speed reading, effective writing, research, note taking,
presentation, listening, dialogue and logic are the new basics that need to be taught and practised.
Plain reading without understanding is not the focus, but what is being advocated is the importance of
being able to ascertain whether learners (children or adults) understand what they have learned and
whether they can assimilate, accommodate or (re)construct their new acquired knowledge (Du Plessis,
2003). Dochey (2001) and the DOE (1997a:IS) argue even further that understanding is not enough,
but that we need to equip our learners with the necessary skills to become life-long learners with the
capacity not only to locate and read information, but also to use information in meaningful ways.
It seems, therefore, that there should be a shift from “how much” knowledge can be conveyed to “how
well” learners (or adults) can use or manage information or internalized knowledge (Du Plessis, 2003).
Hence, one could postulate that reading without thinking is not reading.
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Perkins (1986) and Healy (1990) argues that one of the reasons why children do not engage on a
regular basis in thinking, is that teachers do not provide enough opportunities for active thinking
through dialogue and product creation. Healy (1990 argues further that the over exposure of learners
to visual material contributes to learners who think less and read less and as a result, many learners
“have trouble with the mental organization and sustained effort demanded by reading” (Healy,
1990:24). Hence, learners find books hard to read and encounter difficulties with the interpretation of
verbal logic, as reading as well as concentration, demand more focused and mentally applied
concentration (Healy, 1990). The result: Learners cannot concentrate for long periods of time and thus
we have a “Two-Minute Mind” generation (Healy, 1990).
If our learners are being over exposed by visual material such as the television and the computer, then
one would have to ask oneself: Is it possible to utilize these media to benefit reading? If the answer is
yes, then we have to ask what possible ways can be implemented.
I belief that it is time that we must try to make education what Dewey referred to as being life itself and
not the mere preparation for life. Therefore, the time has come that school classrooms should become
environments that are conducive to learning, classrooms that imitate real life and classrooms that
make extensive use of ICT. I further believe that ICT can play a pivotal role to assist in developing
reading for understanding. This is in agreement of the plea of Nations (2001) who asks appropriately,
how long do our children have to wait for change regarding pedagogy and technology integration in
education and thinking, as “Our perceptions about what schooling should look like are a mismatch with
the reality of today’s children” (Nations, 2002:IS-1)1.
Perkins (1991, 1992) argues that schools’ have three educational goals to fulfil, namely, (1) the
retention of knowledge, (2) understanding of knowledge and (3) the active use of knowledge. I am of
the belief that Cyberhunts could assist to address the above-mentioned issues. But what is a
Cyberhunt?
3. CYBERHUNTS AND LEARNING THEORY
Cyberhunts subscribe to the principles of constructivism as a learning theory. However, before these
principles are explored, one needs to take note from where the South African educational system
comes, namely the objectivist behaviouristic tradition. “The objectivist model of curriculum, located in
1
The abbreviation IS in this paper refers to an Internet Source that has been quoted. A problem that one encounters when
working with some Internet resources is that some do not contain page numbers. If a source does not contain page numbers,
the source has been previewed in print mode for printing on an A4 size page and the page numbering that the browser
indicated, has been used.
Page 6 of 64
behavioural theory, has arguably had the greatest influence on Western curriculum development and
therefore in the shaping of school discourse in this century” (Van Harmelen, 1995:51). Subscribing to
the objectivist behaviouristic tradition implies that the focus is on transfer of knowledge and
instructivism with the main focus on rote-learning and recall. The focus is on teaching, not learning, as
learners are instructed in a context dominated by teacher talk. In this context the teacher is active and
the learner is passive as he/she has to listen all the time, leading to the analogy of learners being
empty buckets that need to be filled or the “jug and mug” approach. The problem with this aim is that it
is not possible to know everything, as there is too much information2 (knowledge) available:
knowledge is not finite (Nations, 2001; Dochy, 2001).
An alternative to the objectivist tradition seems to be constructivism. Constructivism is a theory of
“‘knowing’ and a theory about how one ‘comes to know’ “, hence a theory about knowledge and
learning and not a theory about teaching (Fosnot, 2005:ix). Constructivism refers to the active
construction of knowledge (not the passive consuming of information) by individuals through a social
process in real life contexts (Gagnon and Collay, 2001; Marlowe & Page, 2005). Hence, it is about
understanding, applying, thinking and analyzing and not about accumulating, memorizing and
repeating of information (Marlowe & Page, 2005). The focus should be on authentic and meaningful
learning through a process of bridge building between what students already know and what they are
expected to learn resulting in the creation of artifacts that presents their thinking (Gagnon and Collay,
2006). Therefore, for learning to become meaningful, it has to transcend the focus on mere factual
information as “meaning assigned to facts and facts alone are meaningless until they are interpreted
and added up into a coherent picture” (Hinchey, 1998:45).
Constructivism is the learning theory that underpins Outcomes Based Education (OBE) of the South
African curriculum (Moll, 2002). The envisioned constructivist learning, one could argue, has as its aim
that learning has to become meaningful, which is in contrast to traditional rote learning. Jonassen,
Howland, Moore and Mara (2003:6) define meaningful learning simply as that “which occurs when
students are [actively] making meaning”. They go on to explain their conception of meaningful learning
as learning that displays the following five attributes (Jonassen, Peck & Wilson, 1999; Jonassen,
Howland, Moore and Mara, 2003):
2
It is important to note that information cannot necessarily be equated with knowledge. For information to become
knowledge, we have to internalize (accommodate or assimilate) information in a comprehensible way.
Page 7 of 64

Active, manipulative, observant

Constructive, articulative, reflective

Intentional, reflective, regulatory

Authentic, complex, contexutal

Cooperative, collaborative, conversational
Table 1 shows how the Critical Outcomes are related to “What is Learning” as viewed by theorists
such as Jonassen, Peck and Wilson (1999) and Jonassen, Howland, Moore and Mara (2003).
CRITICAL OUTCOMES
WHAT IS LEARNING?
WHAT IS MEANINGFUL
LEARNING?
Manage themselves responsibly














Collect and analyze information
 Thinking Skills
 Constructive, Articulative, Reflective
Communicate effectively
 Social Negotiation
 Information Processing
 Knowledge Construction
 Cooperative, Collaborative,
Conversational
 Authentic, Complex, Contexutal
Identify and solve problems by means
of critical and creative thinking
Work together in teams
Use science and technology effectively
Information Processing
Remembering and Recalling
Thinking Skills
Knowledge Construction
Conceptual Change
Contextual Change
Activity
Distributed among the Community
Chaos
Social Negotiation
Knowledge Construction
Activity
Distributed among the Community
Conceptual Change





