Information Technology Reference
In-Depth Information
3. Searching the NSDL and other sites for pertinent online learning resources.
The instruction includes directions on using keyword and boolean searching,
advanced searching, and browsing by collections.
4. Two different design exercises, the first being a simple design problem and the
second being more complex. The first exercise simply asks students to design
an IA project using three different online learning resources. The second exer-
cise asks students to use three different resources from at least two different
sources (e.g., the NSDL and National Geographic) and then to reflect on the dif-
ferences and similarities between designing instructional materials using the IA
and without using the IA.
5. The use of cognitive scaffolding (e.g., checklist, just-in-time help) to support the
participants' learning. As the problems became more complex, as participants
presumably gained more skill, the scaffolding decrease.
6. Use of a reflective phase (e.g., revising previous IA projects based on feedback
from group members) asked them to summarize what was been learned and to
integrate it with their prior knowledge.
Evaluation Findings
This model was implemented as an online module and evaluated with two groups
of teachers in Fall 2006 (
N
29). Participants in both
workshops came from a variety of professions, including K-12 teaching and library
media, and were working on a graduate level degree. The Fall 2006 implementa-
tion was a part of a dissertation study which featured a treatment/control group
methodology (Mao, 2007).
=
49) and Fall 2008 (
N
=
Fall 2006
The evaluation study used a two-group treatment/control group study. Treatment
group participants were grade school, secondary school, post-secondary, and reli-
gious teachers. Each participant worked individually online in a self-paced manner
on the workshop curriculum, while also being provided opportunities to share and
discuss with his/her group members.
The evaluation focused on treatment group participants' knowledge and use with
regard to the integration of online resources as a result of participating in a PBL-
based workshop. Their data were compared to control group participants, who did
not participate in the online workshop and simply completed the pre/post-survey.
Table 15.4 shows gains for the treatment group on all survey items. Results show
that the treatment group felt that they had significantly more experience creating
online lesson plans by participating in the online workshop, had presented more
online resources to their students, and had students using online resources more
than their counterparts in the control group. Table 15.5 shows significantly higher
gains for the treatment group than the control group on a test of knowledge given to
all participants.
