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High School Curriculum for the 21st Century: The Big Six and KP-Lab at Neveh Channah Reuven Werber reuw@macam.ac.il :High School Curriculum for the 21st Century: The Big Six and KP-Lab at Neveh ChannahReuven Werber reuw@macam.ac.il


Living in the Information Age :High School Curriculum for the 21st Century: The Big Six and KP-Lab at Neveh ChannahReuven Werber reuw@macam.ac.il Living in the Information Age Information Glut


The Google Generation – How Do They Cope? :High School Curriculum for the 21st Century: The Big Six and KP-Lab at Neveh ChannahReuven Werber reuw@macam.ac.il Living in the Information Age Information Glut The Google Generation – How Do They Cope? “the information literacy of young people, has not improved with the widening access to technology: in fact, their apparent facility with computers disguises some worrying problems.” “internet research shows that the speed of young people’s web searching means that little time is spent in evaluating information, either for relevance, accuracy or authority.”


The Google Generation - 2 :High School Curriculum for the 21st Century: The Big Six and KP-Lab at Neveh ChannahReuven Werber reuw@macam.ac.il Living in the Information Age Information Glut The Google Generation – How Do They Cope? “the information literacy of young people, has not improved with the widening access to technology: in fact, their apparent facility with computers disguises some worrying problems.” “internet research shows that the speed of young people’s web searching means that little time is spent in evaluating information, either for relevance, accuracy or authority.” The Google Generation - 2 “Young people have a poor understanding of their information needs and thus find it difficult to develop effective search strategies.” “…the key point is that information skills have to be developed during formative school years and that remedial information literacy programmes at university level are 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 Students Capable of Coping in the Information Age? :High School Curriculum for the 21st Century: The Big Six and KP-Lab at Neveh ChannahReuven Werber reuw@macam.ac.il Living in the Information Age Information Glut The Google Generation – How Do They Cope? “the information literacy of young people, has not improved with the widening access to technology: in fact, their apparent facility with computers disguises some worrying problems.” “internet research shows that the speed of young people’s web searching means that little time is spent in evaluating information, either for relevance, accuracy or authority.” The Google Generation - 2 “Young people have a poor understanding of their information needs and thus find it difficult to develop effective search strategies.” “…the key point is that information skills have to be developed during formative school years and that remedial information literacy programmes at university level are 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 Students Capable of Coping in the Information Age?


Neveh Channah HS for Girls Alon Shvut, Israel :High School Curriculum for the 21st Century: The Big Six and KP-Lab at Neveh ChannahReuven Werber reuw@macam.ac.il Living in the Information Age Information Glut The Google Generation – How Do They Cope? “the information literacy of young people, has not improved with the widening access to technology: in fact, their apparent facility with computers disguises some worrying problems.” “internet research shows that the speed of young people’s web searching means that little time is spent in evaluating information, either for relevance, accuracy or authority.” The Google Generation - 2 “Young people have a poor understanding of their information needs and thus find it difficult to develop effective search strategies.” “…the key point is that information skills have to be developed during formative school years and that remedial information literacy programmes at university level are 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 Students Capable of Coping in the Information Age? Neveh Channah HS for GirlsAlon Shvut, Israel Girls HS – grades 9-12, 250+ students, Modern Orthodox Jewish, partial dorming, rich social & community activities. Infolit – ICT based curriculum. Located 20 kms. South of Jerusalem.


KP-Lab International :High School Curriculum for the 21st Century: The Big Six and KP-Lab at Neveh ChannahReuven Werber reuw@macam.ac.il Living in the Information Age Information Glut The Google Generation – How Do They Cope? “the information literacy of young people, has not improved with the widening access to technology: in fact, their apparent facility with computers disguises some worrying problems.” “internet research shows that the speed of young people’s web searching means that little time is spent in evaluating information, either for relevance, accuracy or authority.” The Google Generation - 2 “Young people have a poor understanding of their information needs and thus find it difficult to develop effective search strategies.” “…the key point is that information skills have to be developed during formative school years and that remedial information literacy programmes at university level are 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 Students Capable of Coping in the Information Age? Neveh Channah HS for GirlsAlon Shvut, Israel Girls HS – grades 9-12, 250+ students, Modern Orthodox Jewish, partial dorming, rich social & community activities. Infolit – ICT based curriculum. Located 20 kms. South of Jerusalem. KP-Lab International KP-Lab = Consortium of over 20 academic, educational and commercial bodies throughout Europe which focuses on creating a learning system aimed at facilitating innovative practices of sharing, creating and working with knowledge in education and workplaces.


