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Webquest 2.0 and the Inquiry Approach to Learning
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Webquest 2.0 and the Inquiry Approach to Learning

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This is a model of an online advanced organizer that can be applied to any online college level course. ...

This is a model of an online advanced organizer that can be applied to any online college level course.

The ppt is an introduction to an online learning module for a course on pedagogy.


The instructional purpose of this ppt. is to provide students an opportunity to build up previous knowledge and serve as an advanced organizer for the instructional module that follows.


Providing students with online supports such as interactive advanced organizers has been shown to increase student persistence and success in college course work. (van Merri¨enboer &Sweller 2005). Additionally, providing access to the background knowledge explictly teaches key learnings to core concepts some students may not yet have acquired.


Lastly, ELL students benefit from self-paced tutorials and the opportunity to practice discrete content skills like vocabulary or practice use of required technologies.

Jeroen J. G. van Merri¨enboer and John Sweller
"Cognitive Load Theory and Complex Learning:
Recent Developments and Future Directions"
Educational Psychology Review, Vol. 17, No. 2, June 2005 ( C  2005)

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  • Instructor Notes:Many current instructional models suggest that the most effective learning products or environments are those that are problem-centered. The overall course design was influenced by David Merrill’s theory of First Principles of Instruction. I’ve became familiar with Merrill’s work in HRE 490 and felt it applied well in this context.According to Merrill instruction should involve the student in four distinct phases of learningactivation of prior experience, (b) demonstration of skills, (c) application of skills,(d) integration of these skills into real-world activities. Merrill, 2002 First Principles of LearningAudio Transcript:A WebQuest is an assignment which asks students to use the World Wide Web to synthesize their knowledge on a specific topic. A “true” WebQuestrequires the student accomplisha “task,” which may be to solve a hypothetical problem or address a real-world issue. This overview is intended to show you what you can expect in Module 7.
  • Instructor Notes: Some studentsmay not be familiar with WebQuests so I’ve included links to webquests that demonstrate exemplary use of learning theory, principles of PBL and inquiry approach. For the following warm-up activities, no prior knowledge is needed. I also provided a link to a podcast explaining how to create a WebQuests. Synchronous or FtF: Explore and DiscussStudentsform groups of two or three and visit two of the following Web Quests. Thegroups examine and discuss each quest in the small group session and then report out using a jig-saw strategy answering the following:Which site(s) could you use with your students? How?List additional activities you could incorporate.Which site(s) would you recommend to a colleague? Why?Did these sites make you want to create your own Web quest?SampleWebquests(active as of 8/14/2009)Breaking News...Reporting From the Edge of Disaster Grades Primaryhttp://www.rockwood.k12.mo.us/itech/webquests/su2003elem/ringgenberg/greencomicsans/index.htmlI Know My Shapes And ColorsA WebQuest - Grades PreK-2http://www.educationworld.com/a_tech/webquest_orig/webquest_orig009.shtmlTailing the Samuri’s Tail – Grade 6 – 8.http://edtech.suhsd.k12.ca.us/inprogress/act/dfickett/japan/samuraistale.htmTuskegee Tragedy – Grade 7th and up //www.kn.att.com/wired/BHM/tuskegee_quest.html#individualSearching for China - Grades 9-12http://www.kn.att.com/wired/China/ChinaQuest.htmlAudio Transcript:The quality of your WebQuest depends on the ideas and thought that go into the design. A Webquest is much more than a flashy presentation oftechnologies. While it’s easy to create a mediocre WebQuest, it’s far more difficult to create quest that really works well.
  • Instructor Notes: Teaching critical thinking skills by asking students to engage in critical thinking activities is central to the PBL theory. While there many approaches related to critical thinking, one growing consensus is that as well as a skill, critical thinking is a disposition which requires inclination and sensitivity. In other words, we can prompt and scaffold student thinking, but “for true understanding to emerge, students must have the capacity, but also the desire and savvy to immerse themselves in complexity and emerge with an “Ah-ha.” “ (T. March http://tommarch.com/2nd10/steps/)This makes the WebQuest a process and not only an activity, and it influences the classes attitude towards learning. It helps establish a learning culture in the classroom that instills a sense of belonging to the learning community. Students who feel connected to the community persist in their learning activities. (Ormrod 2009) Either online in the discussion forum or in a FtF in presentation I may ask these key questions:What is the central aim of using a WebQuest?How will we know if the information is relevant to the question?Given what I know about learning theory from this course, how does WebQuest strategy for instruction fit? 4. (Building background knowledge and discipline specific vocabulary) How do the key words: critical thinking, disposition and scaffold relate to a WebQuest? Audio Transcript:Agood WebQuest makes learning interesting for your students. WebQuests are a way to let students work at their own pace, either individually or in teams. Itlets students explore selected areas in more depth, but within limits that you have selected. This makes themideal for classes which combine students with different ability levels. I particularly like WebQuests because they offer a different, more dynamic approach to teaching the value of research.
  • Instructor Notes: This page provides a link to the applicationsthe groups will use. Others applications may be added. This chart will be posted on the wiki for collaborative editing, and applications will be uploaded to the course Delicious page. By module 7, the students will have used the course wiki, Delicious and Google Docs in preparation for the use in this capstone course project. Audio Transcript:I’ve classified the various webtools by function. You can think of instructional design according to three webtool functions. There are web platforms, webtools used to create a presentation, and webtools to support a web process. Column one lists the platforms you will be using to house the data. Column 2 lists the applications you’ll use to create the presentations, and column 3 lists the applications that will support the design process. As a group you are already familiar with the course wiki, Google Docs and Delicious for bookmarking. During the course of designing your quest you will visit these sites and more. Once you’ve found a site you like-- share it with your team. The strength of a webquest is its ability to combine resources to bring out the knowledge contained in the theme. Thenbookmarkthem in our Delicious course page so all of us can look at them too.
  • Instructor Notes:Extending the concepts of PBL and Inquiry approach continues in module eight where the teachers will “unpack” the Webquests. They will be asked to analyze the PBL and inquiry learning theory and decide how WebQuests support best practices in teaching. The debriefing will also give students opportunity to identify ways to foster learning transfer, comment on the relevancy of including a WebQuest as part of their ACP teacher training, and list ways a WebQuests can or cannot be applied in their current practicum teaching assignment. FYI:Here is a link to a discussion video on pedagogy of inquiry method: http://www.youtube.com/watch?v=-1l6aBgX5UYAnd a link to Tom March’s website on WebQuests: http://tommarch.com/l2l/Audio Transcript:Remember, the most effective webquests have a “real world” task that students try to accomplish.I’ve seen WebQuests where students are asked to make a presentation to the board of directors of an Art Museum, to design a community center for senior citizens, or to revisit an event in history to determine if the causes of the event need to be reconsidered.These tasks require the students to take what they have learned and synthesize it into a “product” of some kind. The exact product will depend on the time available to teach the lesson, the skills you are trying to teach, and the age level of the students.This completes our overview of module 7…. see you online!

