Andrew Churches

01/04/09

Table of Contents
Synopsis:...................................................................3 Introduction and Background:...................................4 B oo!"s #a$ono!y...............................................4 B oo!"s %e&ised #a$ono!y.................................' B oo!"s %e&ised #a$ono!y Su( Categories........) B oo!"s as a earning process...................................) B oo!"s *igita #a$ono!y.........................................+ B oo!"s re&ised digita ta$ono!y !ap.................+ B oo!"s *igita #a$ono!y and Co a(oration......., Is know edge or content i!portant-.....................9 #hinking ski s..................................................9 %e!e!(ering..........................................................10 Anderson and .rathwoh "s ta$ono!y / %e!e!(ering................................................10 .ey #er!s 0 %e!e!(ering: ..........................11 %e!e!(ering and *igita Acti&ities....................11 Starter Sheet 0 *e icious ...................................11 Book!arking and Socia Book!arking %u(ric. . .14 .ey 2ords: ...................................................14 Introduction:..................................................14 3$e!p ars:.........................................................1' 4nderstanding.........................................................1, Anderson and .rathwoh "s ta$ono!y / 4nderstanding...............................................1, .ey #er!s 0 4nderstanding: .........................19 4nderstanding and *igita Acti&ities...................19 4sing 5ind !apping 6or understanding and (eyond...............................................................10 Starter Sheet / 5ind!eister...............................11 Starter Sheet / 7oog e Ad&anced Search..........14 Ad&anced Searching %u(ric...............................1) .ey 2ords: ...................................................1) Introduction: .................................................1) 3$e!p ar.......................................................1+ Boo ean Searches e$p ained..............................34 B og 8ourna ing %u(ric......................................3' .ey 2ords: ...................................................3' Introduction:..................................................3' 3$e!p ars:....................................................3) 9e&e 1.....................................................3) 9e&e 1.....................................................3) 9e&e 3.....................................................3+ 9e&e 4.....................................................3, Starter Sheet 0 2ikispaces.................................39 2iki 3diting %u(ric.............................................41 .ey 2ords 0 4nderstanding: ........................41 .ey 2ords / App ying:..................................41 Introduction:..................................................41 Starter Sheet / Bu::word..................................41 App ying..................................................................44 Anderson and .rathwoh "s ta$ono!y / App ying........................................................44 .ey #er!s 0 App ying: ..................................44 App ying and *igita Acti&ities.............................4' Starter Sheet 0 7oog e!aps and Street&iew......4) 7oog e !aps ; Street&iew %u(ric.....................4, .ey #er!s: ...................................................4, Introduction:..................................................4, Co a(oration using on ine co a(oration en&iron!ents......................................................49 .ey #er!s 0 App ying: ...................................49 Introduction:..................................................49 Co a(orati&e 3diting using an <n ine 2ord =rocessor...........................................................'1 .ey #er!s: ...................................................'1 Introduction:..................................................'1 Skype >Audio/?ideo Con6erencing@ %u(ric.........'1 .ey #er!s 0 App ying: ...................................'1 .ey 2ords: ...................................................'1 Introduction:..................................................'1 Interacti&e 2hite(oard %u(ric............................'4 .ey #er!s: ...................................................'4 Introduction:..................................................'4 Ana ysing.................................................................'' Anderson and .rathwoh "s ta$ono!y / Ana ysing......................................................'' .ey #er!s 0 Ana ysing: .................................'' Ana ysing and *igita Acti&ities...........................') Starter Sheet / 7oog e Aor!s...........................'+ *ata Ana ysis %u(ric.....................................'9 .ey #er!s 0 Ana ysing: .................................'9 Introduction:..................................................'9 3&a uating...............................................................)1 Anderson and .rathwoh "s ta$ono!y / 3&a uating.....................................................)1 .ey #er!s 0 3&a uating: ...............................)1 3&a uating and *igita Acti&ities..........................)1 ?a idating In6or!ation %u(ric.............................)3 .ey 2ords: ...................................................)3 Introduction:..................................................)3 #hreaded *iscussion %u(ric..............................)4 .ey 2ords: 4nderstanding...........................)4 .ey #er!s 0 3&a uating: ...............................)4 Introduction:..................................................)4 Creating...................................................................)) Anderson and .rathwoh "s ta$ono!y / Creating........................................................)) .ey #er!s 0 Creating: ...................................)) Creating and *igita Acti&ities.............................)+ Starter Sheet / Ani!oto.....................................), Starter Sheet / ?oice #hread.............................+0 =odcasting %u(ric 0 Creating.............................+1 .ey 2ords: ...................................................+1 Introduction:..................................................+1 Starter Sheet / 5i$(ook.....................................+4 *igita =u( ishing %u(ric....................................+) .ey 2ords: ...................................................+) Introduction:..................................................+) 3nhance!ents:.............................................+, Bi( iography.......................................................+9 Acknow edge!ents:................................................+9

Andrew Churches

01/04/09

B oo!"s *igita #a$ono!y

Andrew Churches achurchesBkristin.schoo .n:

Synopsis:
B oo!"s #a$ono!y and B oo!"s %e&ised #a$ono!y C1D are key too s 6or teachers and instructiona designers. BenEa!in B oo! pu( ished the origina ta$ono!y in the 19'0"s and 9orin Anderson in 1000 C1D. Since the !ost recent pu( ication o6 the ta$ono!y there ha&e (een !any changes and de&e op!ent that !ust (e addressed. SoF this is an update to B oo!"s %e&ised #a$ono!y C1D to account 6or the new (eha&ioursF actions and earning opportunities e!erging as techno ogy ad&ances and (eco!es !ore u(iGuitous. B oo!"s %e&ised #a$ono!y C1D accounts 6or !any o6 the traditiona c assroo! practices (ut does not account 6or the new techno ogies and the processes and actions associated with the!F nor does it do Eustice to the Hdigita chi drenIC,DF or as 5arc =rensky descri(es the! the H*igita Jati&esIC+D. #he <rigina ta$ono!y and the re&ised ta$ono!y (y Anderson and .rathwoh C1D are (oth 6ocused within the cogniti&e do!ain. As a c assroo! practitionerF these are use6u (ut do not address the acti&ities undertaken in the c assroo!. #his *igita #a$ono!y is not restricted to the cogniti&e do!ain rather it contains cogniti&e e e!ents as we as !ethods and too ing. #hese are the e e!ents that as a practitioner I wou d use in !y c assroo! practice. 9ike the pre&ious ta$ono!iesF its is the Gua ity o6 the action or process that de6ines the cogniti&e e&e F rather than the action or process a one. 2hi e B oo!"s in its !any 6or!sF does represent the earning processF it does not indicate that the earners !ust start at the owest ta$ono!ic e&e and work up. %atherF the earning process can (e initiated at any pointF and the ower ta$ono!ic e&e s wi (e enco!passed within the sca66o ded earning task. An increasing in6 uence on earning is the i!pact o6 co a(oration in its &arious 6or!s. #hese are o6ten 6aci itated (y digita !edia and are increasing y a 6eature o6 our digita c assroo!s. #his ta$ono!y is not a(out the too s and techno ogiesF these are Eust the !ediu!F instead it is a(out using these too s to achie&eF reca F understandingF app icationF ana ysisF e&a uation and creati&ity.

Have our classrooms changed that much?

Andrew Churches

01/04/09

Introduction and Background:

Bloom's Taxonomy
In the 19')F BenEa!in B oo!F an educationa psycho ogist working at the 4ni&ersity o6 ChicagoF de&e oped his ta$ono!y o6 3ducationa <(Eecti&es. Kis ta$ono!y o6 earning o(Eecti&es has (eco!e a key too in structuring and understanding the earning process. Ke proposed that earning 6itted into one o6 three psycho ogica do!ains >see (e ow i ustration 1@: the Cognitive do!ain / processing in6or!ationF know edge and !enta ski s the Affective do!ain / Attitudes and 6ee ings the Psychomotor do!ain / !anipu ati&eF !anua or physica ski s

Illustration 1: Bloom's three psychological domains BenEa!in B oo! is (est know 6orF Bloom's Ta onomy which e$a!ines ooks at the cogniti&e do!ain. #his do!ain categorises and orders thinking ski s and o(Eecti&es. Kis ta$ono!y 6o ows the thinking process. SimplyL Mou can not understand a concept i6 you do not 6irst re!e!(er itF si!i ar y you can not app y know edge and concepts i6 you do not understand the!. It is a continuu! 6ro! 9ower <rder #hinking Ski s >9<#S@ to Kigher <rder #hinking Ski s >K<#S@. B oo! descri(e each category as a noun. #hey are arranged (e ow in increasing orderF 6ro! ower order to higher order. Andrew Churches 4 01/04/09

!o"er #rder Thinking Skills $!#TS% .now edge Co!prehension App ication Ana ysis Synthesis 3&a uation &igher #rder Thinking Skills $&#TS%

Bloom's Revised Taxonomy

In the 1990"sF a 6or!er student o6 B oo!F 9orin Anderson with *a&id .rathwoh F re&ised B oo!"s #a$ono!y and pu( ished B oo!"s %e&ised #a$ono!y in 1001 C1D.

Drawing 1: Bloom's Taxonomy

Drawing by !hurches

.ey to this is the use o6 &er(s rather than nouns 6or each o6 the categories and a rearrange!ent o6 the seGuence within the ta$ono!y. #hey are arranged (e ow in increasing orderF 6ro! ower order to higher order. !o"er #rder Thinking Skills $!#TS% %e!e!(ering 4nderstanding App ying Ana ysing 3&a uating >%e&ised position@ Creating >%e&ised position@ &igher #rder Thinking Skills $&#TS% Anderson and .rathwoh considered creati&ity to (e higher within the cogniti&e do!ain than e&a uation.

Drawing ": Bloom's #evised Taxonomy

Drawing by !hurches

Andrew Churches

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01/04/09

Bloom's Revised Taxonomy Sub Categories

<ne o6 the key re&isions in the %e&ised B oo!"s #a$ono!y whas the change to ?er(s 6or the actions descri(ing each ta$ono!ic e&e . !o"er #rder Thinking Skills $!#TS% 'emembering 0 #ecognising$ listing$ describing$ identi%ying$ retrieving$ naming$ locating$ %inding (nderstanding 0 Interpreting$ &ummarising$ in%erring$ paraphrasing$ classi%ying$ comparing$ explaining$ exempli%ying Applying 0 Implementing$ carrying out$ using$ executing Analysing 0 !omparing$ organising$ deconstructing$ ttributing$ outlining$ %inding$ structuring$ integrating )valuating 0 !hec'ing$ hypothesising$ criti(uing$ )xperimenting$ *udging$ testing$ Detecting$ +onitoring Creating 0 designing$ constructing$ planning$ producing$ inventing$ devising$ ma'ing &igher #rder Thinking Skills $&#TS% #hese &er(s descri(e !any o6 the acti&itiesF actionsF processes and o(Eecti&es we undertake in our dai y c assroo! practice. #hey do not address the newer o(Eecti&esF processes and actions presented (y the e!ergence and integration o6 In6or!ation and Co!!unication #echno ogies >IC#@ into the i&e o6 ourse &es and our studentsL into our c assroo!s and increasing y into a !ost e&ery acti&ity we undertake. #o address this de6icit we !ust again re&ise the ta$ono!y and digitise itF hence Bloom's *igital Ta onomy+

Bloom's as a learning process+

B oo!"s in its &arious 6or!s represents the process o6 earning. It has (een si!p i6ied in so!e case ike the three story inte ect >< i&er 2ende Ko !es and Art Costa@F (ut it sti essentia y represents how we earn. Be6ore we can understand a concept we ha&e to remember it Be6ore we can apply the concept we !ust understand it Be6ore we analyse it we !ust (e a( e to apply it Be6ore we can evaluate its i!pact we !ust ha&e analysed it Be6ore we can create we !ust ha&e remembered, understood, applied, analysed, and evaluated. So!e peop e !ay argue a(out that you do not reGuire so!e o6 the stages 6or each and e&ery taskF action or processL so!e too !ay argue a(out the necessity to reach the creation e&e 6or a acti&ities. #his is the choice o6 the indi&idua . Is it important "here you start- .ust I start "ith rememberingI don"t think it is. #he earning can start at any pointF (ut inherent in that earning is going to (e the prior e e!ents and stages.

Andrew Churches

01/04/09

Bloom's *igital Ta onomy

Bloom's revised digital taxonomy map

Andrew Churches

01/04/09

Bloom's Digital Taxonomy and Collaboration.

In *rawing 3 >=age )@ F Co a(oration is inc uded as a separate e e!ent as we as so!e e e!ents (eing shared. Co a(oration can take !any 6or!s >see a(o&e@ and &a ue o6 the co a(oration can &ary huge y. #his is o6ten independent o6 the !echanis! used to co a(orate. A so co a(oration is not an integra part o6 the earning process 6or the indi&idua F you don"t ha&e to co a(orate to earnF (ut o6ten your earning is enhance (y doing so. Co a(oration is a 11st Century ski o6 increasing i!portance and one that is used throughout the earning process. In so!e 6or!s it is an e e!ent o6 B oo!"s and in others its is Eust a !echanis! which can (e use to 6aci itate higher order thinking and earning. Collaboration is not a /0st Century Skill, it is a /0st Century )ssential+ In a recent ( og post 6ro! the o66icia goog e ( ogF 7oog e identi6ied the 6o owing as key traits or a(i ities in 11st Century 3!p oyees: H... communication skills. 5arsha ing and understanding the a&ai a( e e&idence isn"t use6u un ess you can e66ecti&e y co!!unicate your conc usions.I H... team players. ?irtua y e&ery proEect at 7oog e is run (y a s!a tea!. =eop e need to work we together and per6or! up to the tea!"s e$pectations. I C9D
&ource: http:,,googleblog-blogspot-com,"../,.0,our1googley1advice1to1students1ma*or1in-html

I6 we ook at 4J3SC<"s pu( ication H#he 6our pi ars o6 3ducationF 9earning: #he #reasure withinI Co a(oration is a key e e!ent o6 each o6 the 6our pi ars. 9earning to know 9earning to do 9earning to i&e together 9earning to (e >http://www.unesco.org/de ors/6ourpi .ht!@ C10D So to prepare our studentsF our teaching shou d a so !ode co a(oration. A &ast array o6 co a(orati&e too s are a&ai a( eL wikisF c assroo! ( ogsF co a(orati&e docu!ent too sFsocia networksF earning !anage!ent syste!s 0 5any are a&ai a( e at no cost. I6 you ha&e not yet tried the!F ook at: wikis / wet paint and wiki spaces C assroo! ( ogs / edu( ogsF c assroo!( og!eisterF ( ogger Co a(orati&e docu!ent too s / 7oog e docu!entsF :oho docu!entsF ado(e Bu::word Socia Jetworks / ning earning !anage!ents syste!s / 5ood eF B ack(oardF 2e( C#F Airst C ass. #hese too s are ena( ers o6 co a(orationF and there6ore ena( ers o6 11st century teaching and earning. C11D

Andrew Churches

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Is knowledge or content important

#he answer to this Guestion is o6 course M3S. 2hi e a goa we o6ten hear is 6or our students to create know edgeF we !ust sca66o d and support this constructi&ist process. #he know edge we gi&e the! 6or!s the 6oundation o6 their earning cyc e or process. #he process was apt y descri(ed in a recent presentation (y 5ichae Ste&enson ?= 7 o(a 3ducation 6ro! Cisco on 3ducation 3.0 C11D.

