web-based learning learning from the internet: information to knowledge through inquiry
TRANSCRIPT
Web-based LearningWeb-based Learning
Learning from the Internet: Information Learning from the Internet: Information to knowledge through inquiryto knowledge through inquiry
Why Web-based LearningWhy Web-based Learning
The Web contains a large repertThe Web contains a large repertoire of informationoire of information
New generation – learning of geNew generation – learning of generic skills in additional to subjeneric skills in additional to subject knowledgect knowledge
Life-long learningLife-long learning Student-centred learningStudent-centred learning
What the Web gives?What the Web gives?
Internet is a great source of Internet is a great source of informationinformation Information finding skillInformation finding skill
Authentic Information/Situation Authentic Information/Situation arouse motivation; situated learningarouse motivation; situated learning
Easy communication/collaborationEasy communication/collaboration flexibilityflexibility
What is Happening?What is Happening?
以前的成功方式以前的成功方式 , , 已不足夠令我已不足夠令我們的下一代去應付新環境新問題們的下一代去應付新環境新問題的挑戰的挑戰 . . 我們甚至不知道他們將我們甚至不知道他們將會面對什麼問題會面對什麼問題 , , 更遑論為他們更遑論為他們提供答案及解決辦法提供答案及解決辦法 . . 所以我們所以我們一定要肯定我們的孩子要懂得獨一定要肯定我們的孩子要懂得獨立思考立思考 . (. ( 新加坡政府新加坡政府 , 1997), 1997)
What Our Students Need?What Our Students Need?
創造性思考及學習技能創造性思考及學習技能 減少學科知識的學習減少學科知識的學習 將更多時間用於專題研究 將更多時間用於專題研究 (Projec(Projec
t)t) 資訊科技用於建立傳意技巧及獨資訊科技用於建立傳意技巧及獨
立學習的能力立學習的能力 培養學習興趣培養學習興趣 , , 學習目的並非為學習目的並非為
求優良考試成績求優良考試成績 , , 只有能夠不斷只有能夠不斷學習才能達致卓越的成就學習才能達致卓越的成就
新加坡政府口號 : Learning Nation, Thinking School
我 們 的 理 想 我 們 的 理 想 (( 香港政府香港政府 9898 年資訊科技教育五年資訊科技教育五年策略年策略 ))
激 發 和 維 持 學 生 的 學 習 興 激 發 和 維 持 學 生 的 學 習 興 趣 。 趣 。 .. .. 教 與 學 逐 漸 轉 向 較 教 與 學 逐 漸 轉 向 較 有 創 意 及 互 動 性 的 模 式 。有 創 意 及 互 動 性 的 模 式 。
擴 闊 學 生 的 視 野 ， 豐 富 他 擴 闊 學 生 的 視 野 ， 豐 富 他 們 的 學 習 經 驗 ， 幫 助 他 們 們 的 學 習 經 驗 ， 幫 助 他 們 發 展 具 創 意 的 思 維 。發 展 具 創 意 的 思 維 。
鼓 勵 學 生 不 斷 自 學 進 修 ， 鼓 勵 學 生 不 斷 自 學 進 修 ， 培 養 合 作 精 神 。培 養 合 作 精 神 。
培養更高層次的思維技巧， 培養更高層次的思維技巧， 掌握處理資訊（尋找、評估、組掌握處理資訊（尋找、評估、組
織和表達）的全盤方法， 織和表達）的全盤方法， 養成終生學習的習慣。 養成終生學習的習慣。 學校教育有需要來一次學校教育有需要來一次 "" 範式轉範式轉
向向 "-"- 由主要以課本為根據、教由主要以課本為根據、教師為中心的教學模式，轉向較為師為中心的教學模式，轉向較為互動和以學生為中心的模式互動和以學生為中心的模式。。
WEB-based Teaching Today?WEB-based Teaching Today?
Repository of teaching materialsRepository of teaching materials Class administrationClass administration Information disseminationInformation dissemination Student-teacher interactionStudent-teacher interaction (Yet another) Broadcasting (Yet another) Broadcasting
mediummedium Searching for informationSearching for information Examination mediumExamination medium Virtual laboratoriesVirtual laboratories
Web-based LearningWeb-based Learning
How to use the above technologHow to use the above technology to y to Promote student-centred learningPromote student-centred learning
- paradigm - paradigm Train high-order generic skillsTrain high-order generic skills Encourage Life-long learningEncourage Life-long learning
The SolutionThe Solution
Webquest?Webquest?
WebQuestWebQuest An inquiry activity that An inquiry activity that
presents students with a challenging task, presents students with a challenging task, provides access to an abundance of usually provides access to an abundance of usually
online resourcesonline resources and and scaffoldsscaffolds the learning process to prompt high the learning process to prompt high
er order thinking. er order thinking. The products of WebQuests are usually The products of WebQuests are usually
published on the Web for some real feedpublished on the Web for some real feedback. back.
