2.6 Instructional Design
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Artifact : WebQuest on my Teacher Website
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Candidates model and facilitate the effective use of research-based best practices in instructional design when designing and developing digital tools, resources, and technology-enhanced learning experiences. (PSC 2.6/ISTE 2f)
I love web and app design and creation. It is a passion I’ve had since the first website I created using the framework of AOL 3.1 during my freshman year of college in 1996-1997. We have come a long way with the free tools that are currently available to every novice user. My KSU instructional technology portfolio and my online classroom (http://www.ExceedTheStandard.com) both use Weebly due to its easy interface and my current needs. I decided that if I were to be required to create a WebQuest (ITEC 7445) for a multimedia design project, I was going to use the classroom website as my template and embed the WebQuest. It was a very fun and exciting project for me to venture into, as this was my first WebQuest creation of any kind.
This project definitively demonstrates my ability to model and facilitate the effect use of research-based best practices in instructional design. There are multiple phases in the creation of a WebQuest which need to be addressed so that student learners can maximize their learning potential. I used the research-based WebQuest design strategy to create this WebQuest, along with best practices in website design in terms of color, font, format, flexibility, and style, including pictures and videos where relevant to improve the learning of each student. Curb appeal is important with website design, and if the WebQuest looked unprofessional or broken in any way, the WebQuest itself would lose some luster.
Design Phase
In the Design phase, I designed the instructional element of SS8H1.a. For WebQuests, the design phase entails sketching out the introduction of the WebQuest, the task students will have to complete, and an outline of the process they will undertake to complete all of the WebQuest tasks.
Development Phase
The development process was actually pretty easy for me. It is true that this was my first WebQuest, however, this was not my first time spent with lesson planning or web design. I gave myself a total of a week to complete this WebQuest from start to finish. As I already have a school website through Weebly it was easy for me to decide to use this website as the setting for the WebQuest. The sections of Georgia Studies were broken down into standards, on the site, so including a standards based WebQuest was easy to setup through the menu links. I kept the same design as the standards pages and gave the WebQuest a unique feel to it so the user knows where they are at all times (WebQuest menu links). I also utilized the already created lessons and documents my team currently uses for teaching this standard - Google Docs, worksheets and graphic organizers. At the end of the development Phase, I double-checked the links, documents, video and audio files, and downloadable items and all currently were, and now again are, in working order.
Implementation Phase
When we reached the WebQuest’s standard (End of August), students were directly linked to this WebQuest through our Google Classroom. Students were already familiar with the website as they will have been using it for the last month. I then gave them verbal directions, along with a “to-do” list for the WebQuest. The students have access to BYOT and classroom desktops and laptops. I also pre-secured the laptop cart so that 1:1 can be achieved within my classroom walls. The students will have 3 school days to complete it as we have 70 minute class sessions. All students have equal access to the internet with the 1:1 solution.
Evaluation Phase
The students provided three products as forms of assessment to provide evidence of their learning: a graphic organizer, a blog post, and a Google Slides presentation. Each item was assessed through a rubric.
I also used the rubric we first used in this class (ITEC 7445) for assessing WebQuests and gave it to a few colleagues to review the WebQuest I created. They all said it passed the rubric test. The next step was to identify what the students thought about it. I created a survey where students can post answers to questions, and provide comments, questions, and/or concerns about anything from the WebQuest.
I learned that although I thought this project was going to be pretty easy, I did not take into account how much background work and time would be required to meet all of the objectives for this WebQuest assignment. I knew exactly what was required, just didn’t know how long it was going to actually take me. I have to say that I am very pleased that I stayed with it and completed every aspect of it. If it is worth doing, do it right and put the time in that is needed to make it memorable. This will help me work with others as they try to implement or utilize educational and instructional technology in the future.
I learned that although I was very familiar with what it takes to create a website and other digital content, I was unaware of all the necessities that a successful WebQuest needed to have. I believe I had enough time to complete the project with the week timeline I gave myself, however, I believe I could have created something even better with more time. This is the one thing I would have done differently. I take this knowledge with me to my next WebQuest creation, when the time comes.
