Webbased Learning

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Web-based Learning

• Learning from the Internet Information to
  knowledge through inquiry

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Why Web-based Learning

• The Web contains a large repertoire of
  information
• New generation learning of generic skills in
  additional to subject knowledge
• Life-long learning
• Student-centred learning

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What the Web gives?

• Internet is a great source of information
• Information finding skill
• Authentic Information/Situation
• arouse motivation situated learning
• Easy communication/collaboration
• flexibility

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What is Happening?

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What Our Students Need?

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7
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WEB-based Teaching Today?

• Repository of teaching materials
• Class administration
• Information dissemination
• Student-teacher interaction
• (Yet another) Broadcasting medium
• Searching for information
• Examination medium
• Virtual laboratories

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Web-based Learning

• How to use the above technology to
• Promote student-centred learning - paradigm
• Train high-order generic skills
• Encourage Life-long learning

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The Problem is

• Students are provided with exposure to current,
  authentic information uniquely available through
  web sites that provide an environment which
  support inquiry-based and constructivist learning
  (Oliver, 2000).
• Do they have the abilities to navigate through
  the site finding the information needed to solve
  problems and complete tasks which require
• prior knowledge
• self-regulation strategies (MacGregor, 1999).
• strategies necessary to efficiently and
  effectively negotiate the reams of available
  information.

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The Solution

• Webquest?

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WebQuest

• An inquiry activity that
• presents students with a challenging task,
• provides access to an abundance of usually online
  resources and
• scaffolds the learning process to prompt higher
  order thinking.
• The products of WebQuests are usually published
  on the Web for some real feedback.
• WebQuests usually involve a controversial topic.
• The WebQuest could help students construct their
  own mental models of standing through active
  inquiry.

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Theoretical Background

• Situated Learning
• Constructivism
• Problem-based Learning
• Project-based Learning

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Situated Learning

• Learning occurs when a learner explores in an
  authentic situation through social interaction
  and collaboration

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Constructivism
select and transform information
Environment
Past Knowledge
Construct hypotheses
Learner
Make decisions
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Constructivism

• Learning is an active process in which learners
  construct new ideas or concepts based upon their
  current/past knowledge
• the learner selects and transforms information,
  constructs hypotheses, and makes decisions,
  relying on a cognitive structure to do so

More about Constructivism
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Problem-based learning (PBL)

• An instructional method that
• challenges students to "learn to learn,"
• working cooperatively in groups to seek solutions
  to real world problems.
• Problems are used to engage students' curiosity
  and initiate learning the subject matter.
• Prepares students to think critically and
  analytically, and to find and use appropriate
  learning resources.

http//www.udel.edu/pbl/
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Project-based Learning

• a comprehensive approach to instruction.
• students participate in projects and practice an
  interdisciplinary array of skills from math,
  language arts, fine arts, geography, science, and
  technology.

http//www.4teachers.org/projectbased/
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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_webques
ts.html ) and Building Blocks of a
WebQuest (http//projects.edtech.sandi.net/staffd
ev/buildingblocks/p-index.htm )
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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

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The WebQuest Model

• Process
• students go through in accomplishing the task
• Collaborative teams are formed
• Specific guided activities
• Products published on the Web
• Information sources
• information needed to complete the task
• Web-based
• Print or video resources

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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
• Teachers 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
• Concept Map showing the relationships among the
  concepts (CU only)
• References and citations

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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

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Webquest Main Features

• Inquiry Approach
• Mainly use resources on the Web
• Guided and provided with basic information like
  web resources
• Products on the Web to collect feedbacks

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Concept Map and WebQuest

• http//www.uwstout.edu/soe/profdev/conceptmap/50us
  es.html

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Activity

• Work in groups by following the instruction in
  the site
• http//webquest.sdsu.edu/webquestwebquest-ms.html

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END