my eassy

RBO880 EASSY

Background:

Web quest is :

-an inquiry. Oriented lesson format in which moster or all the information that learners work with comes from the web. ---OR, learners activities. The web quest is modern tools of learning and very good . in this lesson I used flicker to present information by text and its cognitive domain , face book to show picture and its effective and you tube to video and its psychomotor. I used quia to make a quiz.
Methodology:

Introduction:
I would like to speak about real number ,first, what is real number………………………………………………………………………………… ………………………………………………………….. what form the real number, basic properties and importance of the real number. My lesson include some of media such as(animation, video and graphics)
The Task :
I gave them four question to solution it.
By end of this lesson pupils should know :
i. The definition of real number.
ii. The form of real number.
iii. The basic properties of real number.
iv. Importance of real number.
The Process :
To devide students into four groups in order to gathered information concerning the lesson . any group has own leader so the can help them.
The first group :
the task is :
To gather information about definition of real number by using(text ,sound ,video , graphics and animation)
Second group :
The task is :
To gather information about the form of real number by using(text ,sound ,video , graphics and animation)
Third group :
The task is :
To gather information about the basic properties of real number by using(text ,sound ,video , graphics and animation)
Fourth group :
The task is :
To gather information about the importance of real number by using(text ,sound ,video , graphics and animation)

Evaluation:

In this lesson my evaluation include two way (individual evaluation and team work) . I will gave ……………present expensive……………………………………. To one who score above eighty in individual work .
I will give same grade to team work. Also that I use excel quiz and word to evaluate my student.
Conclusion :
I hope to my student after apply this activity will know information about real number by using web quest design.
Finding:
I get a lot of use to web quest firstly , I know use web to learning and evaluation my student by some way. Secondly , I understand web 2.0 and I know a lot of tools of learning in web site .
Advantage of web quest:
-Easy to attach with other resource .
- easy to use (mobile learning)any time .
- help student to gather information easily.
- can able help student to learning together.
-its not needed teacher to learn.
Disadvantage of web quest :
-The net work can break down any time .
- we need to place to doing it.
- high coast to learning.
-the battery can low any time .
- it can brought laziness’ to learners.


Reverence:
http://www.access-programmers.co.uk/learning2/learning.htm
www.webquest.org/index.pdf
www.oreillynet.com/1pt/a/7425
http://www.myspace.com/realsoundstudios
http://www.apphit.com/
http://en.wikipedia.org/wiki/Real_number
http://thecurvature.com/2008/05/26/the-importance-of-real-sex-education/
http://www.real.com/realplayer
http://www.encyclopedia.com/doc/1E1-X-realnumb.html
. (http://www.webquest.org/index.php

task 5 day 3

Task 5: mobile learning:

5.1 flash, camera.bluetooth, photo, internet and call.

5.2

Tools URl
Text Sms or massage
Sound record
Animation Flash camera and video
Video Video camera
graphics Photo camera

5.3 how to transfer and present information to my mobile phone to other source:
IR.phone …





5.4 free soft ware you can use to change the extension for mobile phone:
• Pix2 phone browser extension
• Mpower player 2.0.921

task 4 day 3

Task 4:

4.1 4 web based ways:

Yahoo group, Blogs, e.mail and you tube.

4.2 My topic:

Tools URL
Text http://mathworld.wolfram.com/Function.html

Sound http://www.filmsound.org/articles/illusion_narration.htm

Video http://www.bing.com/videos/search?q=real+function+video&docid=966231393027&FORM=VIRE5

Graphics http://www.filmsound.org/articles/illusion_narration.htm

animation http://www.filmsound.org/articles/illusion_narration.htm


4.3 4 suitable soft ware program will use to process information:

Word, power point, excel and camera.



4.4 2 free soft ware program can use to present information:

Face book, blogs.



Psychomotor
skills Affective Cognitive
Items

Mechanism
Fantasy
Control

Curiosity
Challenge
Evaluation

Synthesis
Analysis

Application

Comprehension
knowledge

           Text
           Video
           Animation
           Sound
           Graphics

evaluiation of web quest

About •
Links •
Submit • Omer B
Feedback •
Search








Criteria for Assessing Best Web Quests
From years of creation, design, evolution, and hard thinking after good peer feedback, we believe the following criteria describe a "Best Web Quest."
We understand that people may use a variety of templates or formats to write their Web Quests and that not all of these incorporate the same sections or directly match-up to these criteria. We're not too fussed about that. When we find a Web Quest that avoids the "7 Red Flags," we're happy to look for the criteria below however they may be listed or appear between the lines.
Note that we don't even worry about graphics and Web publishing. We find that one person's cute animated graphic is another's flashing annoyance. Similarly, sometimes a plain vanilla page communicates better than one pounced upon by someone trying all the bells and whistles in an HTML editor. We focus on what's going on in the minds, hearts and values of learners.
Once we find a WebQuest that passes a gut level barometer for quality, we run it through this matrix and assign values as well as we humanly can. Please allow us some "plus-or-minus one" wiggle room - more important than the number of stars is the descriptors of the criterion. Realize that few WebQuests by anyone always come up with a full 24 points. We're not looking for perfection; we're looking to better understand how to construct effective Web-based learning.

