Ramadan went just like a breeze.. We normally work until five but in Ramadan we worked until 3.. so the work day became shorter.. it was the lightest month I ever had working
After Eid Al Fitr I called Emirates College and they said that I had to wait for the previous group to start the course .. so I should call them again at the beginning of January
الثلاثاء، 11 نوفمبر 2008
الأحد، 31 أغسطس 2008
Going back to full-time work
The course has finished.. and I had to go back to my work..but full-time
the practical course will commence after Ramadan..but I wonder
how I am going to do it while working.. well when time comes
everything will be figured out as usual..no need to be
worried now
the practical course will commence after Ramadan..but I wonder
how I am going to do it while working.. well when time comes
everything will be figured out as usual..no need to be
worried now
الخميس، 28 أغسطس 2008
While I was browsing I came accross this funny article about blogs and blogging I want to share it with you..
http://www.kuro5hin.org:80/story/2005/2/7/161047/1869
http://www.kuro5hin.org:80/story/2005/2/7/161047/1869
What is a webquest ?
A WebQuest is an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the internet, optionally supplemented with videoconferencing. There are at least two levels of WebQuests that should be distinguished from one another.
WebQuests of either short or long duration are deliberately designed to make the best use of a learner's time. There is questionable educational benefit in having learners surfing the net without a clear task in mind, and most schools must ration student connect time severely. To achieve that efficiency and clarity of purpose, WebQuests should contain at least the following parts:
An introduction that sets the stage and provides some background information.
A task that is doable and interesting.
A set of information sources needed to complete the task. Many of the resources are embedded in the WebQuest document itself as anchors pointing to information on the World Wide Web. Information sources might include web documents, experts available via e-mail or realtime conferencing, searchable databases on the net, and books and other documents physically available in the learner's setting. Because pointers to resources are included, the learner is not left to wander through webspace completely adrift.
A description of the process the learners should go through in accomplishing the task. The process should be broken out into clearly described steps.
Some guidance on how to organize the information acquired. This can take the form of guiding questions, or directions to complete organizational frameworks such as timelines, concept maps, or cause-and-effect diagrams as described by Marzano (1988, 1992) and Clarke (1990).
A conclusion that brings closure to the quest, reminds the learners about what they've learned, and perhaps encourages them to extend the experience into other domains.
Some other non-critical attributes of a WebQuest include these:
WebQuests are most likely to be group activities, although one could imagine solo quests that might be applicable in distance education or library settings.
WebQuests might be enhanced by wrapping motivational elements around the basic structure by giving the learners a role to play (e.g., scientist, detective, reporter), simulated personae to interact with via e-mail, and a scenario to work within (e.g., you've been asked by the Secretary General of the UN to brief him on what's happening in sub-Saharan Africa this week.)
WebQuests can be designed within a single discipline or they can be interdisciplinary. Given that designing effective interdisciplinary instruction is more of a challenge than designing for a single content area, WebQuest creators should probably start with the latter until they are comfortable with the format.
WebQuests of either short or long duration are deliberately designed to make the best use of a learner's time. There is questionable educational benefit in having learners surfing the net without a clear task in mind, and most schools must ration student connect time severely. To achieve that efficiency and clarity of purpose, WebQuests should contain at least the following parts:
An introduction that sets the stage and provides some background information.
A task that is doable and interesting.
A set of information sources needed to complete the task. Many of the resources are embedded in the WebQuest document itself as anchors pointing to information on the World Wide Web. Information sources might include web documents, experts available via e-mail or realtime conferencing, searchable databases on the net, and books and other documents physically available in the learner's setting. Because pointers to resources are included, the learner is not left to wander through webspace completely adrift.
A description of the process the learners should go through in accomplishing the task. The process should be broken out into clearly described steps.
Some guidance on how to organize the information acquired. This can take the form of guiding questions, or directions to complete organizational frameworks such as timelines, concept maps, or cause-and-effect diagrams as described by Marzano (1988, 1992) and Clarke (1990).
A conclusion that brings closure to the quest, reminds the learners about what they've learned, and perhaps encourages them to extend the experience into other domains.
Some other non-critical attributes of a WebQuest include these:
WebQuests are most likely to be group activities, although one could imagine solo quests that might be applicable in distance education or library settings.
WebQuests might be enhanced by wrapping motivational elements around the basic structure by giving the learners a role to play (e.g., scientist, detective, reporter), simulated personae to interact with via e-mail, and a scenario to work within (e.g., you've been asked by the Secretary General of the UN to brief him on what's happening in sub-Saharan Africa this week.)
WebQuests can be designed within a single discipline or they can be interdisciplinary. Given that designing effective interdisciplinary instruction is more of a challenge than designing for a single content area, WebQuest creators should probably start with the latter until they are comfortable with the format.
الأربعاء، 27 أغسطس 2008
الثلاثاء، 26 أغسطس 2008
Day Eight - Making a webquest
Today we began preparing for our webquest
The class was divided into groups
ane we called our gourp = Future's Eyes
Our webquest is going to be about health and beauty
The class was divided into groups
ane we called our gourp = Future's Eyes
Our webquest is going to be about health and beauty
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