http://www.whatpoll.com/giant-machines
Google maps
How can google maps be used to engage students and motivate them to indulge in critical thinking? This evaluation will use the “Big6 framework”(Eisenberg, 2001) to seek an analytical answer. The big6 uses six questions in the framework.
1. Task Definition; define the information problem, identify information needed.
Relevance?
Bridge structures.
Google maps can search for bridge structures, which can link to history or the building of the bridges; both past present and future. Google maps can also give a street view, which gives a perspective of the scale of the structures due to comparison with people, cars, trucks etc.
Machinery and architecture design.
Coal mine drag lines, shovels and any other mining equipment has the capacity to show the students the wide spread dependency of engineering and design. This topic could also endeavour to discover the process of steel manufacture.
2. Information seeking strategies.
Determine all possible sources, select the best sources.
This step will require student researching skills to further research the interest topic with the information gathered. Google maps, being effective with sourcing the interest topic, may provide a starting point to look deeper into the topic. Pictures may be readily available with care taken to reference. Key words from google maps provide students with the use of further credible sources to gain more information.
3. Location and access
Locate sources (intellectually and physically), find information within sources.
This is where students may elect to use the library, computers, search engines, or other creative ideas such as: human capital lost in early bridge building, advances in architectural design by computer aided design programs, productivity increase and so forth.
4. Use of information
Engage (eg. read hear, view, touch), Extract relevant information.
This stage requires students to analyse the information gathered, and evaluate which components have the best impact, and which direction the presentation or research will proceed. 5. Synthesis
Organise from multiple sources, present the information.
This is where all the hard work can come together for a presentation for a specific audience. Specific audience may also be student choice, or a selection provided using a “tiered activity” where students are given a simple to complex design (Tomlinson, 1999, p. 84). For example: a power point presentation, debate, movie, documentary etc.
6. Evaluation
Judge the product (effectiveness), judge the process (efficiency).
The evaluation process will consider whether other IT tools could be implemented, and the effectiveness of the tools used.
References
Eisenberg, M. (2001). Big6 skills overview. Retrieved from CQUniversity moodle, http://www.big6.com/2001/11/19/a-big6%E2%84%A2-skills-overview/
Tomlinson, C. A. (1999). More instructional strategies to support differentiation. In Differentiated classroom: responding to the needs of all learners (pp. 75-94). Upper Saddle River, NJ: Pearson Merrill Prentice Hall. Retrieved from CQUniversity moodle, http://library-resources.cqu.edu.au/cro/protected/eded11400/eded11400_cro2842.pdf
Gary, that is a big monster.
ReplyDeleteHi Gary, I like how you have framed something as simple as retrieving and altering a photograph within this model - it shows that we really have to consider the way that we work. You could have just as easily instructed learners to find a photo and change it, instead, by working within the Big 6, you have ensured a clear purpose and outcome for your learning - the learners still get to have fun with what they are doing, but it is purposeful ICT use and higher order evaluative thinking.
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