網上探究的基本模塊
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網上探究的基本模塊. 網上探究主題的討論. 請各組簡單報告所選定的主題. The WebQuest Model. Introduction 引言 * Task 任務 Process 過程 Rubrics 評核量規 Conclusion 結論 * Teachers ’ page 教師頁 *. 由於時間所限,有 * 號的只在 cQuestGarden 中說明. 任務 是整個學習活動的焦點 值得 足夠複雜,可以分成為數個小型活動 足夠科學知識、概念、原則 要學生作高層次思考才可以完成 可行 在適當的輔助下,學生可以在適當的時間可以完成 有意義

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網上探究的基本模塊


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網上探究主題的討論

  • 請各組簡單報告所選定的主題.


The webquest model

The WebQuest Model

  • Introduction引言 *

  • Task 任務

  • Process過程

  • Rubrics 評核量規

  • Conclusion 結論 *

  • Teachers’ page 教師頁 *

由於時間所限,有 * 號的只在cQuestGarden 中說明


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任務

是整個學習活動的焦點

值得

足夠複雜,可以分成為數個小型活動

足夠科學知識、概念、原則

要學生作高層次思考才可以完成

可行

在適當的輔助下,學生可以在適當的時間可以完成

有意義

學生覺得有意義而且與他們的生活相關

開放性

沒有標準答案

沒有簡單的答案

主題

Authentic 屬實

Conflict 可能產生分岐、矛盾的意見

Requires student thinking 需要學生思考

make good use of the Web 利用網上資源 (一手資料)

從主題到任務


Webquest taskonomy

Retelling Tasks

Compilation Tasks

Mystery Tasks

Journalistic Tasks

Design Tasks

Creative Product Tasks

Consensus Building Tasks

Persuasion Tasks

Self-Knowledge Tasks

Analytical Tasks

Judgment Tasks

Scientific Tasks

WebQuest Taskonomy


Retelling tasks

Retelling Tasks

  • students is to absorb some information and then demonstrate that they've understood it.

  • report by way of PowerPoint or HyperStudio presentations, posters, or short reports.

  • task requires looking for simple, sure answers to pre-determined questions, is not a WebQuest butjust worksheets with URLs.

  • A modest WebQuest could be based on retelling if:

    • the format and wording of their report is significantly different than what they read (i.e., the report wasn't produced by cutting and pasting);

    • students are given latitude about what to report and how to organize their findings;

    • skills of summarizing, distilling, and elaborating are required and supported.

  • Examples:

    • Will That Volcano Spoil Our Party

    • Kia Ora

    • Deserts of the World

    • Tropical Travelers


Compilation task

Compilation Task

  • Students take information from a number of sources and put it into a common format

  • To make a compilation task qualify as a true WebQuest, there needs to be some transformation of the information compiled. Simply putting a hotlist of web sites or a collection of web images together arbitrarily isn't enough.

  • To ramp up the thinking skills

    • use information resources that are in different formats, require rewriting or reformatting

    • set standards for the organization of the compilation, but don't make all the organization and formatting decisions for the students. Leave some of that job for them, and evaluate their product based on the consistency and reasonableness of the organization they come up with;

    • require students to develop their own criteria for selecting the items they put together and to articulate their criteria.

  • Examples:

    • a cookbook compiled from recipes solicited from relatives Cooking with your Three Sisters

    • a deck of cards to aid field trips Identifying Leaves of Pennsylvania

    • a selection of web resources to build a virtual exhibition 1960's Museum.

    • A time capsule A Separate Peace.


Mystery tasks

Mystery Tasks

  • A puzzle or detective story

  • A well designed mystery task requires synthesis of information from a variety of sources.

  • Examples:

    • Aztec Adventure

    • King Tutankhamun: Was It Murder?


Journalistic tasks

Journalistic Tasks

  • ask your learners to act like reporters covering the event.

  • involves gathering facts and organizing them into an account within the usual genres of news and feature writing.

  • In evaluating, accuracy is important and creativity is not.

  • To design such a lesson, you'll need to provide the right resources and establish the importance of fairness and accuracy in reporting.

  • Examples:

    • The Vietnam Memorial

    • The Mexico City EarthQuake

    • The Gilded Age

Jump to summary


Design tasks

Design Tasks

  • requires learners to create a product or plan of action that accomplishes a pre-determined goal and works within specified constraints.

  • Asking students to design an ideal X without also requiring them to work within a budget and within a body of legal and other restrictions doesn't really teach much.

  • Examples:

    • Design a Canadian Vacation; Future Quest; Designing a Home; Adventure Trip Quest


Creative product tasks

Creative Product Tasks

  • production of something within a given format (e.g. painting, play, skit, poster, game, simulated diary or song) but they are much more open-ended and unpredictable than design tasks.

