Learning Activity: Wikipedia

Wikipedia

Wikipedia is a free on-line encyclopedia using wiki software. Wikipedia can be edited by anyone at anytime, therefore although it is not a true reference for University and research purposes, it does provide information on a large range of topics that are interesting and informative.  The information is quite comprehensive, and suitable for students from middle primary to use as a starting point for research of information.  The name wikipedia comes from the two names wiki (shared collaborative website) and pedia (from encyclopedia - a reference work or summary of information).

PLUS

1. Easy for students to use.
2. Starting point for research or initial information.
3. Vast range of information with hyperlinks to relating information.
4. Also contains images which makes it engaging for students.

MINUS

1. Majority is unreferencable as it can change due to its nature (the wiki aspect allows changes and contributions).

INTERESTING IMPROVE IMPLEMENT

I like wikipedia because it is quick and easy to use for simple definitions.  I think I have used it almost entirely for this blog to check exactly the definitions for digital tools, and used some links for further explanations if I needed them.
I would encourage students to use this as part of their initial investigations for research purposes.  The links allow students to access further information across the internet which otherwise they may not have found, or may have disregarded.  Students should be taught though that wikipedia entries can be changed (as discussed above) and therefore not all the information may be exactly right.  However the vastness of information, and the continued contribution of information from around the world only helps to build this data bank and add to its resources for students.

WHAT I THINK.
As stated I have used wiki a lot for this course.  I typed in the words Australian Money, as that is what my WebQuest will be on.  I was immediately re-directed from that to 'Australian Dollar' and this had a listing of information and graphics of Australian Notes along with information on Hisroty; Coins; Bank Notes (first series and polymer series); value of the dollar; and the exchange rate.  All of this information would be relevant to my WebQuest.   It also linked to other websites and pages that were of interest and helped me with research on the topic.  See the previous blog entry on moneytracker.

Wikipedia Find: Moneytracker

I am doing my WebQuest on Australian Money.  I found this website when I was checking the entries and information in Wikipedia.  I am thinking of using the information that I have put into this website and link it through Google Earth to help students track money as it travels around Australia.  They could do a timeline of the money; a journal entry of the different locations and research the towns where it turns up; there are endless possibilities.
If you have notes in your wallet at the moment, please add them to this data base to make it statistically larger, and you never know where your money will turn up.  Also pass this onto friends and family.  This website has links to other websites in different countries around the world, which just leads to more learning opportunities. 
http://www.moneytracker.com.au/

Digital Tool 13: Google Earth and Digital Tool 14: Google Maps

Google Earth & Google Maps

Google Earth!!! Who would ever have thought that such a tool would ever be made.  Google Earth is a digital tool that allows you to travel across the world without leaving your chair.  This tool uses a form of satellite navigation and video imagery to locate a place or space anywhere in the world.  It can be used to locate a specific address or just a location name (e.g. Eiffel Tower).  The visual graphic zooms out to a world view then rotates around the globe until the country location is reached, then zooms in to the specific address location that was requested.  It has enhancement tools that can also be used to enhance the graphics of the chosen location, for example the time of day can be changed, as well as the time of year, and the year.  All of these features could be of interest if the location is one that is related to changes in history or climatic change.
With Google Earth there is a program that is required to be downloaded to be able to access the website features. (http://earth.google.com/)


Google Maps.  To access Google Maps it is simply a matter of pulling up the search engine Google and locating the word "Maps' in the top left hand corner (google.com.au/maps).  As with Google Earth, an address or location anywhere is the world can be used and the search engine locates first a map address of the area, with a pin that pinpoints the address that was requested.  Google Maps does not have the global features of Google Earth, but it is similar features in its locating either a place or space anywhere in the world.

PLUS

1. Both programs are visually engaging.  Particularly Google Earth which gives the visual impact of travelling around the world. (This would fit in well with youtube clip Blue Beauty )
2. Easy to use by either address or name location.
3. Can be used across the Key Learning Areas of the curriculum.  It would only be dependent on the content topic of unit plan.
4. Engaging for students (and adults) of all ages.
5. Excellent planning, research and reference tool.
6. Compared to other digital tools, there is not a lot of time required for setting up, or downloading information.  It is fairly instant, which adds to its appeal.
7. Could be used as a spur of the moment if students are engaging in substantive conversations about geographical locations or countries.

MINUS

1. Should only be used for good and not 'evil'.
2. Students should consider privacy issues prior to locating addresses of particular people.

