Phase 1. Becoming Information Literate Through Generational Identification
(A) Improving Self-efficacy Expectations and Overcoming Technophobia
(e.g., student statements such as "It was a relief to realize that I'm not the only one having problems." and "If they were able to accomplish this, I can too.")
(C) Acquiring Disciplinary Content and Cultrure
(e.g., (a) reading backwards in time, (b) referencing its content through hyperlinks to the original, (c) integrating its content to the current generation's perspective)
(S) Acting as a Generational Carrier or Citizen and Transmitter of Knowledge and Culture
(e.g., seeing self as both the latest and most advanced generation while recognizing one's archival function for future generations; volunteering extra projects and reports for the sake of future students;)
2. Becoming Self-Directed Autonomous Learners Through Generational Modeling
(A) Acquiring a Project Orientation and Learning to Maintain Sustained Effort
(e.g., in the degree of effort and time expended for assignments, reports, database development, cumulative searches, etc.); in valuing details and completeness; risking self by self-initiate innovations)
(C) Acquiring Critical Thinking Skills and Adopting Professional-like Assessment Criteria
(e.g., engaging in appropriate problem solving and analysis procedures)
(S) Achieving Continuity in Education and Acting as a Lifelong Learner
(e.g., following instructions appropriately; using adequate personal information retrieval systems)
Level 3. Exercising Leadership and Practicing Inventiveness Through Generational Loyalty
(A) Becoming Service Oriented and Acquiring the Motivation to be an Innovator
(e.g., in the form of new technology -- viz., color backgrounds, animated images, varying font color, using frames, making up navigation tables for the site; volunteering to make-up tutorials and help facilites for others;)
(C) Showing Creativity within a Disciplinary Context
(e.g., producing Web Pages that are complex and original in composition, appearance, and interactivity features)
(S) Achieving Excellence
(e.g., producing a Web Site that has an integrated theme and gives thorough treatment to topics)
Note: Read Table from bottom up.
| phases | AFFECTIVE | COGNITIVE | SENSORI- MOTOR |
|---|---|---|---|
| Phase 3 Acquiring Democratic Leadership Skills (through generational loyalty) |
Acquiring balance between inventiveness & service orientation |
Showing creativity & integration within a disciplinary context |
Achieving user-centered excellence |
| Phase 2 Acting As Self-Directed Autonomous Learners (through generational modeling) |
Exercising sustained effort & acquiring project orientation |
Gaining critical thinking skills and professional assessment criteria |
Achieving self-paced monitoring & acting as a lifelong learner |
| Phase 1 Gaining Information Literacy (through generational identification) |
Overcoming technophobia & low self-confidence | Acquiring disciplinary content & culture |
Behaving as an active learner & transmitter of knowledge & culture |
Note: Read Table from bottom up.
| phases | Instructional Objectives |
Community-Classroom Methods |
|---|---|---|
| Phase 3 (internal) |
Becoming leaders and inventors | through generational loyalty |
| Phase 2 (intermediate) |
Becoming self-directed autonomous learners | through generational modeling |
| Phase 1 (external) |
Becoming information literate | through generational identification |