High School Curriculum for High School Curriculum for the 21st Centurythe 21st Century::

The Wiki WayThe Wiki WayReuven WerberReuven Werber reuw@macam.ac.il

Twitter - @reuw

Living in the Information AgeLiving in the Information Age

Information Information GlutGlut

The Google Generation – The Google Generation – How Do They Cope?How Do They Cope?

• ““the information literacy of young the information literacy of young people, has not improved with the people, has not improved with the widening access to technology: in fact, widening access to technology: in fact, their apparent facility with computers their apparent facility with computers disguises some worrying problems.”disguises some worrying problems.”

• ““internet research shows that the speed internet research shows that the speed of young people’s web searching means of young people’s web searching means that little time is spent in evaluating that little time is spent in evaluating information, either for relevance, information, either for relevance, accuracy or authority.”accuracy or authority.”

The Google Generation - 2The Google Generation - 2

• ““Young people have a poor understanding Young people have a poor understanding of their information needs and thus find it of their information needs and thus find it difficult to develop effective search difficult to develop effective search strategies.”strategies.”

• “…“…the key point is that information skills the key point is that information skills have to be developed during formative have to be developed during formative school years andschool years and that remedial information that remedial information literacy programmes at university level are literacy programmes at university level are likely to be ineffective.”likely to be ineffective.”

– Centre for Information Behaviour and the Evaluation of Research. (2008). Information behaviour of the researcher of the future. London: University College. Retrieved on February 2, 2008 from http://www.ucl.ac.uk/slais/research/ciber/downloads/

How Do We Produce How Do We Produce Students Capable of Coping Students Capable of Coping

in the Information Age?in the Information Age?

Neveh Channah HS for GirlsNeveh Channah HS for GirlsAlon Shvut, IsraelAlon Shvut, Israel

Girls HS – grades 9-12, 250+ Girls HS – grades 9-12, 250+ students, Modern Orthodox Jewish, students, Modern Orthodox Jewish, partial dorming, rich social & partial dorming, rich social & community activities. Infolit – ICT community activities. Infolit – ICT based curriculum. Located 20 kms. based curriculum. Located 20 kms. South of Jerusalem.South of Jerusalem.

Aims of Integrated Information Aims of Integrated Information Literacy – Inquiry Learning Literacy – Inquiry Learning

Curriculum at NCCurriculum at NC

– Acquiring and improving Acquiring and improving Information Information Processing skillsProcessing skills

– IntelligentIntelligent usage of usage of ICT skillsICT skills– Acquiring Acquiring Inquiry Research skills in a Inquiry Research skills in a

wide range of subjectswide range of subjects– Developing Developing Collaborative Work skillsCollaborative Work skills

Skills for the 21st CenturySkills for the 21st Century

Acquiring and Improving Acquiring and Improving Information Processing Skills Information Processing Skills

– Asking meaningful questions Asking meaningful questions – Defining the – Defining the problemproblem

– Defining the type of Defining the type of information necessaryinformation necessary to solve to solve the problemthe problem

– Choosing sources of Choosing sources of reliable and relevant reliable and relevant information.information.

– Locating and evaluating Locating and evaluating thethe informationinformation– Classifying and saving Classifying and saving thethe informationinformation– Utilizing Utilizing the information the information ethicallyethically, , synthesizingsynthesizing it it

into a coherent knowledge product which solves the into a coherent knowledge product which solves the information problem.information problem.

– Presenting the product Presenting the product in an esthetic, coherent in an esthetic, coherent way.way.