2e need to teach know edge or content in conte$t with the tasks and acti&ities the students are undertaking. <ur students respond we to rea wor d pro( e!s. <ur de i&ery o6 know edge shou d sca66o d the earning process and pro&ide a 6oundation 6or acti&ities. As we know 6ro! the earning pyra!id content or concept de i&ered without conte$t or other acti&ity has a ow retention rate.

Thinking skills
#hinking Ski s are key. 2hi e !uch o6 the know edge we teach !ay (e o(so ete within a 6ew yearsF thinking ski s once acGuired wi re!ain with our students 6or their entire i&es. Industria age education has had a 6ocus on 9ower <rder #hinking Ski s. In B oo!"s ta$ono!y the ower order thinking ski s are the re!e!(ering and understanding aspects. 11st Century pedagogy and earning 6ocuses on !o&ing students 6ro! 9ower <rder #hinking Ski s >9<#S@ to Kigher <rder #hinking Ski s >K<#S@.

#he 11st Century #eacher sca66o ds the earning o6 studentsF (ui ding on a (asis o6 know edge reca and co!prehension to use and app y ski sL to ana yse and e&a uate processF outco!es and conseGuencesF and to !akeF create and inno&ate. C11D

Andrew Churches

01/04/09

'emembering
2hi e the reca o6 know edge is the owest o6 the ta$ono!ic e&e s it is crucia to earning. %e!e!(ering does not necessari y ha&e to occur as a distinct acti&ity 6or e$a!p e the rote earning o6 6acts and 6igures. %e!e!(ering or reca is rein6orced (y app ication in higher e&e acti&ities. #he 6o owing are so!e o6 the key ter!s 6or this aspect o6 the #a$ono!y. %ecognising 9isting *escri(ing Identi6ying %etrie&ing Ja!ing 9ocating Ainding

Anderson and 1rath"ohl's ta onomy 2 'emembering

1. 'emembering: 'etrieving, recalling or recognising know edge 6ro! !e!ory. %e!e!(ering is when !e!ory is used to produce de6initionsF 6acts or istsF or recite or retrie&e !ateria . .ey to this e e!ent o6 the ta$ono!y in a digita !ediu! is the retrie&a o6 !ateria . #he growth in know edge and in6or!ation !eans that it is i!possi( e and i!practica 6or the student >or teacher@ to try to re!e!(er and !aintain a o6 the current re e&ant know edge 6or their earning. #he digita additions and their Eusti6ications are as 6o ows: Bullet pointing 0 #his is ana ogous with isting (ut in a digita 6or!at. &ighlighting / #he high ighter is a key too in producti&ity suites ike 5icroso6t <66ice or open <66ice.org. By encouraging students to pick out and high ight key words and phrases we rein6orce reca and !e!ory. Bookmarking or favouriting / the process is where the students !ark 6or ater use we( sitesF resources and 6i es. Students can then organise these. Social net"orking / this is where peop e de&e op networks o6 6riends and associates. It 6orges and creates inks (etween di66erent peop e. 9ike socia (ook!arks >see (e ow@ a socia network can 6or! a key e e!ent o6 co a(orating and networking Social bookmarking / this is an on ine &ersion o6 oca (ook!arking or 6a&ouritesF It is !ore ad&anced (ecause you can draw on others (ook!arks and tags. 2hi e higher order thinking ski s ikeF co a(orating and sharingF can and do !ake use o6 these ski sF this is its si!p est 6or! 0 a si!p e ist o6 sites sa&ed to an on ine 6or!at rather than oca y to the !achine. In its !ore ad&anced 6or!s Socia (ook!arking disp ays understanding. See t!e starter s!eet on delicious. Searching or 3googling4 0 Search engines are now key e e!ents o6 students research. At its si!p est 6or >here@ student are Eust entering a key word or phrase Andrew Churches 10 01/04/09

into the (asic entry pane o6 the search engine. #his ski does not re6ine the search (eyond the key word or ter!.

1ey Terms 5 'emembering:

%ecognisingF 9istingF *escri(ingF Identi6yingF %etrie&ingF Ja!ingF 9ocatingF AindingF Bu et pointingF Kigh ightingF Book!arkingF Socia networkingF Socia (ook!arkingF Aa&ouriting/ oca (ook!arkingF SearchingF 7oog ing

Remembering and Digital "ctivities

'emembering6 %eca ing speci6ic in6or!ation >%eca or recognition o6 speci6ic in6or!ation@. 'ecognising, !isting, *escribing, Identifying, 'etrieving, 7aming, 'ecitation, !ocating89indingF Bullet pointing, &ighlighting, Bookmarking, Social net"orking, Social bookmarking, 9avouriting8local bookmarking, Searching, :oogling+ Possible Activities 'ecitation >2ord =rocessingF 5ind !apF 6 ashcardsF presentation too s@ ;ui<8Test ><n ine too sF 2ord =rocessing >local / 2ordF Staro66iceF <pen <66ice or online / 7oog e *ocu!entsF Noho *ocu!entsF #hink6ree etc.@F Cue sheets@ 9lashcards >5ood eF Kot potatoesF scor! o(Eects@ *efinition >2ord =rocessing / (u ets and istsF > oca / 2ordF Staro66iceF <pen <66ice or on ine / 7oog e *ocu!entsF Noho *ocu!entsF #hink6ree@ si!p e 5ind !apsF wikiF 5ood e 7 ossaryF <n ine ser&ices ike Ask.co!F C o:e e$ercisesF @ 9act >2ord =rocessing / bullets and listsF 5ind !apsF internetF discussion (oardsF e!ai @ =orksheet8book >2ord =rocessingF 5ind !apF 2e(F c o:ed acti&ities@ !abel >2ord =rocessingF graphics too s@ !ist >2ord =rocessing 2 bullets and listsF 5ind !apF 2e( pu( ishing / personal web page$ blog *ournal@ 'eproduction >2ord =rocessing 2 note writing 3 dictationF we( pu( ishing persona we( pageF ( og Eourna F graphics too sF Chatroo!sF e!ai F discussion (oards@ Bookmarking internet (rowsers using 6a&ourites and (ook!arksF we( 1.0 too s de .icio.us Social 7et"orking 0 6ace(ookF !yspacesF (e(oF twitterF diigoF *igg.co! Basic Searches 0 search enginesF >goog eF e$citeF askF yahooF !etacraw er etc.@ i(rary cata ogueF C earinghousesO

Andrew Churches

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01/04/09

Starter S!eet $ Delicious

A c earinghouse is a we(site that co ects and distri(utes in6or!ation.

Andrew Churches

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01/04/09

Andrew Churches

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01/04/09

Bookmarking and Social Bookmarking Rubric

Bloom's Ta onomic !evel: 'emembering (nderstanding

1ey =ords:
%ecognisingF Identi6yingF %etrie&ingF Ja!ingF 9ocatingF AindingF Book!arkingF Socia networkingF Socia (ook!arkingF Aa&ouriting/ oca (ook!arking

Introduction:
#his is a ru(ric 6or the Book!arkingF Aa&ouriting and Socia Book!arking. #his is e$a!ining the process o6 recording and re!e!(ering key sites and 4%9"s. #he acti&ity is in its si!p est 6or! at 'emembering e&e (ut as the students add detai F e$p anations and structure it ad&ances into (nderstanding. !evel 1 Bookmarking8Social Bookmarking89avoriting #he user adds a site to Book!arks #oo (ar or Aa&orites>Internet 3$p orer@/Book!arks>Aire6o$@ or adds 4%9 to socia (ook!arking site. #he user does not add tags or co!!ents. #he oca y stored (ook!arks ack structure or organisation. #he user adds a site to the 6a&orites >Internet 3$p orer@ or Book!arks >Aire6o$@. #he (ook!arks are organised into 6o dersF 6o ders are appropriate y na!ed. <r the user adds the 4%9 to socia (ook!arking site. #he user so!eti!es adds either tags >keywords@ or co!!ents/notes. #he resources are added irre e&ant o6 there &a ue or &a idity. #he user adds 4%9 to a socia (ook!arking site. #he student adds co!!ents or #ags. #ags are !ost y we constructed and suita( e keywords. #here is so!e dup ication o6 tags e.g. singu ar and p ura keywords. #here is so!e i!ited 6i tering on (asis o6 &a idity >atte!pts &a idation@. #he co!!ents or notes are si!p e. #he user shares the (ook!ark with a !e!(ers o6 their network. #he user adds 4%9 to a socia (ook!arking site. #he student adds detai ed co!!ents or appropriate keyword #ags. #he co!!ents essentia y su!!aries the resource. #he co!!ents are appropriate and use6u . #here is itt e dup ication o6 tags. #he sites are (ook!arked on the (asis o6 &a idity >&a idates@. #he Student shares the (ook!ark with appropriate !e!(ers o6 their network.

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%xemplars&
'evel ( #he user adds a site to Book!arks #oo (ar or Aa&orites >Internet 3$p orer@ or Book!arks >Aire6o$@ or adds 4%9 to socia (ook!arking site. #he user does not add tags or co!!ents. #he oca y stored (ook!arks ack structure or organisation.

Illustration ": 4ire4ox 1 Boo'mar's 1 5nstructured 2 level 1-

Illustration ": 4ire4ox 1 Boo'mar's toolbar 1 5nstructured 1 level 1

'evel ) #he user adds a site to the 6a&orites >Internet 3$p orer@ or Book!arks >Aire6o$@. #he (ook!arks are organised into 6o dersF 6o ders are appropriate y na!ed. <r the user adds the 4%9 to socia (ook!arking site. #he user so!eti!es adds either tags >keywords@ or co!!ents/notes. #he resources are added irre e&ant o6 there &a ue or &a idity.

Illustration 6: 4ire%ox 1 Boo'mar's 1 &tructured 4olders appropriately named 1 7evel "Andrew Churches 1' 01/04/09

'evel * #he user adds 4%9 to a socia (ook!arking site. #he student adds co!!ents or #ags. #ags are !ost y we constructed and suita( e keywords. #here is so!e dup ication o6 tags e.g. singu ar and p ura keywords. #here is so!e i!ited 6i tering on (asis o6 &a idity >atte!pts &a idation@. #he co!!ents or notes are si!p e. #he user shares the (ook!ark with a !e!(ers o6 their network.

Illustration 8: Del-icio-us Boo'mar's 1 !omments or Tags$ some duplication o% tags 1 7evel 6'evel + #he user adds 4%9 to a socia (ook!arking site. #he student adds detai ed co!!ents or appropriate keyword #ags. #he co!!ents essentia y su!!aries the resource. #he co!!ents are appropriate and use6u . #here is itt e dup ication o6 tags. #he sites are (ook!arked on the (asis o6 &a idity >&a idates@. #he Student shares the (ook!ark with appropriate !e!(ers o6 their network.

Illustration 9: Del-icio-us Boo'mar's 1 Detailed !omments and ppropriate Tags$ :o duplication o% tags 1 7evel 8-

Andrew Churches

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01/04/09

(nderstanding
4nderstanding (ui ds re ationships and inks know edge. Students understand the processes and concepts and are a( e to e$p ain or descri(e these. #hey can su!!arise and rephrase these into their own words. #here is a c ear di66erence (etween re!e!(eringF the reca o6 6acts and know edge in its &arious 6or!s ike istingF (u et pointsF high ighting etc.F and understandingF constructing !eaning. <ne on y has to ook at the young chi d who can count 6ro! 1 to 10 (ut can not te you how !any 6ingers you are ho ding up. <r the student who can recite 6or you the 6irst 10 e e!ents o6 the periodic ta( e in seGuence (ut can not te you a(out each or re ate their position in the ta( e to the nu!(er o6 e ectrons in the outer she and 6ro! there e$p ain their (eha&iour. Both o6 these are e$a!p es o6 reca without understanding. 4nderstanding is (ui ding re ationships and constructing !eaning. #he 6o owing are so!e o6 the key ter!s 6or this aspect o6 the #a$ono!y. Interpreting Su!!arising In6erring =araphrasing C assi6ying Co!paring 3$p aining 3$e!p i6ying

Anderson and 1rath"ohl's ta onomy 2 (nderstanding

1. (nderstanding: Constructing !eaning 6ro! di66erent types o6 6unction (e they written or graphic. #he digita additions and their Eusti6ications are as 6o ows: Advanced and Boolean Searching 0 #his is a progression 6ro! the pre&ious category. Students reGuire a greater depth o6 understanding to (e a( e to createF !odi6y and re6ine searches to suit their search needs >see starter sheet 6or ad&anced search and Boo ean searches@. Blog >ournalling / #his is the si!p est o6 the uses 6or a ( ogF si!p y a student Hta ksI HwritesI or HtypeI a dai y or task speci6ic Eourna . #his shows a (asic understanding o6 the acti&ity report upon. #he ( og can (e used to de&e op higher e&e thinking when used 6or discussion and co a(oration. Categorising ; Tagging / digita c assi6ication 0 organising and c assi6y 6i esF we( sites and !ateria s using 6o dersF using *e icious and other si!i ar too s (eyond si!p e (ook!arking. #his can (e organisingF structuring and attri(uting on ine dataF !eta0tagging we( pages etc. Students need to (e a( e understand the content o6 the pages to (e a( e to tag it Commenting and annotating / a &ariety o6 too s e$ist that a ow the user to co!!ent and annotate on we( pagesF pd6 6i esF Socia (ook!ark entriesF and other docu!ents. #he user is de&e oping understanding (y si!p y co!!enting on the pages. #his is ana ogous with writing notes on hand outsF (ut is potentia y !ore power6u as you can ink and inde$ these. Andrew Churches 1+ 01/04/09

Subscribing / Su(scription takes (ook!arking in its &arious 6or!s and si!p e reading one e&e 6urther. #he act o6 su(scription (y itse 6 does not show or de&e op understanding (ut o6ten the process o6 reading and re&isiting the su(scri(e 6eeds eads to greater understanding.

