Assignment 3 - Group Web Design and Lesson Plan

Assignment 3: Group Web Design and Lesson Plan
Assignment 3: Group Web Design and Lesson Plan WebQuest URL: http://5105arac.weebly.com/
David Locke, James Conran, & Terence Ball
Submitted in partial fulfillment of the requirements of EDUC 5105: Designing Web Based Learning
Professor Scott McMaster Faculty of Education Cape Breton University Sydney, Nova Scotia November 24, 2013
Rationale for using a WebQuest There were three choices of frameworks presented for considerations for this project module. These included project-based learning, I-Search, or WebQuest - all of which are good options for creating student-centered learning activities. We have decided that the framework for this web-based learning activity will be a WebQuest. Jonassen, Howland, Moore, and Marra (2003) state that effective and educationally valid use of the Internet should involve the development and intentional articulation of the intended learning goals which are in alignment with the inquiry-based learning activity. As a teaching technique, WebQuests have shown to have positive effects on learning (Dogru & Seker, 2012). WebQuests foster higher order and critical thinking skills in an inquiry-based learning setting. The WebQuests structured environment is designed and created by the teacher. It allows for limited teacher involvement in the learning process, with the teacher adopting the role of facilitator and the students taking the lead. The WebQuest requires the active involvement of the students in the learning process and is structured in a way for students to guide themselves through the discovery of new materials (Christie, 2007).
Constructivism and WebQuests Key concepts connected to constructivist theories include knowledge-building, meaning-making, collaboration and authentic, relevant, and student-centered learning. Learning is based on the assumption that individuals actively construct their knowledge. This is done by fitting existing perceptions, interpretations and understandings with knowledge gleaned through a process of collaboration in which there is a sharing and
negotiation of interpretations, experiences and understandings with others (Murphy, 2003). WebQuests were created by Bernie Dodge from San Diego State University in 1995 (March, 2000). According to Dodge (1997), WebQuests are inquiry-oriented activities that are highly Internet dependent. As learners progress through the activity, some or all of the information that they interact with comes from resources found on the web. Similar to constructivism, WebQuests are based on authenticity, development of critical thinking skills, cooperative and collaborative learning, exploration of essential questions, and real-life resources (Strickland & Nazzal, 2005). Our WebQuest requires students to actively construct their own knowledge as they work independently and collaboratively to create their final artifact the television pitch for the Newfoundland and Labrador component of the Amazing Race Atlantic Canada. This task is relevant and meaningful to the students due to the extreme popularity of the Amazing Race franchise. All students coming to the learning environment will bring some level of pre-existing knowledge and assumptions, both on the learning focus (Newfoundland and Labrador history, economy, culture, and geography) and reality TV shows such as the Amazing Race. As students work independently to conduct research, and then collaboratively to design and present their pitch for the Amazing Race Atlantic Canada, they will engage in the process of knowledge negotiation and construction.
Multiple Intelligences Consideration of multiple intelligences within project-based learning activities, such as WebQuests, provides an opportunity for authentic learning and creates a more real-world environment (Thirteen Ed Online, 2004). Our WebQuests design integrates the theory of multiple intelligences via research, cooperative and collaborative learning, and multimedia presentations. The WebQuest activity accommodates all multiple intelligences in the information gathering and creation stages of the students Amazing Race pitch. In the incorporation of the physical geography, history, economy, and culture into the WebQuest activity, students will utilize specific intelligences. For example: Interpersonal - Students will work together to discuss ideas and collaborate in the creation and presentation of their pitch. Intrapersonal Students will reflect upon their strengths and weaknesses to determine how best to meet the needs of the group. Students will also identify and use materials that best match their learning styles. Visual/Spatial Students may use maps in determining the location of the challenges. Maps may also be used to determine how Amazing Race teams will travel from one location to the next. As well, students may choose visual materials (pictures, videos, etc.) as part of their research, their design, and/or their presentation.
Verbal/Linguistic Students will be engaged in reading and writing about a wide range of information. Students will have to assemble and present information that is clear and concise.
Logical/Mathematical Students will use a wide range of facts and figures in their research and creation of their final product. This information may include land distances and population sizes. The design of each challenge and the overall Newfoundland and Labrador component must follow a logical order.
Bodily/Kinesthetic In the design of the challenges and in the travel from location to location, students will have to consider what physical skills they will require from Amazing Race competitors.
