Fourth Blog Reflection, Blended E-Learning

My learning experience of exploring the use of Scavenger Hunts, AKA Web Safaris, in blended e-learning was interesting. As with previous exercises, the first thing I had to do is figure out just exactly what a Web Safari was. It was a little confusing, because there was some similarity with the Web Safari and the WebQuest. The links to the Web Safaris provided by Dr. Byers helped me to discern that the Web Safari was almost akin to a section of a WebQuest. The Web Safari links, which were all of nearly identical format and created by one person, showed what appeared to be simplistic ‘worksheets’ requiring the learner to answer questions or extract information using links embedded in the questions. Links to additional information are usually provided at the bottom of the page, as well as a means of contacting the creator of the Web Safari. Web Safaris were not specifically mentioned, but the components of the Safaris were discussed as tools to enhance learning in the article Emerging Technologies: Language in Action: From Webquests to Virtual Realities., by Robert Goodwin-Jones.
I visited all of the Web Safari links provided in the additional resources suggested by Dr. Byers and used them as my foundation. Our group met and because I was to miss class, I wanted to put forth additional effort in hopes that my grade would not be affected so I volunteered to prepare the Web Safari for our group presentation. So, I will be discussing that experience, which was mirrored by my experience designing my personal project Web Safari.(I figured it wouldn’t be THAT big of a deal to make them both…) Little did I know.
Since two of my fellow group members were both doing a blended e-learning project on Mathematics, it seemed natural to do the Safari on that subject. I have just finished the Intro. to Website Development class, and felt somewhat comfortable using the WYSIWYG editor provided by Dr. Byers. I felt that the most challenging part of the preparation would be using that editor and developing the HTML code for the Safari. Little did I know.
The two math geeks, Rich and Corey, (I told them I was qualified to call them that, since I have a minor in Mathematics) came up with the most obscure questions possible for me to design the safari by. I know this because it took me FOREVER to find the answers to the questions in the context that they were originally asked, and in one case I had to change the question so the point was made but a link could realistically be used to get the answer. Additionally, my personal Web Safari related to John Calvin, who is very well known in religious circles, but the unbiased information on him was not available in massive quantities.
As a result of my effort for the group, the design portion of the Safari development was NOT the most challenging part of the exercise. In fact, it became the more enjoyable part. I have reinforced my respect for those who teach for a living by performing this exercise. Coming up with suitable questions is one challenge, which with my experience in both the group Web Safari creation and my own personal project Web Safari, pales in comparison to finding appropriate links, especially when it seems important for student interest and experience to ensure that different links for each question is a key component.
Luckily, since I had created the Safari for the group, I was able to take the format, which did take quite a bit of time as well, and make the revisions in the text and links to create my personal Safari. Again, getting the links for the questions was VERY time consuming, when choosing those which were most stimulating and varied from question to question.