1ey Terms 5 (nderstanding:

InterpretingF Su!!arisingF In6erringF =araphrasingF C assi6yingF Co!paringF 3$p ainingF 3$e!p i6yingF Ad&anced searchesF Boo ean searchesF B og Eourna ingF #witteringF Categorising and taggingF Co!!entingF AnnotatingF Su(scri(ing

,nderstanding and Digital "ctivities

(nderstanding 3$p aining/de6ining ideas or concepts >4nderstanding o6 gi&en in6or!ation@. Interpreting, ) emplifying, Summarising, Inferring, Paraphrasing, Classifying, Comparing, ) plainingF Advanced searches, Boolean searches, Blog ?ournalling, T"ittering, Categorising and tagging, Commenting, Annotating, Subscribing Possible activities Summary >2ord =rocessingF 5ind !apF we( pu( ishingF Si!p e *#= products 2 blog *ournals 3 simple page construction collaborative documentsF wiki@ Collection >2ord =rocessingF 5ind !apF we( pu( ishing 2 blog *ournals 3 simple page construction collaborative documentsF wiki@ ) planation >2ord =rocessingF 5ind !apF we( pu( ishingF si!p e *#= =roducts 2 blog *ournals 3 simple page construction collaborative documentsF wiki@ Sho" and tell >2ord =rocessingF presentation 2 online 3 des'top basedF graphicsF audio too s 1 audacity sound recorder 3 podcasting toolsF &ideo too sF 5ind !ap@ !ist >2ord =rocessingF 5ind !ap@ !abel >2ord =rocessingF 5ind !apF 7raphicsF on ine too s 0 aEa$draw@ #utline >2ord =rocessingF 5ind !ap@ Advanced and boolean searches 0 ad&anced search 6eatures 0 goog e etc. Blog ?ournalling 0 ( og inesF ( ogger etc. *iary8>ournal >( oggingF 5yspacesF Be(oF 6ace(ookF ( og inesF ( oggerF ning@ Categorising and tagging 0 *e icious etc. #agging, comments annotating 0 0notice(oardsF discussion (oardsF threaded discussionsF ado(e acro(at readerF ( og readersF 6ire6o$F :otero Subscribing / %SS aggregators e.g. ( og inesF ( ogger etc.F 6ire6o$ e$tensions

Andrew Churches

1,

01/04/09

,sing -ind mapping .or understanding and beyond.

5ind !apping techniGue are power6u too s 6or student earning. #hey can (e used in a wide &ariety o6 di66erent su(Eects and curricu u! areasF in co a(orati&e or indi&idua settings. <&er ti!e there ha&e (een a nu!(er o6 di66erent te!p ates and !ode s de&e oped to 6aci itate ana ysisF understandingF to (ui d re ationships and p an.

Simple process flo"charts are an easy graphica way o6 disp aying a process.

Concept mapsF (ased around a 6ocusing Guestion or ter! can (e used to !ap Hcause and e66ectI ter! and de6inition and process ; outco!e. #hese techniGues he p to structure understanding (y de&e oping !eaning. @enn diagrams >See right@ can (e used to disp ay or in6er re ationships (y high ighting si!i ar and di66erent aspects o6 concepts.

Andrew Churches

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01/04/09

5ore co!p icated @enn *iagrams a ow user to co!pare !u tip e sets o6 data

5ind !aps and other graphica organisers can (e used as too s 6or p anningF ana ysis and e&a uation.

#his is an e$a!p e o6 a graphica organiserF a :antt Chart (eing used to p an a proEect. #he proEect is a 6o ow the (asic design cyc e o6 p anningF designF de&e op!entF testing and inherent in that phase redesign and re0de&e op!ent and o6 course e&a uation. #he Si ;uestion Approach to a topic or concept can a so (e structured in a &isua !ediu! using a si!p e !ind !ap. #his !ap ask the GuestionsL 2hat 2hen 2here Kow 2hy 2ho-

Andrew Churches

10

01/04/09

Starter S!eet / -indmeister

Andrew Churches

11

01/04/09

Andrew Churches

11

01/04/09

Starter S!eet / 0oogle "dvanced Searc!

Andrew Churches

13

01/04/09

Andrew Churches

14

01/04/09

"dvanced Searc!ing Rubric

Bloom's Ta onomic !evel: (nderstanding

1ey =ords:
c assi6yingF co!paringF ad&anced searchesF (oo ean searchesF categorising and tagging

Introduction:
#his is a ru(ric 6or the using ad&anced and (oo ean searches. #his search reGuires an understanding o6 the keywordsF (oo ean ogicF ad&anced search 6eaturesF structuring and re6ining searches and suita( e search engines. Students need to re6ine the search to produce usa( e resu ts and then &a idate these. Advanced searching Boolean Searching 1 #he students se ect a search engine to use 6or the #he student can se ect a search engine to use 6or
search. #he student uses the (asic search page (y the search. #hey enters keyword>s@. #he keywords 3nters keyword>s@ and e$ecuting the search are !ost y appropriate. #he student can e$ecutes the search search. #he student uses the (asic search page (y entering appropriate keywords and speech !arks 6or phrases. #he user e$ecutes the search. #he student can na&igate through the resu t pages. #he student can recognises 6eatures o6 search engine ike sponsored inks. use 6or the search. #hey uses the Ad&anced search page and options. #he student can re6ine the search using so!e o6 the 6eatures o6 the Ad&ance search. #his !ay inc ude: *o!ainF countryF anguageF 6i e typeF ocation in page. #he student can enters appropriate keyword>s@ and e$ecutes the search. #he students can !odi6y the keywords or ter!s to re6ine the search. #hey can na&igate through the resu t pages. #hey ha&e an understanding o6 the weighting syste! used (y the search engine. #hey can recognises 6eatures o6 search engine ike sponsored inks. the search. #hey enters !u tip e appropriate keywords without re6ine!ent and use speech !arks 6or phrases. #he students e$ecutes the search. #he student can na&igate through the resu t pages

1 #he students se ect a search engine to use 6or the #he students can se ect a search engine to use 6or

3 #he student can se ect a suita( e search engine to #he students can se ect a suita( e search engine
to use 6or the search. #hey enters !u tip e appropriate keywords with (oo ean re6ine!ents Hand or not1 #he students can !odi6y the keywordsF search operatorsF phrases or ter!s to re6ine the search. #he users can !odi6ies si!p e search engine settings to enhance the search. #he students e$ecutes the search and na&igate through the resu t pages. 4nderstands the weighting syste! used (y the search engine.

4 #he students se ect a suita( e search engine to

use 6or the search and can Eusti6y their se ection. #hey can uses the Ad&anced search page and options. #he user can re6ines the search using !ost o6 the 6eatures o6 the ad&ance search #his !ay inc ude: *o!ainF countryF anguageF 6i e typeF ocation in page. #he student can Eusti6y the re6ine!ents. #he students uses e$act !atchF phrase and e$c ude 6ie ds F they enters appropriate keyword>s@ ; e$ecutes the search. #hey !odi6y the keywords or ter!s to re6ine the search. #hey can na&igate through the resu t pages and understands the weighting syste! used (y the speci6ic search engine. #hey recognises 6eatures o6 search engine ike sponsored inks.

#he students can se ect a suita( e search engine to use 6or the search and can Eusti6y their se ection. #hey enters !u tip e appropriate keywords with (oo ean re6ine!ents Hand or not1 or use operator sy!(o s ike 2 and $ #he students can !odi6y the keywordsF search operatorsF phrases or ter!s to re6ine the search. #he users can !odi6ies si!p e search engine settings to enhance the search. #he student can Eusti6y the re6ine!ents. #he students e$ecutes the search and na&igate through the resu t pages. 4nderstands the weighting syste! used (y the search engine.

Andrew Churches

1'

01/04/09

) emplar
Advanced Searching 9e&e 1
Criteria: #he students se ect a search engine to use 6or the search. #he student uses the (asic search page (y 3nters keyword>s@ and e$ecuting the search

7ote: Kuge search returnP 1 (i ion pages

9e&e 1
Criteria: #he students se ect a search engine to use 6or the search. #he student uses the (asic search page (y entering appropriate keywords and speech !arks 6or phrases. #he user e$ecutes the search. #he student can na&igate through the resu t pages. #he student can recognises 6eatures o6 search engine ike sponsored inks.

7ote:9arge search returnP 1 !i ion pagesF a so sponsored ink.

Andrew Churches

1)

01/04/09

9e&e 3
Criteria: #he student can se ect a suita( e search engine to use 6or the search. #hey uses the Ad&anced search page and options. #he student can re6ine the search using so!e o6 the 6eatures o6 the Ad&ance search. #his !ay inc ude: *o!ainF countryF anguageF 6i e typeF ocation in page. #he student can enters appropriate keyword>s@ and e$ecutes the search. #he students can !odi6y the keywords or ter!s to re6ine the search. #hey can na&igate through the resu t pages. #hey ha&e an understanding o6 the weighting syste! used (y the search engine. #hey can recognises 6eatures o6 search engine ike sponsored inks.

7ote: 4ses the ad&anced search page / uses the re6ine!ents within this page to reduce search. Search resu t (e ow is 300F000Q pages.

Andrew Churches

1+

01/04/09

9e&e 4
Criteria: #he students se ect a suita( e search engine to use 6or the search and can Eusti6y their se ection. #hey can uses the Ad&anced search page and options. #he user can re6ines the search using !ost o6 the 6eatures o6 the ad&ance search #his !ay inc ude: *o!ainF countryF anguageF 6i e typeF ocation in page. #he student can Eusti6y the re6ine!ents. #he students uses e$act !atchF phrase and e$c ude 6ie ds F they enters appropriate keyword>s@ ; e$ecutes the search. #hey !odi6y the keywords or ter!s to re6ine the search. #hey can na&igate through the resu t pages and understands the weighting syste! used (y the speci6ic search engine. #hey recognises 6eatures o6 search engine ike sponsored inks.

7otes: uses the Advanced search options to re6ine and !odi6y the search. #his inc udes date ranges or country of origin, language and file formatL as we as keyword e$c usion and inc usion 6ie ds. A so note the change in the resu ts per page. #he I!age Advance search a ows the users to speci6y the image si<e and file format

Andrew Churches

1,

01/04/09

Boolean Searc!es explained

Andrew Churches

19

01/04/09

Blog 3ournalling Rubric

Bloom's Ta onomic !evel: (nderstanding

1ey =ords:
InterpretingF su!!arisingF in6erringF co!paringF e$p ainingF e$e!p i6yingF ( og Eourna ingF co!!enting

Introduction:
#his is a ru(ric 6or the B og Eourna ing. #his is e$a!ining the process o6 recording and reporting e&ents and process using ( ogging too s. B og Eourna ing hereF is used as a 6or! o6 re6 ecti&e practice 6or c ass acti&ities and earning rather than 6or persona Eourna ing. #here are !any other app ications 6or the use o6 ( ogs in the c assroo! and earning en&iron!ents. Blogging (nderstanding 1
#he entry or entries ha&e poor spe ing and contain gra!!atica errorsF they are shortF typica y 1 to 1 sentences. #hey acks structure and or 6 ow. #he entry appear to (e hasti y written o6ten using in in6or!a anguage or te$t sty e a((re&iations. So!e o6 the entries ha&e poor spe ing and contain gra!!atica errors. #he entries ha&e so!e structure. But the entries does not ha&e consistent 6 ow or show inkage/ cohesion (etween entries. #he ( og entry !ay contain a ink or i!age. #here are 6ew spe ing and gra!!atica errors. #he Eourna entries ha&e structure. #he posts 6 ow and ha&e inkage/cohesion (etween the entries #he Eourna posts contains appropriate inks or i!ages. #hese are re6erred to within the te$t. #he spe ing and gra!!atica errors are rare. #he Eourna entries ha&e structure and are 6or!atted to enhance reada(i ity. #he entries 6 ows and ha&e inkage/cohesion (etween posts. #he posts contains appropriate inks or i!agesF with the i!age sources (eing acknow edged. #he i!ages and inks are re6erred to within the te$t. #hese si!p e entries acks insightF depth or are super6icia . #he entries are short and are 6reGuent y irre e&ant to the e&ents. e&ents. #hey do not e$press opinion c ear y and show. itt e understanding.

Timeliness
#he entries are irregu ar. 3&ents are not Eourna ed as they occur.

#he ( og Eourna posts show so!e insightF depth ; are connected with e&entsF topic or acti&ity. 3ntries are typica y short and !ay contain so!e irre e&ant !ateria . #here are so!e persona co!!ents or opinions which !ay (e on task. #he posts shows so!e understanding o6 the topic. #he posts show insight ; depth. #he content o6 posts are connected with e&entsF topic or acti&ity. #hese Eourna entries !ay contain so!e irre e&ant !ateria (ut are 6or the !ost part on task. #he student"s persona opinion is e$pressed in an appropriate sty e ; these entries shows a good depth o6 understanding. #he ( og Eourna posts show insightF depth ; understanding. #hey are connected with e&entsF topic or acti&ity. 3ntries are re e&ant with inks to supporting !ateria . #he student"s persona opinion is e$pressed in an appropriate sty e ; is c ear y re ated to the topicF acti&ity or process. #he posts and opinions shows a high e&e o6 understanding ; they re ates e&entsF earning acti&ities ; processes to the purpose o6 the acti&ity and outco!es.

#he entries ha&e so!e ti!e iness with !ost key e&ents (eing Eourna ed. So!e co!!ents are rep ied to. 5ost e&ents are Eourna ed as they happen. 5ost co!!ents are rep ied to in a ti!e y !anner. #he rep y shows understanding A e&ents are Eourna ed these are regu ar ; ti!e y. Co!!ents are rep ied to in a ti!e y !anner. #he rep ies show a depth o6 understanding ; re ate to the co!!ents

Andrew Churches

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) emplars:
#his is a ( og entry a(out a c ass trip to the oca :oo. #he trip was arranged to support a science unit o6 work on conser&ation. #he trip took p ace on 19th Jo&e!(er. Students are 5idd e Mears students >year ,@
'evel (

Noo

24 November 2007

Went to the Zoo. Coool trip. Charles tripped ova LOL. All the girlz laff him ! shame" Love da geraffe and the tiga #his entry is super6icia and shows i!ited understanding o6 the purpose o6 the trip. B og writing or authoring is at 9e&e 1. Spe ing and gra!!atica errors. 9acks structure and 6 ow. #his entry has not reached an accepta( e e&e 6or understanding.

'evel )

Science Noo #rip

20 November 2007

#he zoo trip $as f%n and the tea&hers $ere reall' ni&e to ta(e %s their. We sa$ lotz of animals. ) li(ed the tiger b%t the' are endangered in the $ild in Afri&a. O%r gro%p too( some &ool fotos $ith the &lass &amera. *' favo%rite is the one $ith Charles falling over. +ere is one of the ,iraffe. #he giraffe is amazin. )ts ne&( is so long it &an rea&h leaves high in trees.

#his entry is re ated to the purpose o6 the tripF it is !ore ti!e y (ut does contain errors / spe ingF gra!!atica and 6actua . #he student has inc uded an i!age. Authoring at e&e 1. #his entry shows a i!ited e&e 6or understanding.

Andrew Churches

31

01/04/09

'evel *

#he Conservation #rip to the Zoo

-.th November 2007.

#oda'/s trip to the Zoo $as reall' en0o'able. #he A%&(land Zoo has lots of animals from man' pla&es. #he tiger $as m' favo%rite. #he' are s%&h a bea%tif%l animal b%t are endangered in the $ild thro%gh o%t )ndia and Asia. ) &an/t believe people (ill them for medi&en&e or f%r &oats.

