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Problem Based Learning Web Quest1

Problem based learning involves students investigating and solving messy real-world problems to actively construct their own knowledge. It focuses on collaborative problem solving rather than individual instruction. WebQuests are online activities that use internet resources to guide students through an inquiry process of gathering, analyzing and synthesizing information to solve a problem or complete a task. They are designed to develop students' higher-order thinking skills and mimic how experts work with information. Effective WebQuests include an introduction, task, process, resources, evaluation and cognitive scaffolds to support student learning.

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jayrzx
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31 views

Problem Based Learning Web Quest1

Problem based learning involves students investigating and solving messy real-world problems to actively construct their own knowledge. It focuses on collaborative problem solving rather than individual instruction. WebQuests are online activities that use internet resources to guide students through an inquiry process of gathering, analyzing and synthesizing information to solve a problem or complete a task. They are designed to develop students' higher-order thinking skills and mimic how experts work with information. Effective WebQuests include an introduction, task, process, resources, evaluation and cognitive scaffolds to support student learning.

Uploaded by

jayrzx
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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Problem Based Learning

Computers, Problem Solving and Critical Thinking


Jose Marie B. Legaspi Program Director NTI-SAIDI jml274@columbia.edu

Expected output: Formulate a Webquest that includes the following component:


Introduction Task Process Resources Evaluation

Problem Based Learning:


"Problem based learning is focused, experiential learning organized around the investigation and resolution of messy, real-world problems. The PBL curriculum provides authentic experiences that foster active learning, support knowledge construction, and naturally integrate school learning and real life, as well as integrating disciplines.
(Torp and Sage, 1998 http://www.aug.edu/teacher_development/curriclum.html)

Core: Problematic situation real life situation or approximates real life conditions Students: active learners, problem solvers, self-directed looking for meaning and constructing their own knowledge, collaborative learning / work Teachers: knowledge guide, providing cognitive scaffolds effective questions

Why problem based learning?


Prevailing teaching strategy instruction rather than learning Transfer of knowledge disconnect with real context If context too contrive Inability to connect parts with the whole and parts with other parts.

Webquest
Problem Based Web Based Learning

WebQuest
Learning environment supported by Internet and other resources Encourages learners to inquire and construct knowledge through collaborative research, critical thinking and decision making Mirror the analytic, interpretative, creative and expressive use of ICT characteristic of sophisticated workplace settings

Primary purpose.
To maximize learners time well
Provide resources of information Spend more time in analyzing and using information rather than looking for information

To support learners thinking at the level of analysis, evaluation, and synthesis Basic assumption: use of information is better than just having it

Why WebQuest?
Brings about 4 improvements / enhancement in learning
Guided inquiry (cognitive scaffolds / cognitive apprenticeship), project-based collaboration and mentoring relationships increases learner motivation Technology based learning / teaching enables students to learnhow-to-learn and master advanced topics Students working in groups perform complex tasks and create intricate productivity acting as experts do. Students have better outcomes on standardized tests

Levels of WebQuest
Short term WebQuest
Goal: knowledge acquisition and integration Student works and grapple with significant amount of information and makes sense of it Duration: one to three class meetings

Longer term WebQuest


Goal: extending and refining knowledge Student: analysis, evaluate, and creates something new out it that others can respond as evidence of his understanding

Critical components:
Introduction Situation / context Problem Sets the stage for the work ahead and provides some background information Task Concrete finish product Doable within the given time frame Information resources Web based resources Print Video Resource persons Process Description of the learning process / experience What learners need to do to accomplish their task Depending on the maturity of the learners, the process should be broken into clearly defined steps Cognitive Scaffolds Some guidance on how to organize information acquired Leading questions, frameworks, concept map Conclusion A short summary of what have been learned Evaluation: Rubrics

Examples
http://www.gettysburg.edu/~s472830/Webquest_over.htm http://www.madison.k12.ky.us/district/projects/WebQuest/MarchMad ness/mmwebquest.html http://www.sru.edu/Depts/pcee/ProfDevInit/Resources/bayquest.htm http://www.amaisd.org/nheights/cavernworld/cavernworld1.htm

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