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Exploring the World of WebQuests

Exploring the World of WebQuests Sandy Schaufelberger, IPFW Division of Continuing Studies What is a WebQuest? A learning environment Based on a doable, engaging task Supported by Web and other resources Learners inquire & construct meaning Supports learners’ thinking

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Exploring the World of WebQuests

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  1. Exploring the World of WebQuests Sandy Schaufelberger, IPFW Division of Continuing Studies

  2. What is a WebQuest? • A learning environment • Based on a doable, engaging task • Supported by Web and other resources • Learners inquire & construct meaning • Supports learners’ thinking • Usually collaborative

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

  4. 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

  5. Short-Term To be completed in 1-3 class periods Instructional goal is knowledge acquisition and integration Long-Term Requires 1 week to 1 month to complete Instructional goal is extending and refining knowledge Learners create a product that demonstrates mastery of material Two Types of WebQuests

  6. Look for these before you choose a WebQuest…

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

  8. 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

  9. 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

  10. 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

  11. Pre-selected Reviewed to all students or a small number of students 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

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

  13. 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

  14. The Conclusion • To summarize the experience • To encourage reflection about the process • To extend & generalize what was learned • To bring closure to the WebQuest • 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

  15. Teacher Page/Notes • Ideas for implementation • Target learners • Standards – Write out the Indiana Academic Standards • 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

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

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