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: Food Facts WebQuest
Reflection:
The Food Facts WebQuest was created to supplement the STEM Honor’s biology curriculum with a culminating project that incorporates all macromolecule standards of the biochemistry unit. This project was also developed to fulfil a nationwide STEM standard to lead toward the eventual certification of the school. To create the WebQuest, I first had to identify an authentic topic that would engage students in the content of the unit. After deciding on a project topic, the foundation of the WebQuest was created with the ultimate final product of a culminating video that encompassed all topics of the WebQuest.
Standard 2.6 sets the foundation for the candidate to model and facilitate the effective use of research-based best practices in instructional design. The modeling of this standard is first demonstrated through the creation of the WebQuest and the proper format used to create the WebQuest. This particular artifact models best practices in instructional design through the development of a technology-enhanced learning experience. This learning experience models an authentic and engaging activity for students to focus on helping a “friend” who is at risk for developing diabetes and using their knowledge of macromolecules to help the friend become healthy.
The implementation of this WebQuest project allows for the facilitation of an elaborate lesson plan in a manner that relates to the lives of students. Through the process of this WebQuest, the teacher facilitation of the content allows students to develop a deeper understanding of the content by examining information from a personal level. In addition, the teacher facilitates the effective use of best practices by implementing this project at the conclusion of a unit to pull together all essential course information into one culminating project.
In creating this Food Facts WebQuest, I learned just how much I enjoy creating WebQuests of this capacity, but also how much my students enjoy doing these WebQuests. In previous courses, we spent several modules on proper website design which now guides the creation of WebQuests that I choose to make personally for my classroom. Additionally, I learned how much my students benefit from this type of project. The WebQuest serves as an “all-in-one” destination for the project and students truly understand the content better after the completion of this WebQuest. In the future when I do this WebQuest, I will adjust several components of the final product to make them more thorough. For example, I would like students to create a meal plan for the entire week, not just one day. Also, the students would benefit more from having a guest speaker or interview with a person currently struggling with diabetes who can help add an additional element of real-world authenticity.
This WebQuest impacted faculty development and student learning in several ways. First, faculty were able to see the caliber of work that students are capable of creating when presented with a major project assignment that relates to them on a personal level. Additionally, the faculty were anxious to learn more about how to create similar WebQuests and have requested additional help from me to create their own in the future. The students also benefitted greatly from this assignment in that they were able to pull together all major components of the unit into one all-encompassing assignment. This assignment was fun for them and gave them enough creative freedom to be individuals through this technology-enhanced lesson. The student learning will ultimately be assessed via the rubric that accompanies the WebQuest and in an additional manner via the summative assessment. Each of these assessments will give a clear summary of student learning based on the completion of this WebQuest.
The Food Facts WebQuest was created to supplement the STEM Honor’s biology curriculum with a culminating project that incorporates all macromolecule standards of the biochemistry unit. This project was also developed to fulfil a nationwide STEM standard to lead toward the eventual certification of the school. To create the WebQuest, I first had to identify an authentic topic that would engage students in the content of the unit. After deciding on a project topic, the foundation of the WebQuest was created with the ultimate final product of a culminating video that encompassed all topics of the WebQuest.
Standard 2.6 sets the foundation for the candidate to model and facilitate the effective use of research-based best practices in instructional design. The modeling of this standard is first demonstrated through the creation of the WebQuest and the proper format used to create the WebQuest. This particular artifact models best practices in instructional design through the development of a technology-enhanced learning experience. This learning experience models an authentic and engaging activity for students to focus on helping a “friend” who is at risk for developing diabetes and using their knowledge of macromolecules to help the friend become healthy.
The implementation of this WebQuest project allows for the facilitation of an elaborate lesson plan in a manner that relates to the lives of students. Through the process of this WebQuest, the teacher facilitation of the content allows students to develop a deeper understanding of the content by examining information from a personal level. In addition, the teacher facilitates the effective use of best practices by implementing this project at the conclusion of a unit to pull together all essential course information into one culminating project.
In creating this Food Facts WebQuest, I learned just how much I enjoy creating WebQuests of this capacity, but also how much my students enjoy doing these WebQuests. In previous courses, we spent several modules on proper website design which now guides the creation of WebQuests that I choose to make personally for my classroom. Additionally, I learned how much my students benefit from this type of project. The WebQuest serves as an “all-in-one” destination for the project and students truly understand the content better after the completion of this WebQuest. In the future when I do this WebQuest, I will adjust several components of the final product to make them more thorough. For example, I would like students to create a meal plan for the entire week, not just one day. Also, the students would benefit more from having a guest speaker or interview with a person currently struggling with diabetes who can help add an additional element of real-world authenticity.
This WebQuest impacted faculty development and student learning in several ways. First, faculty were able to see the caliber of work that students are capable of creating when presented with a major project assignment that relates to them on a personal level. Additionally, the faculty were anxious to learn more about how to create similar WebQuests and have requested additional help from me to create their own in the future. The students also benefitted greatly from this assignment in that they were able to pull together all major components of the unit into one all-encompassing assignment. This assignment was fun for them and gave them enough creative freedom to be individuals through this technology-enhanced lesson. The student learning will ultimately be assessed via the rubric that accompanies the WebQuest and in an additional manner via the summative assessment. Each of these assessments will give a clear summary of student learning based on the completion of this WebQuest.