Week 4: Instructional Design & WebQuests

1. Week 4: Instructional Design & WebQuests

2. Plan for Today • Assignment #1 • Reading Response #1 • Today’s Reading • Search Strategies • Instructional Design Basics • Introduction to WebQuests • Work in groups to explore and rate WebQuests

3. A Small Request… In future, when you upload Reading Responses or Assignments to TurnItIn: Include your own name in both the filename and in the body of the file itself (Just think…I wind up with many files called “Reading Response #1” on my desktop!)

4. Researching

5. Pertinent Searches • What is a scholarly journal? http://www.lib.sfu.ca/researchhelp/publicationtypes/periodicaltypes.htm • What’s ERIC? http://www.lib.sfu.ca/researchhelp/subjectguides/educ/ERIC/ERIC.htm • To access ERIC http://www.lib.sfu.ca/researchtools/databases/dbofdb.htm?DatabaseID=374

6. How do we find useful information? • Often, someone else passes it on to us • Other times, we need to carry out an active search • At least three strategies can be used in search • Keyword searches • Following links or references • Referring to a trusted authority • Which strategy you start with depends on how much you know about what you’re looking for • Most of the time we combine strategies

7. Online resources • Search engine watch • http://searchenginewatch.com/ • Evaluating websites • http://www.lib.sfu.ca/researchtools/internetsearch/webevaluation.htm

8. Search Engines • List of major search engines • http://searchenginewatch.com/links/major.html • http://www.lib.sfu.ca/researchtools/internetsearch/index.htm

9. Search Engines • Basic techniques • Boolean searches (+/-) (and/or/and not) • +Saturn – car • Saturn and not car (i.e. Alta vista advanced search) • (car  or  automobile  or  vehicle)  and  (buy  or  purchase)  and  used • Quotations for words side-by-side • “global warming” • Asterisk (*) • math*

10. Some handy tips • Whenever possible, use nouns and objects as keywords • EXAMPLE:    fiesta dinnerware plates cups saucers • Put most important terms first in your keyword list; to ensure that they will be searched, put a +sign in front of each one • EXAMPLE:    +hybrid +electric +gas +vehicles  • Use at least three keywords in your query • EXAMPLE:    interaction vitamins drugs • Combine keywords, whenever possible, into phrases • EXAMPLE:    "search engine tutorial” • Avoid common words, e.g., water, unless they're part of a phrase • EXAMPLE:    "bottled water”

11. ERIC • The world's largest source of education information • The database contains more than 1 million abstracts of education-related documents (including reports, conference presentations, lesson plans) and journal articles, dating from 1966 • ERIC updates the database monthly, ensuring that the information you receive is timely and accurate. • Many documents are available directly through ERIC, or can be found elsewhere with ERIC’s reference data. • Get to it through http://www.lib.sfu.ca/

12. Sample ERIC Search

13. Instructional Design Basics

14. Instructional design • Definition • A set of systematic procedures for developing teaching materials and setting up learning environments • Links theory with practice in designing effective instruction • Example: a cookbook • There are numerous instructional design models

15. Instructional Design Models • Simplest model: ADDIE

17. More about ID models • ACPDDIE: Analyse, Create, Personalise, Design, Develop, Implement, and Evaluate Resources • ADDIE: http://www.personal.psu.edu/faculty/s/j/sjm256/portfolio/kbase/IDD/ADDIE.pdf • McGriff’s pages on ADDIE, Dick & Carey’s, and Kemp’s Models http://www.personal.psu.edu/faculty/s/j/sjm256/portfolio/kbase/IDD/ISDModels.html

18. Writing Objectives Specific (expected behaviour/action stated clearly) Measurable (outcome tied to the assessment) Acceptable (to student and instructor) Realistic Time-bound (completed within a timeframe) ________________ Behaviour Conditions Criteria

19. Wording “After this unit/lesson/etc. you will be able to:” (Learner focused). Suggested verbs: Bloom’s taxonomy See: http://www.acoem.org/education/jointsponsor/Learning%20Objectives.pdf

20. Resources • Bloom’s Taxonomy • http://www.coun.uvic.ca/learn/program/hndouts/bloom.html • General Guidelines • http://www.glencoe.com/sec/teachingtoday/downloads/pdf/objective_statements.pdf • http://www.nwlink.com/~donclark/hrd/templates/objectivetool.html • Writing Learning Objectives for Unit/Lesson Plans • http://www.harding.edu/USER/dlee/WWW/objectives.doc • More (detailed) info • http://med.fsu.edu/education/FacultyDevelopment/PDF/writingobjectives.pdf

21. WebQuests

22. Why WebQuests? • Originated with Dr. Bernie Dodge in 1995. • Based on the concern that K-12 students spent far too much time searching the web, and not enough time thinking about, or thinking with, what they find. • “WebQuest” • specific kind of web page • usually built by a teacher • design focuses on helping students use particular web-based (or other) materials as resources • for problem-solving • Enormously popular!

23. Parts of a WebQuest • Introduction • The “hook”, often a fictional scenario or “cover story” • Task • What do students need to do (produce)? Often involves playing a specific role in a life-like scenario • Process • Guidance on how to approach the task, with pointers to necessary resources and (sometimes) advice or hints on how to organize and think about these • Evaluation • How will students’ performance on the task be evaluated? • Conclusion • Helps students understand what they have accomplished and how it might be extended

24. WebQuest Resources • WebQuest building blocks and examples http://projects.edtech.sandi.net/staffdev/buildingblocks/p-index.htm • Create a task rubric http://webquest.sdsu.edu/rubrics/rubrics.html • Reading and training materials http://webquest.sdsu.edu/materials.htm

25. WebQuest Activity: Groups Divide into Groups: 4 people per group • Elementary • Grades 3-4 • Grades 6-8 • HS English • HS Math/Science • HS Humanities

26. Activity Instructions • Go to: http://webquest.sdsu.edu/materials.htm • Under A WebQuest about WebQuests, select “Elementary” or “Middle and High School” depending on your group. • Take 10 minutes to read the instructions and organize your group • Individually, spend up to 7 minutes on each site to complete your worksheet (35 minutes max.) • Regroup and answer the questions as a group. Make sure you have someone recording and ready to report out (25 minutes max. Let David know when you’re done) • Larger group discussion