Activity 1: Internet Research Introduction: The Internet can make researching topics for small group work both easier and
more frustrating. Understanding how search engines work and what resources you
can access on the Internet can lessen your frustration and increase the likelihood
that you'll find information you can use. For this activity you'll compare three tools for searching the Internet: a
search engine, a bibliographic database, and a topic ring. Search engines allow you to search their database using keywords. This means
that search engines don't search the entire Internet, only what they've stored
in their databases. Google and AltaVista
are popular search engines that also include directories (webpages sorted into
categories that you can browse). Bibliographic databases were once only available on CD-ROM (and before that
paper), but are now available online, typically through your campus library.
These databases contain reference and research materials generally written by
experts in their respective fields. Examples of bibliographic databases that
are free for anyone to use include ERIC
(Educational Resources Information Center), housed at Syracuse University, and AGRICOLA
(AGRICultural OnLine Access), developed by the U.S. National Agricultural
Library. Topic rings, also called webrings, link sites together that are about the same
topic. For example, the Communication Ring
links communication-related sites, and the SETI Webring
links sites concerned with the scientific search for extraterrestrial intelligence. Instructions: 1. Identify a topic to research (such as one your group is considering). Search
the Internet for information on this topic using a search engine, a bibliographic
database, and a topic ring. The links below will help you get started. Search engines: AltaVista Excite Google Lycos Northern Light Bibliographic databases: Lycos listing of searchable databases U.S. Library of Congress Collections and Services Topic rings: Yahoo! Webring 2. Compare the information you found on your topic from the three types of search tools. How is the information similar? How is it different? 3. How useful is each search tool? What are each tool's strengths? What are
each tools weaknesses? 4. What have you learned from this activity that will help you conduct research
for small group work? Activity 2: Listening in Electronic Groups Introduction: Many people have joined electronic communities in which group members discuss,
debate, and share ideas and information about a particular topic. Listening
in these kinds of discussions is different and sometimes more difficult than
when meeting face-to-face because nearly all nonverbal cues are missing in text-based
interactions. Instructions: Go to a site such as Yahoo! Groups or Lycos
Clubs and
join a group that discusses a topic in which your interested. These groups do
not communicate in real time, but use discussion or bulletin boards on which
members post messages. Lurk in the group. This means that you observe but don't participate. Observe
the group's interactions for several days (or a longer or shorter period of
time depending on the group's activity level). 1. In what ways do group members indicate that they're listening to each other? 2. How can you tell when group members don't listen to each other? 3. What do group members do to make up for the lack of nonverbal cues (e.g.,
the use of emoticons such as :-) or :-o or the use of acronyms such as LOL [laugh
out loud] and IMHO [in my humble opinion])? How do these strategies affect listening? 4. How effectively do group members listen to each other? In what ways do you
think they could improve? 5. What have you learned from this activity that you can apply to your own
online small group discussions? | 
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