No 14 - Journal of Social Informatics / Revista de Informatica Sociala
No 14 - Journal of Social Informatics / Revista de Informatica Sociala No 14 - Journal of Social Informatics / Revista de Informatica Sociala
19. Kvavik R.B., Caruso J.B. and Morgan G., (2004), ECAR Study of Students and Information Technology,2004: Convenience, Connection, and Control (Research Study, Vol.5). Boulder, CO: EDUCAUSECenter for Applied Research, retrieved on line: http://www.educause.edu/ers0405.20. Lenhart A., Purcell K., Smith A. and Zickuhr K., (2010) Social Media and Young Adults, retrievedonline http://www.pewinternet.org/Reports/2010/Social-Media-and-Young-Adults.aspx.21. Lenhart A., Madden M., Rankin Macgill A. and Smith A., (2007), Teens and Social Media, Pew Internet& American Life Project, retrieved on line: http://www.pewinternet.org/Reports/2007/Teens-and-Social-Media.aspx.22. Margaryan A. and Littlejohn A., (2009), “Are digital natives a myth or reality?: Students’ use oftechnologies for learning”, retrieved on line: http://www.academy.gcal.ac.uk/anoush/documents/DigitalNativesMythOrReality-MargaryanAndLittlejohn-draft-111208.pdf.23. McCarthy C., (2008), “ComScore: Facebook is beating MySpace worldwide”, C/Net News.Comretrieved on line: http://news.cnet.com/8301-13577_3-9973826-36.html.24. Meyrowitz J., (1985), No Sense of Place: The Impact of Electronic Media on Social Behavior, OxfordUniversity Press, New York.25. Nagler W. and Ebner M., (2009), “Is your university ready for the ne(x)t-generation?”, Proceedings of21st ED-Media Conference, 4344 - 4351, retrieved online: http://elearningblog.tugraz.at/archives/2370.26. Naughton J., (2010), “The internet: Everything you ever need to know”, The Observer, June 22, pp.9-11.27. Oliver B. and Goerke V., (2007), “Australian undergraduates’ use and ownership of emergingtechnologies: Implications and opportunities for creating engaging learning experiences for the NetGeneration”, Australasian Journal of Educational Technology, 23(2), 171-186, retrieved on line:http://www.ascilite.org.au/ajet/ajet23/oliver.html.28. O’Reilly T., (2005), “What is Web 2.0”, retrieved online: http://oreilly.com/web2/archive/what-is-web-20.html.29. Rideout V.J., Foher U.G. and Roberts D.F., (2010), Generation M2: Media in the lives of 8- to 18-yearolds.A Kaiser Family Foundation Study, retrieved on line:http://www.kff.org/entmedia/upload/entmedia 012010bio.pdf.30. Smith S., Salaway G. and Caruso J.B., (2009), The ECAR Study of Undergraduate Students andInformation Technology, 2009. Boulder, CO: EDUCAUSE Center for Applied Research, retrieved online: http://www.educause.edu/ecar.31. Weber M. (1905), Die Protestantische Ethik, Siebenstern Taschenbuch Verlag, München und Hamburg.Biographical detailsAndrea POZZALI is assistant professor of Economics at the European University of Rome, and hecollaborates with the Observatory on New Media nuMediaBios of the University of Milano-Bicocca. His main field of research involves the analysis of the social impact of digitalcommunication technologies, in particular for what concerns processes of knowledge transmissionand sharing.Paolo Maria FERRI is associate professor in the Department of Educational Sciences of theUniversity of Milano-Bicocca and he coordinates the Observatory on New Media nuMediaBios. Heteaches “Technology of Education” and “Theory and application of New Media” in the graduationcourses of the Faculty of Educational Sciences. He also taught in after graduation courses andinternational and interdisciplinary PhD. His main field of research involves didactical technologiesand theory and practice of new media. He published many books, essays in books, papers injournals and conference proceedings.
