Learning Activity: Web Quest

Introducing webquest

PBL has a distinct process which has to be followed in order to solve the problem and produce the desired learning outcomes. One of the simplest methods to generate problem based learning in the context of an online course is to use a WebQuest. A WebQuest is an inquiry-oriented activity in which most or all of the information used by learners is drawn from the Web. WebQuests are designed to use learners' time well, to focus on using information rather than looking for it, and to support learners' thinking at the levels of analysis, synthesis and evaluation. The model was developed in early 1995 at San Diego State University by Bernie Dodge with Tom March, and was outlined then in Some Thoughts About WebQuests. For more information about WebQuests, please visit: http://edweb.sdsu.edu/webquest/

Five components of a WebQuest

There are five basic components of an average WebQuest ( taken from http://www.memphis-schools.k12.tn.us/admin/tlapages/wqtetc99.htm )

Example of a WebQuest Assignment

This page is actually an assignment. This is not the usual place to find an assignment in KEWL. Normally this would be presented as an online worksheet, but since you will not be completing this individually, and we have not covered worksheets yet, the assignment is presented as a normal page.

We will make use of a WebQuest to illustrate the concept of problem based learning. Please go now to assignment 1. The report for this WebQuest will be published on the discussion forum, but as we have not yet covered the discussion forum, it will only be due once we pass that stage in the course.

Assigment 1. PBL WebQuest

Webquest to illustrate problem based learning. This Webquest is based on a similar Webquest used by California State University and located at http://edweb.sdsu.edu/clrit/PBL_WebQuest.html  

You will work together as a team. You may also want to explore the concept of WebQuest a little further before you begin.

Introduction
IOI has established a new Virtual University, and has mandated its staff not to use instructivist teaching practices. Problem based learning has been identified as one of the important techniques for learning. In your host institution, you mentioned PBL one day over coffee, and some of your colleagues were intrigued. They've heard that PBL is used at Harvard Medical School, but they're not quite sure if it has any relevance for their discipline and the student population you have. They feel some new teaching strategies would be very interesting, and they ask you to report back to them about PBL. The dean of your faculty heard about this, and thought it was a good idea. She has asked you to report back to a faculty meeting. Hence, you now have to write a short report report and develop an understanding of this innovative strategy for improved teaching-and-learning. You enlist some of your colleagues, and agree to work together as a team.

The Task
Working with the other members of your team, divide up the task of investigating PBL. Each person will pursue different resources, and you can touch base with each other periodically. After approximately an hour, you'll come back into the main group and teach each other what you've learned. Each group member will have two minutes to summarize some main point. You will gather the resources that you need, and take them back to the hotel with you and work on a short report to be presented the next day. Someone with a laptop will be responsible for typing the report.

The process here is based around a series of questions. You may wish to divide these into more-or-less equal chunks to make the WebQuest more manageable in the time available.

1. What is PBL? What exactly is a problem? How is it implemented? How much time does it take? What kind of resources are needed to incorporate PBL methods? 
2. What has the experience been at other schools/disciplines where it has been tried? How are those schools/disciplines similar to yours? Are those schools/disciplines so different that it's unlikely that PBL would be doable in your situation? 
3. What are some good examples of PBL problems and what characteristics do they have in common? 
4. What kind of activities do students do while engaged in a PBL project? What kinds of thinking skills and collaboration skills do they develop? 
5. How inter-disciplinary can PBL be? 
6. Is PBL implemented the same everywhere? 
7. Is PBL a complete success? A partial success? What are its weaknesses? 
8. What is the philosophy that underlies the design of PBL? How is it congruent with the goals of a good education and the characteristics of an ideal learning environment? 
9. How would you evaluate PBL work? 
10. How does PBL compare to traditional instruction? 
11. What kinds of teachers can use PBL? What kind of personality or other qualities do they need? How do teachers feel about PBL after they have done it for awhile? What kinds of learners are best suited to PBL? How do students feel about PBL? 
12. Can you think of a PBL problem, for example a WebQuest, that you can use in your own online course? If so, describe it briefly (this will be done orally during the IOI-VU course, normally it would be handled in the discussion forum).

In carrying out this process, you may wish to make use of the following resources:

1. Search engines: Try Google (http://www.google.com) and Altavista (http://av.com). The search engines will be your primary entry to web resources on PBL.
2. Centre for Problem Based Learning (http://www.imsa.edu/team/cpbl/cpbl.html) 
3. Problem Based Learning Initiative, Southern Illinois University School of Medicine, Department of Medical Education (http://www.pbli.org/1core.htm)
4. Problem-based Learning in Biology with 20 Case Examples (http://www.saltspring.com/capewest/pbl.htm).

Evaluation

Evaluation will be made on the basis of the written report, as well as the oral presentation. 50% of the marks will arise from the written report, 20 percent from your interaction with others in the online class (as determined from chat logs) and 30% from the oral. Your grade will be based on three areas: 

1. your ability to locate at least one high quality information resource per team member related to the PBL
2. the strength of the arguments your team has developed and that you show in your written documentation 
3. your ability to use the information you located to make a case for your point of view 

Conclusion

We will engage in a post WebQuest discussion to draw up conclusions. Both the discussion and the conclusions would normally be carried out in the discussion forum. Your final grade will appear in the course marks system, and you can check it after 24 hours.