KP-Lab Israel School Contest :High School Curriculum for the 21st Century: The Big Six and KP-Lab at Neveh ChannahReuven Werber reuw@macam.ac.il Living in the Information Age Information Glut The Google Generation – How Do They Cope? “the information literacy of young people, has not improved with the widening access to technology: in fact, their apparent facility with computers disguises some worrying problems.” “internet research shows that the speed of young people’s web searching means that little time is spent in evaluating information, either for relevance, accuracy or authority.” The Google Generation - 2 “Young people have a poor understanding of their information needs and thus find it difficult to develop effective search strategies.” “…the key point is that information skills have to be developed during formative school years and that remedial information literacy programmes at university level are 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 Students Capable of Coping in the Information Age? Neveh Channah HS for GirlsAlon Shvut, Israel Girls HS – grades 9-12, 250+ students, Modern Orthodox Jewish, partial dorming, rich social & community activities. Infolit – ICT based curriculum. Located 20 kms. South of Jerusalem. KP-Lab International KP-Lab = Consortium of over 20 academic, educational and commercial bodies throughout Europe which focuses on creating a learning system aimed at facilitating innovative practices of sharing, creating and working with knowledge in education and workplaces. KP-Lab Israel School Contest KP-Lab Israel = Located at School of Education at Hebrew University, Jerusalem. Creating community of educators sharing, creating and working with knowledge in education. National Contest – lesson plans with shared learning and ICT based learning.


Aims of Integrated Information Literacy – Inquiry Learning Curriculum at NC :High School Curriculum for the 21st Century: The Big Six and KP-Lab at Neveh ChannahReuven Werber reuw@macam.ac.il Living in the Information Age Information Glut The Google Generation – How Do They Cope? “the information literacy of young people, has not improved with the widening access to technology: in fact, their apparent facility with computers disguises some worrying problems.” “internet research shows that the speed of young people’s web searching means that little time is spent in evaluating information, either for relevance, accuracy or authority.” The Google Generation - 2 “Young people have a poor understanding of their information needs and thus find it difficult to develop effective search strategies.” “…the key point is that information skills have to be developed during formative school years and that remedial information literacy programmes at university level are 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 Students Capable of Coping in the Information Age? Neveh Channah HS for GirlsAlon Shvut, Israel Girls HS – grades 9-12, 250+ students, Modern Orthodox Jewish, partial dorming, rich social & community activities. Infolit – ICT based curriculum. Located 20 kms. South of Jerusalem. KP-Lab International KP-Lab = Consortium of over 20 academic, educational and commercial bodies throughout Europe which focuses on creating a learning system aimed at facilitating innovative practices of sharing, creating and working with knowledge in education and workplaces. KP-Lab Israel School Contest KP-Lab Israel = Located at School of Education at Hebrew University, Jerusalem. Creating community of educators sharing, creating and working with knowledge in education. National Contest – lesson plans with shared learning and ICT based learning. Aims of Integrated Information Literacy – Inquiry Learning Curriculum at NC Acquiring and improving Information Processing skills Intelligent usage of ICT skills Acquiring Inquiry Research skills in a wide range of subjects Developing Collaborative Work skills Skills for the 21st Century


Acquiring and Improving Information Processing Skills :High School Curriculum for the 21st Century: The Big Six and KP-Lab at Neveh ChannahReuven Werber reuw@macam.ac.il Living in the Information Age Information Glut The Google Generation – How Do They Cope? “the information literacy of young people, has not improved with the widening access to technology: in fact, their apparent facility with computers disguises some worrying problems.” “internet research shows that the speed of young people’s web searching means that little time is spent in evaluating information, either for relevance, accuracy or authority.” The Google Generation - 2 “Young people have a poor understanding of their information needs and thus find it difficult to develop effective search strategies.” “…the key point is that information skills have to be developed during formative school years and that remedial information literacy programmes at university level are 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 Students Capable of Coping in the Information Age? Neveh Channah HS for GirlsAlon Shvut, Israel Girls HS – grades 9-12, 250+ students, Modern Orthodox Jewish, partial dorming, rich social & community activities. Infolit – ICT based curriculum. Located 20 kms. South of Jerusalem. KP-Lab International KP-Lab = Consortium of over 20 academic, educational and commercial bodies throughout Europe which focuses on creating a learning system aimed at facilitating innovative practices of sharing, creating and working with knowledge in education and workplaces. KP-Lab Israel School Contest KP-Lab Israel = Located at School of Education at Hebrew University, Jerusalem. Creating community of educators sharing, creating and working with knowledge in education. National Contest – lesson plans with shared learning and ICT based learning. Aims of Integrated Information Literacy – Inquiry Learning Curriculum at NC Acquiring and improving Information Processing skills Intelligent usage of ICT skills Acquiring Inquiry Research skills in a wide range of subjects Developing Collaborative Work skills Skills for the 21st Century Acquiring and Improving Information Processing Skills Asking meaningful questions – Defining the problem Defining the type of information necessary to solve the problem Choosing sources of reliable and relevant information. Locating and evaluating the information Classifying and saving the information Utilizing the information ethically, synthesizing it into a coherent knowledge product which solves the information problem. Presenting the product in an esthetic, coherent way.