INTERESTING IMPROVE IMPLEMENT

Both digital tools are truly incredible, particularly Google Earth.  The ease of use and adaptability is quick and easy to use.  The information that it offers is accurate.  It's use in the classroom is unlimited and would only be dependant on the topic content as to where and what was looked up.  From the rice fields of Asia to the beaches of Gallipoli, and the Great Barrier Reef to the Volcano explosion in Iceland.  In the classroom I would us this tool when discussing world events or places that were daily topics of news/interest to the students.
It could be used to compare and classify countries or regions or cities.  For example compare the canals of Venice Italy to the Highways of Los Angeles California, or the Rainforest's of P.N.G. to the Simpson Dessert of Australia.  
Across the KLA a unit could rest on the use of Google Earth and Google Maps to engage the students.  They could be required to plan a holiday to anywhere making sure they land in each continent; use the correct currency; visit a historical place of interest; eat a local delicacy; find a hotel near a monument; use the local language; research climate for the time of year that they want to travel; consider global climate issues eg volcanos in Iceland, war in Afghanistan.  This sounds like a great idea for a Web Quest....What do you think?

WHAT I THINK?
I love both of these tools.  I used them last year when we were planning a trip to Disneyland Anaheim USA.  We researched the hotel addresses through wotif.com  then looked up the maps to locate how far the hotels were from restaurants and the places we wanted to go.  Our children enjoyed doing this with us, and were part of the planning.  The interesting thing was that when we got there we actually got to see what it was like for real, and the pre-planning made things a lot easier for the kids to understand just how big everything was and where it all was located because they could relate it back to what they had seen through Google.  As previously stated, the use of these tools is unlimited and only dependent on the topic-content of the unit or lessons plans to which it is to be used.

Digital Tool 12 Animations & Simulations

Animations & Simulations

Animation and simulations are an interactive resource where students take part in an interactive game or activity, and in this case, for a learning purpose.

The interaction between students and the activity can be done as a wholeclass on the IWB, in a group, pairs or an individual activity.  How the learning object or interactive resource is integrated into the unit or lesson plan (eg research activity; hook; rotational activity for higher order thinking; investigation model) depends on the pedagogy, the topic or content and access to the use of the computers/internet.  This is determined by the teacher.  Although there is no specific definition for this learning tool, the name animation suggests cartoon style graphics and simulations suggests activities that simulate particular experiences.  In this instance I have looked at learning objects which are a web-based digital learning resource which can be re-used by students.  Examples of these can be found on explorelearning website where anyone can sign up for a free 30 day trial of simulation experiences (you do not need special access for this site).  However the simulation introduction goes through an explanation of what is available on the site.   Other sites include the learning federation and a website called edna which has links to other web based activities for students.

PLUS

1. Provides opportunities for students to explore and understand the world.
2. There are different levels for all students.
3. Allows students to work independently or in groups.
4. Learning objects are available across the KLA's.
5. Fantastic for Distance Education students who because of distance may not have access to 'normal' class room activities or investigations.
6. The range available is so diverse they can be used for different purposes across a curriculum or unit plan.  Suitable for use as a modelling activity or as a group or individual activity to promote higher order thinking using new knowledge.
7. They 'engage' students in real life simulations or activities.
8. The activity is one that some students may never experience in real life but may aspire to.  For example helping fix the windscreen of the space shuttle.
9. They offer visually stimulating experiences.

MINUS

1. To get the full benefit the learning objects and activities should form part of a unit and be embedded into the lessons, not just an extra timefiller.
2. Can be time consuming searching for specific activities relating to unit plan.
3. Dial-up connections may slow down loading of activities and cause frustration amongst students.

INTERESTING IMPROVE IMPLEMENT

I have used learning objects from The Learning Federation in class with students and also as a higher order thinking in the analysing and comparing tool for students is SOSE and Science unit plans for assignments (compare different types of plastics;  how much water do you use).  The learning objects and most simulations are addictive if you are engaged in a topic of personal interest, so this would be stimulating for students as well.  There is a vast majority of simulations available on the internet, it just takes time to look for, find and trial what you specifically want.   I downloaded and joined explore learning for their 30 day free trial, and used the 'growing plants' activity to model what was required for my SWD students.  We did the activity on  the IWB and used it as a 'hook' and resource to list what was required to actually replicate the experiment, and it also showed how to record the data and information from the experiment.  The students took ownership of the experiment activity then because they were aware of expectations and what was required to undertake the task.  

WHAT I THINK

Animations and simulations are a new vital digital tool that allows students to bring the world into their classroom.  Even if students are not engaged by digital means of games and other activities, the use of these tools incorporated into effective teaching is invaluable for students.  I think as long as the students can link it to their personal interests and can see its relevance to the rest of the lesson or to what they are learning, then it is a tool that most students will embrace.  Because the tools are re-useable students can keep repeating them until they are satisfied with their personal results. 

Let me know what you think.