Active, Manipulative, Observant
Constructive, Articulative, Reflective
Intentional, Reflective, Regulatory
Authentic, Complex, Contexutal
Cooperative, Collaborative,
Conversational
 Active, Manipulative, Observant
 Intentional, Reflective, Regulatory
 Cooperative, Collaborative,
Conversational
 Constructive, Articulative, Reflective
 Knowledge Construction
 Constructive, Articulative, Reflective
 Conceptual Change
 Contextual Change
TABLE 1: LINKING THE CRITICAL OUTCOMES (DOE, 1997A:IS-19; DOE, 1997B:13-14) TO “WHAT IS
LEARNING” AS SEEN BE VARIOUS THEORISTS AND “WHAT IS MEANINGFUL LEARNING” (JONASSEN,
PECK & WILSON, 1999 AND JONASSEN, HOWLAND, MOORE AND MARA, 2003)
See the world as set of related
contexts
In addition, Jonassen, Peck and Wilson (1999) and Jonassen, Howland, Moore and Mara, 2003)
advocate the forming of communities namely: (1) discourse communities, (2) communities of practice,
(3) knowledge building communities and (4) learning communities. Cyberhunts as a reading and
learning strategy could assist to achieve meaningful learning as learners are active when they are
engaged, they observe the websites that they visit on the Internet and they could engage with the
content in a meaningful manner. If the planned cyberhunt is linked to the outcomes of the curriculum, it
fosters authentic and contextual learning. In addition, the level of questioning, provide opportunities for
Page 8 of 64
more complex thinking and learning. Furthermore, cyberhunts could also provide opportunities for
reflection. However, teachers need make to design and include reflective activities and have to think at
what stage to make use of it. As cyberhunts can be used by individuals or in group context, it provides
also opportunities for cooperative, collaborative and conversational learning, which are all elements of
meaningful learning.
4. CYBERHUNTS AND WEBQUESTS: A BRIEF INTRODUCTION AND SOME
DIFFERENCES
The term Cyberhunt would probably not be found in a dictionary of the 1990’s or in a contemporary
one. This could possibly be attributed to the fast development of the Information Society and ICT area.
Cyberspace is a term that we can attribute to ICT and the Internet. The term “hunt” refers to finding or
searching for something. Therefore a cyberhunt refers to an online activity where learners are using
the Internet as a tool to find answers to questions (Rechtfertig, 2002) based upon a certain theme or
topic that has been composed by someone else. Teachers may use cyberhunts as an introduction to a
theme in a pre-activity or as a review for an upcoming test or other form of authentic assessment
(Slayden, 2000).
The advantage for teachers is twofold: (1) they learn valuable ICT skills while designing cyberhunts
and (2) they start to use ICT in an integrative manner (Rechtfertig, 2002:IS) within their learning area.
These skills include searching the Internet by making use of search engines, the identification and
evaluation of the level and appropriateness of websites to be included for their cyberhunts, the use of
different levels of questioning techniques (See Taxonomy of questions in Table 1), the deployment of
their cyberhunts either on the local server or online and how to manage the classroom within a
cyberhunt context (Starr, 1999; Slayden, 2000; Rechtfertig, 2002). In addition, cyberhunts can be used
to encourage cooperation through group work and cooperative learning, but it can also be used
individually on a one-to-one basis (Star, 1999; Slayden, 2000).
Learners can also benefit from using cyberhunts (Rechtfertig, 2002) as they (1) learn the basics of
web navigation, (2) are introduced to online reading for information gathering for meaning, (3) learn
how respond to comprehension questions either by typing the answers online or by writing it in pencil
and (4) being prepared for more complex online internet based activities for the future such as
designing their own cyberhunts.
Cyberhunts and Web Quests are not the same. Cyberhunts are short in duration, from 30 minutes to 1
hour, but nothing prohibits one from designing one for a longer duration. A cyberhunt does not have to
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have a conclusion in the form of a product that needs to be created. If a cyberhunt becomes product
orientated, it starts to move in the direction of a webquest.
A webquest is “an inquiry based activity in which all or most of the resources are Internet-based”
(Dodge, 1997:IS-1). Two types can be defined, namely short term and long term webquests. A short
term webquest is normally designed to be completed in one to three class periods where a long term
webquest’s duration may vary from one week to a month (Dodge, 1997). To be classified as a
webquest, the following parts are a prerequisite (Dodge, 1997; Schweizer and Kossow, 2007):
 Introductory Section
 Do-able Task Section
 Information Resources Section
 Description of the Process to be followed Section
 Guidance Section
 Evaluation or Assessment Section
 Conclusion Section
Some teachers may group some of these above-mentioned sections together such as resources and
processes (Schweizer and Kossow, 2007) where others could extend it even further.
In the introduction, the learners are introduced to the quest or project in an interesting manner to
gather their attention and to motivate them. The Doable Task refers to a product that the learners have
to produce that will indicate their success. The Information Resources refer to web documents, web
links, books, email addresses of experts, online databases, etc. which can be explored to assist them
to complete the task. In the Process Section the learners are being provided with a clear step-by-step
process to be embarked upon to complete the task at hand. The Guidance Section provides ideas on
how the learners have to organize the gathered required information. In the Evaluation Section, the
learners have access to the tools that will be used for assessment purposes. The Conclusion Section
provides opportunities for further learning, the extension of learner experiences and/or reflection
opportunities (Dodge, 1997; Schweizer & Kussow, 2007).
The best advice that I can provide to teachers when they ask “what is a cyberhunt or a webquest and
how do I design one”, is to encourage them to actually search for pre-designed webquests, to explore
them, to actually participate in one or two and then to design one based upon what has been
experienced.
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5. EXAMPLES OF CYBERHUNTS
A few examples of cyberhunts and a brief description of each follow to indicate its flexibility. In some
instances, learners are required to open a pre-created file from a folder on the network or on the
Internet that contains questions with hyperlinks below each 3[See Example 1]. Learners then have to
click on these hyperlinks which in return open the referenced to website that needs to be explored by
learners to find the answers to these questions. Learners type the answers on their computers and
save or print them in order that the teacher or peers may assess it. Alternatively, the questions are
provided on paper with hyperlinks below each one [See Example 2]. Learners then have to type these
hyperlinks in the address bar of their web browser which in return open the reference to website that
needs to be explored by learners to find the answers to these questions. The learners then write the
answers on paper or type it in a word processor. Should they use a word processor, they either print
their final answers or save it in order that they or their teacher may have access to it for further use
or/and assessment.
3
The following examples of Cyberhunts were designed in 2006 by students who attended the PEC203 module at the Nelson
Mandela Metropolitan University. Unfortunately not all students saved their cyberhunts under their student number and/or
name. Those who have, have been acknowledged. You will also note that the students have indicated the level of the
question by using the taxonomy of Bloom: knowledge, comprehension, application, analysis, synthesis or evaluation.
Page 11 of 64
BY JASMIN HACK
Instructions

Fill in your name and student number

You will find several questions that are related to various websites. To answer each question you will need to click
on the blue highlighted web address which will take you to the website that will offer the information needed to
answer the questions.

Answer all questions on the page.

