As teachers prepare to create and use Computer-based instructional objects such as StAIRS and Webquests for students to use independently, I can think of a few key points that should be kept at the forefront of their thoughts. As with any other lesson, teachers should consider the basics such as content and its relevance to other concepts studied in the curriculum and student prior knowledge. They should make sure that the method of delivery is has elements of research-based teaching strategies, address a group of diverse learners, and are engaging for students. These are all things to be considered when developing any lesson.
Due to the technological nature of these instructional objects, however, teachers must consider a few other things.
1) Are the websites kid-friendly? Do they link to other sites that are not?
2) Is the format of the website too cluttered or busy for easily distractible learners? Do they contain too many links for students to get easily side-tracked?
3) Does the instructional object/instrument provide students with adequate feedback so that they are able to self-monitor their progress made while learning? Also, does the instrument include remediation or point to additional resources for student support when necessary?
I’m sure that there are more important points to consider, however, these are very relevant and things that I consider when evaluating computer-based instructional instruments to be used by my students. Below are a couple of mathematics-based webquests that I feel have considered the elements above for the most part, but also offer something special that make the strong candidates to be used in a mathematics classroom.
Mission Possible: Solving word problems in Algebra
This webquest combines study skills with meaningful content. It uses many different methods and resources as students use the internet and other resources for metacognition as they examine content and how they best learn it.
Choosing a cellphone plan: An algebra webquest
This webquest is engaging and relevant to students. It uses the Internet and other human resources and asks students to analyze information using algebraic concepts to make an informed consumer decision.
Wow, what great questions you raised in the beginning. There are some many things to keep in mind when developing and using a WebQuest, and you really hammered out all of the main ideas and questions to think about. I also liked your algebra examples, but I worry that if you allow the students to do the cell phone webquest as is, that students will feel overwhelmed with the amount of work. Perhaps limiting it to two carriers would be better?
ReplyDelete-Lori
Great blog Missy! I never thought about the considerations you raised. Making sure the instructional tool is uncluttered is important in keeping the students on track and focused. I agree too that these tools also need to be set up so that students can self-monitor. Especially if we want our students to use these resources independent. I look forward to your future blogs.
ReplyDeleteI especially like the third point that you raised. When the webquest is based on a math concept there needs to be an opportunity for feedback. A student doesn't learn math by seeing is done for them on a website. They need to test it out and try it themselves. A good webquest will do that. Thanks for the post.
ReplyDeleteJust found a really simple issue.
ReplyDeleteThe problem of web-based learning tool(such as Stair) should be connected to the internet, ALWAYS.
What about for developing countries which does not have enough computers or internet connection?
Are our discussion limited to the US education?