WebQuests usually involve a controversiWebQuests usually involve a controversial topic. al topic.
The WebQuest could help students consThe WebQuest could help students construct their own mental models of standintruct their own mental models of standing through g through active inquiryactive inquiry. .
Theoretical BackgroundTheoretical Background
Situated LearningSituated Learning ConstructivismConstructivism Problem-based LearningProblem-based Learning Project-based LearningProject-based Learning
Situated LearningSituated Learning
Learning occurs when a learner Learning occurs when a learner explores in an authentic situatioexplores in an authentic situation through social interaction and n through social interaction and collaborationcollaboration
ConstructivismConstructivism
Past Knowledge
Environmentselect and transform information
Construct hypotheses
Make decisions
Learner
ConstructivismConstructivism
Learning is an active process in which Learning is an active process in which learners construct learners construct new ideas or new ideas or conceptsconcepts based upon their based upon their current/past knowledge; current/past knowledge;
the learner the learner selects and transformsselects and transforms information, information, constructs hypotheses, constructs hypotheses, and makes decisionsand makes decisions, relying on a , relying on a cognitive structure to do socognitive structure to do so
More about Constructivism
Problem-based learning (PBL) Problem-based learning (PBL)
An instructional method that An instructional method that challenges students to "learn to learn," challenges students to "learn to learn," working cooperatively in groups to seek working cooperatively in groups to seek
solutions to real world problems.solutions to real world problems. Problems are used to engage Problems are used to engage
students' curiosity and initiate students' curiosity and initiate learning the subject matter. learning the subject matter.
Prepares students to think critically Prepares students to think critically and analytically, and to find and use and analytically, and to find and use appropriate learning resources. appropriate learning resources.
http://www.udel.edu/pbl/
Project-based LearningProject-based Learning
a comprehensive approach to ina comprehensive approach to instruction. struction.
students participate in projects astudents participate in projects and practice an interdisciplinary and practice an interdisciplinary array of skills from math, languagrray of skills from math, language arts, fine arts, geography, sciee arts, fine arts, geography, science, and technology. nce, and technology.
http://www.4teachers.org/projectbased/
The WebQuest(ions)The WebQuest(ions)
An inquiry-oriented activityAn inquiry-oriented activity Teachers choose Web resources for Teachers choose Web resources for
students to usestudents to use Built around pre-selected resourcesBuilt around pre-selected resources Can involve group workCan involve group work Support analysis, evaluation and Support analysis, evaluation and
synthesis of informationsynthesis 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“Building Blocks of a WebQuest”(http://projects.edtech.sandi.net/staffdev/buildingblocks/p-index.htm )
The WebQuest ModelThe WebQuest Model
IntroductionIntroduction sets the stage and provides sets the stage and provides
some background information. some background information. An instructional set that An instructional set that
stimulates prior knowledge and stimulates prior knowledge and prepares students for new prepares students for new learning.learning.
TaskTask or or ProblemProblemss The challenge or conflict to be The challenge or conflict to be
addressed in the WebQuest addressed in the WebQuest activitiesactivities
The WebQuest Model …The WebQuest Model …
ProcessProcess students go through in accomplishing students go through in accomplishing
the taskthe task Collaborative teams are formed Collaborative teams are formed Specific guided activities Specific guided activities Products published on the WebProducts published on the Web
Information sourcesInformation sources information needed to complete the information needed to complete the
tasktask Web-basedWeb-based Print or video resourcesPrint or video resources
The WebQuest Model …The WebQuest Model … EvaluationEvaluation
Open-ended for products created by Open-ended for products created by students as a result of their problem students as a result of their problem solving. solving.
ConclusionConclusion The closure to the questThe closure to the quest Reminds the learners about what they've Reminds the learners about what they've
learnedlearned Teacher’s pageTeacher’s page
information to help other teachers to information to help other teachers to implement the Webquest, including: implement the Webquest, including: target learners, curriculum contents, target learners, curriculum contents, notes for teaching the unit, and, in some notes for teaching the unit, and, in some cases, examples of student workcases, examples of student work
Concept Map showing the relationships Concept Map showing the relationships among the concepts (CU only)among the concepts (CU only)
References and citationsReferences and citations
Types of WebQuestsTypes of WebQuests
Short termShort term Instructional goal is knowledge Instructional goal is knowledge
acquisitionacquisition Designed to be completed in one Designed to be completed in one
to three periodsto three periods Long term Long term
Instructional goal is extending Instructional goal is extending and refining knowledgeand refining knowledge
Designed to take over one weekDesigned to take over one week
FOCUSFOCUS:Five Rules for Writing :Five Rules for Writing a Great WebQuesta Great WebQuest
FFind great sitesind great sites OOrchestrate learners and rchestrate learners and
resourcesresources Ensure trouble-free group work Ensure trouble-free group work
by creating a cooperative by creating a cooperative learning environmentlearning environment
CChallenge learners to thinkhallenge 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 FOCUS:Five Rules for Writing a Great WebQuesta Great WebQuest
UUse the Mediumse the Medium Access to multimedia resources Access to multimedia resources
such as video or audiosuch as video or audio Take advantage of the unique Take advantage of the unique
features the Internet containsfeatures the Internet contains SScaffoldcaffold high expectationshigh expectations
Make it easy for students to Make it easy for students to succeed by providing succeed by providing guidesguides that that help them acquire, transform, and help them acquire, transform, and present knowledge.present knowledge.
