ET630 Agenda Class 3 AM
- Questions and Announcements
- Web 2.0 Project is due in next class
- Read others' blogs and make comments
- Hand this in via
the assignment in Moodle
- Don't forget that you need an account in order to make a comment.
- Vicki, Brandi, and Kagan are today
- Amy, Cecila, and Annie are next class
- Be sure to comment each class
- Subscribing to Google News RSS Feeds
- Developing Telecollaborative Projects
- Link pointed to on last week's agenda is broken.
- This gives the telecollaborative planner: http://tinyurl.com/oqngfoa
- The Marcovitz text gives more details
- Web 2.0 Sharing
- Two to four volunteers to share something new in their Web 2.0
- Nazis on the Web: Group Exercise
- What are the organization's relationships to Nazism?
- What does the Marcovitz chapter, Critical Information Literacy
(on Moodle), say about your sites?
- What would the Bruce article, Credibility
of the Web. say about them?
- What would the different approaches to reading, from the Bruce
article, say about this site?
- Scaffolding Critical Information Literacy
- In grade-level groups, think about what students at your
grade level can be expected to know about critical information literacy
- List at least two or three things
- Brainstorm ideas for an activity that might teach these things
- Group 1: Teresa, Holli, Kristyn, Brooke
- Group 2: Vicki, Kelly, Jenny, Mary Kate
- Group 3: Cecilia, Annie, Heather, Cate
- Group 4: Amy, Kirsten
- Group 5: Felix, Amy, Kagan
- Put it together
- If we put all our learning together, will students be able to
progress through school with a strong sense of critical infromation
- If not, what are we missing?
- Brainstorm Critical Information Literacy on the Web
- In groups based on the grade-levels you teach (primary,
intermediate, middle, high school), brainstorm age-appropriate topics
to explore in the format of the Nazis on the Web activity.
- Look for websites that you could use with one of those
- Each group should email to the class a list of at least
potential topics, a paragraph about one topic that was selected, and a
list of websites that provide a variety of perspectives on the topic.
- Telecollaborative Brainstorm:
- Think about your curriculum and think of 2 or 3 areas
that might benefit from a connection with other classes via the
- Brainstorm ideas for projects in that curricular area.
- Share with the class (note other students who might
have overlapping interests with whom you might develop a project
- Discussion of Readings
- Telecollaborative Activity Structures
- Peters, Chapter 4 - iEARN
- Peters, Chapter 5 - ePals
- Your username was emailed to you
- Your password is ... I'll tell you in class
- Login and exchange emails with your classmates
don't need to login to explore projects (Click on "Projects" and "Start
a Project') or find potential collaborators (click on "Find Classroom")
- When you are ready to have your class participate, create a
- Peters, Chapters 7 and 8
- "You should also not begin a global collaboration just
because of the 'coolness factor'--students increasingly demand
relevancy, especially older students. Sometimes our innovative efforts
in the classroom fail and can seem like a waste, but we have to examine
the reasons, for any new initiative takes time for both teachers and
students to get used to." -p. 98
- Evaluating Information on the Web
This page was prepared by: David
M. Marcovitz, Ph.D.
Last updated: July 18, 2014
[Loyola University Maryland
| School of