Once you have completed your work, save it under your name and surname in the folder named
VolcanoesGrade6A.
Name and Surname
Grade
Date
Question 1
(Comprehension)
What would you do if a volcano erupts?
http://vulcan.wr.usgs.gov/Hazards/Safety/what_to_do.html
Answer
Question 2
(Knowledge)
List all the Volcanoes in Tanzania.
http://volcano.und.edu/vwdocs/volc_images/africa/africa.html
Answer
Question 3
(Knowledge/
Analysis
By looking at the map and information related to the dispersal of volcanoes,
identify the area which is most dense. Roughly how many volcanoes would you
say there are?
http://www.geo.mtu.edu/volcanoes/world.html
Answer
Question 4
(Evaluation)
Read the differences between shield and strato volcanoes and explain the
differences between each volcano.
http://volcano.und.edu/vwdocs/vwlessons/volcano_types/index.html
Answer
Question 5
(Synthesis)
Explain a Volcanologist’s occupation.
http://volcano.und.edu/vwdocs/how_to.html
Answer
Question 6
(Application)
What are ophiolites?
http://volcano.und.edu/vwdocs/vw_hyperexchange/ophiolites.html
Answer
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Question 7
(Evaluation)
Compare and contrast the largest eruptions in 10,000 years in Europe with that
of South America.
http://volcano.und.edu/vwdocs/vw_hyperexchange/veiTables/s_america.html
Answer
Question 8
(Knowledge)
How many times has Mount St Helens erupted in the past 10, 000 years?
http://volcano.und.edu/vwdocs/vw_hyperexchange/veiTables/usa.html
Answer
Question 9
(Synthesis)
Identify the various parts of a volcano.
http://volcano.und.edu/vwdocs/vw_hyperexchange/parts.html
Answer
Question 10
(Analysis)
Give examples of colossal, super-colossal and mega-colossal volcanoes.
http://volcano.und.edu/vwdocs/eruption_scale.html
Answer
Question 11
(Knowledge)
How often do explosive volcanoes erupt?
http://volcano.und.edu/vwdocs/eruption_scale.html
Answer
Question 12
(Evaluation)
Compare the differences between a cow-pie bomb and a bread crust bomb.
http://www.gc.maricopa.edu/earthsci/imagearchive/bombs.htm
Answer
Question 13
(Analysis)
List the ten deadliest eruptions.
http://volcano.und.edu/vwdocs/vw_hyperexchange/deadly_volcs.html
Answer
Question 14
(Analysis)
Identify the different sectors that are affected in volcanic eruptions. Which are
most affected?
http://volcano.und.edu/vwdocs/vw_hyperexchange/CostVolc.html
Answer
Question 15
(Application)
Show how the various gases involved in volcanic eruptions can affect our lives.
http://volcano.und.edu/vwdocs/Gases/man.html
Answer
Example 1: Volcanoes cyberhunt that provides space for learners to write or type their answers below
the questions.
Other examples of cyberhunts have one hyperlink and several questions that refer to the website
which are opened after the learner has clicked on the hyperlink. Learners can then complete the
questions either on screen or on paper. The specific example on the next page has not provided
space for the learners to type their answers on screen, as this design requires learners to write the
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answers on paper (See Example 2 4). However, nothing prohibits one from inserting spaces for the
learners to enable them to type on screen at a later stage.
A VISIT TO ADDO ELEPHANT PARK
Answer the questions on your printed worksheets. Click on the blue links to go to a website which has the information you
need to answer the questions listed below it.
What to see and do in Addo
http://www.nature-reserve.co.za/cape-eastern-addo-elephant-park.html
1.
(Know) How many elephants are there in the Addo Elephant Park? (350)
2.
(Know) How far away from Port Elizabeth is the Addo Elephant Park? (72 km)
3.
(Know) Name three other kinds of large animals you could expect to see in Addo. (Rhino, Buffalo, Eland, Kudu, Bush Pig,
Red Hartebeest, Jackal)
4.
(Comp) What is another name for a suricate? Describe one in a sentence.( Meerkat or mongoose, small grey/brown
animal with dark-ringed eyes, sits up on hindlegs)
5.
(Comp) What do you think is the main thing visitors to Addo, do? (i.e. what is the most popular activity) (Game drives)
6.
(Comp) What other activities are there? (Name at least 3). (Hiking, horse-trails, swimming, 4X4 trails, bird-watching)
Accommodation at Addo
http://www.sanparks.org/parks/addo/
7.
(Know) What are the main kinds of different accommodation at Addo? Name at least five kinds. (Chalets, rondawels,
camping, safari tents, forest cabins, guest houses)
8.
(Appl) How many safari tents are available for the night of 1 September 2006?
9.
(Know) How many people can sleep in each tent? (2)
10. (Comp) Describe a safari tent in your own words (Hint: find some pictures). (Luxury tent with beds and balcony area).
11. (Appl) How much would it cost for a family of 2 adults and 2 children to share a Forest Cabin on the night of 1 September
2006? (R350 + R104 + R52 = R511)
12. (Comp) Which number would you phone to book your reservation? (012 428 9111)
Getting there
http://www.sanparks.org/parks/addo/
13. (Anal) If you were going to drive to Addo from Port Elizabeth, which route would you take? (Give the route numbers of the
major roads you would take). (N2 + R335 or N2 + N10 + R342)
14. (Appl) How long do you think it would take to get there? Justify your answer. (72 km, average speed 80kph so about 1 hour)
Other game parks http://www.shamwari.com
15. (Appl) Someone has told you that Shamari is a very good game park. How much would it cost for two people to spend one
night in the Long Lee Manor lodge on 1 September 2006? (R 2560.00 X 2 = R5120.00)
16. (Eval) What sort of tourists do you think Shamwari is trying to attract? Give a reason for your answer. (Wealthy overseas
tourists, because it’s so expensive)
17. (Synth) Plan a trip to Addo for a family of 2 adults and 2 children. Specify your itinerary and budget (what time would you
leave, what would you do when you were there, where would you stay, how much money would you need for the trip).
Example 2: A visit to Addo Elephant Park cyberhunt that does not provide space for learners to write or
type their answers below the questions.
Another positive aspect of Cyberhunt design, is that the designer is not limited to use a word
processor such as Microsoft Word or web authoring software such as FrontPage, but that virtually any
4
Unfortunately I do not have the details of this student.
Page 14 of 64
software can be used, even presentation software, for example Microsoft PowerPoint. The following
example [See Example 3] has been created by a student during the PEC203 module at the Nelson
Mandela Metropolitan University in PowerPoint on Ecology for Grade 9 learners.
ECOLOGY
Grade 9
Let’s discover the world
in which we live!
Introduction to Ecology
Check out the website Kids Do Ecology and its
related links and after exploring, answer
the questions that follow…
http://www.nceas.ucsb.edu/nceasweb/kids/ecology/index.html
•
•
•
Define the term ecology.
Name three jobs you could do after
becoming an Ecologist
Why is Ecology important?
Page 15 of 64
Biomes
http://www.nceas.ucsb.edu/nceasweb/kids/biomes/what_biomes_are.htm
4. Explain what a biome is in your own words.
5. The biomes are separated into two general
classifications. Name them
6. List the 12 Biomes of the World
7. Reflect on South Africa, which biomes do
you think we have?
South African Biomes
Now that you’ve discovered a bit about
world conservation – let’s turn our focus
closer to home…
http://www.environment.gov.za/enviroinfo/nat/biome.htm
8. What are the 7 biomes that scientists have
identified in South Africa?
9. On a separate sheet of paper, design a map
of South Africa showing where you would
find the various biomes.
Page 16 of 64
South African Biomes
10. Analyse your map of the biomes of South
Africa and compare it with map of Rainfall in
South Africa found on the links:
http://www.environment.gov.za/enviroinfo/nat/rain.htm
10. Give a critique of the similarities and
differences.
11. How would global warming then affect
biomes? Justify your answer.
Fynbos Ecology
Now check out the website below on Fynbos ecology
which is of major importance in South Africa.
http://www.wcape.school.za/subject/biology/fynbos/intro.htm
13. How would you identify a Fynbos plant if you were
in the field?
14. Give 5 reasons why Fynbos conservation is so vital
in South Africa?
Page 17 of 64
Fynbos in the Cape
http://www.wcape.school.za/subject/biology/fynbos
/index.htm
15. Proteas have a symbiotic relationship
with sugarbirds, explain the benefits of
the relationship to each organism.
16. Fynbos is adapted to withstand fire…
explain how?
Example 3: Cyberhunt created in PowerPoint. Answers need to be typed in a word processor or on paper.
6. HORIZONTAL AND VERTICAL CYBERHUNTS
During my involvement with cyberhunts, I started to notice that two types of cyberhunts can be
distinguished in what I have labelled as HORIZONTAL and VERICAL cyberhunts. This refers to the
type of cyberhunt or the kind of questioning and exploration of the website visited. A cyberhunt can be
defined as horizontal if it complies with the following: The whole cyberhunt (all the questions) is based
upon one web page that has been accessed and the learner will be able to find all the answers on that
specific web page. The reading thus takes place on one level. The learner is therefore not required to
explore the web site deeper by clicking on other hyperlinks within the website. Questions within a
cyberhunt can also be horizontal if a learner does not have to explore the visited or accessed website
deeper, thus, he/she stays on the same level that has been accessed. Figure 1 tries to visually portray
the difference between horizontal and vertical cyberhunts.
Horizontal cyberhunts could be the starting point for learners as first time users of the web and their
introduction to cyberhunts, as well as to novice teachers starting with ICT integration. These simple
and low level cyberhunts assist teachers and learners to feel secure in the initial stages and build ICT
confidence in both parties. During this stage learners can start to answer the questions on paper.
However, the teacher may decide to move from learners that write answers on paper to learners that
open the teacher created cyberhunt file from the network or web and then type their answers either in
a blank word processor page or under the composed questions in the teacher created cyberhunt in the
answer space provided.
Page 18 of 64
A cyberhunt becomes vertical the moment a learner has to explore a website deeper on his/her own to
find the answer to the composed question. In practice it entails that a learner is provided with a
question and a hyperlink that opens a web page when the hyperlink is selected. However, the learner
will not be able to find the answer to the question on that accessed page, but will have to explore the
website further by ascertaining whether some of the hyperlinks that can be seen on the accessed web
page provide possible clues in their names that indicate that it is a link that can be followed.
Alternatively, a learner will have to embark on a step-by-step exploration process of the website to find
the answers or by collaborating with a few peers to assist him/her to explore the website to find the
appropriate answer. Figure 1 tries to visually portray the difference between horizontal and vertical
cyberhunts.
These higher level cyberhunts bring Internet exploration or surfing to a higher level and need some
more ICT skills and experience related to Internet browsing (surfing). Normally learners will type the
answers on their computer and save it and make a print-out.
Page 19 of 64
FIGURE 1: HORIZONTAL & VERTICAL READING & BROWSING ON THE WEB DURING CYBERHUNTS5
5
The transparent arrows indicate how the learner/user scrolls up and down, left to right and right to left while reading. The
black arrows indicate the movement of learners among the different screens in a website by clicking on the various links or
by making use of the forward and back keys in a browser to access/move among previously accessed or visited screens.
Page 20 of 64
7. WHERE TO START AND WHERE TO WORK TO?
Bloom (1956) has provided us with his taxonomy to assist us to compose questions on different levels
of thinking. This taxonomy ranges from lower to higher levels of cognitive thinking and have been
defined as (1) knowledge, (2) comprehension, (3) application, (4) analysis, (5) synthesis and (5)
evaluation as being the highest level.
In 2000, Anderson and Krathwohl6 redefined Bloom’s taxonomy by making certain changes for
example rewording Bloom’s nouns to words, rewording certain categories and the repositioning of the
last two categories (Wilson, 2005). In addition, Anderson and Krathwohl indicates “how the taxonomy
intersects and acts upon different types and levels of knowledge - factual, conceptual, procedural and
metacognitive” (Wilson, 2005:IS-2). A detailed description of how Bloom and Anderson and Krathwohl
correlate and differentiate can be seen in Table 2 (Wilson, 2005).
Anderson is one of Bloom’s former students and Kratwohl is one of Bloom’s original partners who worked with him on the
cognition project (Wilson, 2005).
6
Page 21 of 64
Bloom’s Taxonomy 1956
Anderson and Krathwohl’s Taxonomy 2000
1. Knowledge: Remembering or retrieving previously learned
material. Examples of verbs that relate to this function are:
know
identify
relate
list
define
recall
memorize
repeat
record
name
recognize
acquire
2. Comprehension: The ability to grasp or construct meaning from
material. Examples of verbs that relate to this function are:
restate
locate
report
recognize
explain
express
identify
discuss
describe
discuss
review
infer
illustrate
interpret
draw
represent
differentiate
conclude
3. Application: The ability to use learned material, or to implement
material in new and concrete situations. Examples of verbs that
relate to this function are:
apply
relate
develop
translate
use
operate
organize
employ
restructure
interpret
demonstrate
illustrate
differentiate
contrast
investigate
detect
survey
classify
deduce
experiment
scrutinize
discover
inspect
dissect
discriminate
separate
5. Synthesis: The ability to put parts together to form a coherent or
unique new whole. Examples of verbs that relate to this function
are:
compose
produce
design
assemble
create
prepare
predict
modify
tell
plan
invent
formulate
collect
set up
generalize
document
combine
relate
propose
develop
arrange
construct
organize
originate
derive
write
propose
argue
decide
choose
rate
select
estimate
3. Applying: Carrying out or using a procedure through executing,
or implementing. Applying related and refers to situations where
learned material is used through products like models,
presentations, interviews or simulations.
validate
consider
appraise
value
criticize
infer
4. Analyzing: Breaking material or concepts into parts, determining
how the parts relate or interrelate to one another or to an overall
structure or purpose. Mental actions included in this function are
differentiating, organizing, and attributing, as well as being able
to distinguish between the components or parts. When one is
analyzing he/she can illustrate this mental function by creating
spreadsheets, surveys, charts, or diagrams, or graphic
representations.
5. Evaluating: Making judgments based on criteria and standards
through checking and critiquing. Critiques, recommendations, and
reports are some of the products that can be created to demonstrate
the processes of evaluation. In the newer taxonomy evaluation
comes before creating as it is often a necessary part of the
precursory behavior before creating something.

