Building Intervention into the Curriculum with Interactive Websites
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But talking about bullying can also raise issues that schools may not have been aware of previously or sometimes lead to increased bullying for some students. Ensure all staff are aware of how to respond to reports of bullying so the school can provide support for everyone involved. Explore the animated bullying scenarios for students at For kids. Watch the student video I've been bullied or I've seen someone bullied to generate discussion and reflection on the impact of bullying.
Watch the GameOn video for young people aged It follows the online experiences of a group of lower secondary students. Topics covered include cyberbullying, excessive gaming, sharing passwords, free downloads and online friends. Study guides and activity sheets for upper primary and lower secondary are available to use in the classroom.
From the Office of the eSafety Commissioner. Look at the student videos clips Bullying: What can I do and where can I go? What can I do if I see it happening? Explore the avatar building activity in the For kids section students 8 to 13 years of age. The activity ends with students selecting an anti-bullying message and sending the avatar to the Avatar wall.
Use one of the Talking about bullying classroom discussion starters to deepen students' thinking. Topics covered include recognising and understanding bullying, building respectful relationships and ensuring school is safe for everyone. The discussion activities take approximately 20 minutes. Download, print and laminate Bullying. The pocket cards contain tips for students on how to deal with bullying, useful website information and phone numbers. Encourage students to download the free Take a Stand Together app for Apple iOS and Android devices that has information and stories on how to manage bullying as well as the build an avatar activity.
Task students with re-writing the definition of bullying and the school's anti-bullying policy in their own words for different age groups. Create a school magazine in your school or together with local schools about all the ways students, staff and parents work together to create a safe and supportive school. Discuss with your students their ideas about the difference between bullying and other forms of social conflict, and why it's important to identify bullying. A reference for teachers is Definition of bullying and Harassment, discrimination and violence.
Conduct and report on the findings of a survey of students and staff to find out how students and adults understand bullying. Does everyone have the same idea of what bullying is? On the blank 'flags' students can draw themselves or add their own anti-bullying message.
Use the National Day of Action images from the Materials to download page, for example the characters faces on the bunting, to design posters or other art works that promote students' wellbeing and the importance of a safe and positive school environment to students. See some ideas in the Photo gallery.
Interactive Learning and Reading Activities for Students in Grades PreK-8 | Scholastic
Take photos to create a photo collection on your school's Facebook page or website. Make a 'Take a Stand Together' paperchain. Glue or staple each strip of paper into a 'link' to create a powerful visual representation of your class's stand against bullying. Develop a class skit or resource about how to respond and also, how not to respond, to each of physical, verbal and social bullying. Make a 'claymation' or stop motion video about dealing with bullying. To give the students ideas, watch The Tank Gang: A Say No to Bullies Story made by primary students to explore the importance of standing up for each other, learning to get along with one another and being good friends.
Write a song about how someone has successfully managed bullying, record it and ask the local radio station to play it for the community to hear. Write a class freestyle rap. Bring your class's anti-bullying messages and stories to life through free animation apps. Students can generate video content on their mobile devices using apps with features such as avatars, animation and voice recording capabilities to suit student creations.
Students could create their own public service announcements, news report or tell a story with an anti-bullying message. Short animations could be edited together into a longer video to create a collaborative class presentation in which all students take part. Visit Apps in Education for a list of suitable apps. Create a class dance to represent the emotions involved in bullying and how bystanders to bullying can make a difference. Watch Bully Dance , produced by Andrew W.
Carroll in to stimulate students' ideas. Showcase students' songs, animations, skits or artworks at a school or a local community venue on the National Day of Action. Kids Helpline School KAS is a free national early intervention and prevention program for primary school aged students. Schools can invite Kids Helpline counsellors into their classroom via video link or phone to discuss a wide range of issues relating to 'Digital' and 'Wellbeing' topics.
Book a free session to access teacher resources and promotional material. Register for Virtual Classrooms being run by the Office of the eSafety Commissioner about online bullying.