Acquiring and Improving Acquiring and Improving Information Processing SkillsInformation Processing Skills

• Utilizing Eisenberg & Berkowitz' Big Big Six Information SkillsSix Information Skills – Information Problem Solving Process Model - University of Syracuse -

School of Information Studies

http://big6.com/

Intelligent Use of ICT SkillsIntelligent Use of ICT Skills

– Open ApplicationsOpen Applications• word processor• electronic spreadsheet• presentation software

– Digital databasesDigital databases• electronic library catalogue• digital encyclopedias• bibliographic databases

Intelligent Use of ICT SkillsIntelligent Use of ICT Skills– Internet Sources – Presented in Digital School Campus - Internet Sources – Presented in Digital School Campus -

MOODLEMOODLE• Email,online forums, discussion groups, social

networks• Use of web pages, online internet databases, blogs• Publishing web pages, blogs and wikis• Use of other online web2.0 applications

– Producing MultimediaProducing Multimedia• Digital photography, scanning and processing digital

images• Recording and editing audio and video clips• Publishing and online embedding of multimedia

products

Acquiring Inquiry Research Acquiring Inquiry Research Skills in a Wide Range of Skills in a Wide Range of

SubjectsSubjects

•Natural SciencesNatural Sciences•HistoryHistory•GeographyGeography•Judaic Studies Judaic Studies •ArtsArts•English Language and LiteratureEnglish Language and Literature

Developing Collaborative Developing Collaborative Work Skills – Local & DistantWork Skills – Local & Distant

– Building a work team– Distributing tasks– Making binding decisions– Creating collaborative products

2121stst Century Learning SkillsCentury Learning Skills

Bloom's Revised Taxonomy http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy

Bloom's Digital TaxonomyBloom's Digital TaxonomyA. Churches A. Churches

http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy

InfoLit – ICT Projects at NCInfoLit – ICT Projects at NC

Historical GeographyHistorical GeographyMost Important Most Important Biblical LocationBiblical Location

• Outcome – MS-Publisher Brochure about Biblical Site

• Project Skills– Finding, Scanning Embedding Images– Conveying Non-Verbal Messages– Locating Sources of Information– Engaging the Sources– Evaluating Information Sources

Historical GeographyHistorical GeographyMost Important Biblical SiteMost Important Biblical Site

– Rules of Bibliographic Citation– Planning the MS-Publisher

Publication – Creating Knowledge

–Working and assessing from a rubric

Biology – Vitamins and the Biology – Vitamins and the Human Body ProjectHuman Body Project

– Team chooses Vitamin or other nutritional supplement

– Team does literature survey on effect of vitamins on humans

– Team proposes research project about vitamin to receive research grant

Weekly Bible Portions WikiWeekly Bible Portions Wiki

– Team chooses Bible Portion– Team researches internet and written

sources for Bible Portion lessons– Team posts 3 annotated links to

lessons on the wikibook– Team summarizes one lesson and

writes a piece relating the Bible portion to their own lives

– Outcome – Collaborative Online Bible Portion WikiBook

From Jerusalem to Montreal From Jerusalem to Montreal International Collaborative International Collaborative English Literature ProjectEnglish Literature Project

– English Matriculation Research Project– Collaboration with Lower Canada College –

Montreal– Project interfaced on collaborative wiki– Students exchange profiles and get to know

each other– Students study their own literature and

then share with colleagues.– Students research topics and post to wiki– Students carry out formative peer reviewing

and rewrite research

Student Peer Review on Student Peer Review on Jerusalem - MTL ProjectJerusalem - MTL Project

emassoud writes:Hey Reut! I’m Erika and I read your research project. First of all, I’d like to say that you did a good job on your wiki page. You provided the reader with good information that was easy to read, and the pictures were great. I learned many different things about the Nachlaot Neighborhood. One of the things that struck me the most, was the significant history of the small neighborhood. Nachlaot Neighborhood has gone through so much: immigrants settling, overpopulation, renewing and rebuilding the city, etc. It also has many synagogues that all have their own styles, making each one of them unique.

Student Peer Review on Student Peer Review on Jerusalem - MTL Project - 2Jerusalem - MTL Project - 2

After reading the research paper, I did have a few questions though. Do you know who founded the Nachlaot Neighborhood? I was also curious to know, why did the immigrants want to settle in Nachlaot (before the overpopulation); what was so special about it? I was wondering, why did they name the neighborhood Nachlaot; does it have a special meaning? I hope you are able to clear up these questions for me.

