I worked with "The Green Ladies", Misty Burnworth, Lori
Cummings, and Jenni Topmiller, to create a web quest aimed at 5th grade
students. We collaborated virtually to develop the web quest and an
implementation guide containing extensive resources for instructors.
Link to Standard
Web quests are a form of self-directed learning wrapped in a problem-based
learning context. Design required us to step into the learner's and instructor's
shoes to ensure the inclusion of sufficient support materials for task completion.
Deductive reasoning was used to designed teacher and learner resources.
Inductive reasoning was used to a lesser degree, in the process of correlating
of state standards and learning outcomes to the project's tasks and deliverables.
Challenges and Opportunities
I discovered and implemented web quests about six years ago with my
middle school math students. Imagine my excitement when I learned that I
would I would be guided throughout the creation of a web quest by the
institution who pioneered this form of instructional delivery. I viewed
this as an opportunity to learn from the "pros". Throughout the
project I consciously reminded myself to think back to my implementation as an
instructor of students whose conceptual and and problem-solving skills are
below grade level. I was also cognizant of the leg work required as an
instructor to gain a complete understanding of the problem my student would
soon work through. The results of this type of thinking led to the
development of a web quest that supports the both the learner and instructor.
It was a challenge to develop comprehensive support materials. The web
quest's tasks require the learner to use high-level cognitive processes:
Evaluating information for relevance
Reading for understanding then writing notes in a research journal
Synthesizing information to create a presentation of findings
Self-directed
student work requires scaffolding. The challenge lies in striking a balance
between providing scaffolds that are "just right" for a population
representing mixed abilities and prior knowledge. Students aren't
challenged to solve problems on their own if every step is supported.
Conversely, students become frustrated if they aren't provided sufficient
learning support, especially students with low sill levels. Designing to
support learning in the Zone of Proximal Development can be a slippery slope,
indeed. As the design team hypothesized about resource development, we
constantly asked each other, "would a 5th grader know how to do this
without guidance?" The result is a web quest that not only directs
the learner "what to do", but guides the "how to do it".
Designing and developing to support the instructor felt less challenging,
perhaps because the team was composed of teachers. We imagined that we
were standing in the classroom then inferred implementation resources to
develop. The resulting teacher resource web site makes it possible for
both beginning and experienced teachers to implement the web quest. In
addition to standard teacher supports such as rubrics, we added information
about conservation, content standards, strategies to guide the research
process, and a graphical project time line.
Working with a group of teachers developed a deeper understanding of the types
of learning supports required to successfully complete and implement a web
quest. The experience of creating a web quest developed my speculative
thinking skills. Next year I will begin the design and development of courses
at my school that I may not implement. I will draw on the work processes
my team employed as I move into instructional design roles at my school
site.
Professional and Personal Growth This project demonstrates my ability to use inductive reasoning to develop a
problem-based learning unit. Educational technologists may design and
develop learning products for individuals with whom they have no direct
contact. The ability to deduce the learners’ and implementers’ needs is
crucial to the success of the product. Leaving out resources or failing
to scaffold instruction causes the experience to frustrate teachers and
students, stalling learning. Designing and developing instructional
packages that include resource materials for teacher and learners is necessary.
Beginning teachers or teachers who are instructing courses out of their
credential area often require extra resources to mitigate their lack of
subject-specific knowledge. Delivering comprehensive learning products
increases their value, provides a rich learning experience, and promotes my
reputation as an instructional designer.
References
The Buck Institute for Education. (2003). Project
based learning: A guide to standards-focused project based learning for middle
and high school teachers (2nd, Ed.). Oakland, CA: Wilsted & Taylor