6. Evaluation: The ability to judge, check, and even critique the
value of material for a given purpose. Examples of verbs that relate
to this function are:
judge
assess
compare
evaluate
conclude
measure
deduce
2. Understanding: Constructing meaning from different types of
functions be they written or graphic messages activities like
interpreting, exemplifying, classifying, summarizing, inferring,
comparing, and explaining.
practice
calculate
show
exhibit
dramatize
4. Analysis: The ability to break down or distinguish the parts of
material into its components so that its organizational structure
may be better understood. Examples of verbs that relate to this
function are:
analyze
compare
probe
inquire
examine
contrast
categorize
1. Remembering: Retrieving, recalling, or recognizing knowledge
from memory. Remembering is when memory is used to produce
definitions, facts, or lists, or recite or retrieve material.
Remember this one has now changed places with the last
one on the other side.
6. Creating: Putting elements together to form a coherent or
functional whole; reorganizing elements into a new pattern or
structure through generating, planning, or producing. Creating
requires users to put parts together in a new way or synthesize parts
into something new and different a new form or product. This
process is the most difficult mental function in the new taxonomy.

This one used to be #5 in Bloom's known as synthesis.
TABLE 2: Taxonomies of the Cognitive Domain, Bloom vs. Anderson/Krathwohl (Wilson, 2005).
Page 22 of 64
What I thus propose is that cyberhunt designers, especially if they are new to the web and/or
computers, start with horizontal hunts and with the first level of Bloom or Anderson and Krathwohl’s
levels for setting questions for their cyberhunts. As they feel more comfortable, they can start to
design on a higher level by including various websites and composing questions on higher levels in
the taxonomy. However, more experienced web and computer users may start designing on a higher
level, keeping in mind their learners’ level of computer skills and cognitive capabilities. Table 3
provides a detailed summary of the different levels of cyberhunts, ranging from level 1 being the
lowest and level 6 being our ultimate goal: learners who design their own cyberhunts for their peers in
their own class or for peers in other classes, by making use of the different levels of questioning when
they compose questions.
It is important too keep both levels in mind as uncertainty and inexperience could lead to negative
feelings towards ICT and the development of barriers to higher cognitive levels of thinking leading to
lower self-efficacy – negative beliefs in their capabilities of performing at a designated level (See
Bandura, 1977, 1997 and Schunk, 2004 for more on self-efficacy). Raising self-efficacy should be our
aim.
According to Bandura (1997) and Schunk (2004), self-efficacy can be provided at four levels, namely
(1) successful performance accomplishments or personal mastery (experiencing success in
completing a task), (2) vicarious experience (observing people or people/social modeling in practice),
(3) verbal or social persuasion (I/we know you can do this!) and (4) emotional arousal (helping people
to believe that things causing anxiety or fear do not affect them internally). Therefore it is important to
assist teachers towards personal mastery and through social persuasion to experience success as
positive experiences could lead to greater adoption of cyberhunts in the future. Therefore, start on a
level where you as designer feel comfortable and don’t be afraid to ask for assistance, even if it means
that you have to observe those who have experience, in action.
Page 23 of 64
LEVEL
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
LEVEL 5
LEVEL 6
PROVIDER
OR
DESIGNER
TEACHER
TEACHER
TEACHER
TEACHER
TEACHER
A LEARNER,
PAIR OR
GROUP OF
LEARNERS
ANSWERS
Answers to be found on
accessed page only.
Answers NOT to be found
on accessed page.
Learners need to explore
the website further by
vertical browsing without
any assistance.
Hyperlinks on page
provide hints as hyperlink
names are suggestive.
Answers NOT to be found
on accessed page.
Learners need to explore
the website further by
vertical browsing without
any assistance.
Hyperlinks on page do not
provide any hints.
Topic, Theme or Problem
introduced. Keywords are
provided.
Topic, Theme or Problem
introduced. Keywords are
NOT provided. Possible
keywords that may match
the topic, theme or
problem need to be
generated by learners.
Generate or Design
Cyberhunts on any of the
levels OR a combination
of the levels.
DEPTH
WHERE ARE THE
QUESTIONS FOR THE
CYBERHUNT
ROLE OF LEARNER
Questions with hyperlinks
underneath on PC screen.
Click on hyperlinks.
OR
Horizontal
OR
Questions with hyperlinks
underneath on paper (not
on PC screen).
Learner needs to type
hyperlink in search engine’s
address bar.
Questions with hyperlinks
underneath on PC screen.
Click on hyperlinks.
OR
LEVELS OF
POSSIBLE
QUESTIONING
OR
Vertical
Questions with hyperlinks
underneath on paper (not
on PC screen).
Learner needs to type
hyperlink in search engine’s
address bar.
Questions with hyperlinks
underneath on PC screen.
Click on hyperlinks.
OR
Vertical
OR
Questions with hyperlinks
underneath on paper (not
on PC screen).
Learner needs to type
hyperlink in search engine’s
address bar.
Questions without
hyperlinks on PC screen.
Learner needs to type
provided keywords in search
engine’s search box. Select
and explore the results.
Horizontal
and/or
Vertical
OR
OR
Questions without
hyperlinks on paper.
Learner needs to type
provided keywords in search
engine’s search box. Select
and explore the results.
Questions without
hyperlinks on PC screen.
Learner needs to type own
generated keywords in
search engine’s search box.
Select and explore the
results.
Horizontal
and/or
Vertical
OR
OR
Questions without
hyperlinks on paper.
Learner needs to type own
generated keywords in
search engine’s search box.
Select and explore the
results.
Learners design questions
with OR without
hyperlinks on PC screen.
Click on hyperlinks OR
Learner needs to type
hyperlink in search engine’s
address bar OR
Learner needs to type
provided keywords or own
generated keywords in
search engine’s search box.
Select and explore the
results.
OR
OR
Learners design questions
with OR without
hyperlinks on paper.
Learner needs to type
hyperlink in search engine’s
address bar OR Learner
needs to type provided
keywords or own generated
keywords in search engine’s
search box. Select and
explore the results.
Horizontal
and/or
Vertical
Table 3: Different levels of cyberhunts
Page 24 of 64
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
These levels can
be utilized by
starting with the
REMEMBERING
level and gradually
moving to the
higher levels
8. STEPS FOR CREATING A CYBER HUNT
The following steps are merely suggestions and are not prescriptive. Feel free to add or delete where
you feel it is appropriate.
A. SELECT A TOPIC OR THEME
1. Select a Learning Area and decide on a topic or theme that can be linked to the National
Curriculum Statement (RNCS or NCS). This can be done in consultation with your learners,
as learner input might lead to greater motivation and a feeling of ownership among learners.
B. COMPUTER WORK
2. Generate keywords or phrases that could be linked to the topic. (This can be done with the
assistance of your learners during Step 1).
3. Open Microsoft Word or your preferred word processor. Here you are going to type your
questions related to the topic as well as the web address (URL) of the website to which this
question refers. (This will obviously depend on the level of the cyberhunt that you want to
create).
4. Open Internet Explorer (Your Web Browser)
5. Decide on the search engine that you want to use for example www.google.com or
www.askjeeves.com, etc. Type in the search engine’s address toolbar box the URL for
example www.google.com
6. When your search engine appears in the Web Browser, type the generated keywords or
phrases into the search box of your search engine. Remember that you can still generate
keywords or phrases as you are searching. Write them down on paper.
7. Explore the generated results produced by your search engine.
8. Copy the web address by highlighting it in the Web Browser’s address toolbar and then
selecting copy from the edit menu (CTRL-C is the shortcut). Remember to bookmark sites,
or to write the web addresses down. Bookmarking websites (Favorites button and Add to
Favourites in your web browser) allow you to refer or revisit a previously visited web site
with ease by selecting the web site from the Favourites option in your web browser.
9. If your word processor is open, switch to it by pressing the ALT-TAB keys. Press the ALT
key first, keep it down and press the TAB key. While keeping the ALT key pressed, press
the TAB key to move to the programme you want to be opened. Should your word
processor be not open, open it by clicking on the START button and then select your word
processor. Remember the ALT TAB function to move among opened programmes.
Page 25 of 64
C. QUESTION WORKSHEET GENERATION
10. Decide what kind of question you do want to ask. Normally one starts with simple or
straightforward types of questions and then move to a higher level of questioning. Refer to
the different levels of questioning as suggested in Table 2. Type the question related to
your topic.
11. Copy your selected URL (the web address) underneath your typed question by selecting
the Edit menu and the Copy option from the dropdown menu box. Alternatively you could
use the shortcut option by pressing CTRL-V (Keep in mind that this will only work if you
have highlighted the text to be copied previously. See Step 8).
12. Should you want to compose more questions pertaining to the open website, type these