Web-Inquiry Project Into The Curriculum:Beyond The WebquestSimão Pedro P. MARINHOPontifícia Universidade Católica de Minas GeraisPrograma de Pós-graduação em EducaçãoPontifícia Universidade Católica de MinasGerais – PUC Minassppm@uol.com.brRita Amélia TEIXEIRA VILELAPontifícia Universidade Católica de Minas GeraisPrograma de Pós-graduação em EducaçãoPontifícia Universidade Católica de MinasGerais – PUC Minasrivilela@uol.com.brAlessandra MACHADO SIMÕESMARINHOEscola Municipal Professor Amílcar Martinsalessandramsm@uol.com.brJosé Wilson DA COSTAPontifícia Universidade Católica de Minas GeraisPrograma de Pós-graduação em EducaçãoPontifícia Universidade Católica deMinas Gerais – PUC Minasjwcosta01@gmail.comAbstractThe WebQuest [WQ] was one important strategy, proposed by Bernie Dodge, for the use of internet in theschool. However, the WQ, being a structured research, is criticized for not allowing more freedom to thestudents, since restricts the information sources, previously selected, and defines the products that will beproduced by them. A new proposal, the Web-Inquiry Project [WIP], emerges as an activity less structuredthan WQ, allowing to the students freedom to conduct their own research. They can choose online datasources, identify ways to manipulate and analyze them and also choose the best strategies forcommunicating their findings. WIP must be seen as an alternative that advances in relation to WQ exactlyby allowing more autonomy to students. The article describes the WIP, highlighting the convenience of itsinclusion in High School and Higher Education curriculum, what should be considered by the school thatintends to be contemporary of a society immersed in information and communication digital technologiesand that seeks for better uses of Internet, as a resource for learning, combined with autonomy.Keywords: WebQuest – Web-inquiry Project – internet – school – autonomyRezumatWebQuest (WQ) a fost o strategie importantă propusă de către Bernie Dodge pentru utilizarea Internetuluiîn şcoli. Însă, datorită faptului că este o cercetare controlată, WQ este criticată pentru că nu permite maimultă libertate studenților, limitează sursele de informație, selectate anterior, şi defineşte rezultatele carepot fi obținute. A apărut o nouă propunere, Web-Inquiry Project (WIP) , ca o activitate mai puțin controlatădecât WQ, permițându-le studenților o mai mare libertate de a efectua propriile cercetări. Aceştia pot alegesurse online de date, pot identifica metode de manipulare şi analizare acestor date precum şi cele mai bunestrategii de diseminare a rezultatelor obținute. WIP trebuie privit ca o alternativă la WQ, dar una care leoferă studenților o mai mare autonomie. Articolul descrie proiectul WIP, subliniind disponibilitatea acestuiapentru a fi inclus in educația liceală şi universitară, precum şi ce ar trebui ca să cunoască şcolile care iauacest program în considerare, în legătură cu societatea informațională şi tehnologiile de comunicaredigitală, ca resurse de învățare autonomă.Cuvinte cheie: WebQuest – Web-inquiry Project – internet-şcoală-autonomieRevista de Informatică Socialăanul VII, nr. 14, decembrie 2010ISSN 1584-384X
- Page 1: Revista de Informatica Sociala 14 /
- Page 7: ● ● ●CONTENTS● ● ●[9-20
- Page 10 and 11: THE TRANSITION FROM OLD TO NEW MEDI
- Page 12 and 13: 30252023.420.325.11510500.85.5Never
- Page 14 and 15: Overall, we can therefore sum up on
- Page 16 and 17: n.a.I often use itI seldom use it6.
- Page 18 and 19: - Traditional web use: searching th
- Page 22: IntroductionIn 1995, Bernie Dodge o
- Page 25 and 26: The Web-Inquiry Project [WIP] is a
- Page 27 and 28: and even orally. The teacher will a
- Page 29 and 30: environment in which the teacher gu
- Page 31 and 32: Transformation Through Online Learn
- Page 33 and 34: INTRODUCTIONLeading practitioners a
- Page 35 and 36: learning. We also describe how the
- Page 37 and 38: Some of these transformations are b
- Page 39 and 40: Recently, Twigg has received suppor
- Page 41 and 42: Stage III: Unbundled Learning, Mark
- Page 43 and 44: perhaps using Second Life-like virt
- Page 45 and 46: performance. Indeed, Stage V will l
- Page 47 and 48: Free-Range Open LearningOver time,
- Page 49 and 50: New communities, tools and services
- Page 51 and 52: Embed enterprise-wide predictive an
- Page 53 and 54: In collaboration with Strategic Ini
- Page 55 and 56: Wiki Tools and English for Academic
