10.+Wikis+&+Internet+Assignments

__Assignment 10-1: Wikipage Design__
Throughout this course, we have been adding information to our classroom wikipage. Now I want you to create your very own classroom wikipage that you can use with your students next year. The wikipage should have a unit lesson centered around a theme. Your unit theme posted on your wikipage must include the following:

· graphics on every page that are appropriate to the theme of the webpage and unit · demonstrate the generally accepted elements of good design (remember our evaluation of a good webpage?) · be composed of links and content that have the potential to enable and empower learners with diverse backgrounds, characteristics and abilities. · Include an embedded video from another other source. · A link to your district web page & a link to your classroom page (if you have one) · A discussion question

Use the following rubric to score your page:


 * || Exemplary (4) || Proficient (3) || Partially Proficient (2) || Incomplete (1) ||
 * Copyright & Fair Use || Fair use guidelines are followed with proper use of citations throughout the Web page. || Guidelines as established under exemplary Copyright & Fair use are frequently followed || Guidelines as established under exemplary Copyright & Fair use are sometimes followed || Guidelines as established under exemplary Copyright & Fair use are not followed ||
 * Curriculum Alignment || There is a clear connection to curriculum; references to facts and resources are documented properly. Users are likely to learn from this product. || There is adequate connection to the curriculum; clear references to facts and resources are documented. Users can learn from this product || There is some evidence of connection to the curriculum; a few references to facts and resources are documented. Users find it difficult to learn from this project. || There is no evidence of relationship to curriculum; no reference to facts or resources. Users are not likely to learn from this product. ||
 * Originality || The product shows significant evidence of originality. The majority of the content is fresh, original, inventive, and based upon logical conclusions. || The product shows evidence of originality. The content is an extensive collection of other people's ideas, products, images and inventions, the work extends beyond that collection to offer new insights. || The work is an extensive collection of other people's ideas, products, images and inventions. There is no evidence of new thought or inventiveness. || The work is a minimal collection of other people's ideas, products, images and inventions. There is no evidence of new thought. ||
 * Information || Logical, intuitive sequence of information. Menus and paths to all information are clear and direct. Information is creatively written and cleverly presented. || Logical sequence of information. Menus and paths to more information are clear and direct. Information is well written and interesting to read and is presented in short sections. || Some logical sequence of information, but menus and paths are confusing or flawed. Information could be better written and too mush information is given in each section. || No logical sequence of information; menus and paths to information are not evident. Information is poorly written, inaccurate or incomplete. ||
 * Graphics || Photos, icons, clip art, are creatively used, are of high quality, enhance the content and follow a theme. || Most of the photos, icons, clip art, are appropriately used and follow a theme. || Photos are blurry or fuzzy; icons and clip art do not “fit” with the topic. Too many pictures. || There are no graphics or they are inappropriate or of low quality. ||
 * Graphic Design & Enhanced Items(sound, animation, video) || The combination of multimedia elements with words and ideas takes communication and persuasion to a high level, superior to what could be accomplished with either alone. The mixture brings about dramatic effects which reach the intended audience. || Design elements and content combine effectively to deliver a high impact message with the graphics and the words reinforcing each other. Elements are kept in balance and do not overpower the primary focus. || Graphical and multimedia elements accompany content but there is little sign of mutual reinforcement. There’s no attention paid to visual design criteria such as proportion, balance, and harmony. There is some tendency toward random use of graphics and enhanced effects. || Exaggerated emphasis upon graphics and special effects weakens the message and interferes with the communication of content and ideas. ||
 * Layout/Design || The type is easy-to-read and point size varies appropriately for headings and text. Use of bullets, italics, bold, and indentations enhances readability. Consistent format extends page-to-page. The layout uses horizontal and vertical white space appropriately. The background, colors and layout are artful and consistent across the website and enhance the readability of the information presented. || Sometimes the type is easy-to-read, but in a few places the use of fonts, point size, bullets, italics, bold, and indentations for headings and subheadings detract and do not enhance readability. A few minor format inconsistencies decrease readers' accessibility to the content. The layout uses horizontal and vertical white space appropriately in most places. The background, colors and layout are consistent across the website and make it easy to read the information presented. || The type is difficult to read and uses too many different fonts, overuse of bold, bullets, italics or lack of appropriate indentations of text. Some formatting tools are under or over-utilized and decrease the readers' accessibility to the content. There are several format inconsistencies throughout the website. The layout uses horizontal and vertical white but it is not always used appropriately. The background, colors and layout are distracting and make it difficult to read the information presented || The text is extremely difficult to read due to inappropriate use of fonts, point size, bullets, italics, bold, and indentations for headings and sub-headings and body text. The background, colors and layout make the site unattractive, and it is difficult to read the information presented. ||
 * Mechanics || The Web site has no errors in grammar, capitalization, punctuation, and spelling. || The Web site has a few errors in grammar, capitalization, punctuation, and spelling requiring minor editing and revision. || The Web site has errors in grammar, capitalization, punctuation, and spelling requiring editing and revision. (4 or more errors) || The Web site has many errors in grammar, capitalization, punctuation, and spelling requiring major editing and revision. (more than 6 errors) ||

Post a small discription of your lesson and link to your wikipage on the Wilkes wikipage.

Webquest/Internet Unit Lessons

How is an on-line assignment different from a classroom assignment? What makes it successful? One of the first uses of the Internet with Education involved a webquest.

