WEBQUESTS & COLLABORATIVE, PROBLEM-BASED PEDAGOGY FOR HYBRID/ONLINE COURSES Dr. James P. Frazee, Director Instructional Technology Services SDSU Course Design Institute May 27, 2009
Jan 06, 2016
WEBQUESTS & COLLABORATIVE, PROBLEM-BASED PEDAGOGY FOR
HYBRID/ONLINE COURSES
Dr. James P. Frazee, Director
Instructional Technology Services
SDSU Course Design Institute
May 27, 2009
“One of the most pressing challenges is encouraging educators to use technology-enhanced active learning strategies to facilitate learning.”
-- James L. MorrisonProfessor Emeritus, UNC
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Why?
ENTER….THE WEBQUEST!
What is a WebQuest?Student-centered, inquiry-based toolHand-picked resources uses students’ time
wiselyProfessor provides scaffolding with:
Introduction Task/question Process/Roles Resources Evaluation criteria Conclusion
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WEBQUESTS
GOALS FOR TODAY:
After our session, you will:Have an increased understanding of what
a WebQuest is and why it is useful.Know where to go for free WebQuest
resources to use in your own coursesBe more likely to explore and pursue the
use of WebQuests and online resources to promote inquiry in your own teaching.
DIGITAL NATIVES
“Youth, Technology, and Learning: Opportunities for Educators and Future Employers” http://www.youtube.com/watch?v=YGhhETB9RNg ~
2:42
The World’s Quickest
WebQuest?
Are you ready for...
THE MARTIAN HAIKUQUEST
INTRODUCTION Japan is preparing the
technologies that will enable the settling of Mars before the year 2100.
To help establish a link in the public mind between Japan and Mars, Sony is sponsoring a worldwide contest for the best Haiku written about the Red Planet.
THE TASK To win the contest, write a
haiku that successfully captures the rugged beauty of Mars while staying within the spirit of the haiku form.
Do it well, and the 1 Million Yen prize is yours!
You will write a haiku in pairs
(this also explains the evaluation criteria)
THE PROCESS
First, learn about the haiku form:
3 short lines 5-7-5 syllables
some flexibility, but less is more Often alludes to a season or nature Captures the essence of a particular moment,
with a surprising twist
THE PROCESS
Some example haiku
As the wind does blowAcross the trees, I can seeBuds blooming in May.
From http://www.international.ucla.edu/shenzhen/2002ncta/cunningham/Webpage-HaikuPoems.htm
THE PROCESS
Some example haiku
I like spring waterIt makes me feel good inside
It takes my breath away.-LaQuita, age 10, Georgia
From http://www.international.ucla.edu/shenzhen/2002ncta/cunningham/Webpage-HaikuPoems.htm
THE PROCESS
Some example haiku
If you are tender to them,
The young sparrows
Will poop on you
From A Few Fireflies and I: Haiku by Issa
THE PROCESS
Now, find a partner…
One person will study graphic images of Mars and think of metaphors for the features they see.
You will focus on the LEFT side of the screen.
The other person will look at factual, scientific information about Mars and think of how these might be used in a poem.
You will focus on the RIGHT side of the screen.
ARE YOU READY TO EXPLORE?!?
One person look only at the left side..
One person look only at the right side
Images Text
You won’t have time to study both sides of the screen, so focus on your own task!
You may want to jot down ideas as you view the slides.
Like Mercury, Venus and Earth, Mars is mostly rock and metal. Mountains and craters scar the rugged terrain.
Courtesy NASA/JPL-Caltech
The dust, an iron oxide, gives the planet its reddish cast.
Thin atmosphere and an elliptical orbit combine to create temperature fluctuations ranging from -140 degrees Celsius to a comfortable +20 degrees Celsius on summer days at the equator.
Mars was warm and wet about 3.7 billion years ago. But as the planet cooled, the water froze. Remnants exist as ice caps at the poles.
Courtesy NASA/JPL-Caltech
Mars is about half the size of earth. Its atmosphere is composed mostly of carbon dioxide and is very thin, exerting about 1/100 the surface pressure that the earth's atmosphere exerts.
Courtesy NASA/JPL-Caltech
THE PROCESSShare your impressions with your
partner.
Draft your Haiku, tying together both the facts and visual impressions.
Keep in mind the Haiku form.
CONCLUSIONS:ISSUES EXPERIENCED IN THIS SIMULATION
Authentic, hands-on task Interdependence More resources brought into the discussion
by working in parallel Scaffolding…No room for surfing Transformation of information, not simply
retelling Taking advantage of the web’s timeliness and
richness Provides opportunities to explore, act, think,
and be producers not just consumers
WHY TEACH THIS WAY? BECAUSE TOMORROW’S ADULTS WILL NEED TO…
think together think for themselves know how to teach themselves new tricks make sense of information they’ve never
seen before generate their own questions and know how
to find the answers
CLOSING HAIKU ABOUT STUDENT-CENTERED INQUIRY-BASED LEARNING
Students together,Generating new knowledge,
Internet as tool.– Rebecca Frazee
Questions shimmer Like circled waves in ponds.
I toss the rock.– Bernie Dodge
RESOURCES
Resources Webquests
http://webquest.org/ - Bernie Dodge’s page, co-creator of WQ
http://webquest.ning.com/ (online community around WQs) http://bestwebquests.com/ - Tom March, co-creator of WQ
Web inquiry projects http://webinquiry.org/
THANK YOU!
World’s Quickest WQ material in this presentation from Dr. Bernie Dodge, adapted by Dr. James Frazee for the 2009 Course Design Institute at SDSU