#he ,iraffe is s%&h a &ool animal1 it &an eat leaves high in trees that other animals &an rea&h. ,iraffes are not endangered b%t there homes are being red%&ed as land is %sed or farms. ) fo%nd some info on giraffes at $$$.animalplanet.&om2animal2-234dt473756h0s%5n4.764.50d0gh200dsd5d n%5.asp #his is a (etter entryF 6ocused on the purpose o6 the trip. #he student has inc uded inks to research (ut Eust inserted the ink rather than 6or!atting this. #he student has inked issues to the ani!a s they saw. #he post is re e&ant and ti!e y. B og writing or authoring is at e&e 3. #he entry is structuredF with inks >the inks are raw and need processing@ and i!agesF 6ew errors. #his entry has reached an accepta( e e&e 6or understanding.

Andrew Churches

31

01/04/09

'evel +

Conservation #rip to A%&(land Zoo

-.th November 2007

#he 7&ien&e &lass $ent on a trip to A%&(land Zoo as part of o%r &onservation %nit. #he tea&her gave %s a $or(boo( to $or( thro%gh and as(ed %s to loo( at the endangered animals. #igers are endangered thro%gho%t the $orld. #igers are h%nted and poa&hed for their f%r and for %se in medi&en&es. #here are several spe&ies of #igers li(e the 7iberian #iger1 the 7%matr%n #iger. ) fo%nd some information abo%t #igers at Animal 8lanet ! #igers ,iraffes are amazing. #he' are so $ell adapted to their Ni&he. #heir ne&( has the same n%mber of bones as o%r b%t is so long. #his lets them eats leaves high in trees. #his is a h%ge help for them as the' don/t have to &ompete $ith other animals for food. Animal 8lanet ! ,iraffe. #he trip $as reall' &ool. )t $as ni&e to get o%t ;ira%%e 1 class photo of the &lassroom1 b%t it $as ver' %sef%l to see the animals $e have been learning abo%t. ) still $onder if it is fair to (eep animals in zoos. Wild animals sho%ld be in the $ild1 b%t ) g%ess the $ild is shrin(ing. We need to ta(e responsibilit' for this. ) $o%ld li(e to help. ) might 0oin the WW9 rangers on the WW9 $eb site. *r #/s :log entr' on the trip is reall' good and the photos are reall' good1 even the one of Charles. #his entry is we structured and shows insight and understanding. #he student has inc uded re e&ant and appropriate inksF the entry is we structured and 6 ows. #he student o66ers persona opinion which shows depth o6 understanding and insight. #he post is re e&ant and ti!e y. B og writing or authoring is at e&e 4. #he entry is structuredF with processed inks and i!agesF 6ew errors. #his entry shows an good e&e o6 understanding.

Andrew Churches

33

01/04/09

Starter S!eet $ 4ikispaces

Andrew Churches

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01/04/09

Andrew Churches

3'

01/04/09

4iki %diting Rubric

Bloom's Ta onomic !evel: (nderstanding 2 Content authoring Applying 2 =iki editing

1ey =ords 5 (nderstanding:

InterpretingF Su!!arisingF in6erringF co!paringF e$p ainingF e$e!p i6yingF ( og Eourna ingF co!!enting

1ey =ords 2 Applying:

I!p e!entingF carrying outF usingF e$ecutingF operatingF up oadingF sharingF editing

Introduction:
#his is a ru(ric 6or the 2iki editing. #his is e$a!ining the process o6 showing understanding (y de&e oping content &ia paraphrasing and authoring !ateria on a re ated topic in a wiki en&iron!ent. #he Authoring co!ponent shows app ication as the student edits the wiki to a suita( e standardF !aking use o6 the 6eatures o6 the wiki too and (asic princip es o6 design / consistencyF repetitionF 6 owF reada(i ity.
=iki Authoring $Applying% Content $(nderstanding%

=oor spe ing and gra!!atica errors. #e$t Si!p e page which acks insightF depth or is entered with no enhance!ents. 9acks structure super6icia . 3ntry is short and 6reGuent y irre e&ant or 6 ow. to the topic. 5ost sections are o6 content are cut and paste or show super6icia rewriting. 9anguage used is not representati&e o6 the students anguage. Shows itt e understanding. So!e spe ing and gra!!atica errors. #e$t entered with i!ited enhance!ents. Si!p e te$t enhance!ents are used. #he wiki pages has i!ited structure or 6 ow. #he page !ay contain inks or i!ages. Student has a !ost y consistent approach to design Aew spe ing and gra!!atica errors. #e$t is enhanced. #he te$t has structure and the entry 6 ows. Content is arranged in a ogica order. #he entry contains a appropriate inksF 6i es or i!ages. Keadings are added using the heading sty es. Student has a consistent approach to design Spe ing and gra!!atica errors are rare. #he wiki page has structure and is 6or!atted and enhanced to increase reada(i ity. Contains a appropriate inksF 6i es or i!ages. I!age sources are acknow edged and inc ude captions. I!ages and inks are re6erred to within the te$t. Keadings are added using the heading sty es. 2iki 6eatures ike e!(edding !ediaF hori:onta ru es and a ta( e o6 content are inc uded. Student has a consistent appropriate approach to design and ayout. Si!p e page which shows so!e depth or e&e o6 understanding. 3ntry are short and 6or the !ost part re e&ant to the topic. So!e sections o6 content are cut and paste or show super6icia rewriting. #he page shows so!e understanding. #he page atte!pts to address the earning o(Eecti&es. In6or!ation sources are !entioned. #he page shows the student has read and understood the page the page is rewritten (y the student. #he content has re e&ant inks or i!ages and the inks or i!ages !ay (e re6erred to. #he page address the earning o(Eecti&es. In6or!ation sources are acknow edge. #he page show insightF depth and understanding. #he contentF inksF 6i esF !edia and i!ages are re e&ant and connected to the topic. #he content is o(&ious y written (y the student and the student has shown a good depth o6 understanding and know edge. #he page c ear y address the earning o(Eecti&es. In6or!ation sources are acknow edge in a suita( e 6or!at.

Andrew Churches

3)

01/04/09

Starter S!eet / Bu55word

Andrew Churches

3+

01/04/09

Andrew Churches

3,

01/04/09

Applying
#he 6o owing are so!e o6 the key ter!s 6or this aspect o6 the #a$ono!y. Carrying out 4sing 3$ecuting I!p e!enting Showing 3$hi(iting

Anderson and 1rath"ohl's ta onomy 2 Applying

3. Applying: Carrying out or using a procedure through e$ecuting or i!p e!enting. App ying re ated and re6ers to situations where earned !ateria is used through products ike !ode sF presentationF inter&iews and si!u ations. #he digita additions and their Eusti6ications are as 6o ows: 'unning and operating 0 #his the action o6 initiating a progra!. #his is operating and !anipu ating hardware and app ications to o(tain a (asic goa or o(Eecti&e. Playing / #he increasing e!ergence o6 ga!es as a !ode o6 education eads to the inc usion o6 this ter! in the ist. Students who success6u y p ay or operate a ga!e are showing understanding o6 process and task and app ication o6 ski s. (ploading and Sharing 0 up oading !ateria s to we(sites and the sharing o6 !ateria s &ia sites ike 6 ickr etc. #his is a si!p e 6or! o6 co a(orationF a higher order thinking ski . &acking / hacking in its si!p er 6or!s is app ying a si!p e set o6 ru es to achie&e a goa or o(Eecti&e. )diting / 2ith !ost !edia"sF editing is a process or a procedure that the editor e!p oys

1ey Terms 5 Applying:

I!p e!entingF carrying outF usingF e$ecutingF runningF oadingF p ayingF operatingF hackingF up oadingF sharingF editing

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01/04/09

"pplying and Digital "ctivities

Applying 4sing in6or!ationF concepts and ideas in another 6a!i iar situation >4sing strategiesF conceptsF princip es and theories in new situations@. Implementing, carrying out, using, e ecuting, doingF running, loading, playing, operating, hacking, uploading, sharing, editing+ Possible activities Illustration >Core F inkscapeF 7I5=F =aintF on ine too sF Co!ic creation too s 1 comic li%e$ historic tale construction 'it$ hyper comic@ Simulation >A oor !apF graphic too sF goog e sketchup$ Crocodi e so6tware si!u ating science e$peri!entsF 7 o(a con6 ict 0 =a estine @ Sculpture or *emonstration >=resentationF graphicsF screen captureF audio and &ideo con6erencing@ Presentation 0 i!pressF Si!p e *#= productF powerpointF goog e presentationF Noho presentationF skypeF interacti&e white(oard co a(oration using etoo sF audio and &ideo con6erencing Intervie" >2ord =rocessingF !ind !apperF podcastF &odcastF audacityF sound recorderF co a(oration using etoo sF skype@ Performance >=odcastF &odcastF 6i !F audio and &ideo con6erencingF ?oI=F audio recordingF speechF =owerpoint ShowF co a(oration using etoo s@ )diting 0 &ideo and sound too sF 2iki editingF Si!p e *#= product. *e&e oping a shared docu!ent Playing 0 !!orpg"s on ine ga!esF si!u ations ike 7 o(a Con6 icts =a estine

screenshot %rom ;lobal !on%licts 2 <alestine- This is an 6D interactive game or simulation produced by serious games&ource: http:,,www-seriousgames-d',img,golden-*pg

Andrew Churches

40

01/04/09

Starter S!eet $ 0ooglemaps and Streetview

Andrew Churches

41

01/04/09

Andrew Churches

41

01/04/09

0oogle maps 6 Streetview Rubric

Bloom's Ta onomic !evel: Applying

1ey Terms:
I!p e!entingF carrying outF usingF e$ecutingF runningF oadingF p ayingF operatingF hackingF up oadingF sharingF editing

Introduction:
#his is a ru(ric 6or app ying know edge and ski s through the use o6 7oog e !aps and Street&iew. Students reaching the highest e&e s o6 this ru(ric wi ha&e searched and ocated key ocationsF annotated these using hotspotsL they wi ha&e shared these hotspots and !aps with their peers.

Applying, )diting and Sharing using :ooglemaps and Streetvie" 1

#he student has di66icu ty !o&ing (etween the di66erent &iews and !aps sty es. #hey :oo! into and out o6 i!ages and !aps. #hey use so!e o6 ocation too s inc uding !o&ing the !apF street&iew and search 6ie ds #hey use so!e o6 the na&igation too s inc uding the onscreen too s and !ouse gestures to panF pi&otF :oo! and !o&e. #hey ha&e itt e understanding o6 g o(a ocation and sca e #he student !o&es (etween the di66erent &iews and !aps sty es. #hey :oo! into and out o6 i!ages and !aps. #hey na&igate using the &arious too s inc uding !o&ing the !apF street&iew ho&er/pre&iew and search 6ie ds #hey use so!e o6 the na&igation too s inc uding the onscreen too s and !ouse gestures to panF pi&otF :oo! and !o&e #hey ha&e so!e understanding o6 g o(a ocation and sca e #he student !o&es (etween the di66erent &iews and !aps sty esF they se ect suita( e &iew 6or the task at hand. #hey show so!e understanding o6 i!age reso ution and :oo! e&e s to reso &e i!ageF !ap and sate ite i!age Gua ity. #hey na&igate and search using the &arious too s inc uding street&iew ho&er/pre&iewF search 6ie dsF (ook!arks and hotspotsF e!(edded i!ageF inks and &ideos. #hey use the na&igation too s inc uding the onscreen too s and !ouse gestures to panF pi&otF :oo! and !o&e #hey add hotspots and (ook!arks. #hey co a(orate using so!e too s ike e!ai F e!(edding inks and hotspots. #hey ha&e an understanding o6 g o(a ocation and sca e that they use to ocate sites. #he student !o&es with ease (etween the di66erent &iews and !aps sty esF they se ect the !ost suita( e &iew 6or the task at hand. #hey app y their understanding o6 i!age reso ution and :oo! e&e s to reso &e i!ageF !ap and sate ite i!age Gua ity. #hey na&igate and search e66ecti&e y using the &arious too s inc uding street&iew ho&er/pre&iew search 6ie dsF (ook!arks and hotspotsF e!(edded i!ageF inks and &ideos. #hey use the na&igation too s inc uding the onscreen too s and !ouse gestures to panF pi&otF :oo! and !o&e e66ecti&e y. #hey add hotspots and (ook!arks containing appropriate and detai ed in6or!ation. #hey co a(orate using appropriate !easures inc uding e!ai F e!(edding inksF (ook!arks and hotspots. #hey app y their understanding o6 g o(a ocation and sca e to Guick y ocate and re6ine searches.

Andrew Churches

43

01/04/09

Collaboration using online collaboration environments

Bloom's Ta onomic !evel: Applying

1ey Terms 5 Applying:

I!p e!entingF carrying outF usingF e$ecutingF runningF oadingF p ayingF operatingF hackingF up oadingF sharingF editing

Introduction:
#his is a ru(ric 6or Co a(orating. Students are using e ectronic too s 6or sharingF editing and up oading !ateria s. #he too s wou d inc ude products ike e u!inate. #he ru(ric ooks at the appropriate use o6 the too to 6aci itate the discussion. #he ru(ric does not ook at the content or understanding speci6ica y. #here are three !aEor areas or aspects o6 use. #hese are preparation 6or the co a(oration sessionF the use o6 co a(oration and co!!unication 6eatures.

Collaborating using eTools 1

#he student !akes itt e appropriate use o6 the Co a(oration 6eatures o6 the too the too s are o6ten distracting or inappropriate. #he student has done itt e preparation o6 !ateria . #he student used so!e co!!unication 6eatures o6 the too ike Hhands upIF e!otionsF app auseF !icrophone or chat etc. #he use o6 these too s !ay (e inappropriate. #he user interrupts or o&er rides other con&ersations and adds co!!ents that are not re ated to the topic or discussion. #he user shows itt e con6idence in their use o6 the too . #he student !akes so!e i!ited use o6 the Co a(oration 6eatures o6 the too ike screen shots and capturesF we(sitesF chatF &oiceF presentationsF recordingF &ideo and 6i e up oad/sharing. #he use o6 these 6eatures is !ost y appropriate. #he student has prepared so!e !ateria . #he student has sourced in6or!ation 6ro! a 6ew di66erent in6or!ation sources >we( (asedF presentation too sF te$tF &oiceF &ideo etc.@ to share and use. #he student uses !ost o6 the co!!unication 6eatures o6 the too ike Hhands upIF app auseF !icrophone etc.F in an appropriate !anner. #he user shows so!e con6idence in their use o6 the too . #he student !akes appropriate use !ost o6 the di66erent Co a(oration 6eatures o6 the too to enhance and 6aci itate discussionF this wou d inc ude >where appropriate@ screen shots and capturesF we(sitesF chatF &oiceF presentationsF recordingF &ideo and 6i e up oad/sharing. #he student has prepared the !ateria . #he student has sourced in6or!ation 6ro! a se&era di66erent in6or!ation sources >we( (asedF presentation too sF te$tF &oiceF &ideo etc.@ to share and use. #he student is appropriate in the use o6 co!!unication 6eatures o6 the too ike Hhands upIF app auseF !icrophone etc. #he user is con6idence in their use o6 the too . #he student !akes 6u and appropriate use o6 the di66erent Co a(oration 6eatures o6 the too to enhance and 6aci itate discussionF this wou d inc ude >where appropriate@ screen shots and capturesF we(sitesF chatF &oiceF presentationsF recordingF &ideo and 6i e up oad/sharing. #he student has 6u y prepared the !ateria and the student has sourced in6or!ation 6ro! a &ariety o6 di66erent in6or!ation sources >we( (asedF presentation too sF te$tF &oiceF &ideo etc.@ to share and use. #he student has considered the a(i ities o6 the other users and the potentia i!itations o6 their connections so the content is a&ai a( e to a . #he student is appropriate in their use o6 co!!unication 6eatures o6 the too ike Hhands upIF app auseF !icrophone etc. #he uses o6 these 6eatures enhance con&ersation and 6aci itates sharing. #he user shows con6idence in their use o6 the too and supports other in their usage.