As for the formatting, I thought it was perfect. A few suggestions would be to maybe add a bit more information, here and there. Also, be careful with organizing your info and one or two spelling mistakes. Apart from that it was fine, and I really liked the piece of literature about Jerusalem. I found it very interesting and significant. I would love to come and visit the Nachlaot Neighborhood one day.

Student Response on Student Response on Jerusalem - MTL ProjectJerusalem - MTL Project

reutbruck writes: re: Comments Dear Erica,

Thank you for taking the time to read my paper. I was touched by your warm words and the gentle criticism. Yes, some of the spelling should be edited and I didn't want to burden the reader with too many details and information. People, who tour Nachlaot, come with a guide book or a guide who adds personal anecdotes and jokes to each of the sites.Today Nachlaot is being renovated. New ideas for protecting its unique beauty are combined with maintaining a memory of what it once was. The old and new are intertwined giving it a real touch of home.I would love to host you here in Jerusalem and to join you personally on a walking tour through the streets of Nachlaot. Thank you,And as we say on our holidays “Next Year in Jerusalem.”

Teacher’s ReflectionsTeacher’s Reflections Jerusalem - MTL Project Jerusalem - MTL Project

Ms. Karen Guth – NCI would say that this became a project that engaged the minds, skills, and hearts of our students. It turned the English Bagrut project into an international research, writing, thinking, and teaching opportunity. Thanks to Sharon Peters of LCC. Her input and participation has been essential to the success of our students' communication, learning, and inspiration.

Teacher’s ReflectionsTeacher’s Reflections Jerusalem - MTL Project Jerusalem - MTL Project

Ms. Sharon Peters – LCCParticipation in this project was a definite highlight for my students last year. Knowing that they had an audience from a different culture to whom they had to explain and describe their own culture and literature transformed their own understanding of the literature and the theme of tolerance in society. My students also were asked to peer review the research projects of their Israeli partners and the critical thinking and cross-cultural communication skills expressed on both sides were truly exceptional. Having a real audience of peers made an incredible difference. The tools and spaces of the Internet have never been easier to use in order to facilitate such an enriching experience between global partners.

Does Anyone Here Use a Wiki?Does Anyone Here Use a Wiki?How?How?

http://webcall.wikispaces.com/WIKI

http://suelymascarenhas.wikispaces.com/+WIKI

What’s a Wiki?What’s a Wiki?

WebsiteWebsite

Easily Viewed/Edited via BrowserEasily Viewed/Edited via Browser

Free or InexpensiveFree or Inexpensive

Display Images, Videos, WidgetsDisplay Images, Videos, Widgets

Easily Create Additional Linked Easily Create Additional Linked Pages – Easily NavigablePages – Easily Navigable

What’s a WikiWhat’s a Wiki??

Varying levels of Security/Permissions (Viewing, Varying levels of Security/Permissions (Viewing, Editing, Commenting)Editing, Commenting)

Discussion Area for Each Page – Easily Monitored Discussion Area for Each Page – Easily Monitored (email, RSS, etc.)(email, RSS, etc.)

Automatically Recorded Editing HistoryAutomatically Recorded Editing History

An Effective Tool for Collaborative Authoring & An Effective Tool for Collaborative Authoring & Knowledge ManagementKnowledge Management

How Do Wikis Work?How Do Wikis Work?

Photo - Darren Kuropatwa - @dkuropatwa - Winnipeg

What Wiki Projects Are What Wiki Projects Are There at NC?There at NC?

Virtual ClassroomVirtual Classroom

What Wikis Are There at What Wikis Are There at NCNC??

WikiParshia WikiParshia

Parshat Hashavua WikiBookParshat Hashavua WikiBook

What Wikis Are There at What Wikis Are There at NCNC??

