Working with Information - Implementation models

Implementation models

Common features

There are many examples of structured research-based learning. We will examine three: WebQuests, the Research Cycle and Scientific Inquiry. Although all the models of research-based learning have distinguishing characteristics, there are common features across all these implementation models. These include:

an introduction to "set the stage" or anchor the activity;
a task, guiding question;
a process or investigation that results in the creation of some sort of report-back;
scaffolding, such as templates, storyboards, leading questions or instructions that guide the learner through the process;
resources, such as topic experts, textbooks and links to websites;
collaborations, including teams, peer reviews and external content specialists; and
opportunities for reflection and evaluation

Michael M. Grant,

Getting a Grip on Project-based Learning

MODELS

In the interests of scaffolding your own learning experience in the module, we recommmend three implementation models for you. Take time to read through these and choose the ONE that would best suit your needs. You may wish to use another model and you are free to do so.

WebQuests

Research Cycle

Scientific Method

WebQuests

Originally developed by Bernie Dodge and Tom March of San Diego State University, this kind of activity often involves learners playing the role of decision-maker's while researching local issues. WebQuests are units that last for 3-6 lessons, on average. They are structured as follows:

Introduction - an eye catcher
Task - descirbing the what the learners will do
Process - a scaffolding (guideline) to help the learners achieve the task
Resources - pre-researched resources that will support the learners to achieve the task
Evaluation - an assessment rubric that indicates how the learners will be assessed
Conclusion - a concluding statement

Note: You will require knowledge of Front Page or any other web page editor to create a WebQuest.

Click here to read more about WebQuests

Research Cycle

The Research Cycle that we suggest was developed Jamie Mckenzie, a prominent writer and speaker on information literacy. He proposes that research is a continuous process of gathering, sorting/sifting, evaluating and synthesizing until you have the information that answers your questions, at which stage you are able to make a report.

The research process follows this outline:

Click here to read more about the Research Cycle

Scientific Method

There are many variations and interpretations of scientific method, but we will refer you to a simplified outline for school science projects.

Assuming that the learner or educator has defined the critical question and area of focus, the simplified process would continue in this way:

State the hypothesis
Plan an experiment / investigation
Conduct the experiment / investigation
Organise the results
Analyse the results
Formulate conclusions
Present the findings

Note: Normally students will be encouraged to develop their own hypotheses, in the spirit of true scientific enquiry. However, if you choose this method in this module you be required to develop the hypothesis and subsequent process yourself.

Click here to read more about the Scientific Method