Web quest presentation e_feig_edu643

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Webquest presentation for Edu 643 at CMU

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Web quest presentation e_feig_edu643

  1. 1. Ellen Feig<br />June 2010<br />Web Quest Presentation<br />
  2. 2. Introduction<br />Why?<br />As part of their curriculum, first year English Composition students (college level) must write a four page persuasive research paper<br />The paper must include at least four outside sources and be in MLA format<br />The paper is based upon the issues addressed in Peter Singer’s essay “The Singer Solution to World Poverty”<br />Students should obtain information literacy by end of course<br />
  3. 3. Learning Objectives<br />Read and analyze persuasive essay<br />Determine own opinion based upon comprehension of main points of essay<br />Research skills including: ability to find appropriate sources and annotate same, and ability to use online databases and library based materials.<br />Ability to draft and revise four page persuasive research paper using at least four outside sources and MLA format.<br />Ability to paraphrase, summarize and quote where appropriate; recognition of concepts surrounding plagiarism<br />
  4. 4. Analyze: To study or determine the nature and relationship of the parts by analysis.<br />Who is the audience? College Freshmen in a first year English Composition class<br />What do they need to learn? Analysis of a persuasive essay, research skills including understanding of viable versus non-viable sites, ability to utilize both Internet and library based sources, and ability to create a workable draft of a persuasive research paper.<br />What are the delivery options? As I wanted students to really work their way through the analysis and research process, I felt that a Web Quest was the best option. Having worked with Webgarden before, I decided to use that program to create the resource.<br />What constraints exist? I did not see any constraints existing as my students have full access to a computer lab and one hundred percent of them have computers with Internet access at home.<br />What will students do to determine their competency? As they move through the quest, I will continue to check their progress to ensure that they are on track.<br />What is the timeline for project completion? Students have a two week period to complete the project with two hours of in class lab time in the computer lab. The final paper is due the last day of each semester.<br />What are the classroom/Web learning differences? I had to take into account the fact that I have many ESL students in my class; this fact made me simplify some of the instructions in the quest. In addition, I decided to spend one class period actually moving through the quest to determine all were comfortable using same.<br />What are the online pedagogical considerations? I really wanted my students to be able to integrate both visual and verbal instructions and thus included lectures with each lab period.<br />
  5. 5. Design: Systematic method of research, planning, developing, evaluating and managing an instructional process.<br />Continue with subject matter analysis: Before I sat down to outline and storyboard the quest, I researched and created a set of potential resources (including websites) that students could access. In addition, I re-read Singer’s essay and made a list of potential pro and con arguments. <br />Apply instructional strategies according to content type: As the goal of the assignment is two-fold (research and writing), I was determined to create a linear quest; with each step in the process, students would move up the ladder to the final paper. This strategy is akin to scaffolding where one creates a project based upon certain skill sets that must be obtained in order to move forward in the project.<br />Create storyboards: I sat down and, utilizing a storyboard template, create a board of how the project should look and flow. This “visual outline” allowed me to keep on track while creating the first version of the quest. <br />Design the user interface: As I was using a pre-designed template (Webgarden.com), I did not have to design an interface. However, I did move through some sample quests in order to gain a better understanding of what my quest needed and to access whether or not the quest was workable.<br />Collect needed materials: I actually found this to be one of the most time consuming aspects of the project as I initially pulled copyright protected images; accordingly, I had to go back and find new images that were not protected. In addition, I had to make sure that I had a good list of sites and resources for students to use.<br />
  6. 6. Develop: Process of authoring and producing the materials needed to meet the objectives.<br />Research and collect resources which will be included in Web Quest<br />Outline steps to the quest and review same to insure all steps are present and clear <br />Create a storyboard of each “slide” in quest and review flow/organization<br />Determine “guideposts” that should be met by students as they move through quest<br />
  7. 7. Implement: Establish implementation timeline and procedures for training learner, and delivering final product.<br />Prepare learning environment by handing out one-sheet to students that outlines the quest including how to access it, expectations and objectives<br />Reviewing in class with students the quest slides (i.e. moving through the quest step-by-step) and answering any questions concerning same<br />Availability during lab hours to assist students as they work through quest<br />
  8. 8. Evaluate: Systemic process that determines the quality and effectiveness of the instructional design as well as the final product.<br />Evaluation goal: To determine if quest is a workable assessment that meets goals and objectives<br />Preparation: Hand out one-sheet to students explaining assessment; review in class how to access quest and expectations<br />Data collection: Survey class via online threaded discussion on WebCT asking their opinion of experience – “Did you enjoy the Web Quest assignment? Are there things you would change?”<br />Data analysis: Review responses to question and list <br />Revision: Based upon responses, revise quest on June 18th to be more explicit with required assignments; revise each of the process areas so that expectations are clarified<br />Recycling: Retesting of resource will take place in Fall semester 2010 during Composition I class<br />
