Week 2 Post

When designing a computer-based instructional object it is important design the object so that it is optimally user-friendly. Regardless of intentions or content, if the object is frustrating or difficult to navigate it will be counter-productive and may leave students with a sense of defeat and frustration that hinders their growth of content-area knowledge. In addition the instructional object must be relevant and targeted not only in its content and delivery, but also in the audience it is created for. While an object designed for high school may be relevant and useable for middle school, if the content is at a level that is too high it will not be a productive object.
From a strategic standpoint, the material being covered and the necessary resources and links must be up to date, relevant and working. Nothing ruins a WebQuest faster than a dead link. Finally, and perhaps most importantly, the activity must be fun, interactive, and interesting. If the resource “reads” like a standard textbook, even the best students will check-out and view it as a meaningless task to be completed rather than an opportunity to explore and engage with new media.
As a Social Studies teacher there are a wealth of resources available online to supplement and enrich my classroom instruction. Some of the most flexible and potentially beneficial of these objects are WebQuests. Below are two that I have found particularly helpful in my teaching experience. While one is a hybrid of online and electronic activities the other is an all-online stand alone WebQuest.

WebQuests
The first is one that I used with my 8th grade US History class. It is a WebQuest about the Lewis and Clark expedition entitled “Adventure into the Unknown...” by Missy Lanza, Samantha Levin, and Molly Decker. Through this WebQuest students retrace the footsteps of Lewis and Clark, read their journals, learn about the Corps of Discovery, and ultimately create an Oregon Trail style board game as an evaluation. In addition, the layout is user-friendly and easy for students to navigate while the content is both relevant and applicable to the 8th grade curriculum.
http://chalk.richmond.edu/education/projects/webquests/lewisclark/

The second covers the same basic content and standards in a much more basic and individual format. Whereas the first requires group work and non-electronic resources, this is an all-online counterpart. This WebQuest is an individual, stand-alone project and can be used independently of a teacher or within a classroom setting. Rather than completing a group project at the end, students instead must explore the links to answer a series of questions.
http://teacher.scholastic.com/products/instructor/lewisandclark.htm

Web Pages vs. Blogs

When exploring the differences between web pages and Blogs, a few key points arise. The first is the purpose of the content. Web pages have historically been designed as a means of communicating with an audience and showing them your information/products/services. Blogs by comparison are often times topic or person-centered. The second major difference is the means of communication. Web pages are generally a one-way street where ideas and information are communicated to the audience with little interaction or feedback. Blogs by comparison are built upon not only 2-way communication, but in many cases connect a multitude of people all commenting on others posts and comments. Finally web pages are generally static objects that only change when the web master chooses to update or change them. Blogs on the other hand are incredibly organic, shifting and changing as the posts and ideas being exchanged expand.

Compton's Confirmation

Just want to let you know Im all set.