Does everyone have the same idea of what bullying is? This idea uses the elements of within-team cooperation, between-team competition, and random assignment of prize points to motivate students. Evaluate commercial software and use it if it fully meets your needs It is probably cheaper to buy commercial software on your topic than to develop it yourself. Groups should of course consult their notes and course text to create the quiz. Each student is given markers e. The scope of these topics prohibit adequate discussion in this paper the reader is referred to other sources for more information 10 ,
Presentations allow students to participate under teacher guidance and include recommended complementary resources. Identifying barriers early allows you to address them in a timely manner—before implementation begins. Greenhalgh 17 suggests targeting staff development to the needs of a given project, rewarding staff who participate in online initiatives with recognition or promotion, encouraging collaboration between content experts, educators, and technical specialists, and actively working to change organizational culture. The key to effective e-learning is to develop content hand in hand with website design.
It is common practice to copy lecture notes or the text of an existing curriculum onto a webpage. Existing content can be used as the basis of an online curriculum, but will likely require significant modification. The most effective websites creatively integrate content with the power and flexibility of the Web to enhance learning rather than merely replicate traditional methods. The Web offers a wide variety of resources that, when appropriately used, stimulate and enhance learning, including multimedia, hyperlinks, and online communication.
While these are powerful tools, it is important to keep in mind that they are just that—tools, used to create effective, efficient learning. Multimedia refers to the simultaneous use of text, sound, video with or without sound , slideshow with or without narration , images, animation, and more.
Text font, color, and size can be varied to highlight key points. Although multimedia does not necessarily improve learning, it improves satisfaction with the learning experience. If it does not have a teaching purpose—remove it!
Putting a New Spin on Quizzes
Do not include multimedia just because it is available. Rather, choose the format which may be just text that will most effectively teach the principle. Changes in text format can enhance a page but they can also detract. Again, use restraint, focus on your objectives, and remember that multimedia per se does not improve learning. Second, multimedia is no substitute for good instructional design.
Third, keep in mind the issue of download speed. Learner satisfaction declines when downloads are slow, 24 , 25 suggesting that the advantages of multimedia are offset by slow speeds. This is less of a problem for users with high-speed access, but for users with a dial-up modem it becomes a significant issue. Large files—video, detailed graphics, animation, and even audio if the connection is slow —take longer to download.
A Practical Guide To Developing Effective Web-based Learning
If a large multimedia object illustrates an important point it may be worth the inconvenience. Otherwise, reduce the file size e.
- John W. Campbell, Jr.: Science Fiction Genius!
- Site header;
- Four Guitars: (More or Less)!
- In-class Activities and Assessment for the Flipped Classroom.
- Dream Away!
Fourth, pay attention to copyright law. This applies to both text and multimedia. Still, it may be cheaper to purchase a license to use high-quality material than to develop material in-house but make sure the license extends to Web publication. See Hoffman's text 26 for a detailed discussion of U. Hyperlinks take the user from the current page to another site on the Internet. Target links might include a table on the same webpage, an illustration in the same website, an online clinical tool, or a journal article that discusses the topic in greater detail see Fig.
Hyperlinks can also open documents word processor document, spreadsheet, etc. Appropriate links enrich a website and enhance function, but too many links may detract.
- Create a List!
- Middle School Reading Apps and Websites;
- Information for.
Online communication is dominated by e-mail, but also includes online discussion boards, chat rooms, and whiteboards supported by many courseware systems , and Internet-mediated audio and video conferencing. Most online communication is asynchronous —with a delay from the time a message is sent to the time a response is returned.
While at times such delays can be frustrating, asynchronous communication allows learners to communicate on their own schedule, and may actually increase learning by stimulating reflection and independent learning while composing a reply. Educators teaching on the Web must understand and adhere to principles of good webpage design. Effective webpages are clear, concise, and consistent. The National Cancer Institute maintains a webpage on evidence-based Web design and usability at http: A well-designed educational website: This home page has several features of a well-designed Web page: Note the features of this content page: Also note prominent headings, bulleted text rather than paragraphs , and short sentences.