Acquiring and Improving Information Processing Skills :High School Curriculum for the 21st Century: The Big Six and KP-Lab at Neveh ChannahReuven Werber reuw@macam.ac.il Living in the Information Age Information Glut The Google Generation – How Do They Cope? “the information literacy of young people, has not improved with the widening access to technology: in fact, their apparent facility with computers disguises some worrying problems.” “internet research shows that the speed of young people’s web searching means that little time is spent in evaluating information, either for relevance, accuracy or authority.” The Google Generation - 2 “Young people have a poor understanding of their information needs and thus find it difficult to develop effective search strategies.” “…the key point is that information skills have to be developed during formative school years and that remedial information literacy programmes at university level are 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 Students Capable of Coping in the Information Age? Neveh Channah HS for GirlsAlon Shvut, Israel Girls HS – grades 9-12, 250+ students, Modern Orthodox Jewish, partial dorming, rich social & community activities. Infolit – ICT based curriculum. Located 20 kms. South of Jerusalem. KP-Lab International KP-Lab = Consortium of over 20 academic, educational and commercial bodies throughout Europe which focuses on creating a learning system aimed at facilitating innovative practices of sharing, creating and working with knowledge in education and workplaces. KP-Lab Israel School Contest KP-Lab Israel = Located at School of Education at Hebrew University, Jerusalem. Creating community of educators sharing, creating and working with knowledge in education. National Contest – lesson plans with shared learning and ICT based learning. Aims of Integrated Information Literacy – Inquiry Learning Curriculum at NC Acquiring and improving Information Processing skills Intelligent usage of ICT skills Acquiring Inquiry Research skills in a wide range of subjects Developing Collaborative Work skills Skills for the 21st Century Acquiring and Improving Information Processing Skills Asking meaningful questions – Defining the problem Defining the type of information necessary to solve the problem Choosing sources of reliable and relevant information. Locating and evaluating the information Classifying and saving the information Utilizing the information ethically, synthesizing it into a coherent knowledge product which solves the information problem. Presenting the product in an esthetic, coherent way. Acquiring and Improving Information Processing Skills Utilizing Eisenberg & Berkowitz' Big Six Information Skills – Information Problem Solving Process Model - University of Syracuse - School of Information Studies http://big6.com/


Intelligent Use of ICT Skills :High School Curriculum for the 21st Century: The Big Six and KP-Lab at Neveh ChannahReuven Werber reuw@macam.ac.il Living in the Information Age Information Glut The Google Generation – How Do They Cope? “the information literacy of young people, has not improved with the widening access to technology: in fact, their apparent facility with computers disguises some worrying problems.” “internet research shows that the speed of young people’s web searching means that little time is spent in evaluating information, either for relevance, accuracy or authority.” The Google Generation - 2 “Young people have a poor understanding of their information needs and thus find it difficult to develop effective search strategies.” “…the key point is that information skills have to be developed during formative school years and that remedial information literacy programmes at university level are 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 Students Capable of Coping in the Information Age? Neveh Channah HS for GirlsAlon Shvut, Israel Girls HS – grades 9-12, 250+ students, Modern Orthodox Jewish, partial dorming, rich social & community activities. Infolit – ICT based curriculum. Located 20 kms. South of Jerusalem. KP-Lab International KP-Lab = Consortium of over 20 academic, educational and commercial bodies throughout Europe which focuses on creating a learning system aimed at facilitating innovative practices of sharing, creating and working with knowledge in education and workplaces. KP-Lab Israel School Contest KP-Lab Israel = Located at School of Education at Hebrew University, Jerusalem. Creating community of educators sharing, creating and working with knowledge in education. National Contest – lesson plans with shared learning and ICT based learning. Aims of Integrated Information Literacy – Inquiry Learning Curriculum at NC Acquiring and improving Information Processing skills Intelligent usage of ICT skills Acquiring Inquiry Research skills in a wide range of subjects Developing Collaborative Work skills Skills for the 21st Century Acquiring and Improving Information Processing Skills Asking meaningful questions – Defining the problem Defining the type of information necessary to solve the problem Choosing sources of reliable and relevant information. Locating and evaluating the information Classifying and saving the information Utilizing the information ethically, synthesizing it into a coherent knowledge product which solves the information problem. Presenting the product in an esthetic, coherent way. Acquiring and Improving Information Processing Skills Utilizing Eisenberg & Berkowitz' Big Six Information Skills – Information Problem Solving Process Model - University of Syracuse - School of Information Studies http://big6.com/ Intelligent Use of ICT Skills Open Applications word processor electronic spreadsheet presentation software Digital databases electronic library catalogue digital encyclopedias bibliographic databases


