The Web & Active Learning

The Web & Active Learning George Middendorf Howard University

Using the Web “Information is not instruction...“ • David Merrill (1997) • as quoted in Campbell’s The Web: Design for Active Learning

Using the Web “The present state of the Internet makes the technology best suited for organizational purposes . . . As a source for intellectual development, the web faces problems in both theory and implementation that prevent it from being a truly useful supplement to classroom learning. In a worst-case scenario, it is possible that Internet sources actually undermine the type of analytical thinking that we hope students will develop through their undergraduate years.” -V. Takeshita <www.dartmouth.edu/~history/newsletter/web.html> 26VI01

Using the Web Student-student: • Asynchronous • Peer reviews • e-mail • Archived, threaded discussions • Synchronous • Peer reviews • Collaborative interactions • “Buddy” connections

Using the Web For assessment of performance: • Online course portfolios and material • Used successfully for • Course performance • Promotion and tenure • On-line (alows for ‘almost-realtime’, e.g. formative) course assessment • Automated Survey Creation Process (ASCP) • Ed Center on Computational Science & Engineering [www.edcenter.sdsu.edu]

Using the Web For teaching per se: • Distance learning (comments from K. Gilroy, CHE letter) • Emphasis on “organization and management of content delivery, rather than the social experience of learning” • Introductory courses not in demand (can take anywhere) • Need to feature and focus on faculty • “profile students and . . . Create personal, meaningful, unique learning experiences.” • “. . . a significant amount of work needs to be done to build the models for how to teach and learn online . . .”

Using the Web Teacher-student: • E-mail • Virtual classroom • (synchronous, real-time coordinated efforts) • Online testing and assessment • Online notes, references, assignments • Reproducing PowerPoint presentations

Using the Web Web instruction—often “packaged programs” that: • establish links to “information” • are used, mostly, as supplemental teaching aids for “traditional” instruction, e.g.: • BlackBoard • WebCT • . . . and others that include or support chatrooms, discussion boards, group pages, etc. Alternative approaches exist. . .

Using the Web • Interactivity in instructional takes on a more complex meaning. In good instruction, interactivity refers to active learning, in which the learner acts on the information to transform it into new, personal meaning. • In a constructivist sense, the learner co-constructs meaning by exploring an environment, solving a problem, or applying information to a new situation that he/she helps to define.

Hypermedia and Constructivist Frameworks • HTML and supporting tools have made it possible to develop learning environments that reflect, to varying degrees, constructivist tenets of faith (Love & Gosper, 1996).

Hypermedia and Constructivist Frameworks Basic tenets: • Learners construct their own meaning and interpretations of instruction. • Methods used to attain instructional goals will be negotiated, not imposed. • Task and content analysis focus less on identifying and prescribing a single best sequence for learning, but identify several alternatives. • Evaluation less criterion-referenced

Active Learning as Experiential Learning EL: • addresses the needs and wants of the learner • undertaken to solve a problem or engage in a meaningful task • takes place in a low-risk environment • qualities include: personal involvement, learner initiation and control, learner self-assessment • significant learning happens when the task and content are relevant to the learner and, when the learner decides this, such self-initiated learning has a longer shelf-life

Adopting Constructivist principles to a web-based learning environment: • supports the active construction of knowledge in the mind of the student • embeds learning in a social experience • uses multiple modes of representation (multimedia) • supports the sense of ownership and a voice in the learning process • gives the opportunity for reflection • (Ideas must be revisited for learning to occur.) • supports interactivity with feedback, thus promoting motivation

An Example • WebQuests • Bernie Dodge • see The WebQuest Page <webquest.sdsu.edu/webquest>

What is a WebQuest? • A web quest is an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the Internet.

Why use WebQuests? • Using the internet per se can be difficult & ineffective • limited connect [class] time • questionable educational benefit without a clear task in mind.

Why use WebQuests? • Webquests • provide a clear focus for web assignments • make best use of limited time • support AL through decision-making • motivate student learning • develop higher-level thinking • deal with essential, “real” questions • synthesize information, make and provide evidence for decisions

Tinkering with Mother Nature;Genetically-modified Foods The context: • You are attending the International Conference for Genetic Technology with a focus on "How should governments regulate the production and distribution of genetically modified food products?" See: Cerise Cauthron <gmhsscience.com/GMO/>

Tinkering with Mother Nature;Genetically-modified Foods The task: • In groups, you will research the topic of genetically modified or altered foods. Based on your research, you will construct a web site that expresses the consensus opinion of the group and provides the public with evidence to support your decision.

Tinkering with Mother Nature;Genetically-modified Foods The process (input & transformation): • You will form groups . . . • . . . each member of the group will represent a unique, valid perspective on the topic: • vice-president of a biotechnology firm • Environmentalist • ambassador from Third-World nation • representative from a consumer protection organization.

Tinkering with Mother Nature;Genetically-modified Foods The process (input & transformation): • Each group member will research and construct a presentation, after which the group will debate the topic question "How should governments regulate the production and distribution of genetically modified food products?" with the goal of reaching a consensus [compromise] opinion.

Tinkering with Mother Nature;Genetically-modified Foods • The output: • Once the group opinion has been drafted, your group will build a website to make your opinion public.

Tinkering with Mother Nature;Genetically-modified Foods The evaluation rubric: Group position statement thoughtful and considers all points of view. Electronic portfolios strongly support individual perspectives. Electronic portfolios exceed listed requirements for mechanics and content. Electronic portfolios skillfully synthesize and present information found during research. Specific, unique Implications of evidence and predictions based on evidence are presented. Website exceeds listed requirements for mechanics and content Website demonstrates advanced web authoring skills Website strongly presents group opinion and adeptly presents supporting evidence Hyperlinks chosen maximize exposure of visitor to highly relevant information Visitor feedback critically analyzed and implications for group position described in detail.

Possible Inputs • References, articles • Images, sounds • News reports, press releases • Experts • Dynamic data sources • Project field reports

Transformations • Compare & contrast • Concept creation • Analysis • Evaluation • Synthesis • Problem-solving • Decision-making • Policy formation

Outputs • Oral presentations • Poster presentations • Written reports • Video-conferencing • Audio-conferencing • Web-publishing

So as you think about today, remember . . . “The greatest reform will come when faculty view themselves as reformers in their immediate spheres of influence, especially in their classrooms.” - Karl Smith, University of Minnesota

So as you think about today, remember . . . “Meaning is imposed through interpretation.” - Lipton and Wellman

The Web & Active Learning