Figures 2, 3, and 4 illustrate several of these characteristics. Developing a quality educational website requires a large up-front investment of time. But if not anticipated, the initial time requirement may overwhelm developers and lead to a project's premature demise.
Afterschool Training Toolkit: Building Quality Enrichment Activities
Prepare and follow a timeline. If you are forced to scale back the project remember that revisions to a website, including more complete implementations, are easily done down the road. This must be done simultaneously with Step 5, but because of its importance we set it apart as a separate step. Encouraging active learning is the most challenging, but often the most interesting and enjoyable, aspect of developing an educational website.
Overcoming the inertia of passive learning requires a combination of creativity, careful planning, and content expertise. The degree of success in this area will in large part determine the effectiveness of the educational website. The key to active learning is involvement of the learner in the learning process—encouraging them to apply new information. It is not necessary to employ all of these techniques in every online course. Rather, select techniques that best satisfy the requirements of the course content, environment, learners, and teachers. Figure 4 illustrates several active learning techniques.
Several features of this page promote active learning: Lectures have an important role in active online learning but, just as in face-to-face teaching, success depends on planning and presentation. Appropriate use of multimedia and hyperlinks can highlight important points, stimulate the imagination, clarify relationships between concepts, and promote in-depth study of topics of interest. Cases, self-assessment, and learner interaction can be part of the lecture plan. Reading assignments are facilitated by online distribution copyright issues may arise with this or links to full-text sources.
The same processes that would be employed in face-to-face teaching study questions, group discussion, etc. Other instructional methods include video particularly useful for role modeling and skills training and visual instruction pathology slides, radiographs, photographs, etc.
Instructors can provide feedback with either asynchronous or live online communication. Automated, personalized feedback provided by the computer can also be effective, 36 and allows learners and teachers freedom in scheduling learning activities and alleviates demands on instructor time. Automated feedback can be delivered using hyperlinks see Fig.
Regardless of which method s delivers feedback to the learner, it is important to provide a way for the learner to communicate directly with the instructor e. Self-assessment and reflection stimulate learning by reinforcing current knowledge or by highlighting differences between current understanding and new information. Online pretests and posttests, with correct answers and justification provided immediately, are one way to accomplish this. Questions can also be embedded within a lecture and linked to answers and explanations. Assigned short-answer questions and essays, often completed as a group project, are another way to facilitate self-assessment and reflection.
Online links to potentially useful resources support each step of this process. Patient cases and simulations encourage application of knowledge and development of judgment and clinical reasoning, in addition to self-assessment and reflection. The self-directed learner asks and then seeks to answer his or her own questions. Questions develop at various points in the learning process—lecture and reading, self-assessment and reflection, interaction with other learners—and the Web is uniquely able to assist learners in answering questions as they arise.
Online textbooks, search engines for both medical literature and the Internet, and full-text journal articles provide a wealth of information from which to derive evidence-based answers. However, students using Web-based resources must be selective in their searching to discriminate valid information from mis information and to deal with the immense volume of information available. Relevant evidence should be presented and discussed.
Small-group problem-based learning encourages learners to define and address their own learning objectives based on a clinical scenario. This process has been successfully implemented on the Web. We have found that after completing an online course learners will return to use the website while caring for patients. Learner interaction serves a dual purpose as a social function and as a stimulus to active learning.
Courses where participants have limited face-to-face contact should have more online interaction, whereas when learners regularly meet in person, online communication may be minimal or nonexistent. The amount of monitoring and interaction from the instructor varies with the topic being taught and with the goals and objectives of the course. How will users find your site? Providing the address on paper or in an e-mail may work the first time the learner accesses the site, but invariably the paper will be lost and the e-mail deleted. Better to place a link to the educational site on a frequently used homepage.