  • The evaluation criteria for these tasks would emphasize creativity and self-expression, as well as criteria specific to the chosen genre.

  • Examples: Radio Days , Sworn to Serve


Consensus building tasks

Consensus Building Tasks

  • the requirement that differing viewpoints be articulated, considered, and accomodated where possible.

  • Examples: Vietnam Mural, Vietnam Memorial,Searching for China,


Persuasion tasks

Persuasion Tasks

  • requiring students to develop a convincing case that is based on what they've learned.

  • Examples: The Amistad Case, Rock the Vote , Conflict Yellowstone Wolves


Self knowledge tasks

Self-Knowledge Tasks

  • the goal is a greater understanding of oneself, an understanding that can be developed through guided exploration of on- and off-line resources.

  • Example: What Will I Be When I Get Big?


Analytical tasks

Analytical Tasks

  • learners are asked to look closely at one or more things and to find similarities and differences, to figure out the implications for those similarities and differences.

  • They might look for relationships of cause and effect among variables and be asked to discuss their meaning.

  • Examples:

    • March Madness

    • Meet the Immigrants

    • What Qualities Cause a College Teacher to be Rated Bad?


Judgment tasks

Judgment Tasks

  • Judgment tasks present a number of items to the learner and ask them to rank or rate them, or to make an informed decision among a limited number of choices.

  • Examples : The WebQuest about WebQuests ; Evaluating Math Games


Scientific tasks

Scientific Tasks

  • It would include:

    • making hypotheses based on an understanding of background information provided by on- or off-line sources;

    • testing the hypotheses by gathering data from pre-selected sources;

    • determining whether the hypotheses were supported and describing the results and their implications in the standard form of a scientific report.

  • Examples: KanCRN Collaborative Research Network, Journey North


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選擇任務 –總結

  • 一個良好的任務必須:

    • 包括網上資源的使用

    • 要學習者明白所學習的材料,然後反思.

    • 探究式學習

  • 只須一個任務,作為學習的焦點

  • 在這階段,不需要告訴學習者如何完成任務,讓學習者思考,亦可於過程模塊中說明。


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例子一 體適能與健康

  • 中四級同學均獲邀成為學校的健康大使。健康大使計劃旨在藉不同活動向師生們介紹與健康相關的知識及資訊。在接著的一個月,健康大使計劃將以體適能為主題向師生們推廣相關知識。

  • 你們身為健康大使,正積極籌備與體適能相關的活動;以使師生們可以明白體適能與健康的關係及其重要性。

http://cquestgarden.com/view.php?id=1441


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例子二 「潮」語大搜查

香港是一個國際大都會,身處於中西文化之交匯點,其通用語言主要是粵語、國語和英語,當中以粵語為最普遍使用的語言,甚至是用其作教學用語。

唯近年來,社會出現了新流行的「潮」語,您發覺其發展情況迅速,就好像為很多香港人所熟識的網絡聊天通用軟件 'MSN' 亦特意為「潮」語創作了一系例的表情符號以供下載,其普及情況令人關注。

剛好學校正在在一年一度的中文週中推行「正確使用中文」的活動,推行活動的老師希望讓學生探究「潮」語對學生學習正規語文的影響。

作為擁有良好的分析能力的您,決定參加「潮語大搜查」的活動,希望在中文週揭示「潮」語對我們的影響。

http://cquestgarden.com/view.php?id=1689


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練習2a

  • 請就上一次所決定的主題,設計一個任務

  • 可參考「WebQuest 工作坊 (2a) 工作紙」


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過程模塊

  • 幫助學習者完成複雜的任務

  • 示範解難過程

  • 提供各種不同的支架 (scaffold)


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甚麼是支架?

  • 取意於建築支架

  • 不同於詳盡指引

  • 提供方向、方法,以幫助學生完成任務


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為什麼要提供支架

  • 複雜的任務,如果沒有適當的幫助,學習者難以完成。

  • 網上指引,提供適時的幫助。


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支架的種類

  • 接收支架

    • Guidance on how to interview an expert

    • Reading guides

    • Dictionaries and glossaries

    • Observation guides

  • 轉化支架

    • Guidance on applying specific transformations, like using Excel

  • 生產支架

    • Guidance on organizing information in particular formats

    • Prompted writing templates

    • Multimedia templates

  • 解難支架

    • 示範解難過程

    • 示範解難策略, 例如小組組員扮演不同角色,各自就個人立塲表逹意見。

  • 提供適當資源及連結


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Scaffolding the Thinking Process

http://edweb.sdsu.edu/webquest/TV/


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例子一 體適能與健康

過程一:分組工作

這次健康大使計劃由小組作單位,你們需要四個同學一組,在互聯網上搜集有關體適能的資料,並共同撰寫一分攤位的計畫書。攤位將於學校「健康週」中進行,向同學推廣體適能。及後你們會與同學分享參與健康大使計劃的得著。

http://cquestgarden.com/view.php?id=1441


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例子一 A

過程二:搜集及分析資料

要推廣體適能,你們必須對健康、體適能等作資料搜集。其中所需要的資料包括:

