Finally..the last bit of readings..which i taught was really helpful in the project.
The topic's on Webquest. I think that webquest is really like a practice for us to demonstrate what we have learnt so far in this module. I has combined the many lessons we have learned so far. So i taught it is a really enriching experience having to create a webquest. But of course, it may be seem really straightforward to create one and to use exe but.... exe can be nerve wrecking at times! Especially when I can't seem to align my words and had to do them manually through the html format :S
Okay...lets get straight into what I've gleamed through from this week's lesson.
Of course, the technical part...definitions! What is a webquest?
Webquest or the concept of webquest was developed by Dr Bernie Dodge and subsequently, Tom March. It is an inquiry-oriented online tool for learning; A Classroom based lesson in which most or all information that students explore and evaluate comes from the world wide web
It...
- Can be as short as a single class period or as long as a month-long unit
- Usually involve group work
- Builds around resources that are preselected by the teacher; thus user spend time using the information instead or looking for it.
o Is based on inquiry and constructivism
* A well-designed webquest uses the power of the internet and a scaffold learning process to turn research-based theories into dependable learning-centred practices
As mentioned in one of my previous posts, e-learning is classroom equivalent. And a webquest is should i say, a platform to demonstrate e-learning. What I really like about webquests or e-learning as a whole, is the set of benefits it gives.
- Ability to work in teams
- Ability to grapple with ambiguity
- Commitment to lifelong process of learning ((:
- Honoring multiple perspectives and evaluating information before acting on it
And of course, the essential components of a webquest (what makes up a webquest). I believe we'd have known this especially after our encounter with exe...that, a webquest should consist of the following parts, to make it whole.
1. Introduction
Where background info and motivational scenarios (like giving students roles to play) are provided. For instance, to arouse interest and to motivate learners, role-playing (as learned from previous week's lessons) could be adopted. i.e. “You are an underwater research scientist..”
This is also the part which provides an overview of the learning goals to students. We have learned that goals are different from objectives. Goal states are perspectives from learners' point of view. E.g. To appreciate the importance of recycling. Whereas objectives are more specific (i.e. using words like to explain) and is learning by doing.
Goal of this section:
- To make the activity desirable and fun for students
- To engage and excite students through motivational scenarios
- Infusion from other media (posters, models) and guest lecturers adds real world components into the Webquest
(b) Task
Moving on, it's the task section. This is where a formal description of what students will have accomplished by the end of the Webquest. It involves devising an activity for the students to incorporate the information learnt. The task should also be doable and interesting. That meaning, be suitable for its target audience. For instance, if your target audience is nursery children 7-9 year olds, it would not be wise to get them to write an essay. That being said, it is helpful to show learners examples of a finished project/ a mock-up to facilitate understanding of what is required. Not only that, the task should also be visually and aesthetically appealing, inherently important (i.e. global warming), and fun. That being said, this is actually the most difficult and creative aspect of creating a WebQuest. It actually demonstrates your knowledge!
3. Process
Here is a description of the steps learners should go through in accomplishing the task, with links embedded in each step representation by step-by-step demonstration. For instance in our webquests, we have many sub sections included in this process. This facilitates learning and focuses attention of learners. E.g. In my group's webquest on Animal Defense, we have sub sections such as Body parts as defense, Mimicry, Camouflage and Chemical processes.
4. Resources
Here, it consists a list of the resources (bookmarked websites, print resources etc.) that students will need to complete the task. My group did not add this into our webquest as resources are included in the main text in each sub section.
5. Evaluation
Of course, there's practice, there has to be evaluation and feedback. Each Webquest needs a rubric for evaluating students’ work (task). The standards should be fair, clear, consistent and specific to the task set. Mentioned, the rubric will consist 3 main categories: exemplary, acceptable and unacceptable.
6. Conclusion
Finally, wrapping up. This allows for reflection by the students and summation by the educator. It is also used as a way for setting time aside for discussion of possible extensions and application of lesson, and Encourage students to suggest ways of doing things different to improve the lesson.
You may wonder... How do we sustain learner's attention.
Well, webquests should pass the ARCS filter (to increase students’ willingness to expand effort in their pursuit of learning. Go on by asking the following questions:
1. Does the activity get students’ Attention?
2. Is it Relevant to their needs, interests or motives?
3. Does the task inspire learners’ Confidence in achieving success?
4. Would completing the activity leave students with a sense of Satisfaction?
The best way to achieve attention and relevance is to choose some dimension of a topic that students would find compelling and the create an authentic learning task related to it. For instance, understand your own target group. For elementary school children, do you think they will be interested in the effects of global warming? The element of confidence is address by the scaffolding that prompts students at critical stages of the process. For satisfaction, selection of an authentic task and establishing reliable sources increase the likelihood that students participating in the webquest will experience the full cycle of motivation from A-S
Read on further to understand the different design patterns used in webquests!