questions and paste the URL or indicate to your learners that they have to visit the same
website to answer the questions.
13. Should you want to explore the open website deeper (vertically), and then do so.
Depending on the level of the cyberhunt that you want to design, you will then have to
decide whether you will provide the new URL to your learners or whether they will have to
explore the website deeper (vertically). If you decide to provide the web address, then copy
and paste it as indicated previously. (Note: You do not have to use the address as the link.
Instead you can use the question and use the question as a hyperlink. The disadvantage is
that learners do not see the way in which a web address is structured. However, this could
be useful, especially with young learners.)
14. If you have decided that you want to compose more questions, you could press the BACK
button/option on your web browser to take you back to the previous screen in your web
browser. Keep on selecting the BACK button until you are where you want to be. For
example, if you want to return to the search engine in your web browser where you started
initially, keep clicking on the BACK button until that screen appears. You could also start
afresh by selecting and opening your web browser. Then follow the sequence as indicated
by Step 5 and further.
15. To make your cyberhunt more attractive, you could insert applicable pictures that will
enhance your topic. Do not insert pictures merely for the sake of having pictures.
16. HINT: You could create tables with two columns and several rows in which you provide
space for your learners to type their answers on the computer (PC). In this way learners
also learn how to move with the cursor keys and the mouse to the different sections on
your page. This can then be printed. Alternatively, you could make a print-out of the
questions and the learners can then write the answers in the provided space.
Page 26 of 64
How many elephants are there in the Addo Elephant Park? (Remembering)
1.
http://www.nature-reserve.co.za/cape-eastern-addo-elephant-park.html
ANSWER
What is another name for a suricate? Describe one in a sentence
2.
(Comprehension)
http://www.nature-reserve.co.za/cape-eastern-addo-elephant-park.html
ANSWER
17. Memo: Remember to set up a memo while you are busy. Type the answers below the
questions and print the memo. SAVE the memo and questions. Remember to DELETE the
answers before you make another print out for your learners to work on. Should you want
to save your cyberhunt in order that your learners can complete it on the computer, the
answers have also to be deleted. (Save the questions for example as CyberhuntAddo1 and
the memo as CyberhuntAddo1Memo).
18. If your learners are going to type the answers on the computer, remember to save the
Cyberhunt on the server where they all can gain access to the specific file. Learners must
be informed that they need to SAVE their answers regularly while they are busy working on
the Cyberhunt.
19. Be sure to save your page on your home drive after every question.
20. Add a title and directions to your Cyber Hunt. They may be in different sizes, fonts, etc.
21. Upload the page onto the web or web server or save the page on your network server.
9. CONCLUSION
Cyberhunts could be one of the tools that could assist us to tackle the reading and comprehension
deficiencies that our South African learners experience. Furthermore, the design of cyberhunts by
teachers could lead to greater integration of the curriculum and classroom based experience by
making use of the computer and the Internet. Cyberhunt design could also lead to greater participation
among teachers to design cyberhunts on different aspects in the various Learning Areas. This could
lead further to the establishment of a South African online website that contains cyberhunts grouped
by grades and learning areas which teachers can download or access online. If a teacher wants to use
a specific cyberhunt on the South African online website in his/her classroom, the learners could
Page 27 of 64
simply type the web address in their web browser and start with the cyberhunt. Should teachers want
to add additional activities, he/she is also welcome do to so.
Therefore I want to urge all of us attending this workshop on cyberhunts, to become involved in the
creation of this tool and to spread the word of its capabilities and the ease of its design.
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Page 29 of 64
OUTCOMES
OF
CYBERHUNT WORKSHOP
Page 30 of 64
CYBERHUNTS OR SCAVENGER HUNTS: THEORY, DISCUSSION
& PRACTICAL
By André du Plessis
Nelson Mandela Metropolitan University
2007
OUTCOMES
At the end of this session you should be able to:
 Identify Bloom’s Taxonomy and name the different categories
 Provide examples of the keywords related to each of the categories
 Identify the difference between convergent and divergent questions
 Relate convergent and divergent questions to Bloom’s Taxonomy
 Explain what a Cyberhunt is
 Explain the difference between horizontal and vertical Cyberhunts
 Define the critical attributes or components of a Cyber Hunt
 Identify what thinking skills are involved in a Cyberhunt
 Explain what is meant under each thinking skill
 Name the Design Steps of a Cyberhunt and explain each step
 Name and discuss the Pedagogical principles which underpin Cyberhunts
 Search for websites about Cyber Hunts on the Internet: On finding websites, students should
then examine the Cyberhunt with a view to obtain greater understanding of this lesson type.
 Design your own Cyberhunt Activity (Lesson) using FrontPage, PowerPoint or Word in a
Web-Based online context
 Discuss the advantages and disadvantages of a Web-Based online Cyberhunt
 Design your own Cyberhunt Activity (Lesson) using FrontPage, PowerPoint or Word in an
off-line non-Web-Based context
 Discuss the advantages and disadvantages of an off-line non-Web-Based Cyberhunt
SOURCES
INT
1
Internet: Visit sites and explore
Search for cyberhunts, cyber hunts or scavenger hunts on www.google.com
Possible websites [Accessed: 18 June 2007]
http://www.woodlands-junior.kent.sch.uk/cyberhunts/Index.html
http://www.spa3.k12.sc.us/Scavenger.html
http://webtech.kennesaw.edu/jcheek3/shunts.htm
http://www.oswego.org/staff/cchamber/webdesign/scavenger.htm
http://homepage.mac.com/cohora/ext/internethunts.html
Page 31 of 64
INT
LECTURE & DISCUSSION
 Introduction and organization of class
 Practical experience: web browsing and off-line browsing of Cyberhunts (If problematic, an
alternative will be in place)
 Class discussion: Advantages and disadvantages of On-Line Cyberhunts
 Class discussion: Advantages and disadvantages of Off-Line Cyberhunts
 Presentation: Theory behind Cyberhunts
 Practical Presentation: How to create a Cyberhunt in Word
 Practical assignment in groups: Create Cyberhunt in groups
 Designing Lesson on your own:
o Create own on-line Cyberhunt (Half of the class) while other half of the class find
info/data and prepare questions for an off-line Cyberhunt to be created in Word,
PowerPoint or FrontPage
ASSIGNMENTS FOLLOW
ASSIGNMENT 1: CYBERHUNT LESSON (ON-LINE)
Name and Surname:
Student number:
ASSIGNMENT 1
 Design your own Cyberhunt Activity (Lesson) using FrontPage, PowerPoint or Word
 Hand it in on disk OR your lecturer will evaluate you while in class.
 Remember that it must be web based (On-Line based)
 Obtain ideas by searching on the Internet in for example www.google.com for the term cyber hunt or
cyberhunt or scavenger hunt. Use these examples that you find as a starting point to generate ideas.
 Your Cyberhunt must contain 15-20 questions.
 Indicate Bloom’s Category next to each question.
 Your learners need to find the answers to these questions on websites on the Internet.
 You have to use at least 3 websites on which you base your questions. Obviously you are more
creative if you use more than one website.
 The key is that all the questions should cover the same theme or topic.
 Remember to indicate next to each question its relation to the Bloom taxonomy.
 Supply a memo too.
Page 32 of 64
Criteria
Web links
under each
question
for learners
to explore
Questions
related to a
theme
Creativity
of page
Memo
Max
mark
8
15
5
Excellent
Adequate
Developing
Most of the web
links are working
(leads to website on
which answers to
questions can be
found)
Some of the web
links are working
(leads to website on
which answers to
questions can be
found). Needs some
work.
Web links need
work. Only a few of
the links work (leads
to website on which
answers to
questions can be
found)
7-8 marks
4-6 marks
1-3 marks
15-20 questions.
Well formulated.
Focus on higher
order thinking skills:
Knowledge,
comprehension,
application, analyses
(See Bloom). Focus
on one theme or
topic.
10-14 questions.
Focus on knowledge
and comprehension
only. Focus on one
theme or topic.
10 or less questions.
Not very clear. Does
not focus on one
theme or topic.
11-15 marks
8-10 marks
1-7 marks
Very inviting to
learners. Spacing is
excellent and
colours used with
great effect. Pictures
have been inserted
that match the
theme or topic and
are well positioned.
Creativity evident.
Spacing and colours
on web page are
enticing.
Need more attention
towards creativity.
Spacing and colour
not enticing.
4-5 marks
3 marks
1-2 marks
Memo included
Memo partially
completed (more
than 70%)
No Memo
2 marks
1 marks
0 marks
2
TOTAL:
30
Page 33 of 64
Inadequate
Not handed in
0 marks
Not handed in
0 marks
Not handed in
0 marks
HOW TO MAKE
HYPERLINKS
IN WORD
Page 34 of 64
WORD HUNTS & CYBERHUNTS: MAKING LINKS
WORD HUNTS:
 Based on text documents that you have saved in WORD
 You do not have to be on the Internet
CYBERHUNTS:
 Based on documents or websites that is on the Internet
 You have to be connected to the Internet OR you have to save the Internet Website and then
follow the same procedure as a WORD HUNT.
Points to remember:




