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Objectives for Module 2
In this module
the students, having already mastered some basic functions of netscape
(back forward, clicking and scrolling) now have their first taste of "surfing"
the internet.
They will share
their experiences of surfing the Internet on a discussion
group. There will be students from Utah and Tel Aviv in each group.
They will learn
about bookmarks, URL's and the types of material available on the WWW
They have introduced
themselves to the group by writing a short introduction and now are asked
to work with an invisible partner find out more about each other through
email and write a bio-poem about their partner.
They will need
to bridge the information/perception gap with their invisible partner to
get the information to complete the poem
They will learn to
become more proficient in email and learn how to cc. to the on-line instructor
They will have to
choose the appropriate vocabulary for the writing exercise and with peer
evaluation go through a writing process
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In this module the time factor is very important because our students have to correspond with each other and so must be working on the module over the same period of time. A time limit must be set to limit the students to for example a month to get all the information and finish the written assignment, and take part in the small group discussion. |
There should be an overlap between modules, so that students continue their correspondance via email with other members of the project. and have time to complete the scanning exercise explained in the teacher notes for module 1.
The surfing part of the module is basically self explanatory. - I hope. Students should be encouraged to take notes as they write so they will remember their answers to the questions and feelings and frustrations!
I would demonstrate the use of bookmarks with our homepage before the students start the surfing exercise. You could use the handout from the previous lesson
Unlike the previous module, module 2 will take a few lessons. Students shouldn't feel rushed and should be able to surf to complete the assignments.They should be encouraged to be active in the discussion group. A hint I have discovered. By pressing the "expand" button they can see all the messages at once.
The writing component is really an experiment. It incorporates all the "in" methodology, peer evaluation, process writing, real pair work etc. and follows on from the previous writing exercise. You might ask teacher trainees to read articles on this
It's important for us to see the process our students go through in writing the poem, so please ensure we get carbon copies of all correspondence.