Andrew Churches

44

01/04/09

Preparation
#he student has done itt e preparation o6 !ateria .

Collaboration 9eatures
#he student !akes itt e appropriate use o6 the Co a(oration 6eatures o6 the too the too s are o6ten distracting or inappropriate.

Communication features
#he student used so!e co!!unication 6eatures o6 the too ike Hhands upIF e!otionsF app auseF !icrophone or chat etc. #he use o6 these too s !ay (e inappropriate. #he user interrupts or o&er rides other con&ersations and adds co!!ents that are not re ated to the topic or discussion. #he user shows itt e con6idence in their use o6 the too . #he student uses !ost o6 the co!!unication 6eatures o6 the too ike Hhands upIF app auseF !icrophone etc.F in an appropriate !anner. #he user shows so!e con6idence in their use o6 the too . #he student is appropriate in the use o6 co!!unication 6eatures o6 the too ike Hhands upIF app auseF !icrophone etc. #he user is con6idence in their use o6 the too .

#he student has prepared so!e !ateria . #he student has sourced in6or!ation 6ro! a 6ew di66erent in6or!ation sources >we( (asedF presentation too sF te$tF &oiceF &ideo etc.@ to share and use. #he student has prepared !ateria 6or the co a(oration session. #he student has sourced in6or!ation 6ro! a se&era di66erent in6or!ation sources >we( (asedF presentation too sF te$tF &oiceF &ideo etc.@ to share and use. #he student has 6u y prepared !ateria 6or the co a(oration session. #he student has sourced in6or!ation 6ro! a &ariety o6 di66erent in6or!ation sources >we( (asedF presentation too sF te$tF &oiceF &ideo etc.@ to share and use.

#he student !akes so!e i!ited use o6 the Co a(oration 6eatures o6 the too ike screen shots and capturesF we(sitesF chatF &oiceF presentationsF recordingF &ideo and 6i e up oad/sharing. #he use o6 these 6eatures is !ost y appropriate. #he student !akes appropriate use !ost o6 the di66erent Co a(oration 6eatures o6 the too to enhance and 6aci itate discussionF this wou d inc ude >where appropriate@ screen shots and capturesF we(sitesF chatF &oiceF presentationsF recordingF &ideo and 6i e up oad/sharing. #he student !akes 6u and appropriate use o6 the di66erent Co a(oration 6eatures o6 the too to enhance and 6aci itate discussionF this wou d inc ude >where appropriate@ screen shots and capturesF we(sitesF chatF &oiceF presentationsF recordingF &ideo and 6i e up oad/sharing.

#he student has considered the a(i ities o6 the other users and the potentia i!itations o6 their connections so the content is a&ai a( e to a . #he student is appropriate in their use o6 co!!unication 6eatures o6 the too ike Hhands upIF app auseF !icrophone etc. #he uses o6 these 6eatures enhance con&ersation and 6aci itates sharing. #he user shows con6idence in their use o6 the too and supports other in their usage.

Andrew Churches

4'

01/04/09

Collaborative %diting using an 7nline 4ord 8rocessor

Bloom's Ta onomic !evel: Applying+

1ey Terms:
carrying outF usingF up oadingF sharingF editing

Introduction:
#his is a ru(ric 6or students co a(orating on a shared docu!ent using an on ine word processing too ike Bu::wordF 7oog e *ocu!ents or Noho *ocu!ents. #he two aspects e$a!ined here are the technica use o6 the too and the co a(orati&e aspect o6 sharing and co0operation. !evel Collaborative )diting using an #nline =ord Processor #he student uses so!e o6 the too s and 6eatures o6 the product. #heir editing acks care and attention to detai . #here are issues with 6or!atting and structure o6 the docu!ent. Co!!ents and re&iews are rando! and unre ated to the section or purpose o6 the docu!ent.

#he student !akes a i!ited contri(ution. #he student !akes itt e atte!pt to supports and encourages their peers. Co!!ents are o6ten inappropriate or disrupti&e. #he students ro es and tasks are unc ear or poor y de6inesF un(a anced or ineGuita( e. #he students work independent y and do not o6ten !onitor these tasks. #he students contri(utions are irregu ar and show a ack o6 preparation and p anning. #he student uses !any o6 the too s and 6eatures o6 the product. #heir editing so!eti!es acks care and attention to detai . #here are issues with 6or!atting and structure o6 the docu!ent. Co!!ents and re&iews are o6ten rando! and or unre ated to the section they are attached to. #he student !akes a contri(ution. #he student atte!pts to supports and encourages their peers. #he student esta( ish ro es and tasksF (ut these are un(a anced or ineGuita( e. #he student work independent y and do not o6ten !onitor these tasks. #he students contri(utions are irregu ar and or show a ack o6 preparation and p anning. #he student !akes appropriate use o6 !ost o6 the too s and 6eatures o6 the product. #heir editing shows so!e care. Co!!ents and re&iews are structured and genera y re ate to the section o6 the docu!ent.

#he student !akes an eGuita( e contri(ution. #he student supports and encourages their peers using appropriate co!!ents. #he student esta( ishes the purpose o6 the docu!entF their ro es and tasksF these are !ost y eGuita( e. #he students !onitor these tasks in an appropriate !anner. #he student co!p etes their own tasks and encourages other students in co!p eting their tasks. #he students contri(utions are regu ar and show so!e preparation and p anning. #he student !akes 6u and appropriate use o6 the too s and 6eatures o6 the product. #heir editing shows attention to detai and care. Co!!ents and re&iews are appropriate y structured and re ate speci6ica y to the section o6 the docu!ent.

#he student !akes an eGuita( e contri(ution. #he student supports and encourages their peers using appropriate and supporti&e co!!ents. #he students c ear y and 6air y esta( ish the purpose o6 the docu!entF their ro es and tasks. #he students !onitor these tasks in an appropriate and supporti&e !anner. #he student actions their own tasks and supports other students in co!p eting their task. #he students contri(utions are regu ar and show preparation and p anning.

Andrew Churches

4)

01/04/09

Skype 9"udio:;ideo Con.erencing< Rubric

Bloom's Ta onomic !evel: Applying

1ey Terms 5 Applying:

I!p e!entingF carrying outF usingF e$ecutingF runningF oadingF p ayingF operatingF hackingF up oadingF sharingF editing Bloom's Ta onomic !evel: )valuating

1ey =ords:
CheckingF critiGuingF EudgingF re&iewingF postingF !oderatingF re6 ectingF ?a idating.

Introduction:
#his is a ru(ric 6or audio and Audio/&isua con6erencing using too s ike skype R. #his ru(ric is ooking at two ta$ono!ic e&e s App ying 6or the p anningF preparation and co!!unication aspects and 3&a uating 6or the re6 ection. .ey to a success6u con6erence are the aspects o6 planning and communication. = anning enco!passes the technica aspects / checking connectionF preparing too s etc. and the content/!anage!ent aspects / setting up schedu esF agendaF key e e!ents ru es etc. #he co!!unication aspect ooks at audio and &isua co!!unication in its &arious aspects and the e66iciency with which these are used. It a so ooks at app y the ru esF schedu e and p an pre&ious y prepared. 'eflection is crucia to i!pro&ing the process and earning 6ro! the process and content o6 the con6erence. So this aspect co&ers not on y persona in&o &e!ent (ut a so !inutesF notes and recordings.

Preparation and Planning

9itt e preparation is e&ident. #he con6erence acks structure. 9itt e consideration 6or a&ai a(i ity/ti!e :ones etc. are e&ident So!e connections are tested prior to the e&ent. A schedu e has (een co!!unicated. So!e goa s 6or the con6erence are out ined. So!e key Guestions are prepared. %u es and etiGuette guide ines are out ined.

Communication
Co!!unication is poorF hard to understandF o6 task and inarticu ate. 4se and se ection o6 anguage does not aid co!!unication. #here is itt e e&idence o6 ru es or etiGuetteF structure or p anning. %u es and etiGuette guide ines are stated. 5ost co!!unication is c ear >speechF &isua and written@ and !ain y on task. #he anguage used is !ost y appropriate and a parties wi understand >Spoken and written@. S angF regiona anguage and co oGuia is!s are used. Speech is !ost y c earF there are issues with pace and pitch. ?o u!e o6 speech &aries. 5ost ru es and etiGuette guide ines are 6o owed. #here is so!e interruption and speaking o&er peop e. So!e notes are taken these are o6 a poor Gua ity.

'eflection
#here is itt e or no re6 ection.

Kere is so!e i!ited re6 ection on the con6erence. %e6 ection is genera and unstructuredF %e6 ection !ay (e o6 a persona nature 5inutes and notes are distri(uted. So!e areas o6 I!pro&e!ent are identi6ied.

Andrew Churches

4+

01/04/09

Preparation and Planning

4ser has se ected so!e suita( e too s and insta ed these 6or use in the con6erence. >B ack(oardsF recorder etc.@. Connections are tested prior to the e&ent. A schedu e has (een co!!unicated. 7oa s 6or the con6erence are out ined. A p an and so!e key Guestions are prepared. So!e resources and inks are prepared in ad&ance. %u es and etiGuette guide ines are de6ined.

Communication
%u es and etiGuette guide ines are stated and !ost y adhered to. 5ost co!!unication is c ear and articu ate >speechF &isua and written@ and !ost y on task. #he anguage used is !ost y appropriate and a parties wi understand >Spoken and written@. Speech is 5ost y c earF appropriate y paced and pitched. %u es and etiGuette guide ines stated are !ost y 6o owed. So!e notes and or recording are taken.

'eflection
=arties re6 ect on the con6erence. %e6 ection is co!p eted without put downsF sarcas! or co!!ents o6 a persona nature. %e6 ection and re&iew e$a!ined appropriate y the so!e 6o owing: 8reparation= 0oals= >ey ?uestions= 8rocess= Communications= conversations= Rules and eti?uette 2here appropriate suita( e resourcesF !inutes and notes are distri(uted. So!e areas o6 I!pro&e!ent are identi6ied and actioned. A parties re6 ect critica y on the con6erence. %e6 ection is co!p eted without put downsF sarcas! or co!!ents o6 a persona nature. %e6 ection and re&iew e$a!ined appropriate y the 6o owing: 8reparation= 0oals= >ey ?uestions= 8rocess= Communications= conversations= Rules and eti?uette 2here appropriate suita( e resourcesF !inutes and notes are de&e oped and distri(uted. I!pro&e!ents are identi6ied and actioned.

4ser has se ected suita( e too sF insta ed and tested these 6or use in the con6erence. >B ack(oardsF recorder etc.@. Connections are tested prior to the e&ent. A schedu e has (een co!!unicated and agreed to (y a parties. C ear goa s 6or the con6erence are agreed to (y a parties. A p an and key Guestions are prepared and appro&ed. Suita( e resources and inks are prepared in ad&ance. %u es and etiGuette guide ines are c ear y de6ined.

%u es and etiGuette guide ines are c ear y de6ined and adhered to. A co!!unication is c ear and articu ate >speechF &isua and written@ and on task. 4sers se ect and use appropriate anguage that a parties wi understand >Spoken and written@. Speech is c earF appropriate y paced and pitched. Suita( e standards o6 etiGuette are app ied regarding interruptingF turns to speakF use o6 s ang and a((re&iationF use o6 ca!eras and prepared !ateria s. 7oa s and p an o6 con6erence are c ear y co!!unicated and adhered to. Suita( e notes and or recording are taken.

Andrew Churches

4,

01/04/09

Interactive 4!iteboard Rubric

Bloom's Ta onomic !evel: Applying

1ey Terms:
I!p e!entingF carrying outF usingF e$ecutingF runningF oadingF p ayingF operatingF hackingF up oadingF sharingF editing

Introduction:
#his ru(ric is (ased on a ru(ric supp ied (y 8u iette 5aEor o6 3ducation Ser&icesF Catho ic 3ducation <66ice o6 Can(erra and 7ou (urn. #he %u(ric ooks at students use o6 interacti&e white(oards 6ro! two aspectsF Contro and Interaction. Contro e$a!ines how the student uses the interacti&e white(oard and the &arious so6tware 6eatures. #he Interaction e e!ent ooks at the de&e op!ent o6 the resource or note(ook and the e&e o6 interacti&ity within it. !evel 1 Control Interaction

#he user cannot c ick on the I2B using #he user disp ays no con6idence in using the I2B. sty us or hand. 3$periences di66icu ty #hey donSt know how to use the so6tware that opening progra!s on the co!puter acco!panies the I2B. connected to the I2B using the sty usF hand or wire ess !ouse and key(oard. #he user can c ick on the I2B using sty us or hand. Can open progra!s on the co!puter connected to the I2B using the sty usF hand or wire ess !ouse and key(oard. #he user can c ick on the I2B using sty us or hand. Can !anipu ate progra!s on the co!puter connected to the I2B using the sty usF hand or wire ess !ouse and key(oard. Can enter te$t using sty usF 6inger or on0screen key(oard and na&igate to these 6eatures. Can 6or!at te$t &ia the I2B. #he user disp ays con6idence in using the I2B. #hey donSt know how to use the so6tware that acco!panies the I2B. #he user can open we(sites and so6tware on the co!puter connected to the I2B. #he user disp ays con6idence in using the I2B. #hey de!onstrate how to use the so6tware that acco!panies the I2B and the 6unctions 6or each too . #he user can open we(sites and so6tware on the co!puter connected to the I2B as we as opens and !anipu ates new resources using I2B0speci6ic so6tware. #his wou d inc ude !odi6y si:eF positionF ock or un ock statusL adding hyper inks #he user disp ays con6idence in using the I2B. #hey de!onstrate co!petent y how to use the so6tware that acco!panies the I2B and the 6unctions 6or each too and is a( e to teach others. #he user creates new resources using I2B0speci6ic so6tware as the esson progresses. #his wou d inc ude !odi6y si:eF positionF ock or un ock statusL adding and !odi6ying hyper inks and actions. #hey appropriate y se ects ad&anced 6eatures to high ight and enhance the earning process.

