Integrating Computer-Based Instructional Objects in Learning

Computer-based instructional objects, such as StAIR projects and WebQuests, are technological tools that involve active learning by the students which begin with a base knowledge then go through several sources and concepts that build upon one another in order to master understanding of the next.

WebQuests typically have a target audience to ensure that the content is appropriate and effective for the students putting it to use. They include educational goals that are to be mastered by the student by the end of instruction and should also address curriculum standards of their respective content area.

The reading level of the text should be appropriate for the intended audience and the content should be legible with no interferences with the readability. Getting through the lesson should be relatively simple. If the format is confusing it can distract the learner from the main goal. Instead of focusing on the content, he or she will focus on getting from one page to another or finding his or her way back to a point.

There are additional factors consider when creating computer-based instructional objects for students. Because students are using these tools independently, the WebQuest should initially make reference to prior knowledge, give an introduction that prepares the reader for what is to be learned and then begins linking the two together and ensuring that each of the steps and activities are significant to one another.

An example of effectively integrating this concept of scaffolding is a WebQuest for secondary social studies & language arts students titled Never Again! Again?, which goes through with a student that is learning the eight stages of genocide and determines what can be done at each stage to stop this vicious cycle. This WebQuest defines genocide and from there builds onto the concept. It also contains image resources which are helpful in contributing to the understanding of the concepts, ideas and relations of the content being instructed.

There should also be factors of motivational effectiveness that is relevant to the learner by relating to his or her interest or by having social importance. It is likely that more will be achieved in a lesson that has significance to the students lives or that requires the students to become involved by taking a position rather than simply retelling information found on the web that simply requires the answering of factual questions. For example, Nueva Europa is a WebQuest that allows secondary social science students to examine the 25 European Union Countries as they enjoy traveling through the countries and even get a chance to design their own holidays throughout Europe.

Blogs v. Webpages

Blog and webpages are similar in that they are both used as a means of communication to express views, give updates & share information. However, to differentiate, you can think of a blog as a journal that is made up of a series of entires, while a webpage is typically authored and constructed as a whole all at once to include all information that is applicable to a collective idea or purpose, similar to a book. Blogs are typically much more active than webpages. Although it varies widely depending on the individual and site purpose, the author of a webpage will typically update his or her site once a month while blogs are usually updated on a daily or weekly basis.