Musical/Rhythmic and Harmonic Not only has music greatly influenced the provinces culture; its impact can also be seen in the provinces history and economy. Students can incorporate this intelligence into their research, the design of their project, and in the presentation of their pitch.
Naturalistic The Amazing Race is a mainly outdoor activity. The design of the travel requirements and the challenges of the Amazing Race can incorporate aspects of the provinces natural environment.
Existential Religion plays a very important role in the culture and history of Newfoundland and Labrador. This may be incorporated into students research and design ideas.
Creativity We feel that we have designed a website with creativity, one that balances originality with functionality. It has a blend of text, audio, and visual material that is presented in a smooth, fluent manner. The site contains print instructions that can also be read to the students via Voki - an application that allows users to create talking characters. To provide more detailed examples of specific content referred to on the website, we have embedded related YouTube videos to further aid understanding. Most of the topics explored on the website were decided when we made a Concept Map prior to designing the actual WebQuest. The choice and layout of these materials were purposeful and meant to maximize student engagement. The WebQuest itself ties in popular and techno-culture in a way that is interesting, motivating, and educational. The Amazing Race is one of the highest rated shows on television and is now in its 23rd season. The WebQuest requires students to use a variety of computer applications (browsers, presentation software, etc.) and websites in the completion of the learning task. The incorporation of television entertainment and curricular objectives is unique and provides a rare link between home and school life.
Graphical Representation of the Website
Issues Encountered When we first thought of the Amazing Race Atlantic Canada idea, we were unsure of whether or not it would be okay to use the Amazing Race and CTV names. Obviously, these are both copyrighted trademarks. With this in mind, we contemplated giving our show a different name but still making it rather obvious that it was a fake version of The Amazing Race. We also gave consideration to creating a fake network that would air our show. Ultimately, however, we decided to stick with both The Amazing Race and CTV. We feel that it gives our WebQuest a much more realistic feel and will more easily allow our students to fully immerse themselves in the pretend scenario. Since the WebQuest was designed entirely for these students and we are making no attempt to financially profit from it, we are hoping that these copyright issues can be overlooked in the name of Education. If our WebQuest is hugely successful, however, and we decide to share it with the rest of the world, we acknowledge that we will most certainly have to change these names.
Lesson Plan
Subject - Social Studies Learning Level - Grade 9 Authors - David Locke, James Conran, & Terence Ball
Purpose - The purpose of this lesson is to have students think critically and work collaboratively to achieve curricular goals and objectives as they develop a component of the Amazing Race Atlantic Canada TV pilot proposal.
Credit for Lesson Idea: The idea for the lesson was inspired by the Amazing Race Canada television show that aired on CTV during the summer of 2013.
Outcomes Prince Edward Island Grade 9 Social Studies Curricular Objectives 1.2 describe the area, size, and physical features of Atlantic Canada. 2.3 demonstrate an understanding of the local and global factors that have shaped the culture(s) of Atlantic Canada. 2.6 demonstrate an understanding of and an appreciation for the link between culture and occupation/lifestyles in Atlantic Canada. 2.6.1 understand the extent to which geography/location affects the traditional occupations of Atlantic Canadians. 3.4.3 identify changes that have occurred to these industries in recent years.
Background to Lesson This lesson is part of a larger unit of study, in which the overarching goal is for students to develop a greater understanding and appreciation for Atlantic Canada, including its interconnectedness and its place nationally and internationally. This learning activity would be completed by students after they
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have finished the unit on interdependence. The WebQuest will provide a solid foundation for students in learning the concepts/units that will be covered in the remainder of the school year (i.e. physical environment, people and culture, economics and trade, challenges and opportunities, and visions of the future). It is important to note that this Newfoundland and Labrador WebQuest would be only one of four that we would design. We would also create versions for New Brunswick, Nova Scotia and Prince Edward Island. Consequently, each Atlantic province would be researched by at least one group and, through the presentations, the students would learn about Atlantic Canada as a whole. All students have prior experience and previous instruction in the areas of word processing and developing multimedia presentations using appropriate software. As well, before students begin the WebQuest, they will have watched an episode of the Amazing Race and discussed the concept behind the television show in a large group setting, with the teacher acting as facilitator of the discussion.
Tasks In groups of three to five, students will independently research the history, economy and culture of Newfoundland and Labrador and then collaboratively design and pitch their concept for the Newfoundland and Labrador component of CTVs new Amazing Race Atlantic Canada show. Students must incorporate three different locations within their pilot concept and describe how each of these locations must be reached. Students must also include one roadblock or detour
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challenge for each of these locations. Students must ensure that the provinces history, economy and culture are incorporated into the design of these challenges.