Low Medium High
Engaging Opening / Writing No attempt made to appeal to learners. Honestly attempts to appeal to student interests. Has that something that compels attention.
The Question / Task No real Question and / or a fuzzy Task. Maybe what's asked for is lower level thinking or info retrieval. There is at least an implicit Question and a Task that targets higher order thinking. All this may not be totally clear. Clear Question and Task. These naturally flow from the introduction and signal a direction for sophisticated learning.
Background for Everyone No attempt to access prior learning or build common background. Some mention of addressing a common body of knowledge. (May not happen within the activity.) Clearly calls attention to the need for a common foundation of knowledge and provides needed (Web?) resources.
Roles / Expertise No Roles / use of perspectives or Roles are artificial and may lack inherent conflict of interest. Roles are clear and realistic. They may be limited in scope, but do evoke conflict. Roles match the issues and resources. The roles provide multiple perspectives from which to view the topic.
Use of the Web This activity could probably be done without the Web. Some resources reflect features of the Web that make it particularly useful such as images, audio, interactivity, current information, etc. Uses the Web to access at least some of the following: interactivity, multiple perspectives, multimedia, current information, etc.
Transformative Thinking No Transformative thinking. (This is not a WebQuest, but may be a good Knowledge Hunt). Higher level thinking is required, but the process for students may not be clear. Higher level thinking is required to construct new meaning. Scaffolding is provided to support student achievement.
Real World Feedback No feedback loop included. The learning product could easily be used for authentic assessment although this may not be addressed or it only happens in the classroom. A feedback loop connecting learners to the Real world is included in the Web page and an evaluation rubric is probably provided (early on!).
Conclusion Minimal conclusion. No mention of student thinking or symmetry to intro. Returns to the intro ideas. May sum up the experiences and learning that was undertaken. Clear tie-in to the intro. Makes the students' cognitive tasks overt and suggests how this learning could transfer to other domains/issues. Probably calls attention to the assumptions / hidden agendas inherent in the WebQuest itself. Sophistication keeps increasing.

Note -
Values in the assessment matrix are:
• low = 1 each
• medium = 2 each
• high = 3 each
13 - 15 =
16 - 19 =
20 - 24 =



© 2002 - 2006 Tom March & TomMarch.com
June 30, 2009

2.1 Learning means:
Change the behavior, skills and knowledge.

(http://www.answers.com/topic/learning)

2.2 Theories of learning:
Behaviorism.
Cognitivesim.
Constructusim.
Basic design.

2.3 Bloom taxonomy:

Knowledge.
Understanding.
Application.
Senthes.
Analyses.
Evaluation.

(http://en.wikipedia.org/wiki/Learning_theory_(education

2.4 Revised taxonomy:

day 1 task 1

Task 1:
1.1
I opened word doc to use this report.
1.2
I don’t have any knowledge about RBO.
1.3
Also, I don’t any background to web based and mobile learning but I read moodle(use the internet to connect between learners and teacher to present information, assess , guide line, evaluate and give a final degree with out meeting physically.
1.4
I wont know easily information about web- based and mobile learning.
1.5
I great blog for this module and send my pass word and e-mail address to you.

RBO Final examination

RBO 880 Examination

1. What are web 2.0 tools and web quest ?

i. Web 2.0 is : such as, goggle a dense, flikr ,bit Torrent, napster, Wikipedia, blogging, up coming.org and EVDB, search engine optimization , wikis and syndication. (www.oreillynet.com\ipt\a\7425)
ii. Web quest is :
-an inquiry. Oriented lesson format in which moster or all the information that learners work with comes from the web. ---OR, learners activities. (http://www.webquest.org/index.php

2. design a web quest for mathematic :

Real number:

A Web Quest for 8th Grade (math)
Designed by
Omer babekir Hassanomer262009@yahoo.com
Introduction Task Process Evaluation Conclusion Credits &reference
Introduction
I would like to speak about real number ,first, what is real number………………………………………………………………………………… ………………………………………………………….. what form the real number, basic properties and importance of the real number. My lesson include some of media such as(animation, video and graphics).



The Task :
By end of this lesson pupils should know :
i. The definition of real number.
ii. The form of real number.
iii. The basic properties of real number.
iv. Importance of real number.

The Process
To devide students into four groups in order to gathered information concerning the lesson . any group has own leader so the can help them.
The first group :
the task is :
To gather information about definition of real number by using(text ,sound ,video , graphics and animation)
Second group :
The task is : To gather information about the form of real number by using(text ,sound ,video , graphics and animation)
Third group :
The task is : To gather information about the basic properties of real number by using(text ,sound ,video , graphics and animation)
Fourth group :
The task is : To gather information about the importance of real number by using(text ,sound ,video , graphics and animation)
Evaluation:
In this lesson my evaluation include two way (individual evaluation and team work) . I will gave ……………present expensive……………………………………. To one who score above eighty in individual work .
I will give same grade to team work. Also that I use excel quiz and word to evaluate my student.

Conclusion :
I hope to my student after apply this activity will know information about real number by using web quest design.
Credits & References:
http://www.access-programmers.co.uk/learning2/learning.htm
www.webquest.org/index.pdf
www.oreillynet.com/1pt/a/7425
http://www.myspace.com/realsoundstudios
http://www.apphit.com/
http://en.wikipedia.org/wiki/Real_number
http://thecurvature.com/2008/05/26/the-importance-of-real-sex-education/
http://www.real.com/realplayer
http://www.encyclopedia.com/doc/1E1-X-realnumb.html



3. Matrix :

Tools How Why
Text
To be knowledge cognitive
To explain main Idea and gave a task
sound
To be affective
TO listen and hair
Video
To be affective
To compare
Graphics
To be affective
To show the lesson
Animation
Psychical motor
To be attention