I think the biggest consideration we have to take into account when designing these computer-based instructions, is the idea of inflexibility. What do I mean? When we teach a normal lesson, we can easily adjust it to match what is going on. We can move faster, move slower, add content, delete content, question for understanding, etc. In these computer-based instructions however, we cannot.
So that means we must plan, and plan very well. We have to take into consideration the vary levels of our students, of our given audience. We have to provide more than we would normally think is necessary in order to prepare for the unexpected.
Of course, these Computer-based instructions provide many unique advantages too. They give students freedom to choose their pace. They can provide interactivity, instant feedback, and individually tailored lessons. But... all of this means more planning on our side, on the design side.
Webquests like this one about Composers and Time periods, are a good example. I chose this one because overall it provides a good introductory activity into classical composers/time periods. It's also nice because it is relatively short in regards to demands and has a slight whimsical feel to it.
Here is one that can be incorporated into our concert/performing ensembles. The design isn't the greatest, but the idea of having students formulate their own concert program is a powerful activity and can sometimes yield great results. If not, then at least they gain some insight into how difficult a process it can be for us.
The last one I'll share for today is about selecting orchestral instruments. The idea being you have to help your friend figure out what they are going to play next year when they join orchestra. Again some design issues. But it does have a great list of resources and also some links to some really cool interactive activities.
I agree with what you're saying about plan time. If I can do it faster and just as effective the old fashioned way, I'm going to choose that way. I think the trick is finding technology that provides unique opportunities, instead of using technology just to say we use it.
ReplyDeleteHi Erik,
ReplyDeleteYour thoughts about the adjustability of classroom or face-to-face teaching are spot on in my opinion. To think that a newly designed webquest, regardless of foresight, is not going to need adjustment is foolishness... the problem with webquest is that or other standalone computer-based instructional object is that adjustment is more difficult than an "on the fly" face-to-face adjustment. On the other hand after multiple uses and refinement adjustment becomes less of a worry.
Nice post,
Corey
You are completely correct about moving along a lesson to fit the class that you're teaching. It is true, especially in music classrooms, that there could be an incredibly large class with many levels of ability, and these websites try to fit everyone into the same mold. Thanks for the list of webquests...it's amazing how many you have to go through to find some that might work in your own classroom.
ReplyDeleteEveryone else already said it, but I will say it again. You are 100% correct about planning. When making an internet resource, there is a lot of planning involved. The reason for this is because the teacher is being taken out of the equation. The more you remove yourself from 'sage on the stage' to 'guide on the side', there more planning that is involved.
ReplyDeleteThere are pros and cons with computer-based instruction, as there are with every other teaching strategy. While the additional planning is a con, the largest pro is that you extend your teaching outside of the classroom, allowing students to explore the internet and discover new information, hopefully getting them excited about learning.