Interaction Students will be asked to organize themselves into groups of three to five. Individually, students will collect information on physical locations within Newfoundland and Labrador, as well as information about the provinces history, economy and culture. This information will be recorded on handouts that will be provided to the students. Once the information is collected, students will return to their groups to share and discuss what they have found. Groups will then brainstorm how they will utilize this information to design the Newfoundland and Labrador Amazing Race component. They will be asked to determine (1) where in Newfoundland and Labrador the challenges will be located; (2) how the Amazing Race teams will reach these challenge locations; and (3) what specifically each challenge will entail. After the group has determined what their Newfoundland and Labrador Amazing Race component will look like, they will then work together to brainstorm and discuss how they will present their ideas to the target audience the executives at CTV. Finally, as a group, students will present their pitch to the class and teacher (who will represent the executives at CTV).
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Assessment Students will be assessed in a variety of ways as they progress through the WebQuest. Ongoing will be teacher observations with the recording of anecdotal notes. The teacher will also conference with each group at two key points in the WebQuest after the individual activity/prior to the beginning of the group activity (see Appendix A) and after the group Amazing Race design phase/prior to the pitch creation phase (see Appendix B). During the first groupteacher conference, students individual handouts that were provided through the WebQuest will be discussed and feedback given. Groups will complete a selfassessment checklist (see Appendix C) just prior to the second teacher conference. This checklist will be used to help guide discussion during the teacher conferencing stage. Each groups pitch presentation will be evaluated by the teacher and the other students. The peer evaluation component will be worth 40% and the teacher evaluation component will be worth 60%. Since the teacher and students will be assessing the same criteria, they will use the same rubric (see Appendix D). Prior to using this WebQuest, it should be evaluated by the teacher using a self-assessment tool (see Appendix E). This tool is based on the design by the eMINTS National Center.
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Tools and Technology Integration Students will require Internet-connected devices such as desktops, laptops, tablets, or mobiles throughout the lesson for research and for printing online documents. Since research can involve listening to audio/video, students will need speakers or headphones. Multimedia presentation software will be required during the preparation and presentation of the pitch. For their presentation, students will require the use of an LCD projector and screen or an interactive whiteboard. Students may also require speakers if their presentation includes audio material. Technology is integrated as a means through which students will access the WebQuest, conduct their research, develop their presentations, and present their pitches. In the case of this WebQuest, there are several problems that may arise. One problem is that of the Voki characters used as communication aids. Due to Adobe Flash incompatibility, these useful tools do not function on devices running iOS, such as iPads. The site continues to function with only the Voki characters missing. A second problem was that the site may or may not function properly on smartphones. This creates a concern with providing sufficient device access, especially during the individual research phase.
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Student Expectations Students will be expected to be able to: * Critically evaluate websites for content accuracy and relevance. * Identify and locate areas within the province and describe ways in which to travel there. * Demonstrate an understanding of the physical geography of the province. * Demonstrate an understanding of the culture of the province. * Demonstrate an understanding of the economy of the province. * Identify historical events that have shaped the province.
