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Enhancing Learning Through Instructional Design and WebQuests

Learn about instructional design basics, writing objectives, and creating engaging WebQuests. Get resources and participate actively in discussions to enhance learning outcomes. Prepare for the next week's tasks and discussions on the position paper.

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Enhancing Learning Through Instructional Design and WebQuests

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  1. EDUC 260: Week 4

  2. Outline • Administrivia • Feedback on Reading Response #1 Discussion • Instructional Design Basics • Introduction to WebQuests • For next week

  3. Administrivia • Most significant: • keeping the class up-to-date • going over the ins-and-outs of the position paper • Turnitin program • online conferencing • Other comments: • Hard to keep on top of workload when we meet only once a week (suggestion: WebCT, syllabus & “Next Week” Slide) • Reading responses: • take a lot of time and work for 5%/a little overwhelming (any hints to deal with this to be more efficient?) • valued for thinking about issues • Suggestion: time to converse in the chat room together

  4. Suggestions • Use “reply with quotes” sparingly • i.e. respond to a specific idea. • Active and regular participation with peers • Encouragement, support, challenging their ideas, and sharing resources. • Use the questions on the website to provide a basis for your thinking • to build upon rather a final answer. • Spend less time reiterating what is in the readings • Instead, develop your own insight into an issue and use resources to support your views or support/refute those of others. • Progress with the discussion • points may have already been covered and the class may have moved on.

  5. Instructional Design Basics

  6. 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

  7. Instructional Design Models • Simplest model: ADDIE

  8. 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

  9. 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

  10. 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

  11. Resources • Examples of Objectives • http://www.distance.uvic.ca/faculty/object_ex.htm • 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

  12. WebQuests

  13. 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!

  14. WebQuest Resources • Assignment #4 • Integrated Resource packages http://www.bced.gov.bc.ca/irp/irp.htm • Six required primary components of a WebQuest http://schools.sd68.bc.ca/webquests/ • Five Rules for Writing a Great WebQuest http://www.iste.org/L&L/28/8/featuredarticle/dodge/index.html

  15. Additional 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

  16. WebQuest Activity: Groups Divide into Groups: • Middle/High School • Elementary

  17. 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 Stephanie know when you’re done) • Larger group discussion

  18. For Next Week • Be prepared to start the online discussion for Reading Response #2 • Review information about the Position Paper • Position paper outline for discussion • Post any questions in the WebCT Q&A

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