- Page 57 and 58: eality. Besides being an additional
- Page 59 and 60: StudentPage 1StudentPage nTeacher
- Page 61 and 62: 100%90%80%70%60%50%40%30%20%10%0%Ac
- Page 63 and 64: 200Correlation View/Page Edits150Vi
- Page 65 and 66: 14. http://eacea.ec.europa.eu/llp/s
- Page 67 and 68: Simularea şi comunicarea electroni
- Page 69 and 70: RespondenţiRăspunsuriLa nivelul
Web-Inquiry Project Into The Curriculum:Beyond The WebquestSimão Pedro P. MARINHOPontifícia Universida<strong>de</strong> Católica <strong>de</strong> Minas GeraisPrograma <strong>de</strong> Pós-graduação em EducaçãoPontifícia Universida<strong>de</strong> Católica <strong>de</strong> MinasGerais – PUC Minassppm@uol.com.brRita Amélia TEIXEIRA VILELAPontifícia Universida<strong>de</strong> Católica <strong>de</strong> Minas GeraisPrograma <strong>de</strong> Pós-graduação em EducaçãoPontifícia Universida<strong>de</strong> Católica <strong>de</strong> MinasGerais – PUC Minasrivilela@uol.com.brAlessandra MACHADO SIMÕESMARINHOEscola Municipal Pr<strong>of</strong>essor Amílcar Martinsalessandramsm@uol.com.brJosé Wilson DA COSTAPontifícia Universida<strong>de</strong> Católica <strong>de</strong> Minas GeraisPrograma <strong>de</strong> Pós-graduação em EducaçãoPontifícia Universida<strong>de</strong> Católica <strong>de</strong>Minas Gerais – PUC Minasjwcosta01@gmail.comAbstractThe WebQuest [WQ] was one important strategy, proposed by Bernie Dodge, for the use <strong>of</strong> internet in theschool. However, the WQ, being a structured research, is criticized for not allowing more freedom to thestu<strong>de</strong>nts, since restricts the information sources, previously selected, and <strong>de</strong>fines the products that will beproduced by them. A new proposal, the Web-Inquiry Project [WIP], emerges as an activity less structuredthan WQ, allowing to the stu<strong>de</strong>nts freedom to conduct their own research. They can choose online datasources, i<strong>de</strong>ntify ways to manipulate and analyze them and also choose the best strategies forcommunicating their findings. WIP must be seen as an alternative that advances in relation to WQ exactlyby allowing more autonomy to stu<strong>de</strong>nts. The article <strong>de</strong>scribes the WIP, highlighting the convenience <strong>of</strong> itsinclusion in High School and Higher Education curriculum, what should be consi<strong>de</strong>red by the school thatintends to be contemporary <strong>of</strong> a society immersed in information and communication digital technologiesand that seeks for better uses <strong>of</strong> Internet, as a resource for learning, combined with autonomy.Keywords: WebQuest – Web-inquiry Project – internet – school – autonomyRezumatWebQuest (WQ) a fost o strategie importantă propusă <strong>de</strong> către Bernie Dodge pentru utilizarea Internetuluiîn şcoli. Însă, datorită faptului că este o cercetare controlată, WQ este criticată pentru că nu permite maimultă libertate stu<strong>de</strong>nților, limitează sursele <strong>de</strong> informație, selectate anterior, şi <strong>de</strong>fineşte rezultatele carepot fi obținute. A apărut o nouă propunere, Web-Inquiry Project (WIP) , ca o activitate mai puțin controlată<strong>de</strong>cât WQ, permițându-le stu<strong>de</strong>nților o mai mare libertate <strong>de</strong> a efectua propriile cercetări. Aceştia pot alegesurse online <strong>de</strong> date, pot i<strong>de</strong>ntifica meto<strong>de</strong> <strong>de</strong> manipulare şi analizare acestor date precum şi cele mai bunestrategii <strong>de</strong> diseminare a rezultatelor obținute. WIP trebuie privit ca o alternativă la WQ, dar una care le<strong>of</strong>eră stu<strong>de</strong>nților o mai mare autonomie. Articolul <strong>de</strong>scrie proiectul WIP, subliniind disponibilitatea acestuiapentru a fi inclus in educația liceală şi universitară, precum şi ce ar trebui ca să cunoască şcolile care iauacest program în consi<strong>de</strong>rare, în legătură cu societatea informațională şi tehnologiile <strong>de</strong> comunicaredigitală, ca resurse <strong>de</strong> învățare autonomă.Cuvinte cheie: WebQuest – Web-inquiry Project – internet-şcoală-autonomie<strong>Revista</strong> <strong>de</strong> Informatică <strong>Social</strong>ăanul VII, nr. <strong>14</strong>, <strong>de</strong>cembrie 2010ISSN 1584-384X
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