The work that went into the creation of the artifact impacted student learning by engaging them within every aspect of the content and technology standards. They were focused on the task at hand and requested another one that I created be available before the end of the year. Students asking to learn a specific way because they feel engaged and energetic is very impactful, and we as teachers really need to start listening to our students, in this regards.
This project definitively demonstrates my ability to model and facilitate the effect use of research-based best practices in instructional design. There are multiple phases in the creation of a WebQuest which need to be addressed so that student learners can maximize their learning potential. I used the research-based WebQuest design strategy to create this WebQuest, along with best practices in website design in terms of color, font, format, flexibility, and style, including pictures and videos where relevant to improve the learning of each student. Curb appeal is important with website design, and if the WebQuest looked unprofessional or broken in any way, the WebQuest itself would lose some luster.
Design Phase
In the Design phase, I designed the instructional element of SS8H1.a. For WebQuests, the design phase entails sketching out the introduction of the WebQuest, the task students will have to complete, and an outline of the process they will undertake to complete all of the WebQuest tasks.
Development Phase
The development process was actually pretty easy for me. It is true that this was my first WebQuest, however, this was not my first time spent with lesson planning or web design. I gave myself a total of a week to complete this WebQuest from start to finish. As I already have a school website through Weebly it was easy for me to decide to use this website as the setting for the WebQuest. The sections of Georgia Studies were broken down into standards, on the site, so including a standards based WebQuest was easy to setup through the menu links. I kept the same design as the standards pages and gave the WebQuest a unique feel to it so the user knows where they are at all times (WebQuest menu links). I also utilized the already created lessons and documents my team currently uses for teaching this standard - Google Docs, worksheets and graphic organizers. At the end of the development Phase, I double-checked the links, documents, video and audio files, and downloadable items and all currently were, and now again are, in working order.
Implementation Phase
When we reached the WebQuest’s standard (End of August), students were directly linked to this WebQuest through our Google Classroom. Students were already familiar with the website as they will have been using it for the last month. I then gave them verbal directions, along with a “to-do” list for the WebQuest. The students have access to BYOT and classroom desktops and laptops. I also pre-secured the laptop cart so that 1:1 can be achieved within my classroom walls. The students will have 3 school days to complete it as we have 70 minute class sessions. All students have equal access to the internet with the 1:1 solution.
Evaluation Phase
The students provided three products as forms of assessment to provide evidence of their learning: a graphic organizer, a blog post, and a Google Slides presentation. Each item was assessed through a rubric.
I also used the rubric we first used in this class (ITEC 7445) for assessing WebQuests and gave it to a few colleagues to review the WebQuest I created. They all said it passed the rubric test. The next step was to identify what the students thought about it. I created a survey where students can post answers to questions, and provide comments, questions, and/or concerns about anything from the WebQuest.
I learned that although I thought this project was going to be pretty easy, I did not take into account how much background work and time would be required to meet all of the objectives for this WebQuest assignment. I knew exactly what was required, just didn’t know how long it was going to actually take me. I have to say that I am very pleased that I stayed with it and completed every aspect of it. If it is worth doing, do it right and put the time in that is needed to make it memorable. This will help me work with others as they try to implement or utilize educational and instructional technology in the future.
I learned that although I was very familiar with what it takes to create a website and other digital content, I was unaware of all the necessities that a successful WebQuest needed to have. I believe I had enough time to complete the project with the week timeline I gave myself, however, I believe I could have created something even better with more time. This is the one thing I would have done differently. I take this knowledge with me to my next WebQuest creation, when the time comes.
The work that went into the creation of the artifact impacted student learning by engaging them within every aspect of the content and technology standards. They were focused on the task at hand and requested another one that I created be available before the end of the year. Students asking to learn a specific way because they feel engaged and energetic is very impactful, and we as teachers really need to start listening to our students, in this regards.