1.分析現代人的生活習慣 以香港作背景,香港人的生活習慣如何影響他們的健康。港人參與運動情況如何?他們的飲食習慣又如何?癡肥情況嚴重嗎?衛生署的網站有提供資料,你們也可以用各大搜尋器找到更多相關資料。得到資料後,你們認為這些生活習慣如何影響人們的健康?

衛生署 www.dh.gov.hk

搜尋器:雅虎香港 http://hk.yahoo.com/Google http://www.google.com.hk/


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例子一 B

2.搜集「體適能」資料 何謂「體適能」?當中包含什麼元素?它與健康有甚麼關係?

以下網址可供同學參考:

香港體適能總會 http://hkpfa.org.hk/

教育部體適能網站 http://www.fitness.org.tw/

體適能測試與評估 http://hk.geocities.com/physicalfitnesshk/

衛生署中央健康教育組 http://www.cheu.gov.hk/b5/info/index.html

衛生署學生健康服務http://www.studenthealth.gov.hk/tc_chi/health/health.html

良好的體適能 http://e-learning.housingauthority.gov.hk/HAELP/info/business/health/02/02.2/02.2.htm


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例子一 C

3.分析體適能與日常生活的關係 了解體適能後,你們發現我們的日常生活跟體適能有密切關係。舉出三個例子。

4.設計一個推廣體適能的攤位 為了使同學對體適能有更多認識,你們需要設計一個攤位推廣體適能。

在構思攤位時,要留意以下各點:

l攤位的內容介紹什麼?

l內容是否詳盡?有充分運用網上資源嗎?

l內容是否適合校內的同學?程度會否過淺或過深?

l推廣手法如何跟內容配合?如展板、遊戲、示範等。

l攤位所需用的材料。

l籌備及運作上的技術問題。


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例子一 D

過程三:撰寫計畫書

你們可根據以下的內容大綱撰寫體適能攤位計畫書:

1.攤位名稱

2.背景分析

3.計畫目標

4.具體內容

5.實施進度及分工

6.所需物資

7.所需支援

8.預期成效

當然,你們也可因應自己攤位的內容增加大綱之項目。


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例子一 E

過程四:分享

你們需要於「健康週」週會上向全校同學分享參與健康大使計劃的原因、過程及得著,以向同學推廣體適能及健康的重要。

分享時要注意以下各點:

l是否每位組員都有分享的機會?如何配合?

l需要技術支援嗎?如PowerPoint等。

l面對觀眾時需注意什麼?

l需要預備回答觀眾的問題嗎?


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例子一 F

以下網頁可作參考:

簡報技巧 http://www.lis.ntu.edu.tw/~pnhsieh/lectures/presentationskills.htm

演講技巧 http://www2.hkedcity.net/sch_files/a/tc/tc-deba/public_html/new_page_3.htm


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例子二 藍色天空 你我有責

(過程一) 集體認識:

  • 認識香港的空氣污染

  • 香港電台:再見藍天 –深呼吸

  • 片段:http://www.rthk.org.hk/special/bluesky/media/deep_breath.asx

  • 網站:http://www.rthk.org.hk/special/bluesky/breath.htm

http://cquestgarden.com/view.php?sec=27&id=83&pt=SP&mode=public&process=1


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例子二 A

(過程二) 角色分工

  • 每組由五位同學組成。每位組員扮演以下其中一角色:

    1.發電廠負責人

    2.國內工廠負責人

    3.私家車車主

    4.辦公室部門主管

    5.家庭主婦


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蒐集資料

發電廠負責人

1.香港電燈環境保護:

http://www.heh.com/hehWeb/EnvironmentQualityHealthAndSafety/EnvironmentalProtection/HowWeCareForOurEnvironment/Index_zh.htm

2.文匯報:[2007-08-21] 減低發電造成的空氣污染

陸恭蕙 思匯政策研究所行政總監

http://paper.wenweipo.com/2007/08/21/WW0708210006.htm

3.中華電力 (片段):

環保供電齊做到 ─ 液化天然氣

l 多元化燃料

l 引入液化天然氣‧盡早帶來清新空氣

l 液化天然氣的好處

l 環境影響評估研究

l 液化天然氣: 環保燃料 清新空氣

問題:

1.香港的發電廠為什麼會造成空氣污染?