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References Christie, A. (2007). Dr. Alice Christies What is a WebQuest? Retrieved from http://alicechristie.org/edtech/wq/about.html Dodge, B. (1997). Some thoughts about WebQuests. Retrieved from http://webquest.sdsu.edu/about_webquests.html Dogru, M., & Seker, F. (2012). The effect of use of webquest in science education on persistency and attitude levels for science and technology lesson. Faculty of Education Journal, 41(1), 95-104. eMINTS National Center (n.d.). WebQuest Rubric. Retrieved from www.emints.org/wpcontent/uploads/2011/11/rubric.doc Jonassen, D. H., Howland, J. L., Moore, J. L., & Marra, R. M. (2003). Learning to solve problems with technology: A constructivist perspective (2nd ed.). Upper Saddle River, New Jersey: Merrill March, T. (2000). WebQuests 101. Multimedia Schools, 7 (5), 55-56, 58. Murphy, E. (2003). Moving from theory to practice in the design of web-based learning from the perspective of constructivism. The Journal of Interactive Online Learning, 1(2). Prince Edward Island Department of Education (2009). Interim Curriculum Plan for Grade 9 Social Studies. Retrieved from http://www.gov.pe.ca/photos/original/edu_socialstud9.pdf Strickland, J. & Nazzal, A. (2005). Using webquests to teach content: Comparing instructional strategies. Contemporary Issues in Technology and Teacher Education, 5(2), 138-148. Thirteen Ed Online (2004). Workshop: Tapping Into Multiple Intelligences. Retrieved from http://www.thirteen.org/edonline/concept2class/mi/index_sub5.html
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Appendix A Teacher-Student Conference WebQuest Checklist (1) Introduction Did the student read and/or listen to this section of the WebQuest? Did the student watch the associated videos? Does the student understand what this section is about? Task Did the student read and/or listen to this section of the WebQuest? Did the student watch the associated videos? Did the student follow the associated links? Does the student understand what this section is about? Process Did the student read and/or listen to this section of the WebQuest? Did the student follow the associated links? Did the student watch the associated videos? Did the student complete correctly the worksheets found on this section? Does the student understand what this section is about? Comments YES NO YES NO YES NO
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Appendix B Teacher-Student Conference WebQuest Checklist (2) Inclusion of Physical Geography (Location & Travel) Students have discussed and decided on the location of each challenge. Students have described the location of each challenge. Students have described how each challenge location will be reached. Inclusion of History Students have discussed and decided how they will incorporate history into at least one challenge. Students have incorporated history into at least one challenge. Inclusion of Economy Students have discussed and decided how they will incorporate economy into at least one challenge. Students have incorporated economy into at least one challenge. Inclusion of Culture Students have discussed and decided how they will incorporate culture into at least one challenge. Students have incorporated culture into at least one challenge. Comments: YES NO
Needs Work
YES
NO
Needs Work
YES
NO
Needs Work
YES
NO
Needs Work
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Appendix C Student Self-Assessment WebQuest Checklist Inclusion of Physical Geography (Location & Travel) We have discussed and decided on the location of each challenge. We have described the location of each challenge. We have described how each challenge location will be reached Inclusion of History We have discussed and decided how we will incorporate history into at least one challenge. We have incorporated history into at least one challenge. Inclusion of Economy We have discussed and decided how we will incorporate economy into at least one challenge. We have incorporated economy into at least one challenge. Inclusion of Culture We have discussed and decided how we will incorporate culture into at least one challenge. We have incorporated culture into at least one challenge. Additional Information, Ideas, or Concerns:
YES NO Needs Work YES NO Needs Work YES NO Needs Work YES NO Needs Work
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Appendix D Pitch Presentation Rubric Criteria Locations of Challenges 1 Only names of locations listed. 3 Basic descriptions of where the locations are within the province. Basic descriptions of how to reach the challenge locations. Some historical content included, but not fully developed. Some economic content included, but not fully developed. Some cultural content included, but not fully developed. 5 Detailed descriptions of where the challenges are located within the province. Detailed descriptions of how to reach the challenge locations. Historical content woven well into the pitch. Economic content woven well into the pitch. Cultural content woven well into the pitch.
Incorporation of History Incorporation of Economy Incorporation of Culture
No historical content included. No economic content included No cultural content included.
Incorporation of Media
Media incorporated in a simplistic way. Ideas are presented in an unclear manner.
Media incorporated in a creative way, combining media forms. Ideas presented are mostly understood by the audience.
Media incorporated in a superior way, combining media forms and allowing for audience interaction. Ideas are clearly presented and understood by the audience.
Clarity
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Appendix E WebQuest Rubric Authors: Name of WebQuest: URL of WebQuest: This rubric is to be used to assess WebQuests prior to use by students. Only WebQuests that earn 65 points or higher on this evaluation should be approved for student use. Note: If a page seems to fall between categories, feel free to score it with in-between points. Beginning Overall Design (12 points total) Refers to the WebQuest site itself, not to the external resources linked to it. Overall visual appeal 0 points There are few or no graphic elements or graphics and animation are distracting and overused. 2 points There are few graphic elements. The graphics are related to the topic of the quest. Animation is used sparingly and only where appropriate to the topic rather than being decoration. 4 points Appealing graphic elements are included appropriately and fit the topic. The graphics are supportive of the quest and give the reader information or perspectives not otherwise available. Graphics are not distracting and use of animation is limited and appropriate. Differences in type size and/or color are used well. Developing Accomplished Score
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Spelling and grammar (These errors must be corrected before the WebQuest can be posted)
0 points The spelling and/or grammar errors in this WebQuest distract from the meaning and dont model appropriate language. 0 points Navigation buttons and anchors are inconsistent from page to page and/or are dead links.