Passwords also deter use. They may be required for security, but should be minimized as able. Webpages that are attractive, intuitive, and functional will encourage users to return. Those that are not deter further use. It is tempting to develop an online course as an addition to existing coursework, or, when replacing an older course with an online version, to divert the time dedicated to the previous course to other purposes.
This article will assist readers in developing effective educational websites by A recent review found 35 evaluative studies of online interventions in medical education. In Web-based teaching the classroom never fills up and handouts never run (for example, an interactive anatomy atlas) as an element in your course. In , the Ministerial Response to the Curriculum Review proposed to: ' bring the 'In the majority of instances, activities on offer to children are wide- ranging yet . 8 Interchange 71, Early Intervention in Literacy and Numeracy, SEED, . Direct and interactive teaching will be part of the repertoire of staff from the.
Such action would likely prove catastrophic for the online endeavor. Online learning permits flexible scheduling, but it does not eliminate the time required to complete the course. Motivated learners are essential to the success of any educational activity. Wlodkowski describes six keys to motivation: During the learning process, the teacher should provide stimulation and promote a positive affective or emotional experience.
Near the end of the activity, feedback should reinforce learning and highlight areas in which the learner is now competent. Demonstrating the website to learners improves participation. Teaching learners to regulate their own learning may also help. In contrast to many other teaching modalities, online education lends itself easily to assessment of both the learner 48 and the course itself.
Courseware systems facilitate submission of assignments and administration of tests and surveys. Software can automatically grade these when answers are objectively defined. Plan both formative evaluation during the educational process and summative evaluation at the end of the course. Further discussion of evaluation is beyond the scope of this paper, but a brief review was recently published.
Obtain input from several people, including targeted learners, at various stages in the design process. After development is complete, pilot the entire website prior to full implementation. If this is not feasible, assemble a group similar to the targeted learners to test each component of the site informally. Collect information on navigation especially navigation errors and points of confusion , how well objectives were met, time required, and overall satisfaction.
Additional information about website testing is found in the references on Web design. Budget time to monitor and moderate course activities. Ongoing faculty time requirements vary by course design, with courses involving faculty-moderated online activities demanding much more time than automated courses. Although time requirements often decrease after completion of the development phase, maintenance will still be necessary. Plan for at least three ongoing activities:.
First, plan to address the technical problems that inevitably arise. Many of these are best handled by a specialist. Second, hyperlinks should be tested periodically. Links to pages within your website should continue to work, but external websites change frequently and links to those sites may unexpectedly fail. Third, content should be updated regularly. Implement changes based on course evaluation as well as updated information. Consider scheduling periodic literature reviews.
We have presented ten practical steps to guide teachers in developing educational websites that implement principles of active learning. Web-based learning accommodates shift schedules and distance learning, is easily expanded and modified, facilitates assessment, encourages self-directed learning, and is inherently learner centered. Effective online learning requires the teacher to carefully construct a program that integrates principles of active learning, motivation, and evaluation with creative Web design.
Only as educators consistently implement these principles will Web-based medical education reach its full potential. A presentation illustrating the step-by-step application of this process is available online at http: National Center for Biotechnology Information , U. J Gen Intern Med. Author information Copyright and License information Disclaimer. Address correspondence and requests for reprints to Dr. Copyright by the Society of General Internal Medicine. This article has been cited by other articles in PMC. Internet, medical education, World Wide Web, e-learning, curriculum development.
Perform a needs analysis and specify goals and objectives. Secure commitment from all participants and identify and address potential barriers to implementation. Develop content in close coordination with website design Capitalize on the unique capabilities of the Web by appropriately using multimedia, hyperlinks, and online communication.
Encourage active learning—self-assessment, reflection, self-directed learning, problem-based learning, learner interaction, and feedback. Facilitate and plan to encourage use by the learner Make the website accessible and user friendly.