2.香港的發電廠有為減輕空氣污染盡力嗎?如何?

3.使用液化天然氣為甚可減輕空氣污染?

例子二 B


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國內工廠負責人

1.香港將對珠三角主要工業空氣污染源展開研究

http://big5.xinhuanet.com/gate/big5/news.xinhuanet.com/newscenter/2007-10/18/content_6904081.htm

2.香港以及珠三角空氣污染日益嚴重

http://www.voafanti.com/gate/big5/www.voanews.com/chinese/w2007-10-11-voa29.cfm

3.珠三角冬季空氣污染趨嚴重

http://www.takungpao.com:82/news/07/04/25/GW-726987.htm

4.一廠一年一環保項目計劃

http://www.industryhk.org/tc_chi/fs/fs_pp/fs_pp_one.php

問題:

1.珠三角工廠為什麼會造成空氣污染?

2.珠三角工廠有為減輕空氣污染盡力嗎?如何?

3.一廠一年一環保項目計劃為甚可減輕空氣污染?

例子二 C


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私家車車主

1.車轔轔:

http://www.rthk.org.hk/special/bluesky/ep05.htm

http://www.rthk.org.hk/rthk/tv/blueskyvision/20070324.html

2.汽車排出污染:

http://www.energyland.emsd.gov.hk/chi/transport/index.htm

3.環保署 -- 減少車輛廢氣:

http://www.epd.gov.hk/epd/tc_chi/environmentinhk/air/air_maincontent.html

4.以電力推動的汽車:

http://www.hk-phy.org/energy/transport/hybrid_phy01_c.html

問題:

1.私家車車主為什麼會造成空氣污染?

2.私家車車主有為減輕空氣污染盡力嗎?如何?

3.「油電混合動力汽車」計劃為甚可減輕空氣污染?

例子二 D


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辦公室部門主管

1.機電節能資訊站:貼有能源標籤設備更省電

http://www.singpao.com/20070801/feature/927958.html

2.智慧用電:辦公室錦囊

http://www.clp-powerwise.com.hk/office/office.html

3.辦公室節能小貼士[ PDF 格 式 ( 4.39MB ) ]

問題:

1.辦公室為什麼會造成空氣污染?

2.辦公室主管有為減輕空氣污染盡力嗎?如何?

3.辦公室節能計劃為甚可減輕空氣污染?

例子二 E


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家庭主婦

1.智慧用電:家居錦囊

http://www.clp-powerwise.com.hk/family/comic.asp

2.家居節能小貼士[ PDF 格 式 ( 4.42MB ) ]

3.廚房與浴室慳電小貼士

4.書房與客廳節能新慨念

問題:

1.家庭為什麼會造成空氣污染?

2.家庭主婦有為減輕空氣污染盡力嗎?如何?

3.家居節能小貼士計劃能否為可減輕空氣污染?

例子二 F


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例子二 G

撰寫一編建議書,提出三項建議給校長,學校如何就改善香港空氣質素出分力。建議需要是可行及具備理據,並著重是全校參與。


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練習2b

  • 請就所設計的任務,設計適當的過程指引。

  • 可參考「WebQuest 工作坊 (2b) 工作紙」


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評核量規

  • 就某一特別範疇,清楚列明應逹到的水準。Giving clearer idea of what is expected in terms of specific performance

  • 鼓勵高層次的學習,例如批判性思考,創意等。而這些學習是難以簡單地評分的。Foster high level of learning which cannot be scored by numbers, such as critical thinking, creativity …

  • 同儕或個人自我評核 Peer- and self-assessment

    • Students’ declaration on how much they have done


Creating a rubric for a given task

就某一任務製作評核準則Creating A Rubric for a Given Task

  • 列出可能範疇 Generate Potential Dimensions

  • 選出合理的範疇數目Select a Reasonable Number of Dimensions

  • 就每一選取的範疇,說明達到毎一級別的要求Write Benchmark Descriptions

  • http://webquest.sdsu.edu/rubrics/rubrics.html


Potential dimensions

Potential Dimensions


An example

An Example

  • A Rubric for evaluating WebQuests: http://edweb.sdsu.edu/webquest/webquestrubric.html


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另一例子 體適能與健康

http://cquestgarden.com/view.php?id=1441


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練習2c

  • 請就所設計的網絡探究設計一個量規

  • 可參考「WebQuest 工作坊 (2c) 工作紙」


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End


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