#he user can c ick on the I2B using sty us or hand. #hey can !anipu ate progra!s on the co!puter connected to the I2B using the sty usF hand or wire ess !ouse and key(oard and teaches others to do so. #hey can enter te$t using sty usF 6inger or on0screen key(oard and na&igate with con6idence to these 6eatures. #hey can 6or!at te$t using the I2BF inc uding te$t recognitionF spe ing as we as te$t enhance!ents with ease.

Andrew Churches

49

01/04/09

Analysing
#he 6o owing are so!e o6 the key ter!s 6or this aspect o6 the #a$ono!y. Co!paring <rganising *econstructing Attri(uting <ut ining AindingF Structuring Integrating

Anderson and 1rath"ohl's ta onomy 2 Analysing

B+ Analysing: Breaking !ateria or concepts into partsF deter!ining how the parts re ate or interre ate to one another or to an o&era structure or purpose. 5enta actions inc ude di66erentiatingF organi:ing and attri(uting as we as (eing a( e to distinguish (etween co!ponents. #he digita additions and their Eusti6ications are as 6o ows: .ashing 0 !ash ups are the integration o6 se&era data sources into a sing e resource. 5ashing data current y is a co!p e$ process (ut as !ore options and sites e&o &e this wi (eco!e an increasing y easy and accessi( e !eans o6 ana ysis. !inking / this is esta( ishing and (ui ding inks within and outside o6 docu!ents and we( pages. 'everse5engineering 0 this is ana ogous with deconstruction. It is a so re ated to cracking o6ten with out the negati&e i!p ications associated with this. Cracking / cracking reGuires the cracker to understand and operate the app ication or syste! (eing crackedF ana yse its strengths and weaknesses and then e$p oit these.

1ey Terms 5 Analysing:

Co!paringF <rganisingF *econstructingF Attri(utingF <ut iningF AindingF StructuringF IntegratingF 5ashingF 9inkingF %e&erse0engineeringF CrackingF 5edia c ipping and 5ind0 !apping.

Andrew Churches

'0

01/04/09

"nalysing and Digital "ctivities

Analysing Breaking in6or!ation into parts/co!ponents to e$p ore/de&e op/construct understandings and re ationships >Breaking in6or!ation down into its co!ponent e e!ents@. Comparing, organising, deconstructing, attributing, outlining, structuring, integratingF !ashing, linking, reverse5 engineering, cracking, mind5mapping+ Possible activities Survey >2e( (ased too s / survey mon'ey$ embedded polls and votes$ social networ'ing tools etc-F 2ord =rocessingF SpreadsheetF e!ai F discussion (oardsF ce phones and te$ting@ *atabase >re ationa L data(ases using 5yST9 and AccessF A at 6i e data(ase using SpreadsheetF wikisF 7eographica in6or!ation syste!s or 7IS 1 ;oogle earth$ ;oogle +aps$ 4lic'r$ rcview,explorer@ Abstract >2ord =rocessingF we( pu( ishing@ 'elationship mind maps 0 Kerring or 6ish (one !ind !apsF S2<# Ana ysisF =5IF ?ennF ) Tuestions 1 Inspiration$ 'idspiration$ smart ideas$ !map$ +indmapper$ %reemind =nline tools 1 'eport >2ord =rocessingF *#=F spreadsheetF presentationF we( pu( ishing / we( page or ( og entryF :raph >SpreadsheetF digiti:erF on ine graphing too s@ Spreadsheet >Ca cF e$ce F on ine spreadsheet too s@ Checklist >2ord =rocessingF sur&ey too sF on ine po sF Spreadsheet@ Chart >SpreadsheetF digiti:erF !ind !apping too s on ine too s 0 www.g i66y.co!@

Andrew Churches

'1

01/04/09

Starter S!eet / 0oogle @orms

Andrew Churches

'1

01/04/09

Andrew Churches

'3

01/04/09

*ata Analysis 'ubric

Bloom's Ta onomic !evel: Analysing

1ey Terms 5 Analysing:

Co!paringF organisingF deconstructingF attri(utingF out iningF 6indingF structuringF integratingF !ashingF inkingF re&erse0engineeringF cracking and !ind0!apping.

Introduction:
#his is a ru(ric 6or data processingF !anipu ationF presentation and ana ysis. #he ru(ric is designed 6or students taking raw data and suita( y entering this into a spreadsheet >data processing@. #he processed data is then !anipu ated to add &a ue using 6eatures ike sortF 6i terF 6or!u a and eGuations. #he !anipu ated data is presented in a suita( e 6or!at or 6or!ats to ena( e ana ysis. Students are a( e to se ect suita( e charts 6or the data types and suita( y a(e ta( esF tit esF a$esF a(e s and keys. Students can then !ake accurate ana ysis o6 the data and trendsF with an awareness o6 errors and inaccuracies.

*ata processing, manipulation, presentation and analysis

#he students atte!pt to arrange data into 6ie ds. 5ost o6 the Aie ds are na!ed. #he data entered has so!e inaccuracies. #he students show itt e understanding o6 data types and the students !ake no atte!pt to !anipu ate data or any !anipu ation is 6unda!enta y 6 awed. #he students are inconsistent and inappropriate in their use a(e sF high ightsF 6ont weight and under ine. #he students se ect inappropriate &isua !ethods o6 presenting data. #hey !ake no atte!pt to ana yse data or draw conc usions or the ana ysis is they atte!pt is 6 awed. #he students are unaware o6 errors or inaccuracies. #here is no atte!pt to ink the processed data to prior know edge. #he students arrange data into na!ed 6ie ds. #he data entered into the 6ie ds has so!e inaccuracies. #he students ha&e so!e understanding data types / continuous and discontinuous nu!erica or a phanu!eric etc. #hey can !anipu ate data with use o6 6or!u a or eGuations or sort or 6i ter. #here are so!e errors are present in data !anipu ation. #he students !ake so!e appropriate use o6 a(e sF high ightsF 6ont weight and under ine. #hey se ect &isua !ethods o6 presenting dataF so!e presentation !ethods are suita( e 6or the type o6 data and purpose o6 presentation and audience. #he students ha&e atte!pted to identi6y trends and to draw conc usions 6ro! the dataF (ut there are inaccuracies in ana ysis. #he students ha&e itt e awareness o6 errors or inaccuracies. #he students atte!pt to !ake so!e inks to prior know edge. #he students arrange data into appropriate y na!ed 6ie ds.#he data entered is !ost y accurate y. #he students recognise data types / continuous and discontinuousF nu!erica a phanu!erica etc / !ost o6 the ti!e. #hey !anipu ate data using 6or!u a or eGuations and use the 6i ter and sort 6eatures appropriate y. #his data !anipu ation !akes ana ysis possi( e . So!e errors are present in data !anipu ation. Students appropriate y use a(e sF high ightsF 6ont weight and under ine this enhances understanding and ana ysis.. Students se ect &isua !ethods o6 presenting data. #he presentation !ethods are !ost y suita( e 6or the type o6 data and purpose o6 presentation and audience. #he presentation shows trends. #he students identi6y trends and re ationships ; are a( e to draw conc usions 6ro! the data. #here are 6ew inaccuracies in ana ysis. #hey recognise so!e o6 the errors and inaccuracies in the processedF !anipu ated and presented data. Students are a( e to !ake so!e inks to prior know edge. #he students arrange data into appropriate y na!ed 6ie ds. *ata is entered accurate y. #he students recognise data types. #hey can appropriate y !anipu ate data using suita( e 6or!u a or eGuations ; ad&anced 6i ter and sort 6eatures. #his data !anipu ation !akes ana ysis possi( e. #here are no errors within the data !anipu ation. #he students appropriate y and consistent y use a(e sF high ightsF 6ont weight and under ineF this enhances understanding and ana ysis. Students can se ect suita( e &isua !ethods o6 presenting data. #hese are detai edF we a(e ed and structured. #hese presentation !ethods are suita( e 6or the type o6 data ; purpose o6 presentation and audience. #he presentation suita( yF c ear y ; accurate y shows trends and re ationships. #hey correct y identi6y trends ; is a( e to draw suita( e accurate conc usions 6ro! the data. Students can recognise errors ; inaccuracies in the processedF !anipu atedF presented their data ; ana ysis. #hey are a( e to re ate presented data to other know edge.

Andrew Churches

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01/04/09

*ata Processing
Students atte!pt to arrange data into 6ie ds. 5ost Aie ds are na!ed. *ata entered has so!e inaccuracies. Students show itt e understanding o6 data types. Students arrange data into 6ie ds. Aie ds are na!ed. *ata entered has so!e inaccuracies Students ha&e so!e understanding data types / continuous and discontinuous.

*ata manipulation
Students !ake no atte!pt to !anipu ate data or !anipu ation is 6unda!enta y 6 awed.

*ata Presentation
Students inconsistent y and inappropriate y !ake use a(e sF high ightsF 6ont weight and under ine. Students se ect inappropriate &isua !ethods o6 presenting data. Students use a(e sF high ightsF 6ont weight and under ine. Students se ect &isua !ethods o6 presenting data. So!e presentation !ethods are suita( e 6or the type o6 data and purpose o6 presentation and audience. Students appropriate y use a(e sF high ightsF 6ont weight and under ine. Students se ect &isua !ethods o6 presenting data. #he presentation !ethods are !ost y suita( e 6or the type o6 data and purpose o6 presentation and audience. #he presentation shows trends. Students appropriate y and consistent y use a(e sF high ightsF 6ont weight and under ine. Students can se ect suita( e &isua !ethods o6 presenting data. #he presentation !ethods are suita( e 6or the type o6 data and purpose o6 presentation and audience. #he presentation suita( y and accurate y shows trends.

*ata Analysis
Students !ake no atte!pt to ana yse data or draw conc usions or the ana ysis is 6unda!enta y 6 awed. Students !ake no atte!pt to inks to prior know edge. Students atte!pts to identi6y trends to draw conc usions 6ro! the data. #here are inaccuracies in ana ysis Students atte!pt to !ake so!e inks to prior know edge. Students identi6y trends and are a( e to draw conc usions 6ro! the data. #here are 6ew inaccuracies in ana ysis. Students can recognise so!e errors and inaccuracies in the processedF !anipu ated and presented data. Students are a( e to !ake so!e inks to prior know edge. Students correct y identi6y trends and is a( e to draw suita( e accurate conc usions 6ro! the data. Students can recognise errors and inaccuracies in the processedF !anipu ated and presented data and their ana ysis. Students are a( e to re ate presented data to other know edge.

Students can !anipu ate data with use o6 6or!u a or eGuations or sort or 6i ter. So!e errors are present in data !anipu ation

Students arrange data into 6ie ds. Aie ds are appropriate y na!ed. *ata entered is !ost y accurate y. Students recognise data types / continuous and discontinuous / !ost o6 the ti!e.

Students can !anipu ate data using 6or!u a or eGuations. Students can use the 6i ter and sort 6eatures. #he data !anipu ation !akes ana ysis possi( e . So!e errors are present in data !anipu ation.

Students arrange data into suita( e 6ie ds. Aie ds are appropriate y na!ed. *ata is entered accurate y. Students recognise data types / continuous and discontinuous

Students can appropriate y !anipu ate data using suita( e 6or!u a or eGuations. Students can appropriate y use the 6i ter and sort 6eatures. #he data !anipu ation !akes ana ysis possi( e .

Andrew Churches

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01/04/09

)valuating
#he 6o owing are so!e o6 the key ter!s 6or this aspect o6 the #a$ono!y. Checking Kypothesising CritiGuing 3$peri!enting 8udging #esting *etecting 5onitoring

Anderson and 1rath"ohl's ta onomy 2 )valuating

'.)valuating: 5aking Eudge!ents (ased on criteria and standards through checking and critiGuing.. #he digita additions and their Eusti6ications are as 6o ows: Blog8vlog commenting and reflecting 0 Constructi&e criticis! and re6 ecti&e practice are o6ten 6aci itated (y the use o6 ( ogs and &ideo ( ogs. Student co!!enting and rep ying to postings ha&e to e&a uate the !ateria in conte$t and rep y to this. Posting / posting co!!ents to ( ogsF discussion (oardsF threaded discussions. #hese are increasing y co!!on e e!ents o6 students dai y practice. 7ood postings ike good co!!ents are not si!p e one ine answers rather they structured and constructed to e&a uate the topic or concept. .oderating / #his is high e&e e&a uationF the !oderator !ust (e a( e to e&a uate a posting or co!!ent 6ro! a &ariety o6 perspecti&esF assessing its worthF &a ue and appropriateness. Collaborating and net"orking / Co a(oration is an increasing 6eature o6 education. In a wor d increasing y 6ocused on co!!unicationF co a(orationF eading to co ecti&e inte igence is a key aspect. 366ecti&e co a(oration in&o &es e&a uating the strengths and a(i ities o6 the the participants and e&a uating the contri(ution they !ake. Jetworking is a 6eature o6 co a(orationF contacting and co!!unicating with re e&ant person &ia a network o6 associates. Testing $Alpha and Beta% / #esting o6 app icationsF processes and procedures is a key e e!ent in the de&e op!ent o6 any too . #o (e an e66ecti&e tester you !ust ha&e the a(i ity o6 ana yse the purpose o6 the too or processF what its correct 6unction shou d (e and what its current 6unction is. @alidating / 2ith the wea th o6 in6or!ation a&ai a( e to students co!(ined with the ack o6 authentication o6 dataF students o6 today and to!orrow !ust (e a( e to &a idate the &eracity o6 their in6or!ation sources. #o do this they !ust (e a( e to ana yse and e&a uate the data sources and !ake Eudge!ents (ased on these.

1ey Terms 5 )valuating:

CheckingF KypothesisingF CritiGuingF 3$peri!entingF 8udgingF #estingF *etectingF 5onitoringF >B og/& og@ co!!entingF %e&iewingF =ostingF 5oderatingF Co a(oratingF JetworkingF %e6 ectingF >A pha ; (eta@ testingF &a idating.