The topic's on Webquest. I think that webquest is really like a practice for us to demonstrate what we have learnt so far in this module. I has combined the many lessons we have learned so far. So i taught it is a really enriching experience having to create a webquest. But of course, it may be seem really straightforward to create one and to use exe but.... exe can be nerve wrecking at times! Especially when I can't seem to align my words and had to do them manually through the html format :S
Okay...lets get straight into what I've gleamed through from this week's lesson.
Of course, the technical part...definitions! What is a webquest?
Webquest or the concept of webquest was developed by Dr Bernie Dodge and subsequently, Tom March. It is an inquiry-oriented online tool for learning; A Classroom based lesson in which most or all information that students explore and evaluate comes from the world wide web
It...
- Can be as short as a single class period or as long as a month-long unit
- Usually involve group work
- Builds around resources that are preselected by the teacher; thus user spend time using the information instead or looking for it.
o Is based on inquiry and constructivism
* A well-designed webquest uses the power of the internet and a scaffold learning process to turn research-based theories into dependable learning-centred practices
As mentioned in one of my previous posts, e-learning is classroom equivalent. And a webquest is should i say, a platform to demonstrate e-learning. What I really like about webquests or e-learning as a whole, is the set of benefits it gives.
- Ability to work in teams
- Ability to grapple with ambiguity
- Commitment to lifelong process of learning ((:
- Honoring multiple perspectives and evaluating information before acting on it
And of course, the essential components of a webquest (what makes up a webquest). I believe we'd have known this especially after our encounter with exe...that, a webquest should consist of the following parts, to make it whole.
1. Introduction
Where background info and motivational scenarios (like giving students roles to play) are provided. For instance, to arouse interest and to motivate learners, role-playing (as learned from previous week's lessons) could be adopted. i.e. “You are an underwater research scientist..”
This is also the part which provides an overview of the learning goals to students. We have learned that goals are different from objectives. Goal states are perspectives from learners' point of view. E.g. To appreciate the importance of recycling. Whereas objectives are more specific (i.e. using words like to explain) and is learning by doing.
Goal of this section:
- To make the activity desirable and fun for students
- To engage and excite students through motivational scenarios
- Infusion from other media (posters, models) and guest lecturers adds real world components into the Webquest
(b) Task
Moving on, it's the task section. This is where a formal description of what students will have accomplished by the end of the Webquest. It involves devising an activity for the students to incorporate the information learnt. The task should also be doable and interesting. That meaning, be suitable for its target audience. For instance, if your target audience is nursery children 7-9 year olds, it would not be wise to get them to write an essay. That being said, it is helpful to show learners examples of a finished project/ a mock-up to facilitate understanding of what is required. Not only that, the task should also be visually and aesthetically appealing, inherently important (i.e. global warming), and fun. That being said, this is actually the most difficult and creative aspect of creating a WebQuest. It actually demonstrates your knowledge!
3. Process
Here is a description of the steps learners should go through in accomplishing the task, with links embedded in each step representation by step-by-step demonstration. For instance in our webquests, we have many sub sections included in this process. This facilitates learning and focuses attention of learners. E.g. In my group's webquest on Animal Defense, we have sub sections such as Body parts as defense, Mimicry, Camouflage and Chemical processes.
4. Resources
Here, it consists a list of the resources (bookmarked websites, print resources etc.) that students will need to complete the task. My group did not add this into our webquest as resources are included in the main text in each sub section.
5. Evaluation
Of course, there's practice, there has to be evaluation and feedback. Each Webquest needs a rubric for evaluating students’ work (task). The standards should be fair, clear, consistent and specific to the task set. Mentioned, the rubric will consist 3 main categories: exemplary, acceptable and unacceptable.
6. Conclusion
Finally, wrapping up. This allows for reflection by the students and summation by the educator. It is also used as a way for setting time aside for discussion of possible extensions and application of lesson, and Encourage students to suggest ways of doing things different to improve the lesson.
You may wonder... How do we sustain learner's attention.
Well, webquests should pass the ARCS filter (to increase students’ willingness to expand effort in their pursuit of learning. Go on by asking the following questions:
1. Does the activity get students’ Attention?
2. Is it Relevant to their needs, interests or motives?
3. Does the task inspire learners’ Confidence in achieving success?
4. Would completing the activity leave students with a sense of Satisfaction?
The best way to achieve attention and relevance is to choose some dimension of a topic that students would find compelling and the create an authentic learning task related to it. For instance, understand your own target group. For elementary school children, do you think they will be interested in the effects of global warming? The element of confidence is address by the scaffolding that prompts students at critical stages of the process. For satisfaction, selection of an authentic task and establishing reliable sources increase the likelihood that students participating in the webquest will experience the full cycle of motivation from A-S
Read on further to understand the different design patterns used in webquests!