1 point No more than 2 spelling or grammar errors.
2 points The spelling and grammar has been checked carefully and there are no errors.
Internal navigation (These errors must be corrected before the WebQuest can be posted)
3 Points Navigation buttons are consistent from page to page and there are no dead links. Some scaffolding tools and links open in the same window requiring user to back out of pages.
6 Points Navigation buttons are consistent from page to page and there are no dead links. Scaffolding tools and links open in a new window so getting back to the quest is seamless.
Introduction (4 points total) Motivational effectiveness of introduction 0 points Introduction is purely factual, with no appeal to learners interest or a compelling question or problem. 2 points Introduction relates somewhat to the learner's interests and/or describes a compelling question or problem. 4 points Introduction draws the reader into the lesson by relating to the learner's interests or goals and engagingly describes a compelling essential question or problem.
Task (6 points total) The task is the end result of student
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efforts... not the steps involved in getting there. Clarity of task 0 points After reading the task it is still unclear what the end/culminating project of the WebQuest will be, or the task seems to take a different direction than the process does. 3 points The written description of the task adequately describes the end/culminating project, but does not engage the learner. 6 points The written description of the end/culminating product describes clearly and creatively the goal of this WebQuest.
Process (26 Points Total) The process is the step-by-step description of how students will accomplish the task. Resources should be embedded in the process and should include links to the Web, books, video and other offline materials where appropriate. Clarity of process 0 points Process is not clearly stated. Students would not know exactly what they are supposed to do just from reading this or every step students take is described in such detail that no 3 points Some directions are given, but there is missing information. Students might be confused. 6 points Every step is clearly stated. Most students would know exactly where they were in the process and what to do next.
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choice or creativity is possible. Cognitive level of process 0 points Lower levels of thinking are required to complete the task. Students are summarizing information acquired rather than developing learning. 4 points More higher order activities required. The products have directions that require little individuality or group discussion. Steps require analysis of information and/or putting together information from several sources. 3 points Students work in groups, but roles are not established and/or interdependency is not an essential part of the task. 1 point Each role or activity has only 2-3 resources. No offline resources are included. 2 points Some links carry information not ordinarily found in a classroom. Links are listed 8 points Many levels of thinking are required. Students use the information they acquire to create a way to communicate knowledge not already available in grade-level resources.
Collaboration
0 points Work is done by individuals or students work in a group but each one does the same work and creates an individual product. 0 points Few online resources used.
6 points Group work with positive interdependence and individual accountability are essential to task completion.
Quantity of resources
2 points 5 or more ageappropriate resources are included, including offline resources. 4 points Resources make excellent use of the Web's timeliness and perspectives.
Quality of resources
0 points Links are mundane. They lead to information that could be found in
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a classroom encyclopedia. The design includes links that are not appropriate for the grade level.
by the name or content of site, not by the URL.
Sites are organized to coordinate with the roles students take in the task. Links are listed by the name or content of site, not by the URL.
Evaluation (12 points total) Clarity of evaluation criteria 0 points Students have no idea how they will be judged. 3 point Criteria for success are at least partially described. However, goals and standards set in WebQuest are not present in the evaluation. 6 points Criteria for gradations of success are clearly stated, perhaps in the form of a rubric for self-, peer-, or teacher-use. Provincial standards are clearly addressed in the scoring guide. 6 points Standards identified are the basis for the task and steps in the process. Each standard identified has a scoring guide section that addresses the evaluation of the standard.
Coordination of provincial content standards.
0 points Standards identified are not requirements in the task, process or scoring guide.
3 points Identified standards are a part of the task but not fully addressed in the scoring guide.
Teacher page / Conclusion (10 Points total)
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Reference page
0 points Source for graphics, clipart, backgrounds, music or original/similar WebQuest are not credited. 0 points No conclusion is given or it is not detailed enough to give students ideas for further study and/or the culminating message concerning transfer of knowledge is not present.
3 points Credit is not given for all graphics, clipart, backgrounds and music.
6 points All graphics, clipart, backgrounds and music have copyright information clearly displayed. 4 points Conclusion gives enough information, links or questions for students to attempt further study. A culminating message clearly relates students knowledge to other topics or situations.
Conclusion
2 points Conclusion is given but it does not give enough information for students to attempt further study. There is a culminating message but it is not clear how the students new knowledge can transfer to other topics.
Total Score 70 points possible Comments:

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Assignment 3: Group Web Design and Lesson Plan

David Locke, James Conran, & Terence Ball