Intelligent Use of ICT Skills :High School Curriculum for the 21st Century: The Big Six and KP-Lab at Neveh ChannahReuven Werber reuw@macam.ac.il Living in the Information Age Information Glut The Google Generation – How Do They Cope? “the information literacy of young people, has not improved with the widening access to technology: in fact, their apparent facility with computers disguises some worrying problems.” “internet research shows that the speed of young people’s web searching means that little time is spent in evaluating information, either for relevance, accuracy or authority.” The Google Generation - 2 “Young people have a poor understanding of their information needs and thus find it difficult to develop effective search strategies.” “…the key point is that information skills have to be developed during formative school years and that remedial information literacy programmes at university level are 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 Students Capable of Coping in the Information Age? Neveh Channah HS for GirlsAlon Shvut, Israel Girls HS – grades 9-12, 250+ students, Modern Orthodox Jewish, partial dorming, rich social & community activities. Infolit – ICT based curriculum. Located 20 kms. South of Jerusalem. KP-Lab International KP-Lab = Consortium of over 20 academic, educational and commercial bodies throughout Europe which focuses on creating a learning system aimed at facilitating innovative practices of sharing, creating and working with knowledge in education and workplaces. KP-Lab Israel School Contest KP-Lab Israel = Located at School of Education at Hebrew University, Jerusalem. Creating community of educators sharing, creating and working with knowledge in education. National Contest – lesson plans with shared learning and ICT based learning. Aims of Integrated Information Literacy – Inquiry Learning Curriculum at NC Acquiring and improving Information Processing skills Intelligent usage of ICT skills Acquiring Inquiry Research skills in a wide range of subjects Developing Collaborative Work skills Skills for the 21st Century Acquiring and Improving Information Processing Skills Asking meaningful questions – Defining the problem Defining the type of information necessary to solve the problem Choosing sources of reliable and relevant information. Locating and evaluating the information Classifying and saving the information Utilizing the information ethically, synthesizing it into a coherent knowledge product which solves the information problem. Presenting the product in an esthetic, coherent way. Acquiring and Improving Information Processing Skills Utilizing Eisenberg & Berkowitz' Big Six Information Skills – Information Problem Solving Process Model - University of Syracuse - School of Information Studies http://big6.com/ Intelligent Use of ICT Skills Open Applications word processor electronic spreadsheet presentation software Digital databases electronic library catalogue digital encyclopedias bibliographic databases Intelligent Use of ICT Skills Internet Sources – Presented in Digital School Campus 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 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 Skills in a Wide Range of Subjects :High School Curriculum for the 21st Century: The Big Six and KP-Lab at Neveh ChannahReuven Werber reuw@macam.ac.il Living in the Information Age Information Glut The Google Generation – How Do They Cope? “the information literacy of young people, has not improved with the widening access to technology: in fact, their apparent facility with computers disguises some worrying problems.” “internet research shows that the speed of young people’s web searching means that little time is spent in evaluating information, either for relevance, accuracy or authority.” The Google Generation - 2 “Young people have a poor understanding of their information needs and thus find it difficult to develop effective search strategies.” “…the key point is that information skills have to be developed during formative school years and that remedial information literacy programmes at university level are 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 Students Capable of Coping in the Information Age? Neveh Channah HS for GirlsAlon Shvut, Israel Girls HS – grades 9-12, 250+ students, Modern Orthodox Jewish, partial dorming, rich social & community activities. Infolit – ICT based curriculum. Located 20 kms. South of Jerusalem. KP-Lab International KP-Lab = Consortium of over 20 academic, educational and commercial bodies throughout Europe which focuses on creating a learning system aimed at facilitating innovative practices of sharing, creating and working with knowledge in education and workplaces. KP-Lab Israel School Contest KP-Lab Israel = Located at School of Education at Hebrew University, Jerusalem. Creating community of educators sharing, creating and working with knowledge in education. National Contest – lesson plans with shared learning and ICT based learning. Aims of Integrated Information Literacy – Inquiry Learning Curriculum at NC Acquiring and improving Information Processing skills Intelligent usage of ICT skills Acquiring Inquiry Research skills in a wide range of subjects Developing Collaborative Work skills Skills for the 21st Century Acquiring and Improving Information Processing Skills Asking meaningful questions – Defining the problem Defining the type of information necessary to solve the problem Choosing sources of reliable and relevant information. Locating and evaluating the information Classifying and saving the information Utilizing the information ethically, synthesizing it into a coherent knowledge product which solves the information problem. Presenting the product in an esthetic, coherent way. Acquiring and Improving Information Processing Skills Utilizing Eisenberg & Berkowitz' Big Six Information Skills – Information Problem Solving Process Model - University of Syracuse - School of Information Studies http://big6.com/ Intelligent Use of ICT Skills Open Applications word processor electronic spreadsheet presentation software Digital databases electronic library catalogue digital encyclopedias bibliographic databases Intelligent Use of ICT Skills Internet Sources – Presented in Digital School Campus 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 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 Skills in a Wide Range of Subjects Natural Sciences History Geography Judaic Studies Arts English Language and Literature


