Reading Reaction Chapter 7

According to Dabbagh & Bannan-Ritland "evaluation has been characterized as a process used to judge the "worthwhileness" of something in order to make decisions" (2005). In evaluating online learning environments it is important to not only consider the effectiveness, or "worthwhileness", of the learning environment, but also consider the learning that takes place in the environment. In my example of a WebQuest about the Modern Era of history and literature, I would use the evaluation to determine if my students understand the link between historical events and literature, and to determine the effectiveness of the online learning environment (the WebQuest) and to note areas in need of improvement. To reach this goal I would use a variety of evaluation methods. The first would be an exit survey given to students to get feedback on the functionality of the WebQuest. The second method would be the final time-capsule project. The third method would be a short essay response at the end of the entire unit asking students to explain how the historical events of the Modern Era influenced the literature. The results of these methods of evaluation would allow me to determine areas of need in terms of the use of the WebQuest; they would allow me to determine how well students understand the link between history and literature given the opportunity to explore via online learning.

I believe that my evaluations would address Kirkpatrick's Levels 1, 2, and 4. The survey would fall under Level 1 - Reaction allowing students to provide feedback about their online learning experience. The time capsule and the essay piece would cover Levels 2 and 4 by allowing students to demonstrate their gain in knowledge as well as display their final results.

Paper #2 - EDT 646 - Spring 2007

WebQuests – Online Educational Lesson

What is a WebQuest? According to the Educational Broadcasting Corporation:

A WebQuest is an inquiry-oriented online tool for learning, says workshop expert Bernie Dodge. This means it is a classroom-based lesson in which most or all of the information that students explore and evaluate comes from the World Wide Web. Beyond that, WebQuests:

• can be as short as a single class period or as long as a month-long unit;
• usually (though not always) involve group work, with division of labor among students who take on specific roles or perspectives;
• are built around resources that are preselected by the teacher. Students spend their time USING information, not LOOKING for it.

The basic concept for this lesson is to provide students with the opportunity to research the historical background of The Modern Era of U.S. History prior to studying the literature of the time period. With a better understanding of the time period students can better analyze the motivation behind the literature.

Audience and Content

The learners are 11^th grade American Literature English students. This target audience is from a 9^th – 12^th grade high school in a rural district with great economic diversity, but little ethnic diversity. This lesson will serve as an introduction to the Modern Era of literature in which students will learn about significant historical moments as well as music, art, etc., and compile what they have learned into a “time-capsule”.

Intended Learning Outcomes

· Students will be aware of the important movements and details of the Modern Era.

· Students will be able to describe the connection between the events of the Modern Era and the literature of the time.

· Students will demonstrate the ability to use Internet research tools such as hyperlinks and search engines.

Learning Environment and Instructional Strategies

This WebQuest will present an exploratory learning environment that will allow students to “try out different strategies and hypothesis and observe their effects” (Dabbagh & Bannan-Ritland, 2005). During the WebQuest students will use hyperlinks provided by the teacher to not only facilitate research but to provide access to rubrics which will “support students’ self-evaluation by allowing them to compare their performance with the stated criteria” (Dabbagh & Bannan-Ritland, 2005). Students will also use search-engines and self-contained learning modules.

Design and Implementation

Materials and Resources:

Each student will need a computer with Internet access. Students will also need the URL for the WebQuest.

Instructor Preparation:

• Be familiar with procedure for WebQuest.
• Check all links for availability and accessibility.

Steps Involved:

• Introduce students to concept and procedure of WebQuests and explain specific requirements.
• Organize student groups (or allow students to choose)
• Prompt students to read all instructions and allow ample time (3-4 days should be more than enough time) to complete and organize their research. Encourage students to “keep the end in mind” as they work toward the final product.

Learner expectations and assessment:

• After groups are organized read introduction and description of jobs.
• Decide who will fulfill each job.
• Complete and collect the necessary research.
• Self-Evaluate using the rubric for grading
• Compile research into one “time-capsule” project to turn in for evaluation
• Respond to the “big question”: How might the Modern Era in history affect the writing of the time? (Note: This will serve more as a prediction and will be periodically referred to as the literature is covered)

Learning will be assessed by completion of the time capsule as well as response to the “big question”.

Resources:

Dabbagh, N, & Bannan-Ritland, B (2005). Online Learning Concepts, Strategies, and Application.Upper Saddle River: Pearson Education, Inc.

Educational Broadcasting Corporation
http://www.thirteen.org/edonline/concept2class/webquests/index.html