In Our Backyard In Our Backyard

Virtual Video TourVirtual Video Tour

What Wikis Are There at What Wikis Are There at NCNC??

Global Collaborative ProjectsGlobal Collaborative Projects

What Wikis Are There at What Wikis Are There at NCNC??

A Tanach Bagrut Prep WikiA Tanach Bagrut Prep Wiki

What Wikis Are There at What Wikis Are There at NC?NC?

Personal/Professional WikiPersonal/Professional Wiki

ויקי – שו"ת אמונה – מחשבת ויקי – שו"ת אמונה – מחשבת ישראלישראל

המטלה הגשת שלבי סיכום•. בויקי שלכן בדף והצבתה וניסוחה באמונה שאלה בחירת• " השיחה " באזור העבודה נושא על רפי מהרב אישור קבלת

. הויקי של• ( " את לציין יש באינטרנט תים שו פי על תשובה וקבלת בדיקה

, , האתרים שמות את התשובות כתיבת תאריך המשיבים שמותהתשובות של האינטרנטיות כתובות .”URL)“ואת

הוקי • בדף כתיבתה ידי על רפי לרב ראשונית עבודה הגשתבאזור רפי הרב ידי על נוספים למקורות הפנייה וקבלת שלכן

. " שלכן" הדף של השיחה• , . : מהאינטרנט התשובה א הכוללת בויקי סופית עבודה כתיבת

. , ביבליוגרפית. רשימה ג מקורות פי על שלכן הרחבה במפורטת.

•. העבודה על וציון הערכה קבלת

מטלת שו"ת אמונהמטלת שו"ת אמונה

מטלת שו"ת אמונהמטלת שו"ת אמונה

מטלת שו"ת אמונהמטלת שו"ת אמונה

מטלת שו"ת אמונהמטלת שו"ת אמונה

מטלת שו"ת אמונהמטלת שו"ת אמונה

דפי שו"תים•1כיתה ט

- האם לאדם יש בחירה חופשית בעולם ליהוד ותמר שטהזה?

- איך אנו היהודים יכולים לדעת שהדת שלנו יפעת א ונטע שהיא הדת האמיתית? - מה זה העולם הבא?נעמה א ומבשרת ב

- האם חברות בין בן ובת מותרת?אביטל א ושחר י - מה זה תחיית המתים?תמר ב ונטע ג

יעל ג והדר א - איך אפשר להבין מוות מבחינה אמונית?רבקה ו והילה א - האם כל מה שקורה לנו בעולם הזה היא

תגובה ישירה להתנהגותינו?בת אל ו וספיר פ - האם הבורא אוהב אותי?

נועה ט ותמר ל - מדוע ה' בחר בעם אחד ולא בכל העמים?

More on WikisMore on WikisWiki Walk Through

50 Ways to Use Wikis for a MoreCollaborative and Interactive Classroom - SmartTeaching.Org

The Wiki Way - Rachel Boyd

Examples of Educational Wikis

Eight Ways to Use School Wikis - Tech & Learning

7 Things You Should Know about Wikis - Educause

Summary – What Do You Summary – What Do You Need to SucceedNeed to Succeed??

– Passion to help your students become 21st century Life Long Learners

– A school administration that believes in you and your vision

– A professional staff (librarians, teachers, tech instructors) who are willing to "get outside the box"!

– Students with curiosity and inspiration– Adequate tech infrastructure– A professional social network community with

whom you can share your successes and failures

http://jleaders.wikispaces.com/http://jleaders.wikispaces.com/

Further InformationFurther Information

• Reuven Werber – reuw@macam.ac.ilReuven Werber – reuw@macam.ac.il•Skype Name – Skype Name – reuven100reuven100, Twitter Name - @, Twitter Name - @reuwreuw•Presentation Wiki – http://reuw.wikispaces.com/ Presentation Wiki – http://reuw.wikispaces.com/