Webquest 2.0 and the Inquiry Approach to Learning Webquest 2.0 and the Inquiry Approach to Learning Presentation Transcript

  • Module 7 OverviewWebQuest 2.0
    As ACP interns studying to become teachers, you are anxious to begin teaching and using technology in your classroom.
    To be ready for your first teaching assignment, you want to find out more about:
    what technologies are typically found in K-12 classrooms, and
    how these technologies are best used to enhance teaching and learning
    In order to do this in the most efficient way, you and your peers will divide into four groups. Each group will complete a WebQuest at one of the following levels:
    primary (K-2) elementary(3-5) middle (6-8) high school
    1
    J. Ankenbauer EPSY 408
    University of Illinois Global Campus
  • Course Map
    Since early in 1995, teachers everywhere have learned how to use the web well by adopting theWebQuestformat to create inquiry-oriented lessons. But what exactly is a WebQuest? What does it feel like to do one? How do you know a good one when you see it? In module seven, you're going to grapple with these questions and more.
    You are here.
    2
    J. Ankenbauer EPSY 408
    University of Illinois Global Campus
  • Learning Objectives:
    Upon completion of Module 7 you will be able to:
    Define a WebQuest and cite supporting research.
    List and explain each step in the WebQuest process.
    Locate and summarize internet resources appropriate for constructing a WebQuest.
    Create a WebQuest webpage that includes use of interactive multimedia including RSS, blogs, wiki, web-based publishing and authoring tools and social bookmarking sites.
    Explain the conceptual underpinnings of the WebQuest approach, including problem-based learning, constructivism, and cooperative learning
    Create a rubric and assessment plan for a WebQuest.
    Presentyour WebQuest to the class to facilitate their personal learning.
    To Learn More about WebQuestsclick here.
    3
  • 21st Century Skills Teaching
    The following are a few examples of ways teachers can use the WebQuest to develop students' 21st century skills :
    Critical thinking: Help students choose a topic that enables them to investigate and propose solutions for a real world issue.
    Creativity: Encourage students to use multimedia components in their constructivist learning.
    Teamwork: The WebQuest project requires students to become co-dependent in teams, working cooperatively to meet a shared goal.
    Cross-cultural understanding: Encourage students to research a topic of global relevance and to use sources that provide diverse viewpoints.
    Communication: Remind students that information in their entries must be clearly presented and logically organized in order to serve a global audience of web learners.
    Technology: The WebQuest requires students to use the online publishing tools in WebQuest Projects.
    Self-direction: Make students responsible for managing their time effectively in order to meet the competition deadline.
    4
    J. Ankenbauer EPSY 408
    University of Illinois Global Campus
  • WebQuest 2.0: Technology Tools
    5
    J. Ankenbauer EPSY 408
    University of Illinois Global Campus
  • Integration
    How Can I Integrate the WebQuests into My Curriculum?
    Below are some examples of projects that can spark fun in your classroom across a variety of core subjects. Use these topics to generate real-world problem solving cases. Once you start, you’ll see how easy it is to integrate WebQuests into your instructional planning.
    Literature and Writing teachers: Students can create online book reports that address the topic: "What lessons have you learned from a favorite book or film?"
    History teachers: Students can bring history alive by addressing the topic "What lessons have you learned from history?" or "What leader do you most admire, and why?"
    Science teachers: Students can raise awareness of environmental issues by solving WebQuests that address the topic "How can we take better care of our world and its resources?" or "How can humans and animals live together harmoniously?"
    Geography or Social Studies teachers: Students can share interesting aspects of their cultures through the topic "What is life like for people in your local community?" or "How would you become friends with a newly arrived non-American student new to your school?
    See you online! Jenny
    Resources
    6
    J. Ankenbauer EPSY 408
    University of Illinois Global Campus
  • Attachment DocumentsSlide 6
    J. Ankenbauer EPSY 408 University of Illinois Global Campus
    7