Developing Collaborative Work Skills – Local & Distant :High School Curriculum for the 21st Century: The Big Six and KP-Lab at Neveh ChannahReuven Werber reuw@macam.ac.il Living in the Information Age Information Glut The Google Generation – How Do They Cope? “the information literacy of young people, has not improved with the widening access to technology: in fact, their apparent facility with computers disguises some worrying problems.” “internet research shows that the speed of young people’s web searching means that little time is spent in evaluating information, either for relevance, accuracy or authority.” The Google Generation - 2 “Young people have a poor understanding of their information needs and thus find it difficult to develop effective search strategies.” “…the key point is that information skills have to be developed during formative school years and that remedial information literacy programmes at university level are 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 Students Capable of Coping in the Information Age? Neveh Channah HS for GirlsAlon Shvut, Israel Girls HS – grades 9-12, 250+ students, Modern Orthodox Jewish, partial dorming, rich social & community activities. Infolit – ICT based curriculum. Located 20 kms. South of Jerusalem. KP-Lab International KP-Lab = Consortium of over 20 academic, educational and commercial bodies throughout Europe which focuses on creating a learning system aimed at facilitating innovative practices of sharing, creating and working with knowledge in education and workplaces. KP-Lab Israel School Contest KP-Lab Israel = Located at School of Education at Hebrew University, Jerusalem. Creating community of educators sharing, creating and working with knowledge in education. National Contest – lesson plans with shared learning and ICT based learning. Aims of Integrated Information Literacy – Inquiry Learning Curriculum at NC Acquiring and improving Information Processing skills Intelligent usage of ICT skills Acquiring Inquiry Research skills in a wide range of subjects Developing Collaborative Work skills Skills for the 21st Century Acquiring and Improving Information Processing Skills Asking meaningful questions – Defining the problem Defining the type of information necessary to solve the problem Choosing sources of reliable and relevant information. Locating and evaluating the information Classifying and saving the information Utilizing the information ethically, synthesizing it into a coherent knowledge product which solves the information problem. Presenting the product in an esthetic, coherent way. Acquiring and Improving Information Processing Skills Utilizing Eisenberg & Berkowitz' Big Six Information Skills – Information Problem Solving Process Model - University of Syracuse - School of Information Studies http://big6.com/ Intelligent Use of ICT Skills Open Applications word processor electronic spreadsheet presentation software Digital databases electronic library catalogue digital encyclopedias bibliographic databases Intelligent Use of ICT Skills Internet Sources – Presented in Digital School Campus 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 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 Skills in a Wide Range of Subjects Natural Sciences History Geography Judaic Studies Arts English Language and Literature Developing Collaborative Work Skills – Local & Distant Building a work team Distributing tasks Making binding decisions Creating collaborative products Carrying out trialogic learning


Course Delivery – "Sulam" Virtual Learning Environment :High School Curriculum for the 21st Century: The Big Six and KP-Lab at Neveh ChannahReuven Werber reuw@macam.ac.il Living in the Information Age Information Glut The Google Generation – How Do They Cope? “the information literacy of young people, has not improved with the widening access to technology: in fact, their apparent facility with computers disguises some worrying problems.” “internet research shows that the speed of young people’s web searching means that little time is spent in evaluating information, either for relevance, accuracy or authority.” The Google Generation - 2 “Young people have a poor understanding of their information needs and thus find it difficult to develop effective search strategies.” “…the key point is that information skills have to be developed during formative school years and that remedial information literacy programmes at university level are 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 Students Capable of Coping in the Information Age? Neveh Channah HS for GirlsAlon Shvut, Israel Girls HS – grades 9-12, 250+ students, Modern Orthodox Jewish, partial dorming, rich social & community activities. Infolit – ICT based curriculum. Located 20 kms. South of Jerusalem. KP-Lab International KP-Lab = Consortium of over 20 academic, educational and commercial bodies throughout Europe which focuses on creating a learning system aimed at facilitating innovative practices of sharing, creating and working with knowledge in education and workplaces. KP-Lab Israel School Contest KP-Lab Israel = Located at School of Education at Hebrew University, Jerusalem. Creating community of educators sharing, creating and working with knowledge in education. National Contest – lesson plans with shared learning and ICT based learning. Aims of Integrated Information Literacy – Inquiry Learning Curriculum at NC Acquiring and improving Information Processing skills Intelligent usage of ICT skills Acquiring Inquiry Research skills in a wide range of subjects Developing Collaborative Work skills Skills for the 21st Century Acquiring and Improving Information Processing Skills Asking meaningful questions – Defining the problem Defining the type of information necessary to solve the problem Choosing sources of reliable and relevant information. Locating and evaluating the information Classifying and saving the information Utilizing the information ethically, synthesizing it into a coherent knowledge product which solves the information problem. Presenting the product in an esthetic, coherent way. Acquiring and Improving Information Processing Skills Utilizing Eisenberg & Berkowitz' Big Six Information Skills – Information Problem Solving Process Model - University of Syracuse - School of Information Studies http://big6.com/ Intelligent Use of ICT Skills Open Applications word processor electronic spreadsheet presentation software Digital databases electronic library catalogue digital encyclopedias bibliographic databases Intelligent Use of ICT Skills Internet Sources – Presented in Digital School Campus 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 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 Skills in a Wide Range of Subjects Natural Sciences History Geography Judaic Studies Arts English Language and Literature Developing Collaborative Work Skills – Local & Distant Building a work team Distributing tasks Making binding decisions Creating collaborative products Carrying out trialogic learning Course Delivery – "Sulam" Virtual Learning Environment Collaborative Virtual Learning Community – 20 schools Led by Technical Development Team at Har Vagai, School – Kibbutz Dafneh Built on Microsoft MOSS (Microsoft Office Sharepoint Server) 2007 platform 1500 registered teachers and virtual classrooms, 20,000 students


