Deep Knowledge & Engagement Justification of Resource

Justification of the intellectual reigour and engagement behind the design of the resource.

Student will engage in these tasks through the opportunity to take ownership of their work through their negotiation of independent work. As ‘digital natives’ (Prensky, 2001) students will engage with these activities because of their interactivity, rather than passively reading. Research on PBL shows that students engage due to the self-directed nature of the tasks, which is a large part of our activities. To create an ‘authentic’ activity, Reeves, Herrington and Oliver (2002) have noted that using resources such as Web 2.0, student laptops and interactive whiteboards help engage students.

These activities provide students with opportunities to extend themselves through the sharing of information in a jigsaw activity, and also in the web quest and site study, which allows for further inquiry. The majority of the activities are modestly challenging, as the interactive activities focus on lower-order thinking. It is appropriate to set the bar somewhere around the middle of Bloom’s taxonomy: at the analysis stage, as the scope of the activities were hindered by the software’s limitations.