  9. 9. Web Quest<br />Screen shot taken from: http://questgarden.com/86/83/6/091012104232/<br />
  10. 10. Implementation<br />In order to test this assessment, the quest was introduced to students in Composition 1 (WRT101) summer session during the week of June 14, 2010.<br />Students were given an assignment sheet with instructions on how to access quest, what objectives were and expected outcomes.<br />Students began to move through the quest on June 14 during three hour class. On June 16, they were asked to answer two questions on WebCT discussion board (dl.bergen.edu) concerning thoughts on use of quest. Their responses were used to revise quest on June 18th.<br />
  11. 11. Peer Evaluation Survey <br />The survey (see below) was given to three faculty members (one Sociology professor, one Psychology professor and one Communications professor) on June 14th. Faculty were first asked to move through the quest and note any concerns/issues that they had with same; none of the faculty had ever used a quest before.<br />SURVEY:<br />The purpose of this survey is to evaluate a Web Quest created for final paper assignment in Composition 1 class for summer session.<br />The main objectives for my project were to ensure that by the end of the assessment, students would have:<br />Ability to read and analyze a persuasive essay<br />Ability to formulate opinion and thesis based upon research<br />Ability to research using both the Internet and offline sources<br />Ability to create a MLA formatted Works Cited page<br />Ability to draft a persuasive paper<br />Ability to revise paper and avoid plagiarism<br />Please indicate your level of agreement with the following statements (1= Strongly Disagree, 2= Disagree, 3= Neutral, 4= Agree, and 5= Strongly Agree):<br />All activities, tasks and assessments all align with learning objectives and standards. <br />Information is organized in a clear, logical way. <br />The assessment appropriately assessed students’ ability to meet the objectives.<br />The graphics, sound and/or animation assist in presenting an overall theme and enhance understanding of concepts, ideas and relationships. Multimedia elements are clear. <br />All activities, tasks and assessment directions are written clearly and project easy to navigate.<br />
  12. 12. Kirkpatrick’s 4 Levels of Evaluation <br />The four levels of Kirkpatrick's evaluation model measure:<br />reaction of student - what they thought and felt about the training<br />learning - the resulting increase in knowledge or capability<br />behavior - extent of behavior and capability improvement and implementation/application<br />results - the effects on the environment resulting from the trainee's performance<br />http://www.businessballs.com/kirkpatricklearningevaluationmodel.htm<br />
  13. 13. Reaction of Peer Evaluators<br />Did the evaluators like and enjoy the quest? All evaluators enjoyed the quest.<br />Did they consider the quest relevant? The evaluators, although in other disciplines, believed that the issue addressed in the quest was an important one and relevant to students.<br />Was it a good use of their time? The evaluators believed that students would like the quest as it was a new way of moving through a final paper. In addition, evaluators thought that a quest would be fun for students.<br />Ease and comfort of experience. Although none of the evaluators had used a quest before, they all found it easy to use.<br />Level of effort required to make the most of the learning. One of the concerns of evaluators was that such a resource might be “hand-holding,” i.e. that it walked the student through their final paper rather than allowing students to work on their own.<br />Perceived practicability and potential for applying the learning. All evaluators stated that they believed the quest resource had a great deal of practicality and potential for all disciplines.<br />
  14. 14. Peer Evaluation Survey, Cont’d<br />All activities, tasks and assessments all align with learning objectives and standards. Evaluators strongly agreed with this statement.<br />Information is organized in a clear, logical way. Evaluators found that the quest needed to be clearer in its expectations so that students would understand what was expected during each process.<br />The assessment appropriately assessed students’ ability to meet the objectives. Evaluators strongly agreed with this statement.<br />The graphics, sound and/or animation assist in presenting an overall theme and enhance understanding of concepts, ideas and relationships. Multimedia elements are clear. Evaluators agreed with this statement but suggested that additional media elements such as videos be included.<br />All activities, tasks and assessment directions are written clearly and project easy to navigate. Evaluators expressed concern that some of the process was not clearly outlined; accordingly, revisions were made. Evaluators did find that the project was incredibly easy to navigate.<br />The quest is a valuable resource for teaching. Evaluators expressed that they would use a quest in their own classrooms.<br />
  15. 15. Summary<br />When creating a Web Quest, it is essential to clearly outline each element in the resource before creating same.<br />In addition, testing the quest and revising based upon test results is imperative.<br />Students enjoyed the experience of using this resource as did peer evaluators. However, both groups expressed concern that certain elements of the quest were not clear (specifically, delivery of certain elements of the assessment).<br />Use of a Web Quest can easily meet class objectives and goals including information and media literacy.<br />

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