Virtual Classroom Components :High School Curriculum for the 21st Century: The Big Six and KP-Lab at Neveh ChannahReuven Werber reuw@macam.ac.il Living in the Information Age Information Glut The Google Generation – How Do They Cope? “the information literacy of young people, has not improved with the widening access to technology: in fact, their apparent facility with computers disguises some worrying problems.” “internet research shows that the speed of young people’s web searching means that little time is spent in evaluating information, either for relevance, accuracy or authority.” The Google Generation - 2 “Young people have a poor understanding of their information needs and thus find it difficult to develop effective search strategies.” “…the key point is that information skills have to be developed during formative school years and that remedial information literacy programmes at university level are 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 Students Capable of Coping in the Information Age? Neveh Channah HS for GirlsAlon Shvut, Israel Girls HS – grades 9-12, 250+ students, Modern Orthodox Jewish, partial dorming, rich social & community activities. Infolit – ICT based curriculum. Located 20 kms. South of Jerusalem. KP-Lab International KP-Lab = Consortium of over 20 academic, educational and commercial bodies throughout Europe which focuses on creating a learning system aimed at facilitating innovative practices of sharing, creating and working with knowledge in education and workplaces. KP-Lab Israel School Contest KP-Lab Israel = Located at School of Education at Hebrew University, Jerusalem. Creating community of educators sharing, creating and working with knowledge in education. National Contest – lesson plans with shared learning and ICT based learning. Aims of Integrated Information Literacy – Inquiry Learning Curriculum at NC Acquiring and improving Information Processing skills Intelligent usage of ICT skills Acquiring Inquiry Research skills in a wide range of subjects Developing Collaborative Work skills Skills for the 21st Century Acquiring and Improving Information Processing Skills Asking meaningful questions – Defining the problem Defining the type of information necessary to solve the problem Choosing sources of reliable and relevant information. Locating and evaluating the information Classifying and saving the information Utilizing the information ethically, synthesizing it into a coherent knowledge product which solves the information problem. Presenting the product in an esthetic, coherent way. Acquiring and Improving Information Processing Skills Utilizing Eisenberg & Berkowitz' Big Six Information Skills – Information Problem Solving Process Model - University of Syracuse - School of Information Studies http://big6.com/ Intelligent Use of ICT Skills Open Applications word processor electronic spreadsheet presentation software Digital databases electronic library catalogue digital encyclopedias bibliographic databases Intelligent Use of ICT Skills Internet Sources – Presented in Digital School Campus 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 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 Skills in a Wide Range of Subjects Natural Sciences History Geography Judaic Studies Arts English Language and Literature Developing Collaborative Work Skills – Local & Distant Building a work team Distributing tasks Making binding decisions Creating collaborative products Carrying out trialogic learning Course Delivery – "Sulam" Virtual Learning Environment Collaborative Virtual Learning Community – 20 schools Led by Technical Development Team at Har Vagai, School – Kibbutz Dafneh Built on Microsoft MOSS (Microsoft Office Sharepoint Server) 2007 platform 1500 registered teachers and virtual classrooms, 20,000 students Virtual Classroom Components Learning Materials -documents, presentation slides, forums, surveys, embedded video and audio content, etc. Online assignments – MS–Classerver – online creation, presentation, grading of assignments, online pedagogical management Interactive Learning Environment – Student – teacher communication – notices, forums, email, instant messaging Interactive Learning Environment – syllabus, learning materials, blogs, wikis Collaboration Between Partner Schools – learning materials, entire virtual classrooms