Andrew Churches

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%valuating and Digital "ctivities

)valuating 8usti6ying a decisionF so utionF answer or course o6 action >8udge/e&a uate/ana yse the &a ue o6 ideasF conceptsF !ateria s and !ethods (y de&e oping/constructing and app ying standards and criteria@. Checking, &ypothesising, CritiCuing, ) perimenting, >udging, Testing, *etecting, .onitoring $Blog8vlog%, commenting, revie"ing, posting, moderating, collaborating, net"orking, reflecting, $Alpha D beta% testing+ Possible Activities *ebate >2ord =rocessingF sound recorderF podcasting or &odcastingF 5ind !apping 0 inspiration$ %ree mindF Chatroo!sF I5F e!ai F *iscussion (oardsF &ideo and =hone con6erencing CskypeF I5D Co a(oration too s 0 e u!inate etc.@ Panel >2ord =rocessingF chatroo!sF I5F e!ai F *iscussion (oardsF ?ideo and phone con6erencingF Co a(oration too s 0 e u!inate etc.@@ 'eport >2ord =rocessing or we( pu( ished / #eportF blog entry$ wi'i entry$ web pageF *#=F =resentationF Ca!era@ )valuation >2ord =rocessing or we( pu( ished /report blog entry$ wi'i entry$ web pageFF *#=F 5ind 5ap =resentationF ca!eraF @ Investigation >InternetF <n ine too sF ca!eraF 2ord =rocessingF 7ISC;oogle earth$ ;oogle +aps$ 4lic'r Arc&iew/e$p orer>@ @erdict >2ord =rocessing etc.@ Conclusion >2ord =rocessingF *#=F =resentation@ Persuasive speech >2ord =rocessingF Sound recorderF reasonUa( e 0argu!ent so6twareF 5ind !ap 0 presentation !ode@ Commenting, moderating revie"ing posting 0 discussion (oardsF 6oru!sF ( ogF wiki"sF twitterF threaded discussionsF (u etin (oardsF chatroo!s Collaborating: discussion (oardsF 6oru!sF ( ogF wiki"sF twitterF threaded discussionsF (u etin (oardsF chatroo!sF &ideo con6erencingF chatroo!sF instant !essagingF t$t and p$t !essagingF &ideo !essaging audio con6erencing 7et"orking 0 socia networking too sF audio and &ideo con6erencingF e!ai threadsF te eco!!unicationsF instant !essagingF i&e c assroo!s 1 elluminate etc.

Andrew Churches

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01/04/09

;alidating In.ormation Rubric

Bloom's Ta onomic !evel: )valuating

1ey =ords:
CheckingF critiGuingF EudgingF re&iewingF postingF !oderatingF re6 ectingF ?a idating.

Introduction:
#his is a ru(ric 6or &a idating in6or!ation sources. #his is the process o6 re6erencing and authenticating data 6ro! !u tip e &a id sources. 2ith the e!ergence o6 2e( 1.0 #echno ogies anyone can pu( ish anything in 6or!ats that appear &a id. .ey e e!ents o6 &a idating the in6or!ation is reporting the in6or!ation sourceF accessing !u tip e in6or!ation sources and in6or!ation typeF creating inkage (etween the in6or!ation sources and !aking decisions on the &a idity o6 in6or!ation (ased on this process. @alidating Information 1
In6or!ation is gathered 6ro! a sing e source or 6ro! undisc osed sources. #here has (een no atte!pt to e&a uate the accuracy o6 the in6or!ation. In6or!ation is taken at 6ace &a ue. In6or!ation is gathered 6ro! se&era sources. #he in6or!ation is gathered 6ro! a sing e in6or!ation type. #here is i!ited linkage o6 in6or!ation to &a idate. #he student !akes no or i!ited ?udgements on the &a idity o6 the in6or!ation. In6or!ation is gathered 6ro! se&era sources >304@ and in6or!ation types >103@. #here is linkage o6 in6or!ation to &a idate the accuracy o6 the !ateria . Se&era o6 the in6or!ation sources are regarded as o6 high validity 6or e$a!p e go&ern!ent and education we(sitesF encyc opaediaF pro6essiona Eourna sF pri!ary in6or!ation sources etc. #he student !akes so!e ?udgements on the &a idity o6 the in6or!ation.

'eferencing D Bibliography
Jo (i( iography is pro&ided.

Students pro&ide the 4%9 o6 the we(sites &isited or tit e o6 the printed resource. #here is an atte!pt to organise the (i( iography entries. Students pro&ide the so!e o6 the key in6or!ation 6or (oth e ectronic and printed !edia. #his wou d inc ude some o6 the 6o owing: 4%9 o6 the we(sites &isitedF tit eF AuthorF =u( isher and or *ate o6 pu( ication. Students atte!pt to use a recognised bibliography 6or!at such as A=A or 5=A. Bi( iography entries show so!e organisation and there is so!e re6erencing throughout the docu!ent. Students pro&ide the key in6or!ation 6or (oth e ectronic and printed !edia. #his wou d inc ude most o6 the 6o owing: 4%9 o6 the we(sites &isitedF tit eF AuthorF =u( isher and or *ate o6 pu( ication/ ast !odi6icationF ISBJ Ju!(erF 8ourna tit e etc. Students use a recognised bibliography 6or!at such as A=A or 5=A. Bi( iography entries are suita( y organised and re6erenced throughout the docu!ent.

In6or!ation is gathered 6ro! !any sources >4 or !ore@ and in6or!ation types >3 or !ore@. #here is linkage o6 in6or!ation to &a idate the accuracy o6 the !ateria . 5ost o6 the in6or!ation sources are regarded as o6 high validity 6or e$a!p e go&ern!ent and education we(sitesF encyc opaediaF pro6essiona Eourna sF pri!ary in6or!ation sources etc. #he student !akes &a id and supported ?udgements on the &a idity and accuracy o6 the in6or!ation.

Andrew Churches

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01/04/09

T!readed Discussion Rubric

Bloom's Ta onomic !evel: (nderstanding D )valuating

1ey =ords: (nderstanding

InterpretingF Su!!arisingF in6erringF co!paringF e$p ainingF e$e!p i6yingF discussingF co!!enting

1ey Terms 5 )valuating:

CheckingF critiGuingF EudgingF testingF co!!entingF re&iewingF postingFre6 ecting.

Introduction:
#his is a ru(ric 6or a #hreaded *iscussion. #he ru(ric is in two partsF the 6irst is 6or understanding and the second part 6or e&a uating. #his is e$a!ining the process o6 rep ying to a post and discussing using asynchronous threaded discussion too . #his ru(ric is working against two e&e s. #he si!p est 6or!at is construction and understanding. #his is where !ateria is posted and the students are asked &ia a 6ocusing or guiding Guestion to disp ay there understanding. 'eply construction (nderstanding Si!p e rep y or co!!ent which acks insightF depth =oor spe ing and gra!!atica errors. Short 1 or 1 or is super6icia . #he entry is short and 6reGuent y 1 sentences. 9acks structure or 6 ow. 2ritten in irre e&ant to the key GuestionF origina post or in6or!a anguageF a((re&iations or t$t. concept. *oes not e$press opinion c ear y. Shows itt e understanding. So!e poor spe ing and gra!!atica errors. Kas so!e structureF (ut the entry does not 6 ow. 5ay 1 contain a ink or i!age. #he rep y contains se&era sentences. #he te$t construction is !ain y 6or!a containing 6ew a((re&iations or t$t sty e anguage. Aew spe ing and gra!!atica errors. Kas structure and the entry 6 ows. Contains a appropriate inksF up oaded 6i es or i!ages. #hese 3 are re6erred to within the te$t. %e6ers to other posts. #he rep y contains sentences or paragraphs. Si!p e rep y or co!!ent showing so!e insightF depth and are connected with origina postF GuestionF topic or concept. #he rep ies are short and !ay contain so!e irre e&ant !ateria . So!e persona co!!ents or opinions these !ay not (e on task. Shows so!e understanding. %ep ies show insightF depth and are connected with threadF topic or post. 3ntries !ay contain so!e irre e&ant !ateria . =ersona opinion is e$pressed in an appropriate sty e. Shows a good depth o6 understanding.

%ep ies show insightF depth and understanding. #hey are connected with threadF topic or post. Spe ing and gra!!atica errors are rare. #he 3ntries are re e&ant with inks to supporting rep y has structure and is 6or!atted to enhance !ateria . =ersona opinion is e$pressed in an reada(i ity. Contains a appropriate inksF up oaded 4 appropriate sty e and is c ear y re ated to the thread 6i es or i!ages. Sources are acknow edged. or post. #he rep y or post shows a high e&e o6 I!ages and inks are re6erred to within the te$t. understandingF it shows a depth o6 understanding in %e6ers to other posts and (ui ds on these. !atters re ating to and surrounding the origina post. #he 3&a uation co!ponent ooks at the re6 ection and e&a uation o6 other postsF constructing and proposing argu!ents and Guestions that re ate to the thread and shows the student is e&a uating the under ying concepts o6 the threaded discussion. 3&a uation wou d contain so!e or !ost o6 the 6o owing e e!entsF ranging 6ro! si!p e to co!p e$.

Andrew Churches

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Simple

*escription V00%e6ers to posts and thread00P V003nhances the discussion00P V00C ear and concise00P V00Adds own opinion (ased on thread00P V00*e&e ops an argu!ent >supporti&e or opposed@00P V00*e&e ops suita( e Guestions00P V00CritiGues other posts00P V00Answers Guestions and de6ends stance or position.00P

Comple

)valuating
'eference Student does not re6er to other posts or the re6erred posts are irre e&antF inappropriate or unre ated to the thread. #he post !ay (e a repeat o6 prior posts. Student does re6er to other posts. #he rep y post is !ain y re ated to the thread. Clarity Argument CritiCue ;uestioning

#he student post shows a ack o6 c arity on their opinion.

Contains no re e&ant Guestions and does not 6or!u ate an argu!ent.

Student does not pro&ide any #he student does not critiGue o6 other pose any Guestions. posts or co!!ents.

#he post add to the discussion in a i!ited way. #he poster e$presses their opinion in a i!ited !ode.

#he student has de&e oped a i!ited argu!entF using appropriate anguage. #he argu!ent is unsupported. #he student has de&e oped an argu!ent using appropriate anguage. #he argu!ent is supported (y 6actsF opinions and re ated !ateria s.

#he student pro&ides a si!p e critiGue o6 posts in an appropriate !anner. #he student is Eudging other posts on there !erits. #he student pro&ides a critiGue o6 posts in an appropriate !anner.

#he student states si!p e Guestions which are re ated to the topic. Student answer so!e o6 the Guestions posted (y their peers #he student structures appropriate Guestions which are re ated to the topic and pre&ious posts. #he student answers the Guestions posted (y their peersF pro&ides a i!ited de6ence o6 position or stance

Student re6ers to other posts. #he rep y post is re ated to the thread.

#he post add to the discussion. #he poster e$presses their opinion c ear y.

Student re6ers to other posts. #he rep y post is re ated to the thread.

#he student has de&e oped the argu!ent using #he post appropriate enhances the anguage. #his is discussion and is c ear y and e$pressed in appropriate y c ear and concise supported (y opinion. 6actsF opinions and re ated !ateria s inc uding inks.

#he student structures appropriate 6ocusing or #he student is cha enging Guestions Eudging other re ated to the topic and posts on their pre&ious posts. !erits. #he #he student answers the student pro&ides Guestions posted (y their a detai ed peers with depth and critiGue o6 posts shows a high degree o6 in an appropriate understanding. Can !anner. de6end his or her position o6 stance on a topic.

Andrew Churches

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Creating
#he 6o owing are so!e o6 the key ter!s 6or this aspect o6 the #a$ono!y. *esigning Constructing = anning =roducing In&enting *e&ising 5aking

Anderson and 1rath"ohl's ta onomy 2 Creating

). Creating: =utting the e e!ents together to 6or! a coherent or 6unctiona who eL reorganising e e!ents into a new pattern or structure through generatingF p anning or producing. #he digita additions and their Eusti6ications are as 6o ows: Programming 0 2hether it is creating their own app icationsF progra!!ing !acros or de&e oping ga!es or !u ti!edia app ications within structured en&iron!entsF students are routine y creating their own progra!s to suit their needs and goa s 9ilming, animating, videocasting, podcasting, mi ing and remi ing / these re ate to the increasing trend to using and a&ai a(i ity o6 !u ti!edia and !u ti!edia editing too s. Students 6reGuent y captureF createF !i$ and re!i$ content to produce uniGue products. *irecting and producing / to directing or producing a productF per6or!ance or production is a high y creati&e process. It reGuires the student to ha&e &isionF understand the co!ponents and !e d these into a coherent product. Publishing / whether &ia the we( or 6ro! ho!e co!putersF pu( ishing in te$tF !edia or digita 6or!ats is increasing. Again this reGuires a huge o&er&iew o6 not on y the content (eing pu( ishedF (ut the process and product. %e ated to this concept are a so @ideo blogging / the production o6 &ideo ( ogsF blogging and a so "iki5ing 0 creatingF adding to and !odi6y content in wikis. Creating or building .ash ups wou d a so 6it here

1ey Terms 5 Creating:

*esigningF ConstructingF = anningF In&entingF *e&isingF 5akingF =rogra!!ingF Ai !ingF Ani!atingF B oggingF ?ideo ( oggingF 5i$ingF %e!i$ingF 2iki0ingF =u( ishingF ?ideocastingF =odcastingF *irecting/producingF Bui ding or co!pi ing !ash0ups

=odcasting using Audacity Andrew Churches )1 01/04/09

Creating and Digital "ctivities

Creating ;enerating,creating new ideas$ products$ or ways o% viewing things ?<utting together,combining ideas$ concepts or elements to develop, construct,build an original idea or engage,stimulate in creative thin'ing@*esigning, Constructing, Planning, Producing, Inventing, *evising, .aking, Building, =rogramming, 9ilming, Animating, Blogging, @ideo Blogging, .i ing, 'emi ing, =iki5ing, Publishing, @ideocasting, Podcasting, *irecting8producing Possible Activities 9ilm >5o&ie !akerF =innac e StudioF Ado(e pre!ier e e!ents <n ine too s www.Eu!pcut.co!F www.eyespot.co!F www.pinnac eshare.co!F www.cuts.co!F www.ani!oto.co!F www.d&o &er.co!@ Presentation >presentation too s 0 =owerpointF I!pressF Noho presentation too F =hotostoryF 7oog e present. Co!ic creation too s / co!ic i6eF hyperco!icF on ine too s @ Story >2ord =rocessing or we( pu( ished / !i$(ooks etc.F *#=F =resentationF podcastingF photostoryF &oicethreadF Co!ic creation too s / co!ic i6eF historic ta e construction kitF Ani!ations / www.d&o &er.co!@ Programming ?isua Studio.net >; 3$press the 6ree &ersion@ 9ego 5indstor!s ; %o(o a(F ScratchF A iceF 7a!e !aker Pro?ect >2ord =rocessingF 7anttproEect 6or 7antt charts and =3%# ChartsF <penproE 6or ganttF =ert and critica pathways@ ca endarsF 6 ow charts CinspirationF 6ree!indF C05ap F s!artideasDF !ind !aps@ Blogging video blogging 0 B ogging too F ( oggerF wordpressF edu( ogsF c assroo! ( og!iesterF ( og ines @odcast, podcast videocasting screen casting 0 &oicethreadF ( ogging too F skypeF co a(oration and c assroo! too s / e u!inateF i&e c assroo! Plan>InspirationF C!apF 6ree !indF 2ord =rocessingF Ca endar@ 7e" game >7a!e!akerF %=7!aker@ .odel >SketchupF B enderF 5aya3d =93F autocad@ Song >6ina e notepadF 2ord =rocessingF Sound recorderF AudacityF podcastingF recording narration in presentations Cphotostory 3F powerpointF i!pressD <n ine too s .edia product >*#=F 5o&ie !akerF Core F 7I5=F =aint.netF #u$paintF A iceF A ashF =odcasting 0 Advertisement >*#=F Core F 7I5=F =aint.netF #u$paintF 5o&ie !akerF A iceF A ashF =odcasting@ Painting >Core F =aintF 7I5=F =aint.netF #u$paint on ine too s 0 http://www.picnik.co! http://www.aEa$write.co!/@ Andrew Churches )1 01/04/09

