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Web-based Learning 網上學習 Learning from the Internet: Information to knowledge through inquiry
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?
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
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
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
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 http://webquest.sdsu.edu/about_webquests.html “ Building Blocks of a WebQuest ” (http://projects.edtech.sandi.net/staffdev/buildingblocks/p-index.htm )http://projects.edtech.sandi.net/staffdev/buildingblocks/p-index.htm
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
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
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
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
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).
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 Scaffold high expectations Make it easy for students to succeed by providing guides that help them acquire, transform, and present knowledge.
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)
Developing vs doing a WebQuest 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 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
Learning resources WebQuest Workshop WebQuest Workshop WebQuest Collections WebQuest Collections WebQuest Templates WebQuest Templates WebQuest Taskonomy WebQuest Taskonomy CUHK learning community CUHK learning community
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