Our Virtual Campus :High School Curriculum for the 21st Century: The Big Six and KP-Lab at Neveh ChannahReuven Werber reuw@macam.ac.il Living in the Information Age Information Glut The Google Generation – How Do They Cope? “the information literacy of young people, has not improved with the widening access to technology: in fact, their apparent facility with computers disguises some worrying problems.” “internet research shows that the speed of young people’s web searching means that little time is spent in evaluating information, either for relevance, accuracy or authority.” The Google Generation - 2 “Young people have a poor understanding of their information needs and thus find it difficult to develop effective search strategies.” “…the key point is that information skills have to be developed during formative school years and that remedial information literacy programmes at university level are 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 Students Capable of Coping in the Information Age? Neveh Channah HS for GirlsAlon Shvut, Israel Girls HS – grades 9-12, 250+ students, Modern Orthodox Jewish, partial dorming, rich social & community activities. Infolit – ICT based curriculum. Located 20 kms. South of Jerusalem. KP-Lab International KP-Lab = Consortium of over 20 academic, educational and commercial bodies throughout Europe which focuses on creating a learning system aimed at facilitating innovative practices of sharing, creating and working with knowledge in education and workplaces. KP-Lab Israel School Contest KP-Lab Israel = Located at School of Education at Hebrew University, Jerusalem. Creating community of educators sharing, creating and working with knowledge in education. National Contest – lesson plans with shared learning and ICT based learning. Aims of Integrated Information Literacy – Inquiry Learning Curriculum at NC Acquiring and improving Information Processing skills Intelligent usage of ICT skills Acquiring Inquiry Research skills in a wide range of subjects Developing Collaborative Work skills Skills for the 21st Century Acquiring and Improving Information Processing Skills Asking meaningful questions – Defining the problem Defining the type of information necessary to solve the problem Choosing sources of reliable and relevant information. Locating and evaluating the information Classifying and saving the information Utilizing the information ethically, synthesizing it into a coherent knowledge product which solves the information problem. Presenting the product in an esthetic, coherent way. Acquiring and Improving Information Processing Skills Utilizing Eisenberg & Berkowitz' Big Six Information Skills – Information Problem Solving Process Model - University of Syracuse - School of Information Studies http://big6.com/ Intelligent Use of ICT Skills Open Applications word processor electronic spreadsheet presentation software Digital databases electronic library catalogue digital encyclopedias bibliographic databases Intelligent Use of ICT Skills Internet Sources – Presented in Digital School Campus 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 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 Skills in a Wide Range of Subjects Natural Sciences History Geography Judaic Studies Arts English Language and Literature Developing Collaborative Work Skills – Local & Distant Building a work team Distributing tasks Making binding decisions Creating collaborative products Carrying out trialogic learning Course Delivery – "Sulam" Virtual Learning Environment Collaborative Virtual Learning Community – 20 schools Led by Technical Development Team at Har Vagai, School – Kibbutz Dafneh Built on Microsoft MOSS (Microsoft Office Sharepoint Server) 2007 platform 1500 registered teachers and virtual classrooms, 20,000 students Virtual Classroom Components Learning Materials -documents, presentation slides, forums, surveys, embedded video and audio content, etc. Online assignments – MS–Classerver – online creation, presentation, grading of assignments, online pedagogical management Interactive Learning Environment – Student – teacher communication – notices, forums, email, instant messaging Interactive Learning Environment – syllabus, learning materials, blogs, wikis Collaboration Between Partner Schools – learning materials, entire virtual classrooms Our Virtual Campus


