Quest-Based Learning (QBL)

Quest-based learning (QBL) is something foreign to me as a learner. Going to school I was in the transition period where technology was starting to become more of an educational tool. The focus on a fixed path activity-driven environment was the norm. In Retrospect, Brian Pearce, former student, shows how Minecraft Edu gives students a theme-based world and lets them discover their own learning within it through their own process they choose which road to travel and for how long. More so,quest-based learning design focuses on an individualized and flexible curricular experience (EdTechReview. 2013, March 30). Although QBL uses the Internet to stimulate creative thought and guide students to develop critical thinking in their ‘quest’ for knowledge there are some potential drawbacks to QBL. One disadvantage of QBL is that it takes away from the traditional learning style. If students prefer learning from textbooks, quizzes, and assignments, QBL can take away from their growth and learning needs. Another disadvantage is that QBL requires an online aspect. If students are unable or new to online learning it could create problems in reaching their full potential. What is important is that students have access to the internet. Although these drawbacks are valid I believe quest-based learning has merit and will become increasingly more popular moving ahead. 

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Quest-based learning design focuses on an individualized and flexible curricular experience. In QBL, students can select activities, called quests, rather than assignments in a fixed linear order. (Haskell, 2013). One advantage is that QBL is simply fun. It provides gamer-like learning communities to support student choice within the curriculum, and offers promising pedagogical possibilities in the area (EdTechReview. 2013, March 30). It gives students more autonomy and the ‘quest’ provides an incentive for students to complete their work. Students will go further into what is expected of them based on pure enjoyment and exploration. In addition, Haskell highlights how game-based feedback tools like experience points, progress bars, badges, and achievements are motivating and meaningful to students (Haskell, 2013). This creates a motivating and rewarding learning atmosphere for students where they can visually see success. In a final note, it allows us as educators to find new creative ways to engage students with technology. By reshaping the curriculum into quest-based outputs it allows students to become more engaged with limitless learning. In relation to how this could be implemented into a grade 7 social studies class, the use of Minecraft could allow students to collaborative connect. The students are working on Confederation so having the students take a virtual field trip back to Canada in 1867 would be interesting. The students could create a map of Canada. The class could be broken up into groups with each group creating the four provinces: Nova Scotia, New Brunswick, Quebec, and Ontario. Each group could focus on the geography, resources, and the reason(s) why each province joined the dominion of Canada. Each group could come up with a reason why they believe their province brings the most value to creating a country. After each group would be able to go explore the other provinces. In the end for fun, the whole class could build Parliament Hill. 

For other Social, Math, Science, and English Web Quests

https://www.teach-nology.com/teachers/lesson_plans/computing/web_quests/

Signing off,

Mr. Gyles.

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References 

Haskell, C. (2013). Understanding quest-based learning. White paper. Boise State University.

EdTechReview. (2013, March 30). What is quest-based learning­. Retrieved from http://edtechreview.in/dictionary/241-what-is-quest-based-learning