7ego A :BT #obot$ easy to program$ adaptable and %lexible$ a great tool %or creativity

Starter S!eet / "nimoto

Andrew Churches

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Andrew Churches

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Starter S!eet / ;oice T!read

Andrew Churches

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Andrew Churches

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8odcasting Rubric $ Creating

Bloom's Taxonomic 'evel& Creating

1ey =ords:
designingF constructingF p anningF producingF !akingF !i$ingF re!i$ingF pu( ishingF podcastingF producing

Introduction:
=odcasting is a creati&e process in&o &ing se&era di66erent co!ponents. A success6u podcast !ust (e p anned and scripted. It reGuires care and preparation to record and construct. Constructing the cast reGuires high Gua ity speechF care and e66ort. >#his task does not inc ude up oading or posting the casts to we(sites as o6ten schoo s restrict this.@ 3nhanced podcasts > ike those produced using ?oicethread@ contain i!agesF te$t and ?oice. Planning *eveloping Content Constructing
#here is itt e e&idence o6 p anning. A script is not de&e oped or is weak. 5uch o6 the content is direct y copied. #here is itt e or no origina content. #he content is inappropriate or inaccurate. Copy written !ateria s are used without per!ission. #he podcast shows itt e care or e66ort. #he Gua ity o6 the production is poor i.e. high or ow sound e&e sF (ackground noiseF hissF si(i anceF poor cuts and 6ades ong periods o6 si enceF un(a anced etc. #he speech acks 6 uencyF is punctuated (y pausesF hu!s etc. #he speed o6 de i&ery is too s ow or rushed. 5usic or sound e66ects are o6 not o6 an accepta( e Gua ity or are inappropriate. #he podcast shows so!e care and e66ort is taken. #he Gua ity o6 the production is accepta( e with so!e issues regarding Gua ity i.e. high or ow sound e&e sF (ackground noiseF hissF si(i anceF poor cuts and 6ades ong periods o6 si enceF un(a anced etc. #he speech is 6 uent (ut has so!e pausesF hu!s etc. #he speed o6 de i&ery is accepta( e. 5usic or sound e66ects are o6 accepta( e Gua ity and 6or the !ost part appropriate. #he podcast shows care and e66ort. #he Gua ity o6 the production is good with 6ew issues regarding Gua ity i.e. high or ow sound e&e sF (ackground noiseF hissF si(i anceF poor cuts and 6ades ong periods o6 si enceF un(a anced etc. #he speech is 6 uent and the speed o6 de i&ery is accepta( e. #he podcast is enhanced with sound e66ects and !usic or the inc usion o6 i!agesF 6i es > ike =*A 6i es@Cenhanced podcastD.

A si!p e p an is created that co&ers so!e o6 the !aEor points o6 the de&e op!ent process. A script is de&e oped. A p an is created that co&ers the !aEor points o6 the de&e op!ent process. A script is de&e oped which contains an accepta( e e&e o6 detai .

So!e o6 the content is direct y copied. #he copied !ateria is acknow edge appropriate y. #here is so!e origina content Copy written !ateria s are used and per!ission has (een sort 6or its use. So!e o6 the content is inappropriate or inaccurate. So!e e e!ents o6 the content are Guoted. #he Guoted !ateria is acknow edge appropriate y. 5uch o6 the content is origina . 2here copy written !ateria s are used and per!ission has (een sort 6or its use. #he student uses roya ty 6ree !ateria s ike !usic. #he content is appropriate or accurate.

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Planning
A detai ed p an is created that co&ers the de&e op!ent process. A script is de&e oped which contains an accepta( e e&e o6 detai .

*eveloping Content

Constructing

So!e e e!ents o6 the content #he podcast shows care and e66ort. are Guoted. #he Guoted #he Gua ity o6 the production is e$ce ent #he !ateria is acknow edge speech is 6 uent and the speed o6 de i&ery is appropriate y. #he !aEority o6 accepta( e. the content is origina . #he podcast is enhanced with high Gua ity and 2here copy written !ateria s appropriate sound e66ects and !usic. =odcasts are used and per!ission has !ay(e 6urther enhanced (y the inc usion o6 i!agesF (een sort 6or its use. #he 6i es > ike =*A 6i es@. student uses roya ty 6ree Sound e66ects and !usic !ake the podcast !ore !ateria s ike !usic. #he capti&ating and enEoya( e. student creates or generates his own !edia. #he content is appropriate or accurate. student creating music %or a podcast using

&ony's Camtrax$ a loop based music tool-

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Starter S!eet / -ixbook

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Digital 8ublis!ing Rubric

Bloom's Ta onomic !evel: Creating

1ey =ords:
designingF constructingF producingF!akingF progra!!ingF ( oggingF wiki0ingF pu( ishingF directing/producing

Introduction:
#his is a ru(ric 6or app ying the =rincip es o6 *esign in de&e oping a digita docu!ent/content. A digita docu!ent is not i!ited to a word processed productF rather it cou d (e a ( og or wiki entryF a we( pageF s ide show presentationF *#= product etc. #he digita docu!ent !ust success6u y answer the two key Guestions o6 design: Is it suita( e 6or the =urpose Is it suita( e 6or the Audience#hen the princip es o6 graphic design are app ied. #his is (roken down into two areas: "est!etics& 'epetition and Consistency / design 6eatures ike use o6 co ourF 6ont se ection or typeF te$t ayoutF te$t enhance!entsF a ign!entF page structure etc. are consistent y use through out the docu!entF page>s@F siteF presentation etc. !ayout, Shape and 9orm / #he way the digita docu!ent is structured or its ayoutF its shape and 6or! enhance access to in6or!ation Colour / >?o u!e W sound ana og@ the use o6 and se ection o6 6oreground and (ackground co ours enhances the docu!ents a(i ity to (e readF is aesthetica y p easingF appropriate 6or the audience and the purpose o6 the docu!ent. 9lo" / the digita docu!ent has a ogica 6 ow and progression that enhances understanding and reada(i ity and encourages the &iewer/ istener to read/p ay on &armony and balance / the digita docu!ent is (a ancedF the di66erent e e!ents are in har!ony with one another. I!ages or audio used support purpose o6 the digita docu!ent. #he di66erent e e!ents o6 the page>s@ support each other. #he who e ayout enhances reada(i ity. @unction& *oes it con&ey in6or!ation easi y- 0 can you read/ isten to it- 4nderstand the !essage- 9ogica y progress through the docu!ent Is it e66icient- 0 Is in6or!ation easy to access- Con&ey in6or!ation easi y and Guick y Is it suita( e- 0 *oes it re6 ect the intended age group/audience/genre in its use o6 anguageF co our >&o u!e@F ayoutF (usy0nessF 6ont se ection >&oice se ection@ and enhance!ents >sound e66ects@F i!age se ection and enhance!ents etc. Is the in6or!ation accurate or appropriate- >consider 6ictiona writing@

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Aesthetics 1
#he layout and the finish shows itt e care #he digita docu!ent does not flo"s. #here is itt e or inappropriate use o6 design features. Aew o6 the e e!ents o6 ayoutF use o6 co our and te$t enhance!ents enhance readability. So!e o6 se ections o6 co oursF ayoutF 6onts shape and 6or! are suita( e 6or balance and harmony+ #he layout o6 the docu!ent and the finish is o6 an accepta( e standard. #he digita docu!ent flo"s. #here is so!e use o6 design features. So!e o6 the e e!ents o6 ayoutF use o6 co our and te$t enhance!ents enhance readability. #he digita docu!ent is !ost y suitability o6 the purpose and audience. So!e o6 se ections o6 co oursF ayoutF 6onts shape and 6or! are !ost y harmonious and "ell balanced+ #he layout o6 the docu!ent shows care and the finish is o6 a good standard. #he digita docu!ent has a ogica flo". #here is consistent use o6 so!e design features. #he ayoutF use o6 co ourF 6ont se ectionF and te$t enhance!ents !ost y enhance readability. #he digita docu!ent is suitability o6 the purpose and audience. #he se ection o6 co oursF ayoutF 6ontsF i!ages shape and 6or! are !ost y harmonious and "ell balanced+ #he digita docu!ent is we laid outF shows careF attention to detai and high Gua ity finish. #he digita docu!ent has a ogica flo". #here is consistent and appropriate use o6 design features. #he ayoutF use o6 co ourF 6ont se ectionF te$t enhance!entsF i!agery etc. enhance readability and suitability o6 the purpose and audience. #he co oursF ayoutF shape and 6or! show harmony and balance.

9unction
#he purpose and the audience o6 the digita docu!ent is unc ear. #he docu!ent is not suita( e 6or the purpose or 6or the audience. Information is inaccurateF inappropriate and/or is di66icu t to access. #he docu!ent is inefficient or hard to read. #he purpose o6 the digita docu!ent is stated. #he digita docu!ent is appropriate 6or the purpose. So!e o6 the information is accurate or appropriate. #he intended audience is stated. #he student has atte!pted to design the digita docu!ent 6or its intended audience. #he so!e e e!ents or parts o6 digita docu!ent is inefficient. #he purpose o6 the digita docu!ent is stated. #he digita docu!ent is appropriate 6or the purposeF it con&eys in6or!ation and shows i!agination or care. #he information is !ost y accurate or appropriate. #he intended audience is stated. #he digita docu!ent is design 6or its intended audience. #he digita docu!ent is !ost y efficient.

#he purpose o6 the digita docu!ent is c ear y stated. #he digita docu!ent Is suita( e and appropriate 6or the purposeF it con&eys in6or!ation easi y and shows i!agination and care. #he information is accurate or appropriate. #he intended audience is c ear y stated. #he digita docu!ent is design 6or its intended audience. #he digita docu!ent is efficient.

&tudents programming a 7ego A :BT #obot

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)nhancements:
Text elements& Aont type Seri6 or San Seri6 5odern or o d sty e *ecorati&e Script etc. Aont weight <ut ine Jor!a weight Bo d Aont si:e Aont sty e Jor!a ita ic Aont co our Bu ets and Ju!(ering %e&erse #e$t 2ord art A ign!ents %ight a igned Centered 9e6t a igned 8usti6ied Aorce Eusti6ied Indented =u ed Guotes 4nder ine and strikethrough 8age elements& Borders Co u!ns and 6ra!es Shading and Background headers and 6ooters 5argins 4se o6 2hite space te$t/i!age (a ance te$t/!edia (a ance Aypertext and media elements& Anchors and inks Inde$es and ta( es o6 content A t te$t 5edia Sound &ideo I!agery interacti&e e e!ents dyna!ic e e!ents

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Bibliograp!y
1. Churches AF 100+F 3doriga!iF ( oo!s ta$ono!y and digita approaches http://edoriga!i.wikispaces.co!/B oo!X1+sQandQIC#Qtoo s 1. AndersonF 9.2.F and *. .rathwoh >3ds.@ >1001@. A #a$ono!y 6or 9earningF #eaching and Assessing: a %e&ision o6 B oo!"s #a$ono!y o6 3ducationa <(Eecti&es. 9ong!anF Jew Mork. 3. Cru:F 3. >1003@. B oo!"s re&ised ta$ono!y. In B. Ko66!an >3d.@F )ncyclopedia o% )ducational Technology- %etrie&ed Ae(ruary 13F 100,F 6ro! http://coe.sdsu.edu/eet/Artic es/( oo!re&/start.ht! 4. o:0#eacherJet. >1001@. o:0#eacherJet: #eachers he ping teachers: %e&ised B oo!"s #a$ono!y. %etrie&ed 5arch 19F 100' 6ro! http://rite.ed.Gut.edu.au/o:0 teachernet/inde$.php-!odu eWContent3$press;6uncWdisp ay;ceidW19 '. 5artinF 8. >1001@. B oo!"s earning do!ains. In B. Ko66!an >3d.@F )ncyclopedia o% )ducational Technology- %etrie&ed Ae(ruary 13F 100,F 6ro! http://coe.sdsu.edu/eet/Artic es/B oo!s9*/start.ht! ). AorehandF 5. >100'@. B oo!"s ta$ono!y: <rigina and re&ised.. In 5. <rey >3d.@F 3!erging perspecti&es on earningF teachingF and techno ogy. %etrie&ed Vinsert datePF 6ro! http://proEects.coe.uga.edu/ep tt/ +. =renskyF 5 >1001@ *igita Jati&esF *igita I!!igrants. JCB 4ni&ersity =ressF ?o . 9 Jo. 'F <cto(er 1001 ,. 8ukes I.8.*osaE A >100)@ 4nderstanding *igita Chi dren >*ks@ #eaching ; 9earning in the Jew *igita 9andscapeF #he In6oSa&&y 7roup. 9.%osen(erg 8 >100,@ our goog ey ad&ice to students !aEor in earning. %etrie&ed 6ro! http://goog e( og.( ogspot.co!/100,/0+/our0goog ey0ad&ice0to0students0!aEor0in.ht! 10 *e orsF 8. >199,@ 4J3SC< %eport. H#he 6our pi ars o6 3ducationF 9earning: #he #reasure withinI. http://www.unesco.org/de ors/6ourpi .ht! 11. Churches A >100,@ 2e co!e to the 11st Century %etrie&ed 6ro! http://edoriga!i.wikispaces.co!/11stQCenturyQ9earners 11. Ste&enson 5 >100+@ 3ducation 3.0 presentation notes. Cisco. %etrie&ed 6ro! http://too s.cisco.co!/c!n/Esp/inde$.Esp-idW+30,,;redirWM3S;useridW>none@

Ackno"ledgements:
Aor assistanceF discussionF suggestionF reco!!endations and o6ten punctuation... 5igue 7uh inF Shery Juss(au!0BeachF Ian 8ukesF #ed 5cCainF 9ee CrockettF ?a 2oodsF A an .night(ridgeF Sue Catte F %aewyn CaseyF 5arg 5c9eodF *oug *e.ockF *erek 2en!othF 7eorge Sie!ensF %od AeeF 5aureen #re(i cock. A specia acknow edge!ent !ust (e !ade to 8u iette 5aEorF 3ducation Ser&icesF Catho ic Andrew Churches +4 01/04/09

3ducation <66ice o6 Can(erra and 7ou (urnF who contri(uted to the proEect (y supp ying the I2B ru(ric.

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