Five Criteria for Evaluating The Web

When teachers allow students to search information(s) in the WEB it is really important that they will be able to weigh and assess resources they get from the web. Teachers must show to their students how they can evaluate such resources. Here are some criteria that will help you evaluate web resources.     Five Criteria for Evaluating The Web
Evaluation of Web Documents	How to Interpret The Basics
1. Accuracy of Web Documents Who wrote the page and can you contact him or her? What is the purpose of the document and why was it produced? Is this person qualified to write this document?	Accuracy Make sure author provides e-mail or a contact address/phone number. Know the distinction between author and Webmaster.
2. Authority of Web Documents Who published the document and is it separate from the "Webmaster"? Check the domain of the document, what institution publishes this document?	Authority What credentials are listed for the author(s)? Where is the document published? Check URL domain.
3. Objectivity of Web Documents What goals/objectives does this page meet? How detailed is the information? What opinions (if any) are expressed by the author?	Objectivity Determine if page is a mask for advertising; if so information might be biased. View any Web page as you would an infommercial on television. Ask yourself why was this written and for whom?
4. Currency of Web Documents When was it produced? When was it updated? How up-to-date are the links (if any)?	Currency How many dead links are on the page? Are the links current or updated regularly? Is the information on the page outdated?
5. Coverage of the Web Documents Are the links (if any) evaluated and do they complement the documents theme? Is it all images or a balance of text and images? Is the information presented cited correctly?	Coverage If page requires special software to view the information, how much are you missing if you don’t have the software? Is it free, or is there a fee, to obtain the information? Is there an option for text only, or frames, or a suggested browser for better viewing?
Putting It All Together Accuracy. If the page lists the author and institution that published the page and provides a way of contacting him/her, and . . . Authority. If the page lists the author credentials and its domain is preferred (.edu, .gov, .org, or .net), and . . . Objectivity. If the page provides accurate information with limited advertising and it is objective in presenting the information, and . . . Currency. If the page is current and updated regularly (as stated on the page) and the links (if any) are also up-to-date, and . . . Coverage. If information can be viewed properly--not limited to fees, browser technology, or software requirement, then . . .  Reference: College and Research Libraries News July/August 1998:522-523.

Doing Projects vs. Project Based Learning

Most teachers often ask their students to make their own projects and pass it on a target date while some teachers perform Project Based Learning. Students only respond to whatever their teachers require them to do. But what is the difference between doing a Project and Project-Based Learning?

Here are some comparisons:

Projects . . .	Project-Based Learning . . .
Can be done at home without teacher guidance or team collaboration.	Requires teacher guidance and team collaboration.
Can be outlined in detail on one piece of paper by the teacher.	Includes many “Need to Knows” on the part of the students and teachers.
Are used year after year and usually focus on the product (make a mobile, a poster, a diorama, etc.).	Is timely, complex, covers many TEKS, and takes a team of highly trained professionals significant time to plan and implement.
The teacher work occurs mainly after the project is complete.	The teacher work occurs mainly before the project starts.
The students do not have many opportunities to make choices at any point in the project.	The students make most of the choices during the project within the pre-approved guidelines. The teacher is often surprised and even delighted with the students’ choices.
Are based upon directions and are done “like last year.”	Is based upon Driving Questions that encompass every aspect of the learning that will occur and establishes the need to know.
Are often graded based on teacher perceptions that may or may not be explicitly shared with students, like neatness.	Is graded based on a clearly defined rubric made or modified specifically for the project.
Are closed: every project has the same goal. (As in the example above, the end result is always The Alamo.)	Is open: students make choices that determine the outcome and path of the research.
Cannot be used in the real world to solve real problems.	Could provide solutions in the real world to real problems even though they may not be implemented.
Are not particularly relevant to students’ lives.	Is relevant to students’ lives or future lives.
Do not resemble work done in the real world.	Is just like or closely resembles work done in the real world.
Do not include scenarios and background information or are based on events that have already resolved.	The scenario or simulation is real or if it is fictitious, is realistic, entertaining, and timely.
Are sometimes based around a tool for the sake of the tool rather than of an authentic question. (Make a Prezi.)	Use technology, tools, and practices of the real-world work environment purposefully. Students choose tools according to their purposes.
Happen after the “real” learning has already occurred and is just the “dessert.”	Is how students do real learning.
Are turned in.	Is presented to a public audience encompassing people from outside the classroom.
Are all the same.	Is different.
Make a model (or diorama or mobile . . . ) of the Alamo.	Design a fortification that would take your community through a bio or other non-traditional attack and make a recommendation to the city council for future planning.

Did you know? FACEBOOK is TRACKING you!

A Business Insider wrote an article regarding web services collecting your browsing data. Facebook do this as well.  I believe FACEBOOK is the number one social network [as far as 950 million people registered with FB] that provides web services to its clients but unknown to them FACEBOOK is also collecting their browsing data.

Facebook is the one I trust the least. If you don't want Facebook collecting your data, there are two very simple solutions.

First, QUIT using Facebook. 

According to The Onion, only four people in the world actually enjoy using Facebook.

But if you are FACEBOOK addict and not ready to QUIT Facebook, then here's a second very simple OPTION to prevent Facebook from collecting your browsing data. 

1. Download Chrome.
2. With Chrome open, click "File" > "New Incognito Window."
3. Log in to Facebook. 

Keeping Facebook in a separate incognito window isolates it and prevents Facebook apps, cookies, and other tracking tools from seeing your other browsing data. Save time by learning the keyboard shortcut to opening a new incognito window.

Mac: cmd + shift + n 

PC: ctrl + shift + n