Create a FOLDER for every new WordHunt
Name the FOLDER in such a way, that you will know what the WordHunt is about
Save your pages related to your WordHunt in the FOLDER.
Draw blocks on paper (our use this template below) to indicate what you are going to call each
page.
 Save each Reading Piece in that folder with a name that you can relate to.
HomepageWordHunt
 Page with Questions &
Answer spaces
The flying kites
 Reading Piece
How roads are made
 Reading Piece
HOW TO MAKE THE LINKS:
1.
2.
3.
4.
Go the position/place where you want to insert the hyperlink.
Click the INSERT toolbar
Select HYPERLINK from the drop down toolbar
The following box appears (See next page)
Page 35 of 64
SirWalterRaleigh
 Reading Piece
5.
Select your FOLDER in which you have saved the Reading Piece. (Click on the Look in:
box arrow).
6.
7.
8.
Click on the FILENAME that you want to make the hyperlink to be linked to.
Click on the OK button.
The hyperlink will appear in your document.
NB: You have to make hyperlinks in this manner if you make your own WORDHUNTS:
 From the Question Page (saved as a WORD file) to the Reading Pieces (saved as a WORD files)
 From the Reading Pieces (saved WORD files) the Question Page (save WORD file)
To test or use a hyperlink:
 Move the mouse pointer to the hyperlink and press the CTRL key down. The page that the
hyperlink is linked to, will open.
Three options for the answer sheet:
 Learners can either type the answers in WORD in the spaces that you have provided OR
 Learners can type it in a NEW WORD document, SAVE it and PRINT it OR
 You can PRINT the Questions and Answers sheet and they write on it with pen or pencil.
Page 36 of 64
STEPS TO BE FOLLOWED
FOR CYBERHUNT DESIGN
Page 37 of 64
STEPS FOR CREATING A CYBERHUNT
The following steps are merely suggestions and are not prescriptive. Feel free to add or delete where
you feel it is appropriate.
A. SELECT A TOPIC OR THEME
1. Select a Learning Area and decide on a topic or theme that can be linked to the National
Curriculum Statement (RNCS or NCS). This can be done in consultation with your learners, as
learner input might lead to greater motivation and a feeling of ownership among learners.
B. COMPUTER WORK
2. Generate keywords or phrases that could be linked to the topic. (This can be done with the
assistance of your learners during Step 1).
3. Open Microsoft Word or your preferred word processor. Here you are going to type your
questions related to the topic as well as the web address (URL) of the website to which this
question refers. (This will obviously depend on the level of the cyberhunt that you want to
create).
4. Open Internet Explorer (Your Web Browser)
5. Decide on the search engine that you want to use for example www.google.com or
www.askjeeves.com, etc. Type in the search engine’s address toolbar box the URL for
example www.google.com
6. When your search engine appears in the Web Browser, type the generated keywords or
phrases into the search box of your search engine. Remember that you can still generate
keywords or phrases as you are searching. Write them down on paper.
7. Explore the generated results produced by your search engine.
8. Copy the web address by highlighting it in the Web Browser’s address toolbar and then
selecting copy from the edit menu (CTRL-C is the shortcut). Remember to bookmark sites, or
to write the web addresses down. Bookmarking websites (Favorites button and Add to
Favourites in your web browser) allow you to refer or revisit a previously visited web site with
ease by selecting the web site from the Favourites option in your web browser.
9. If your word processor is open, switch to it by pressing the ALT-TAB keys. Press the ALT key
first, keep it down and press the TAB key. While keeping the ALT key pressed, press the TAB
key to move to the programme you want to be opened. Should your word processor be not
open, open it by clicking on the START button and then select your word processor.
Remember the ALT TAB function to move among opened programmes.
Page 38 of 64
C. QUESTION WORKSHEET GENERATION
10. Decide what kind of question you do want to ask. Normally one starts with simple or
straightforward types of questions and then move to a higher level of questioning. Refer to the
different levels of questioning as suggested in Table 2. Type the question related to your topic.
11. Copy your selected URL (the web address) underneath your typed question by selecting the
Edit menu and the Copy option from the dropdown menu box. Alternatively you could use the
shortcut option by pressing CTRL-V (Keep in mind that this will only work if you have
highlighted the text to be copied previously. See Step 8).
12. Should you want to compose more questions pertaining to the open website, type these
questions and paste the URL or indicate to your learners that they have to visit the same
website to answer the questions.
13. Should you want to explore the open website deeper (vertically), and then do so. Depending
on the level of the cyberhunt that you want to design, you will then have to decide whether you
will provide the new URL to your learners or whether they will have to explore the website
deeper (vertically). If you decide to provide the web address, then copy and paste it as
indicated previously. (Note: You do not have to use the address as the link. Instead you can
use the question and use the question as a hyperlink. The disadvantage is that learners do not
see the way in which a web address is structured. However, this could be useful, especially
with young learners.)
14. If you have decided that you want to compose more questions, you could press the BACK
button/option on your web browser to take you back to the previous screen in your web
browser. Keep on selecting the BACK button until you are where you want to be. For example,
if you want to return to the search engine in your web browser where you started initially, keep
clicking on the BACK button until that screen appears. You could also start afresh by selecting
and opening your web browser. Then follow the sequence as indicated by Step 5 and further.
15. To make your cyberhunt more attractive, you could insert applicable pictures that will enhance
your topic. Do not insert pictures merely for the sake of having pictures.
16. HINT: You could create tables with two columns and several rows in which you provide space
for your learners to type their answers on the computer (PC). In this way learners also learn
how to move with the cursor keys and the mouse to the different sections on your page. This
can then be printed. Alternatively, you could make a print-out of the questions and the learners
can then write the answers in the provided space.
Page 39 of 64
How many elephants are there in the Addo Elephant Park?
1.
(Remembering)
http://www.nature-reserve.co.za/cape-eastern-addo-elephant-park.html
ANSWER
What is another name for a suricate? Describe one in a sentence
2.
(Comprehension)
http://www.nature-reserve.co.za/cape-eastern-addo-elephant-park.html
ANSWER
17. Memo: Remember to set up a memo while you are busy. Type the answers below the
questions and print the memo. SAVE the memo and questions. Remember to DELETE the
answers before you make another print out for your learners to work on. Should you want to
save your cyberhunt in order that your learners can complete it on the computer, the answers
have also to be deleted. (Save the questions for example as CyberhuntAddo1 and the memo
as CyberhuntAddo1Memo).
18. If your learners are going to type the answers on the computer, remember to save the
Cyberhunt on the server where they all can gain access to the specific file. Learners must be
informed that they need to SAVE their answers regularly while they are busy working on the
Cyberhunt.
19. Be sure to save your page on your home drive after every question.
20. Add a title and directions to your Cyber Hunt. They may be in different sizes, fonts, etc.
21. Upload the page onto the web or web server or save the page on your network server.
Page 40 of 64
EXAMPLES
OF
CYBERHUNTS
(CREATED BY NMMU STUDENTS)
Page 41 of 64
BY JASMIN HACK
Instructions




