Exploring the World of WebQuests August 2006

1. Exploring the World of WebQuestsAugust 2006 Sandy Schaufelberger, Presenter

7. What is a WebQuest? • A student-centered learning environment • Based on a doable, engaging task • Supported by the Web & other resources • Learners inquire & construct meaning • Supports higher level thinking • Usually collaborative

8. Why Use WebQuests? • Authenticity • Active exploration • Applied learning • Adult connections through collaboration • Authentic assessment “Using information is more important than merely having it.”

9. Who Created the WebQuest? • Bernie Dodge • San Diego State University • Outlined in 1995 “WebQuests are designed to use learners' time well, to focus on using information rather than looking for it, and to support learners' thinking at the levels of analysis, synthesis and evaluation.” http://webquest.sdsu.edu

11. Look for these before you choose a WebQuest…

12. Cooperative Learning Motivational Elements role playing simulated interaction work scenario Interdisciplinary Differentiation Other Characteristics

13. The Introduction • Should orient the learner to what is coming • Should raise some interest • Fun? • Important because of global implications? • Relevant to the learner’s past and/or future? • Attractive? • The Titanic (9-12) http://asterix.ednet.lsu.edu/~edtech/webquest/titanic.html • Lotto Fever (9-12) • http://homepages.moeller.org/tfairbanks/lottofever.htm#Introduction

14. The Task • Dive Right In (K-2) • http://projects.edtech.sandi.net/grant/aquarium/tasks.html • “The Crucible" & McCarthyism (9-12) • http://projects.edtech.sandi.net/hoover/crucible/ • The Diary of Anne Franke: In Search of Truth (6-8) • http://projects.edtech.sandi.net/lewis/annefrank/ • Zelda’s Zany Zoo (4-5) • http://hrsbstaff.ednet.ns.ca/nbarkhou/class/zanyzoo/ • Should describe what the learner will have produced at the end • A PowerPoint presentation? • A timeline? • A newspaper? • A web site? • A videotape? • An interview? • A debate? • A radio play? 12 Tasks Link

15. The Process • The teacher suggests the steps that the learner should take to complete the task. • The process may include strategies and advice. • The process should be clear, concise. • Scaffolding is used to guide learning. • Gallery of Art-I-Facts (9-12) http://www.teachtheteachers.org/projects/PWalker2/index.htm • Fashion Quest (9-12) • http://www.mamkschools.org/mhs/class/home_and_career/nelson/fashion_questJune2.htm#Fashion_Review • A Personal Journey: Gettysburg (7-12) • http://www.pls.uni.edu/nielsen/Gettysburg/process.html

16. Pre-selected Background for all, details for some Different reading levels Examples Web sites Audiotapes Videotapes Audio-conference Videoconference Textbooks Newspapers Interviews Online Experts Maps Historical Records Resources • An Insect’s Perspective (K-2) http://projects.edtech.sandi.net/grant/insects/process.htm • Return of the Great Game (9-12) http://projects.edtech.sandi.net/kearny/greatgame/stage_2.htm • Amistad (9-12) http://projects.edtech.sandi.net/hoover/amistad/#Process

17. Evaluation • Measuring the results of using WebQuests for learning • Meaningful, challenging activities • Generative • Seamless & ongoing • Create equity by reducing subjectivity • Forms of Assessment • Rubrics (Rubistar) • Checklists • Portfolios/Folders

18. Sample Evaluations • Mad Cow WebQuest (8-12) http://nths.newtrier.k12.il.us/academics/faculty/entman/madcow/index.htm • Family of Nations Celebration (1-2) http://projects.edtech.sandi.net/balboa/nations/evaluation.htm • The Ocean’s In Trouble (4-5) http://projects.edtech.sandi.net/grant/oceanpollution/evaluation.html • Biotech, Inc. (9-10) http://projects.edtech.sandi.net/kearny/biotech/evaluation.htm

19. The Conclusion • To summarize the experience • To encourage reflection about the process • To extend & generalize what was learned • Finding the Lighthouse Diamond Thief (5-8) http://projects.edtech.sandi.net/kroc/scimethod/#Conclusion • Genocide: Indifference Can be Tempting (8th) http://projects.edtech.sandi.net/ofarrell/genocidewebquest/conclusion.htm

20. Teacher Page/Notes • Ideas for implementation • Target learners (grade, subject, etc.) • Standards – Show alignment • Notes for teaching • Examples of student work • Designing a Tour of Washington DC http://infosys.pls.uni.edu/nielsen/nielsen/teacherpage.html • Hello Dolly http://www.powayschools.com/projects/dolly/toolbox.htm

21. WebQuest About WebQuests IntroductionSince early in 1995, teachers everywhere have learned how to use the web well by adopting the WebQuest format to created inquiry-oriented lessons. But what exactly is a WebQuest? What does it feel like to do one? How do you know a good one when you see it? You’re going to grapple with these questions and more. TaskTo develop great WebQuests, you need a thorough understanding of the possibilities open to you as you create web-based lessons. One way for you to get there is to critically analyze a number of examples and discuss them from multiple perspectives. That's your task. You need to answer these questions individually and then as a group:Which two of the examples are the best ones? Why? Which two are the worst? Why? What do best and worst mean to your group?

22. Discussion Questions • What topic would lend itself to the WebQuest format in your curriculum? • What is a doable, appropriate task learners could accomplish as a way to learn what they need to learn?

25. Online Resources

26. IPFW Workshop – Fall 2006

27. Thank you! Sandy Schaufelberger ACELINK Project Coordinator/IPFW 260-481-0747 schaufes@ipfw.edu www.acelink.org http://acelink.blogspot.com