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6.9.4 A summary of the Web quest Phase

My web quest was on communication (English) although it integrated elements of taxonomy (biology) and Primary Health Science. Along the way, I have gathered  so much to feed and grow my lesson design and management abilities. The web quest project prompted me to apply lessons learnt in other course sections in the CCTI course e.g. emphasis on application of learner centred technologies looked at during the innovative approaches to learning with technology course. This was used when learners were tasked to come up with an original communication model using the internet to browse and find out criteria used in selecting effective communication media. While at this, the learners would also get actively into using digital media skills to decipher the different graphics their colleagues came up with and vet them as accurate ways of communicating the health information that needed to be communicated.

Contrary to the usual Lecture Method I and a number of my colleagues have used on several occasions, the Learner centred approach in this web quest project has been very fascinating; even before it is implemented. I am now deeply  convicted that we should not wait to expose learners to real life situations when they are at Universities or other Tertiary institutions. Learners must begin to feel the relevance of their learning as soon as they can read and write. For example in using English language skills to design a very relevant communication model, a learner would be motivated by the thought of his skills being used to solve a global health problem.

I am challenged largely because of the following reasons drawn from the assessment lesson:

  • Assessment can be done at almost all stages; not waiting for the end of the lesson or topic or sub-topic. This is because the learners are engaged throughout.
  • Assessment is more holistic covering all content domains. So a skill, value or cognitive ability you could have easily missed in your summative evaluation can be captured during this learner engagement experience.
  • Also on assessment is that learners do not experience the usual mental stress which makes the assessment results rather invalid.

I have always battled with motivating my learners. Coming up with relevant jokes every now and again can sustain attention but not for long. I can only imagine what passion learners will now have when engaged in a term wide project which makes their classroom learnt content relevant after all. A used to be boring lesson will now be taught without the ('boring') teacher. Learners will definitely buy in to this.


I plan to look at another thrilling webquest where learners investigate the case of  Dominic Ongwen; a former LRA abductee and rebel under Rebel leader Kony. In this web quest they will look at both the implications of prosecuting the rebel leader and granting him amnesty. They will thoroughly look at the amnesty law, effects of the war, effects of releasing the former war lord and obtain a position while weighing the different view points surrounding the former rebel. They interview the masses and legal gurus and consider their view points on the matter before reaching a final position backed by evidence obtained. Sounds interesting!

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