The biggest problem that I have using the internet is that there is too many sites and too much content to sift through and sought to find what I am looking for. Throughout this e.learning journey, I came across a solution that I can use and also teach to my students. It is called the Big6. The Big6 is a problem solving framework that is used worldwide to teaching information and technology skills (Eisenberg, 2001). It integrates information searches and uses a systematic approach to technology skills to allow the learners to find, use, apply and evaluate information. It can be used for a variety of e.learning tools as a guide to scaffold the learning to assist with the students achieving desired outcomes.
Using the big6 framework allows learning managers to teach their students to work smarter and develop the understandings and skills that they need to be able to effectively complete tasks by finding, processing and using the information effectively (Eisenberg, 2001). The Big6 uses problem solving strategies in six stages. They are as follows:
1. Task Definition
Define the information problem
• Students here look at the task that is asked of them and break it down into what type of information that is needed
Identify the information needed
• Students look at the broken down task and sought out exactly what they need to find out.
2. Information Seeking Strategies
Determine all possible sources
• Here, the students look at what resources they have available to them
Select the best sources
• Students look at all of the available sources and decide which ones could or will supple the best content to support their task.
3. Location and Access
Locate sources
• Students physically and intellectually locate the information that they need to develop content for the broken down task.
Find information within sources
• Once the students have selected and accessed the sources they need, they must find the information within those sources and not waste time on the content that does not directly relate to their task.
4. Use of Information
Engage
• Students read, hear, view and touch the information that they have located and accessed to engage with the content.
Extract relevant information
• After engaging with the information, the students extract the information that best matches their task by sifting and soughting through the information to assure their content is relevant and directly related to the task to assure they are best equipped to achieving the desired outcomes.
5. Synthesis
Organise from multiple sources
• Students look at all of the information in front of them and organise them to access and use the information in a variety of ways from a variety of sources.
Present information
• Here, the students develop the final product from their task after completing the above steps.
6. Evaluation
Judge the product
• Students evaluate the task that they have completed (the end product)
Judge the process
• Students evaluate the Big 6 framework that they have followed
(Eisenberg, 2001)
The Big6 framework allows the learners to follow a systematic approach to developing skills and understandings that are needed when accessing and using ICTs. Providing students with the Big6 framework allows teachers to develop a common understanding and skills with the students to set the learners up to have the best possibility of achieving the desired learning outcomes, implementing information literacy skills and completion of the task. You can access more information on the Big6 website that provides readers with definition, lessons by year and KLA and examples of application of the framework.
Until next time,
Amy
Using the big6 framework allows learning managers to teach their students to work smarter and develop the understandings and skills that they need to be able to effectively complete tasks by finding, processing and using the information effectively (Eisenberg, 2001). The Big6 uses problem solving strategies in six stages. They are as follows:
1. Task Definition
Define the information problem
• Students here look at the task that is asked of them and break it down into what type of information that is needed
Identify the information needed
• Students look at the broken down task and sought out exactly what they need to find out.
2. Information Seeking Strategies
Determine all possible sources
• Here, the students look at what resources they have available to them
Select the best sources
• Students look at all of the available sources and decide which ones could or will supple the best content to support their task.
3. Location and Access
Locate sources
• Students physically and intellectually locate the information that they need to develop content for the broken down task.
Find information within sources
• Once the students have selected and accessed the sources they need, they must find the information within those sources and not waste time on the content that does not directly relate to their task.
4. Use of Information
Engage
• Students read, hear, view and touch the information that they have located and accessed to engage with the content.
Extract relevant information
• After engaging with the information, the students extract the information that best matches their task by sifting and soughting through the information to assure their content is relevant and directly related to the task to assure they are best equipped to achieving the desired outcomes.
5. Synthesis
Organise from multiple sources
• Students look at all of the information in front of them and organise them to access and use the information in a variety of ways from a variety of sources.
Present information
• Here, the students develop the final product from their task after completing the above steps.
6. Evaluation
Judge the product
• Students evaluate the task that they have completed (the end product)
Judge the process
• Students evaluate the Big 6 framework that they have followed
(Eisenberg, 2001)
The Big6 framework allows the learners to follow a systematic approach to developing skills and understandings that are needed when accessing and using ICTs. Providing students with the Big6 framework allows teachers to develop a common understanding and skills with the students to set the learners up to have the best possibility of achieving the desired learning outcomes, implementing information literacy skills and completion of the task. You can access more information on the Big6 website that provides readers with definition, lessons by year and KLA and examples of application of the framework.
Until next time,
Amy
References
Eisenberg, M; Berkowitz, B. (2001) The Big6. Viewed on 15/07/2010 from:
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