Our Virtual Classroom :High School Curriculum for the 21st Century: The Big Six and KP-Lab at Neveh ChannahReuven Werber reuw@macam.ac.il Living in the Information Age Information Glut The Google Generation – How Do They Cope? “the information literacy of young people, has not improved with the widening access to technology: in fact, their apparent facility with computers disguises some worrying problems.” “internet research shows that the speed of young people’s web searching means that little time is spent in evaluating information, either for relevance, accuracy or authority.” The Google Generation - 2 “Young people have a poor understanding of their information needs and thus find it difficult to develop effective search strategies.” “…the key point is that information skills have to be developed during formative school years and that remedial information literacy programmes at university level are 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 Students Capable of Coping in the Information Age? Neveh Channah HS for GirlsAlon Shvut, Israel Girls HS – grades 9-12, 250+ students, Modern Orthodox Jewish, partial dorming, rich social & community activities. Infolit – ICT based curriculum. Located 20 kms. South of Jerusalem. KP-Lab International KP-Lab = Consortium of over 20 academic, educational and commercial bodies throughout Europe which focuses on creating a learning system aimed at facilitating innovative practices of sharing, creating and working with knowledge in education and workplaces. KP-Lab Israel School Contest KP-Lab Israel = Located at School of Education at Hebrew University, Jerusalem. Creating community of educators sharing, creating and working with knowledge in education. National Contest – lesson plans with shared learning and ICT based learning. Aims of Integrated Information Literacy – Inquiry Learning Curriculum at NC Acquiring and improving Information Processing skills Intelligent usage of ICT skills Acquiring Inquiry Research skills in a wide range of subjects Developing Collaborative Work skills Skills for the 21st Century Acquiring and Improving Information Processing Skills Asking meaningful questions – Defining the problem Defining the type of information necessary to solve the problem Choosing sources of reliable and relevant information. Locating and evaluating the information Classifying and saving the information Utilizing the information ethically, synthesizing it into a coherent knowledge product which solves the information problem. Presenting the product in an esthetic, coherent way. Acquiring and Improving Information Processing Skills Utilizing Eisenberg & Berkowitz' Big Six Information Skills – Information Problem Solving Process Model - University of Syracuse - School of Information Studies http://big6.com/ Intelligent Use of ICT Skills Open Applications word processor electronic spreadsheet presentation software Digital databases electronic library catalogue digital encyclopedias bibliographic databases Intelligent Use of ICT Skills Internet Sources – Presented in Digital School Campus 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 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 Skills in a Wide Range of Subjects Natural Sciences History Geography Judaic Studies Arts English Language and Literature Developing Collaborative Work Skills – Local & Distant Building a work team Distributing tasks Making binding decisions Creating collaborative products Carrying out trialogic learning Course Delivery – "Sulam" Virtual Learning Environment Collaborative Virtual Learning Community – 20 schools Led by Technical Development Team at Har Vagai, School – Kibbutz Dafneh Built on Microsoft MOSS (Microsoft Office Sharepoint Server) 2007 platform 1500 registered teachers and virtual classrooms, 20,000 students Virtual Classroom Components Learning Materials -documents, presentation slides, forums, surveys, embedded video and audio content, etc. Online assignments – MS–Classerver – online creation, presentation, grading of assignments, online pedagogical management Interactive Learning Environment – Student – teacher communication – notices, forums, email, instant messaging Interactive Learning Environment – syllabus, learning materials, blogs, wikis Collaboration Between Partner Schools – learning materials, entire virtual classrooms Our Virtual Campus Our Virtual Classroom


Online Syllabus and Learning Materials :High School Curriculum for the 21st Century: The Big Six and KP-Lab at Neveh ChannahReuven Werber reuw@macam.ac.il Living in the Information Age Information Glut The Google Generation – How Do They Cope? “the information literacy of young people, has not improved with the widening access to technology: in fact, their apparent facility with computers disguises some worrying problems.” “internet research shows that the speed of young people’s web searching means that little time is spent in evaluating information, either for relevance, accuracy or authority.” The Google Generation - 2 “Young people have a poor understanding of their information needs and thus find it difficult to develop effective search strategies.” “…the key point is that information skills have to be developed during formative school years and that remedial information literacy programmes at university level are 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 Students Capable of Coping in the Information Age? Neveh Channah HS for GirlsAlon Shvut, Israel Girls HS – grades 9-12, 250+ students, Modern Orthodox Jewish, partial dorming, rich social & community activities. Infolit – ICT based curriculum. Located 20 kms. South of Jerusalem. KP-Lab International KP-Lab = Consortium of over 20 academic, educational and commercial bodies throughout Europe which focuses on creating a learning system aimed at facilitating innovative practices of sharing, creating and working with knowledge in education and workplaces. KP-Lab Israel School Contest KP-Lab Israel = Located at School of Education at Hebrew University, Jerusalem. Creating community of educators sharing, creating and working with knowledge in education. National Contest – lesson plans with shared learning and ICT based learning. Aims of Integrated Information Literacy – Inquiry Learning Curriculum at NC Acquiring and improving Information Processing skills Intelligent usage of ICT skills Acquiring Inquiry Research skills in a wide range of subjects Developing Collaborative Work skills Skills for the 21st Century Acquiring and Improving Information Processing Skills Asking meaningful questions – Defining the problem Defining the type of information necessary to solve the problem Choosing sources of reliable and relevant information. Locating and evaluating the information Classifying and saving the information Utilizing the information ethically, synthesizing it into a coherent knowledge product which solves the information problem. Presenting the product in an esthetic, coherent way. Acquiring and Improving Information Processing Skills Utilizing Eisenberg & Berkowitz' Big Six Information Skills – Information Problem Solving Process Model - University of Syracuse - School of Information Studies http://big6.com/ Intelligent Use of ICT Skills Open Applications word processor electronic spreadsheet presentation software Digital databases electronic library catalogue digital encyclopedias bibliographic databases Intelligent Use of ICT Skills Internet Sources – Presented in Digital School Campus 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 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 Skills in a Wide Range of Subjects Natural Sciences History Geography Judaic Studies Arts English Language and Literature Developing Collaborative Work Skills – Local & Distant Building a work team Distributing tasks Making binding decisions Creating collaborative products Carrying out trialogic learning Course Delivery – "Sulam" Virtual Learning Environment Collaborative Virtual Learning Community – 20 schools Led by Technical Development Team at Har Vagai, School – Kibbutz Dafneh Bui