Developing vs doing a WebQuestDeveloping vs doing a WebQuest
Define a problemDefine a problem Develop questionsDevelop questions Search for and Search for and
evaluate resourcesevaluate resources Design a site with an Design a site with an
audience in mindaudience in mind Work on a team for Work on a team for
project creationproject creation Synthesize Synthesize
informationinformation Apply logical thinkingApply logical thinking Consider and accept Consider and accept
multiple possible multiple possible solutionssolutions
Respond to a Respond to a problemproblem
Respond to questionsRespond to questions Evaluate information Evaluate information
within pre-selected within pre-selected resourcesresources
Navigate within a siteNavigate within a site Work on a team for Work on a team for
problem solutionproblem solution Synthesize Synthesize
informationinformation Apply logical thinkingApply logical thinking Arrive at a possible Arrive at a possible
solution to the solution to the problemproblem
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 resourcesLearning resources
WebQuestWebQuest Workshop Workshop WebQuestWebQuest Collections Collections WebQuestWebQuest Templates Templates WebQuest TaskonomyWebQuest Taskonomy
Examples from CU studentsExamples from CU students
http://course.fed.cuhk.edu.hk/http://course.fed.cuhk.edu.hk/s021656/EDD5169B/s021656/EDD5169B/
http://course.fed.cuhk.edu.hk/http://course.fed.cuhk.edu.hk/s021562/EDD5169D/s021562/EDD5169D/
http://course.fed.cuhk.edu.hk/http://course.fed.cuhk.edu.hk/s021713/EDD5169D/s021713/EDD5169D/
Webquest – Main FeaturesWebquest – Main Features
Inquiry ApproachInquiry Approach Mainly use resources on the Mainly use resources on the
WebWeb Guided and provided with basic Guided and provided with basic
information like web resourcesinformation like web resources Products on the Web to collect Products on the Web to collect
feedbacksfeedbacks
What is NOT A What is NOT A WebquestWebquest
A web containing educational A web containing educational resources is NOT a Webquestresources is NOT a Webquest
Examples:Examples: 全唐詩網頁 全唐詩網頁 http://members.xoom.http://members.xoom.
com/tangpoetry/ com/tangpoetry/ 中國超級地圖集 中國超級地圖集 http://come.to/chihttp://come.to/chi
na2000 na2000 ReasonsReasons
No TaskNo Task No Processes, No product….No Processes, No product….
Virtual Experiment is NOT a Virtual Experiment is NOT a WebquestWebquest ExamplesExamples
永權網頁 永權網頁 http://home.netvigator.chttp://home.netvigator.com/~wingkei9/ om/~wingkei9/
台灣師大物理系實驗室 台灣師大物理系實驗室 http://www.http://www.phy.ntnu.edu.tw/class/demolab/indphy.ntnu.edu.tw/class/demolab/index.htm ex.htm
ReasonsReasons Just use information or tools proviJust use information or tools provi
ded by the same website.ded by the same website.
Web-based Learning Environment Web-based Learning Environment may NOT be a Webquestmay NOT be a Webquest
Examples:Examples: HAS Centre HAS Centre 超媒體自學中心 超媒體自學中心 http:http:
//www.ied.edu.hk/has/ //www.ied.edu.hk/has/ Reasons:Reasons:
Instructional Approach that Instructional Approach that Present materialsPresent materials Quizzes Quizzes
Inquiry-based learning but NOT Inquiry-based learning but NOT on the Web is NOT a Webqueston the Web is NOT a Webquest
Example: a website for students Example: a website for students to download experiment to download experiment instructions and worksheets to instructions and worksheets to work on an experimentwork on an experiment
ReasonsReasons Not involve resources on the Web.Not involve resources on the Web.
ExamplesExamples
The Education that I want The Education that I want http://www.geocities.com/chu_chhttp://www.geocities.com/chu_ching_hk/page2.htmling_hk/page2.html
專題研習-讓學生親自去開啟智慧的寶庫
ActivityActivity
Work in groupsWork in groups Select a webquest from: Select a webquest from:
http://www3.fed.cuhk.edu.hk/cohttp://www3.fed.cuhk.edu.hk/community/webquest/mmunity/webquest/
Discuss on:Discuss on: Inquiry approachInquiry approach Resources usingResources using Guidance -- ScaffoldingGuidance -- Scaffolding
Report in the next sectionReport in the next section
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