7
Fill in your name and student number
You will find several questions that are related to various websites. To answer
each question you will need to click on the blue highlighted web address
which will take you to the website that will offer the information needed to
answer the question.
Answer all questions on the page.
Once you have completed your work, save it under your name and surname
in the folder named VolcanoesGrade6A.
Name and Surname
Grade
Date
Question 1
(Comprehension)
What would you do if a volcano erupts?
http://vulcan.wr.usgs.gov/Hazards/Safety/what_to_do.html
Answer
Question 2
(Knowledge)
List all the Volcanoes in Tanzania.
http://volcano.und.edu/vwdocs/volc_images/africa/africa.html
Answer
Question 3
(Knowledge/
Anaylis
By looking at the map and information related to the dispersal of volcanoes,
identify the area which is most dense. Roughly how many volcanoes would you
say there are?
http://www.geo.mtu.edu/volcanoes/world.html
Answer
Question 4
(Evaluation)
Read the differences between shield and strato volcanoes and explain the
differences between each volcano.
http://volcano.und.edu/vwdocs/vwlessons/volcano_types/index.html
Answer
Question 5
(Synthesis)
Explain a Volcanologist’s occupation.
http://volcano.und.edu/vwdocs/how_to.html
Answer
7
This example of a cyberhunt has been created by a students in 2006 at the NMMU for the PEC203 module.
Page 42 of 64
Question 6
(Application)
What are ophiolites?
http://volcano.und.edu/vwdocs/vw_hyperexchange/ophiolites.html
Answer
Question 7
(Evaluation)
Compare and contrast the largest eruptions in 10,000 years in Europe with that
of South America.
http://volcano.und.edu/vwdocs/vw_hyperexchange/veiTables/s_america.html
Answer
Question 8
(Knowledge)
How many times has Mount St Helens erupted in the past 10, 000 years?
http://volcano.und.edu/vwdocs/vw_hyperexchange/veiTables/usa.html
Answer
Question 9
(Synthesis)
Identify the various parts of a volcano.
http://volcano.und.edu/vwdocs/vw_hyperexchange/parts.html
Answer
Question 10
(Analysis)
Give examples of colossal, super-colossal and mega-colossal volcanoes.
http://volcano.und.edu/vwdocs/eruption_scale.html
Answer
Question 11
(Knowledge)
How often do explosive volcanoes erupt?
http://volcano.und.edu/vwdocs/eruption_scale.html
Answer
Question 12
(Evaluation)
Compare the differences between a cow-pie bomb and a bread crust bomb.
http://www.gc.maricopa.edu/earthsci/imagearchive/bombs.htm
Answer
Question 13
(Analysis)
List the ten deadliest eruptions.
http://volcano.und.edu/vwdocs/vw_hyperexchange/deadly_volcs.html
Answer
Question 14
(Analysis)
Identify the different sectors that are affected in volcanic eruptions. What are is
most affected?
http://volcano.und.edu/vwdocs/vw_hyperexchange/CostVolc.html
Answer
Question 15
(Application)
Show how the various gases involved in volcanic eruptions can affect our lives.
http://volcano.und.edu/vwdocs/Gases/man.html
Answer
Page 43 of 64
A VISIT TO ADDO ELEPHANT PARK8
Answer the questions on your printed worksheets. Click on the blue links to go to a website which has the
information you need to answer the questions listed below it.
What to see and do in Addo
http://www.nature-reserve.co.za/cape-eastern-addo-elephant-park.html
7.
(Know) How many elephants are there in the Addo Elephant Park?
8.
(Know) How far away from Port Elizabeth is the Addo Elephant Park?
9.
(Know) Name three other kinds of large animals you could expect to see in Addo.
10. (Comp) What is another name for a suricate? Describe one in a sentence.
11. (Comp) What activities are do you think is the main thing visitors to Addo do? (i.e. what is the most
popular activity)
12. (Comp) What other activities are there? (Name at least 3).
Accommodation at Addo
http://www.sanparks.org/parks/addo/
13. (Know) What are the main kinds of different accommodation are there at Addo? Name at least five
kinds.
14. (Appl) How many safari tents available for the night of the 1 September 2006?
15. (Know) How many people can sleep in each tent?
16. (Comp) Describe a safari tent in your own words (Hint: find some pictures).
17. (Appl) How much would it cost for a family of 2 adults and 2 children to share a Forest Cabin on the
night of 1 September 2006?
18. (Comp) Which number would you phone to book your reservation?
Getting there http://www.sanparks.org/parks/addo/
15. (Anal) If you were going to drive to Addo from Port Elizabeth, which route would you take? (Give the
route numbers of the major roads you would take).
16. (Appl) How long do you think it would take to get there? Justify your answer.
Other game parks
http://www.shamwari.com
18. (Appl) Someone has told you that Shamari is a very good game park. How much would it cost for two
people to spend one night in the Long Lee Manor lodge on 1 September 2006?
19. (Eval) What sort of tourists do you think Shamwari is trying to attract? Give a reason for your answer.
20. (Synth) Plan a trip to Addo for a family of 2 adults and 2 children. Specify your itinerary and budget (what
time would you leave, what would you do when you were there, where would you stay, how much
money would you need for the trip).
8
This example of a cyberhunt has been created by a students in 2006 at the NMMU for the PEC203 module.
Page 44 of 64
POWERPOINT BASED CYBERHUNT9
ECOLOGY
Grade 9
Let’s discover the world
in which we live!
Introduction to Ecology
Check out the website Kids Do Ecology and its
related links and after exploring, answer
the questions that follow…
http://www.nceas.ucsb.edu/nceasweb/kids/ecology/index.html
•
•
•
9
Define the term ecology.
Name three jobs you could do after
becoming an Ecologist
Why is Ecology important?
This example of a cyberhunt has been created by a students in 2006 at the NMMU for the PEC203 module.
Page 45 of 64
Biomes
http://www.nceas.ucsb.edu/nceasweb/kids/biomes/what_biomes_are.htm
4. Explain what a biome is in your own words.
5. The biomes are separated into two general
classifications. Name them
6. List the 12 Biomes of the World
7. Reflect on South Africa, which biomes do
you think we have?
South African Biomes
Now that you’ve discovered a bit about
world conservation – let’s turn our focus
closer to home…
http://www.environment.gov.za/enviroinfo/nat/biome.htm
8. What are the 7 biomes that scientists have
identified in South Africa?
9. On a separate sheet of paper, design a map
of South Africa showing where you would
find the various biomes.
Page 46 of 64
South African Biomes
10. Analyse your map of the biomes of South
Africa and compare it with map of Rainfall in
South Africa found on the links:
http://www.environment.gov.za/enviroinfo/nat/rain.htm
10. Give a critique of the similarities and
differences.
11. How would global warming then affect
biomes? Justify your answer.
Fynbos Ecology
Now check out the website below on Fynbos ecology
which is of major importance in South Africa.
http://www.wcape.school.za/subject/biology/fynbos/intro.htm
13. How would you identify a Fynbos plant if you were
in the field?
14. Give 5 reasons why Fynbos conservation is so vital
in South Africa?
Page 47 of 64
Fynbos in the Cape
http://www.wcape.school.za/subject/biology/fynbos
/index.htm
15. Proteas have a symbiotic relationship
with sugarbirds, explain the benefits of
the relationship to each organism.
16. Fynbos is adapted to withstand fire…
explain how?
Page 48 of 64
POWERPOINT
PRESENTATION ON
CYBERHUNTS
Page 49 of 64
SESSION
CYBERHUNTS OR
SCAVENGER HUNTS
SCHOOLNET CONFERENCE
BLOEMFONTEIN
SOUTH AFRICA
2007
By André du Plessis
INTRODUCTION:
SOME GENERAL INTERNET
SURF SAFETY ISSUES







