2.6 Instructional Design
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)
Artifact: WebQuest
Reflection:
I created a digital tool that contained several technology-enhanced resources called a WebQuest. A WebQuest is a classroom-based lesson in which most or all of the information that students explore and evaluate comes from the World Wide Web. The WebQuest includes an introduction, task, process, and evaluation page that students must work through to complete an end product. The introduction page provides background knowledge of the topic and introduces students to their tasks. The task page gave students a description of what they would do. The process page describes the steps students should go through in completing their tasks. The evaluation page includes a rubric. Within this WebQuest, I integrated Multiple Means of Representation (MMR) through videos, articles, and search engines. I provided principles of Universe Design Learning (UDL) by including a built-in auditory tracking system to support struggling readers.
Standard 2.6 states, “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.” When designing this artifact, I first thought about an engaging topic that would enhance students’ learning experiences. Consequently, I created a WebQuest titled “Life Cycles at the Zoo”. First, I gave students background knowledge on their job as a zoologist. Next, I introduced students to the topic and to their tasks. The task page explained that students would have the chance to work with a partner to gather information about an animals' life cycle to create a PowerPoint.
In contrast, the process page told students the exact steps they needed to follow to complete the task; this page included the link to a digital resource called blendspace. The evaluation page included a rubric for evaluating students' work. The credits page acknowledges the resources used to create the WebQuest. There is also a teacher page that gives directions for other teachers to use the WebQuest with their students and other relevant information.
I modeled and facilitated the use of research-based best practices when creating this artifact. Not only does this WebQuest help students learn science standards through inquiry, but it also encompasses technology-enhanced features that make the learning experience for students fun and engaging. Furthermore, the WebQuest promote higher-order thinking, creativity, and problem-solving within the classroom.
Creating this artifact allowed me to be exposed to the world of online learning. To improve the quality involved in creating this artifact, I would give my students choice for their end product; choices can include a Glogster, poster, Sway, or any other resource that will display students’ understanding of lifecycles.
The work that went into creating this artifact impacted student learning because it gave students a different learning experience, using digital tools to acquire new understanding. I would use anecdotal notes and a rubric to assess students learning.
References
What is a WebQuest. (2004). Retrieved from https://www.thirteen.org/edonline/concept2class/webquests/index.html
I created a digital tool that contained several technology-enhanced resources called a WebQuest. A WebQuest is a classroom-based lesson in which most or all of the information that students explore and evaluate comes from the World Wide Web. The WebQuest includes an introduction, task, process, and evaluation page that students must work through to complete an end product. The introduction page provides background knowledge of the topic and introduces students to their tasks. The task page gave students a description of what they would do. The process page describes the steps students should go through in completing their tasks. The evaluation page includes a rubric. Within this WebQuest, I integrated Multiple Means of Representation (MMR) through videos, articles, and search engines. I provided principles of Universe Design Learning (UDL) by including a built-in auditory tracking system to support struggling readers.
Standard 2.6 states, “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.” When designing this artifact, I first thought about an engaging topic that would enhance students’ learning experiences. Consequently, I created a WebQuest titled “Life Cycles at the Zoo”. First, I gave students background knowledge on their job as a zoologist. Next, I introduced students to the topic and to their tasks. The task page explained that students would have the chance to work with a partner to gather information about an animals' life cycle to create a PowerPoint.
In contrast, the process page told students the exact steps they needed to follow to complete the task; this page included the link to a digital resource called blendspace. The evaluation page included a rubric for evaluating students' work. The credits page acknowledges the resources used to create the WebQuest. There is also a teacher page that gives directions for other teachers to use the WebQuest with their students and other relevant information.
I modeled and facilitated the use of research-based best practices when creating this artifact. Not only does this WebQuest help students learn science standards through inquiry, but it also encompasses technology-enhanced features that make the learning experience for students fun and engaging. Furthermore, the WebQuest promote higher-order thinking, creativity, and problem-solving within the classroom.
Creating this artifact allowed me to be exposed to the world of online learning. To improve the quality involved in creating this artifact, I would give my students choice for their end product; choices can include a Glogster, poster, Sway, or any other resource that will display students’ understanding of lifecycles.
The work that went into creating this artifact impacted student learning because it gave students a different learning experience, using digital tools to acquire new understanding. I would use anecdotal notes and a rubric to assess students learning.
References
What is a WebQuest. (2004). Retrieved from https://www.thirteen.org/edonline/concept2class/webquests/index.html