Lessons Learned

In this course, I enjoyed playing with various tools such as blogs, wikis, games, simulation, podcast, vodcast, screencast and other web2.0 applications. The blogging activity was also helpful, and provided some experience how blogging can be used for educational purposes. I can also see the potential of the use of blog as marketing tool for educational institutions. In addition, this course help me to focus on how technologies can be integrated to foster effective learning environment.

Musabbir

Week 11 reflection

Last week we used Skype to discuss how great this course was and ways to improve this course. I came across this article “The Bachelor’s Degree Is Obsolete?” which some of you may find interesting. You can access it by visiting the following link:
http://www.insidehighered.com/views/2008/05/13/sloane

Musabbir

My blogging experience

The blogging experience was great! This is the first time I actually maintained a blog for such a long time. It was great to share my ideas and thoughts with others. I will keep this blogs active and continue to post in coming days. I did little bit of research on blogging and now I can see the use of blog as a marketing tool both for educational institutions and other business. In order to take advantage of blog for teaching and learning, I can see its potential for collaborative task however it is need to be systematically integrated into curriculum.

Musabbir

Week 10 reflection

Last week we used Skype to discuss various topics related to this course, future dissertation, and final paper. This week I was browsing different sites related to game-based learning and I came across following sites that you may find interesting:

http://www.marcprensky.com/ - He is the author of Digital Game-Based Learning (McGraw-Hill, 2001), the founder and CEO of Games2train.

This year in the FITC award show the following sites got nomination for flash-based games:

http://robobrawl.com/
http://30daysofnight.com/game/
http://flash.sonypictures.com/movies/spiderman3/mp_game/
http://producten.hema.nl/

I also liked the http://thegoodfoodfight.com/ site, it was fun browsing it.

Musabbir

Week 9 reflection

Last week a few of us used Skype to discuss various topics related to new technology, websites, and final paper. This week, I wrote about WebQuest, which was originally developed my Bernie Dodge. It can be used as an effective tool to foster collaborative and authentic learning environment.

Musabbir

WebQuest

WebQuest is another web-based instructional and learning tool. Originally developed by Bernie Dodge, it has become a popular tool for many recent Constructivists as they can support constructivist learning. WebQuest is basically an inquiry-oriented activity that allows teachers to “choose web resources for students to use as information sources in activities designed to support analysis, evaluation, and synthesis of information.” Jonassen et al (2003) found, Dodge’s taxonomy of WebQuest lists 12 types of tasks and they are “retelling, compilation, mystery, journalistic, design, creative product, consensus, building, persuasion, self-knowledge, judgment, analytical, and scientific.” There are two types of WebQuests: short-term and long-term. Short-term WebQuests include “knowledge acquisition and integration among their goals (Dodge, 1997) while long term WebQuests are more suited for extending and refining knowledge” (Jonassen et al 2003). Short-term WebQuests can be the first step for “more cognitively stimulating activity,” and long term WebQuests “could stand alone as students analyze information, transform it, and create an original product.” Introduction, task, process, resources, and evaluation are the critical attributes of WebQuest. Johnson & Zufall (2004) found that introduction section prepare and hook the student, creates the learning situation, and engage them through a compelling and relevant question or problem; the task section describes the learning activities and what students have to do; the process section describes how the task need to be accomplished, includes steps and tools; the resources section provide relevant links to websites that would help accomplish the task; and the evaluation section provides the criteria and standards students need to meet and demonstrate.

It is a good practice to engage students with the introduction and use “assumption of roles.” Jonassen et al (2003) found, “engaging in a well-designed teacher-created WebQuest can be terrific learning experience, but student-created WebQuests can be even greater value.” In a project where “students actually create a WebQuest rather than simply participate in one, raises the WebQuest concept to a new level. The cognitive and social skills required to construct WebQuests offer a motivating, deep learning experience.” When students make connections between different topics or areas, they are intellectually challenged and gain experience with tools, as they have to use a software application to develop a WebQuest. A well-designed WebQuest can help students to engage in learning and also higher-level thinking. According to Jonassen et al (2003), “good WebQuests incorporate cooperative learning, consider of multiple perspectives, analysis and synthesis of information, and creation of original products that demonstrate knowledge gained.” The cooperative aspect of most WebQuests requires students to work as collaborators, presenting information they find and defending its value. As team members, they learn the benefit of pooling individual efforts and how to reach consensus. As producers, they are reflective in considering their goals and the audience for whom they are designing the WebQuest - an experience that puts them on the other side as a developer rather than a consumer of instructional material (Jonassen et al, 2003).

Traditionally WebQuests are posted online and ask students to use the World Wide Web to acquire learning. It is also easy to share with people across the globe since it is available on the Internet. But WebQuests do not have to be posted online or be web-based, someone can present a WebQuest using any multimedia presentation software application such as PowerPoint, or Macomedia Flash. The quality of the WebQuest depends more on ideas and thoughts rather than visual design or multimedia presentation. Barach (2005) found that today the term WebQuest registered 664,000 page hits on Google. Dodge listed approximately 2000 WebQuest on his site (webquest.sdsu.edu) and he believes that there are ten of thousands of others on the Internet. March (2005) discussed how WebQuest support scaffolded learning, use Internet resources, and support authentic task. According to March (2005) WebQuests are not a tool to develop technology-enhanced product by student, rather a real WebQuest should help students to acquire knowledge through “transformative learning” and authentic learning. WebQuest uses Internet resources, scaffolded learning, and authentic task to motivate students to investigate an open-ended question, develop individual expertise, and work in a group environment. The entire process transforms acquired knowledge through these activities into “sophisticated understanding”, help students to see “thematic relationship”, “inspire them to contribute to the real world of leaning, and reflect on their own metacognitive process”. WebQuest integrates learning strategies with effective use of Internet to provide constructivist approaches such as differentiated learning, situated learning, thematic instruction and authentic assessment. Relevant and compelling authentic task and real world feedback from professional people from the industry motivate students, and inspire confidence. Open ended question help students to make connection between their prior knowledge and curiosity to investigate and find a better understanding of the material.