PBL, WebQuests & OELEs

1. PBL, WebQuests & OELEs EDMD 7200Spring, 2007 Dr. Sara Wolf WebQuest information is drawn from the materials provided by Dr. Bernie Dodge, and located at: http://webquest.sdsu.edu/

2. Problem-Based Learning PBL in action in: Brush, T. & Saye, J. (2000). Implementation and evaluation of a student-centered learning unit: A case study. Educational Technology Research and Development, 48(3), 79-100.

3. Characteristics • Student-Centered • Real-life Scenarios/Problems • Ill structured • Divergent • No one “right answer” • Faculty are Guides/Facilitators • Group Discussion

4. Brief History • Began in medical school communityMcMaster University (Canada) • Socratic origins • Dewey’s “engagement” • Moved to other Sciences • Slowly into Humanities • Social Studies has particular interest

5. Benefits • Increased Engagement • Process & Meaning vs. Minutia • Team-based Problem Solving Skills • Using Information to solve Problems • Information Literacy • Self-Regulation • Student Ownership of Learning

6. Challenges • Culture/Role Changes • Student • Instructor • Institution • Money for Larger Projects • Achievement on “Standard” Tests • Time • Assessment

7. Open Ended Learning Environments (OELE) References in this section from: Hannafin, M. Land, S. and Oliver, K. (1999). Open learning environments: Foundations, methods, and models. In C. Reigeluth (Ed.), Instructional design theories and models (Vol. 2, pp. 115-140). Mahlway, NJ: Erlbaum.

8. OELE • Open Ended Learning Environments(Hannafin et al.) • Enabling Context • Resources • Scaffolds • Tools Hannafin, M. Land, S. and Oliver, K. (1999). Open learning environments: Foundations, methods, and models. In C. Reigeluth (Ed.), Instructional design theories and models (Vol. 2, pp. 115-140). Mahlway, NJ: Erlbaum.

9. Enabling Context • “Enabling contexts are the vehicles through which individuals are oriented to a need or problem and interpretive perspectives are situated. [They] guide students in recognizing or generating problems to be addressed and framing learning needs.” (p. 124)

10. Enabling Context • Externally Imposed • Context & problem are teacher-provided • Means to solution is student-provided • Externally Induced • Context is teacher-provided • Problem and solution are student-provided • Individually Generated • Context, problem, and solution are student-provided

11. Resources • “Source materials that support learning.” (p. 126) • Changeable • Unchangeable

12. Tools • “Provide the overt means through which individuals engage and manipulate both resources and their own ideas.” (p. 128) • Processing (cognitive processing) • Seeking, collecting, organizing, integrating, generating • Manipulation (understanding testing) • Data entry, modeling • Communication (collaboration) • Asynchronous, synchronous

13. Scaffolds • “Scaffolding is the process through which learning efforts are supported while engaging an OLE” (p. 131). • Conceptual (what to consider, problem is defined) • Metacognitive (how to think) • Procedural (use of features) • Strategic (analysis and approach to learning task/problem)

14. WebQuests Locate the evaluation rubric for the WebQuest in WebCT. Refer to it during this portion of the presentation

15. Why WebQuests? • Constructivist way to introduce students to variety of material • Open-ended in nature (OELE) • Lend themselves to interdisciplinary study • Structure is applicable in a variety of settings

16. Constructivism • Learning = a change in meaning constructed from experience • Effective instruction = anything that helps students construct their own representations of knowledge in authentic situations • Hypermedia and OELEs, increased learner control

17. WebQuests • “A WebQuest is an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the internet.” (para. 2). Dodge, B. (1997). Some thoughts about WebQuests. Retrieved February 6, 2006, from http://webquest.sdsu.edu/about_webquests.html

18. WebQuests • Introduction • Task • Process (Resources) • Resources • Evaluation • Conclusion • Teacher Page

19. Introduction - Aimed at the student - Preparation and “hook” - Essential or guiding question (http://projects.edtech.sandi.net/sessions/westwardho/introduction.htm)Westward Ho!, Shall we go?It is 1830 in Wahoo, Kentucky. You and your family have been called to a town meetin' by Mr. Imin Charge, the mayor of Wahoo.The mayor is concerned because he has heard talk from the citizens of Wahoo, about leaving this fine town and headin' west. He has informed everyone that they will have a formal meetin' in one weeks time. At that time, all townfolk must come prepared to share their decision of whether they will stay or go. Westward Ho! Will you go?

20. Task - Aimed at the student - Provides focus - “Clear, crisp” description (http://projects.edtech.sandi.net/pbelem/childrenspool/task.htm)The City Council is trying to make a fair decision on the Children's Pool issue.They need to be informed on all sides of the debate.You will participate in a DEBATE as a representative of your special interest group. There are other groups of people who also have interests in the issue and will not share your views. The City Council will use the information and opinions you present to make a decision. Therefore, the quality of your contribution in the debate will influence their decisions. Make a good case in PERSUADING the City Council towards your position.There is no right or wrong answer to this very difficult issue. The class will use this debate to explore the different perspectives in order to help make sense of environment and human interactions.