Cyber Patrol
Net Nanny
Neth Shepherd
Safesurf
Surfwatch
WHY? Blocks access or accidental access to many
harmful websites
BEWARE: These software packages provide only
limited protection. Problems (visiting
inappropriate websites) could still be possible
Page 50 of 64
PAPER CUP SYSTEM
Paper cup marker system: How does this
work and why successful?
KEEPING LEARNERS ON TASK
Present learners with interesting tasks or
problems
 Use collaborative groups
 Involve learners in decision making
 Visit groups to gather (see) whether they
understand what is required (provide
assistance when needed)
 Make general announcement ONLY if
several learners or groups experience the
same problem
 Involve learners in establishing class rules

Page 51 of 64
CYBERHUNTS …
 Will
CYBERHUNTS keep learners on
task?
WHAT IS A CYBERHUNT?
 Scavenger
Hunts are a tool for teaching
your students how to search for
information while using the Internet and
provide an interesting format for
instruction.
Page 52 of 64
WHAT OTHER BENEFITS?
 Tool
for improving comprehension (How?)
 Tool for practicing reading: Reading on
screen different from a book (WHY?)
 Tool for question construction: learners
can construct questions on a topic from
the web or Encarta Multimedia
Encyclopedia (How does assist learning?)
CYBERHUNTS BASED UPON
INTERNET (WWW)
 DISCUSS
IN GROUPS AND PROVIDE
FEEDBACK
– What are the ADVANTAGES?
– What are the DISADVANTAGES?
Page 53 of 64
CYBERHUNTS BASED UPON
ENCARTA OR YOUR OWN
CREATIONS IN WORD /
POWERPOINT / FRONTPAGE
 DISCUSS
IN GROUPS AND PROVIDE
FEEDBACK
– What are the ADVANTAGES?
– What are the DISADVANTAGES?
TYPES OF QUESTIONS:
BLOOM’S TAXONOMY
 WHAT
IS MEANT BY THIS?
 WHAT IS MEANT BY:
– Convergent questions?
– Divergent questions?
Page 54 of 64
BLOOM’s TAXONOMY
Level 1 to 6
 Knowledge
 Comprehension
 Application
 Analysis
 Synthesis
 Evaluation
BLOOM: Examples of keywords
KNOWLEDGE: Recall of data
•
•
•
•
•
•
•
•
•
•
•
define
describe
identify
label
list
match
name
Outline
Recalls
Select
state
Page 55 of 64
BLOOM: Examples of keywords
Comprehension: Understand the meaning,
translation, interpolation, and interpretation of
instructions and problems. State a problem in one's
own words.
• convert
•
•
•
•
•
•
• defend
• distinguish
• estimates
• explain
• extend
• gives examples
interpret
Paraphrase
predicts
rewrite
summarize
translate
BLOOM: Examples of keywords
Application: Use a concept in a new situation or
unprompted use of an abstraction. Applies what was
learned in the classroom into novel situations in the
workplace.
• apply
• relate
• change
• Compute / calculate
• construct
• show
• solve
• uses
• demonstrate
Page 56 of 64
BLOOM: Examples of keywords
Analysis: Separates material or concepts into
component parts so that its organizational
structure may be understood. Distinguishes
between facts and inferences.
• analyze
• break down
• compare
• contrast
• diagram
•
•
•
•
•
identify
illustrate
outline
select
separate
• differentiate
• discriminate
• distinguish
BLOOM: Examples of keywords
Synthesis: Builds a structure or pattern from
diverse elements. Put parts together to form
a whole, with emphasis on creating a new
meaning or structure.
• organize
• categorize
• plan
• combine
• rearrange
• compile
• reconstruct
• compose
• reorganize
• create
• revise
• devise
• rewrite
• design
• summarize
• explain
• generate
• modify
Page 57 of 64
BLOOM: Examples of keywords
Evaluation: Make judgments about the value
of ideas or materials.
•
•
•
•
•
•
•
•
appraise
compare
conclude
contrast
criticize
critique
defend
describe
•
•
•
•
•
evaluate
explains
interpret
justify
relate
PEDAGOGICAL PRINCIPLES /
RATIONALE
 Scavenger Hunts can be used in every curriculum area
and grade level.
 Scavenger Hunts provide students with technology skills
and subject matter knowledge.
 Scavenger Hunts can be used as the introductory or
culminating activity for a unit of study.
 Scavenger Hunts may also be the unit of study itself,
making the students more active learners.
 Scavenger Hunts are easy to create.
Page 58 of 64
DEPTH OF CYBERHUNTS
 Horizontal
????
 Vertical ????
WHAT THINKING SKILLS
INVOLVED? Explain











Knowledge: Recall (Not really a thinking skill –
very limited WHY?)
Comprehension
Application
Decision making
Comparing
Classifying
Analyzing errors in one’
one’s own thinking
Internalization & knowledge building
Analyzing
Synthesizing
Evaluation
Page 59 of 64
TYPES OF CYBERHUNTS

Based on ONE website only (URL
provided) (Example)
– One page based: Learners explore only one
page on a website. All answers can be found
on this page (horizontal)
– Several pages based on one website: Learners
explore the website and navigate through it to
find the answers on different pages within the
website to the questions posed (vertical)

Based on several websites (URL provided)
– Several websites have to be visited to answer
the questions (First page based or several
pages based) [Horizontal OR Vertical]
TYPES OF HAND OUTS
 Type
questions in MS WORD with
hyperlinks below each question.
Hand out Printed Sheet. Learners
type the hyperlinks in the Browser
 Type questions in MS WORD with
hyperlinks below each question.
Learners open MS Word and click on
hyperlink (use computer).
 Learners answer questions on screen
OR by writing it on a piece of paper
Page 60 of 64
COMPONENTS OF A
CYBER HUNT (1)
Introduction
OR Task is given:
– Usually to search for information
on a topic
Hand
out
– with questions and
hyperlinks (URL’
(URL’s) OR
– Computer Based page with hyperlinks
(URL’
(URL’s) saved by teacher and opened
by learners on the computer
COMPONENTS OF A
CYBERHUNT (2)
 Describe
to learners how to use
Browser & Search engine:
– Typing in URL’
URL’s and/or
– Browser commands
– How to search for information
 Learner
visit or search for sites
 Answer questions
 Feedback & Assessment
– Teacher, Self, Peer or Class based
Page 61 of 64
DESIGNING A CYBERHUNT:
HOW? (1)
 Choose
topic
 Search for sites related to topic to be
visited by students
– Remember to bookmark sites or to open
multiple windows. (WHY?)
 Open
FrontPage OR Word or
PowerPoint.
– Choose Colours and Backgrounds from
– Also choose your font and size
DESIGNING A CYBERHUNT:
HOW? (2)
 From
each site, write one or more
questions for students to answer.
 Type the questions in FrontPage /
Word or PowerPoint
 Return to the web site where the
answer can be found.
 Copy the entire address from the line
at top of the page to
FrontPage/Word/ PowerPoint
Page 62 of 64
DESIGNING A CYBERHUNT:
HOW? (3)

Back in FrontPage / Word / PowerPoint:
– Paste the address below the question.
– Highlight the address and make a link.
– Select Link from the icon tool bar and
paste the address into the “Link to a
page location or local file”
file” box.
– Click okay.
– The address text should have changed
colors. (Note: You do not have to use
the address as the link. Instead you can
use the question.) SHOW example
DESIGNING A CYBERHUNT:
HOW? (4)
 Go
to a new site and repeat
 Be sure to save your page to your
home drive after every question.
 Add a title and directions to your
Cyberhunt. They may be in different
sizes, fonts, etc.
 Upload the page OR SAVE it
 Create a link to your page (if
needed)
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ADAPTABLE TO ENCARTA?
 HOW?
PRAC
 Create
your own Cyberhunt
END
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