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Enhancing Learning Through Web-Based Inquiry Activities

Explore the shift from information to knowledge through web-based learning, focusing on inquiry-based approaches using resources like WebQuests. Find out how to integrate the web effectively for student-led, collaborative learning.

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Enhancing Learning Through Web-Based Inquiry Activities

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  1. Web-based Learning網上學習 Learning from the Internet: Information to knowledge through inquiry

  2. Why Web-based Learning? • Internet is a great source of information • Information finding skill • Authentic Information/Situation • arouse motivation • Easy communication/collaboration • flexibility • Not traditional • Learning shifted as a result of technology towards how to develop knowledge from information. How?

  3. Aims of Web-based Learning • Abilities like searching, evaluating, integrating, summarizing, • Communicating and collaborative learning • Problem-solving abilities • Life-long learning • The development of study skills throughout life • Paradigm-shift • From teacher-directed to student-led, inquiry-based learning

  4. Web-based Learning How? • Web resources = web-based learning? • Information = knowledge? • So what? What should teachers do with the Internet and the Web? Theory and Practice on Integrating the Web for Learning Working http://www.ozline.com/learning/theory.html

  5. Interactive Web sites • Achieve the aims of web-based learning? How? • Or just deliver of information plus supplements with interactive games/quizzes, or Web-based CAI For example, http://www.urbanext.uiuc.edu/gpe/case1/c1facts2a.html

  6. The WebQuest(ions) • An inquiry-oriented activity • Teachers choose Web resources for students to use • Built around pre-selected resources • Can involve group work • Support analysis, evaluation and synthesis of information Adapted from the articles by Bernie Dodge, San Diego State University “Some Thoughts about WebQuests” (http://webquest.sdsu.edu/about_webquests.html) and “Building Blocks of a WebQuest” (http://projects.edtech.sandi.net/staffdev/buildingblocks/p-index.htm )

  7. The WebQuest Model • Introduction • sets the stage and provides some background information. • An instructional set that stimulates prior knowledge and prepares students for new learning. • Task or Problems • The challenge or conflict to be addressed in the WebQuest activities

  8. The WebQuest Model … • Process (including Information sources) • students go through in accomplishing the task • Collaborative teams are formed • Specific guided activities • information needed to complete the task • Web-based • Print or video resources (in libraries) WebQuest allows students focusing on using information instead of finding information

  9. The WebQuest Model … • Evaluation • Open-ended for products created by students as a result of their problem solving. • Conclusion • The closure to the quest • Reminds the learners about what they've learned • Teacher’s page • information to help other teachers to implement the Webquest, including: target learners, curriculum contents, notes for teaching the unit, and, in some cases, examples of student work • References and citations

  10. Types of WebQuests • Short term • Instructional goal is knowledge acquisition • Designed to be completed in one to three periods • Long term • Instructional goal is extending and refining knowledge • Designed to take over one week

  11. FOCUS:Five Rules for Writing a Great WebQuest • Find great sites • Orchestrate learners and resources • Ensure trouble-free group work by creating a cooperative learning environment • Challenge learners to think Dodge, B. (2001). FOCUS: Five Rules for Writing a Great WebQuest. Learning & Leading with Technology, 28(8).

  12. FOCUS:Five Rules for Writing a Great WebQuest • Use the Medium • Access to multimedia resources such as video or audio • Take advantage of the unique features the Internet contains • Scaffoldhigh expectations • Make it easy for students to succeed by providing guides that help them acquire, transform, and present knowledge.

  13. Student-created WebQuest • WebQuest becomes a learning tool • It demonstrates students’ knowledge gained • It focuses students on their information needs and their own products they are to achieve (ownership)

  14. Define a problem Develop questions Search for and evaluate resources Design a site with an audience in mind Work on a team for project creation Synthesize information Apply logical thinking Consider and accept multiple possible solutions Respond to a problem Respond to questions Evaluate information within pre-selected resources Navigate within a site Work on a team for problem solution Synthesize information Apply logical thinking Arrive at a possible solution to the problem Developing vs doing a WebQuest Jonassen, D. H., Howland, J., Moore, J. & Marra, R. M. (2002). Learning to solve problems with technology: A constructivist perspective. New York: Prentice Hall. p.48

  15. Learning resources • WebQuest Workshop • WebQuest Collections • WebQuest Templates • WebQuest Taskonomy • CUHK learning community

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