21. Process • Aimed at the student • Outlines how the task will be accomplished • Clear steps, resources & tools included • http://projects.edtech.sandi.net/grant/insects/process.htm • Choose an insect • Research your insect • Have a group discussion • Write a letter • Design a group poster

22. Resources • “Pre-defined [and evaluated] resources focus student time on understanding and transforming information.” (para. 1) • Many times, embedded in the “Process” page • Used as part of the scaffolding process for students • Evaluation must occur and be documented on your WebQuest (A nice overview can be found at: http://projects.edtech.sandi.net/staffdev/tpss99/processguides/evaluating_teacher.html Dodge, B. (1997). Building blocks of a Webquest. Retrieved February 6, 2006, from http://projects.edtech.sandi.net/staffdev/buildingblocks/p-index.htm (note: click on “process, scaffolding, resources” to find correct citation location)

23. Evaluation • Aimed at the student • Explains evaluation criteria for performance (rubric included) • Aligned with task • http://projects.edtech.sandi.net/balboa/nations/evaluation.htm • Did you follow directions? • Did you cooperate with your partner? • Did you use your resources? • Did you complete your poem? • Did you present your poem to the class?

24. Conclusion - Aimed at the student - Provide summary, encourages reflection - May include rhetorical questions, extension ideas/links, etc. (http://projects.edtech.sandi.net/ofarrell/genocidewebquest/conclusion.htm)They say that unless one learns from one's mistakes, history repeats itself. Genocide is a real threat to ethnic groups in our world. We, as a caring society, need to fight against the complacency of people who choose to ignore this horrifying cleansing act. By completing this challenging webquest you have gained a tremendous amount of information that most people either do not know, or chose to forget. Be assured that genocide does go on, even now, in many places in the world. You as a citizen of the world need to be constantly aware of injustices that are going on, not just in foreign countries, but in your own back yard. Elie Wiesel said that "indifference can be tempting...It is so much easier to look away from victims. It is so much easier to avoid such rude interruptions to our work, our dreams, our hopes. It is, after all, awkward, troublesome, to be involved in another person's pain and despair." May indifference will never be tempting to you.

25. Teacher Page • Aimed at other teachers • Provides background & other special information that aids in implementation. • Examples of different teacher pages can be found at the WebQuest site:(http://projects.edtech.sandi.net/staffdev/buildingblocks/p-index.htm) by clicking on “teacher page” in the left navigation bar, and following the links provided.

26. Your Teacher Page • Instructional goals/objectives • Curricular and technology standards • Modifications for all learners • Evaluation criteria for resources • Include instrument • Include evidence of instrument use or evaluation process for each resource • Other information as necessary and/or appropriate

27. WebQuest Taxonomy • http://webquest.sdsu.edu/taskonomy.html • 12 types of WebQuests, ranging from very low level, to very high level of thinking involved.

28. Retelling Compilation Mystery Journalistic Design Creative Product “Research Report” Transformation Synthesis Bias & accuracy Authentic constraints Open-ended, inviting Taxonomy (1)

29. Consensus Building Persuasion Self-Knowledge Analytical Judgment Scientific Realistic, varied Convincing vs. accommodating No short answers Sim/Diff leading to implications Supported decisions Hypothesis testing(challenge to avoid the arcane) Taxonomy (2)

30. Relationships ? PBL OELE ? ? WebQuests

31. Exercise (homework) • Using “WQSHOELEcomparison.ins” (available on the WebCT discussion board) Illustrate your understanding of the relationship between these three techniques. (30 min.) • Create links • Rearrange elements • Add symbols or elements • Add text • Etc. • Export your file as a .jpg & attach it to a discussion posting

32. Exercise (homework) • Based on your exploration of WebQuests, searches you conducted using search engines, and your experience…. • Brainstorm possible WebQuest topics of interest to you. • Don’t worry about finding specific WWW resources right now, but think about what types of pages you’d want to find to facilitate the activity for your students. • Using Word, PowerPoint or Inspiration, create a document that illustrates this “first draft” plan for the creation of a WebQuest. Keep it for future reference.

33. Homework • Before close of business on Friday (2/5/06) you should email the following to Dr. Wolf in the WebCT dropbox. • A proposed “problem,” “theme,” or “topic” for the WebQuest project (please include your name) • A proposed method for assessing student success with your WebQuest.

34. Selected Bibliography Dodge, B. (2002). Readings and training materials. [online] Available: http://webquest.sdsu.edu/materials.htm (Accessed July 15, 2002). (A selected bibliography is available here) Hannafin, M. Land, S. and Oliver, K (1999). Open learning environments: Foundations, methods, and models. In C. Reigeluth (Ed.), Instructional design theories and models (Vol. 2, pp. 115-140). Mahlway, NJ: Erlbaum. Krajcik, J., Soloway, E., Blumenfeld, P., & Marx, R. (1998). Scaffolded technology tools to promote teaching and learning in science, Yearbook (Vol. 1998, pp. 31-45). Alexandria, VA: Association for Supervision and Curriculum Development. Land, S., and Hannafin, M. (1997). Patterns of understanding with open-ended learning environments: A qualitative study. Educational Technology Research and Development 45(2). 47-73.