On-line delivery strategies Best Universities Guide Quick steps to design

__Assignment 11-1 What is a webquest? __
Part 1

media type="youtube" key="o4rel5qOPvU" height="385" width="480"

Part 2

media type="youtube" key="Cyht-ehlAWY" height="385" width="480"

Part 3

media type="youtube" key="VrljNfEnSk0" height="385" width="480"

Part 4 media type="youtube" key="lHZOh-KoEF4" height="385" width="480"

For this assignment, go to webquest.org and evaluate a webquests that is related to your classroom subject. Print out and complete the following rubric for the evaluation...



Here are some links to find webquests... teacher tap Kathy Schrock

Turn the evaluation in to the instructor when finished.

__Assignment 11-2: Create your own webquest __
Now it is your turn. I want you to create a webquest that can be used in your classroom. The webquest will include the following:

· incorporate graphics that are appropriate to the theme of the webpage · demonstrate the generally accepted elements of good design · be composed of links and content that have the potential to enable and empower learners with diverse backgrounds, characteristics and abilities.

Webquest Rubric

Overall visual appeal || Appropriate and thematic graphic elements are used to make visual connections that contribute to the understanding of concepts, ideas and relationships. Difference in font size and color are used well and consistently. || Graphic elements sometimes, but not always, contribute to the understanding of concepts, ideas and relationships. There is some variation in type size, color, and layout. || There are a few graphic elements with some variation in layout and type size, color, etc. || There are no graphic elements and no variation in layout for appeal. || Introduction || The introduction contains a clear concise summary of the Wiki or WebQuest. The introduction draws the reader into the lesson by relating to the learner’s interests or goals and/or engages a compelling question or problem. The introduction builds on learner’s prior knowledge and effectively prepares the learner for foreshadowing what the lesson is about. || The introduction contains a clear concise summary. The introduction relates somewhat to the learner’s interests and/or describes a compelling question or problem. The introduction makes some reference to learner’s prior knowledge and previews to some extent what the lesson is about || The introduction summary is a little vague. The introduction describes a question or problem but does not relate to the learner’s interest. The introduction makes little reference to the learner’s prior knowledge. || The introduction does not provide a summary of the Wiki or Web/Quest. The introduction is not engaging and does not relate to the student’s prior knowledge. ||
 * ** Category ** || ** 4 ** || ** 3 ** || ** 2 ** || ** 1 ** ||

Task || The task is referenced to standards and is clearly connected to what students must know and be able to achieve proficiency of those standards. Task is doable and engaging, and elicits thinking that goes beyond rote comprehension. The task requires synthesis of multiple sources of information and/or taking a position, and going beyond the data given and making a generalization or creative product. The product allows opportunity for application and original thinking. || The task is referenced to standards but is not clearly connected to what students must know and be able to do to achieve proficiency of those standards. Task is doable but is limited in its significance to students’ lives. The task requires analysis of information from several sources. || The task is related to the standards but the criteria used are vague or not clear. Task is limited in its significance to students’ lives. Minimal analysis of information is required. || The task is not related to the standards – criteria are not indicated. Task requires simple comprehension or retelling of information found on Web pages and answering factual questions. || Process || Every step is clearly stated. Most students would know exactly where they are at each step of the process and know what to do next. The process provides students coming in at different entry levels with strategies and organizational tools to access and gain the knowledge needed to complete the task. Activities are clearly related and designed to take the students from basic knowledge to higher-level thinking. || Clear directions are given but there is missing information. Students might be confused. Strategies and organizational tools embedded in the process are sufficient enough that most students will gain the knowledge needed to complete the task. Most of the activities relate specifically to the accomplishment of the task. || Some directions are given but there is missing information. Students might be confused. Strategies and organizational tools embedded in the process are insufficient to insure that students will gain the knowledge needed to complete the task. A few of the activities relate specifically to the accomplishment of the task. || Process is not clearly stated. Students would not know exactly what they were supposed to do just from reading this. The process lacks strategies and organizational tools needed for students to gain the knowledge needed to complete the task. Activities are of little significance to one another and/or to the accomplishment of the task. || Relevance || There is a clear and meaningful connection between all the resources for students to accomplish the task. Every resource carries its weight. || There is some meaningful connection between the resources for students to accomplish the task. Most of the resources carry its weight. || There is some connection between the resources and the information needed for students to accomplish the task. Some resources don’t add anything new. || Resources provided are not sufficient for student to accomplish the task. There may be too many resources for learners to look at in a reasonable time. || Quality of Resources || Links make excellent use of the Web’s timeliness and colorfulness. Varied resources provide enough meaningful information for students to think deeply. || Links make excellent use of the Web’s timeliness. Some resources provide meaningful information for students to think deeply. || Some links carry information not ordinarily found in a classroom || Links are mundane. They lead to information that could be found in a classroom encyclopedia. || Clarity of Evaluation || Criteria for success are clearly stated in the form of a rubric. Criteria include qualitative as well as quantitative descriptors. The evaluation instrument clearly measures what students must know and be able to do and accomplish the task. || Criteria for success are clearly stated. Criteria include several descriptors. The evaluation instrument measures what students must know to accomplish the task. || Criteria for success are partially described. || Criteria for success are not described. ||

Create the webquest in Word and post it to your personal classroom wikipage.