Scavenger Hunts, WebQuests, and Curriculum Webs: What is the Difference?

1. Scavenger Hunts, WebQuests, and Curriculum Webs: What is the Difference? Cynthia Conn, Ed.D. Northern Arizona University

2. Chat Agenda • Discussion of the similarities and differences between: • Scavenger Hunts • WebQuests • Curriculum Webs • FTP Demonstration

3. Scavenger Hunts • “Internet scavenger hunts are a way for students: • to practice problem solving • improve their reading and comprehension skills, and • learn how to search the Internet.” (Starr, 1999, retreived from http://www.education-world.com/a_curr/curr113.shtml) • Easy to find or create! • Lots of examples available online: http://www.educationworld.com/a_lesson/lesson/images/lesson052-1.pdf

4. Scavenger Hunts • Who has developed and/or used a Scavenger Hunt? • Raise your hand

5. Scavenger Hunts • Did you create the Scavenger Hunt yourself? • Raise your hand

6. Scavenger Hunts • Did you find one on the web to use/adapt? • Raise your hand

7. Scavenger Hunts • What was the topic(s)? • Respond via chat

8. Scavenger Hunts • Any questions or comments regarding how the Scavenger Hunt worked or how receptive you think your students would be to doing a Scavenger Hunt? • Respond via chat

9. WebQuests • Definition: “…an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the internet…” • Short-term: “…a learner will have grappled with a significant amount of new information and made sense of it. Often is completed in 1 to 3 class periods.” • Long-term: “…a learner would have analyzed a body of knowledge deeply, transformed it in some way, and demonstrated an understanding of the material by creating something that others can respond to, on-line or off-.” Often long-term WebQuests take one week to one month to complete. (Dodge, 1997, retreived from http://webquest.sdsu.edu/about_webquests.html)

10. WebQuests • Critical Attributes • Introduction • Task • Include motivational elements • Information Sources • Description of process or procedures learners should follow • Group activities are often appropriate • Instructions related to task or assignment • Conclusion

11. WebQuest Class Assignment • Complete the WebQuest Groupwork Template • WebQuest Design Process • Check out: http://webquest.sdsu.edu/designsteps/index.html • Create your WebQuest • Check out: http://webquest.sdsu.edu/LessonTemplate.html • Note: Using one of these templates is NOT required. They are provided as a resource. • Self-Evaluate your WebQuest • Check out: link to WebQuest Evaluation Rubric listed in Lesson 6

12. Curriculum Webs • A Curriculum Web is designed around a structured curriculum plan to support teaching and learning. • Components: • Developed curriculum plan • Introduction page • Activities page • Teaching guide • Rubrics • Communication tools • External resources (Cunningham & Billingsley, 2006, p. 1-2)\ • Example from Curriculum Webs text: • http://curriculumwebs.com/OurUS/

13. FTP Demonstration • Core FTP Version 1.3 available for download via NAU’s ITS website: http://www4.nau.edu/its/pcsupport/software/Download/index.asp • Tutorials for other FTP software available through COE website: http://www2.nau.edu/edtech/site/tutorials/index.html • Contact the Academic Computing Help Desk for assistance: 1-888-520-7215 or (928) 523-9294 or send email to help@dana.ucc.nau.edu

14. FTP Tips • Upload your files as you are building your WebQuest and well in advance of the due date to ensure your images are showing, your links are working, etc. • Image files need to be uploaded to the server separately; your path to that file needs to be accurate • Make sure the permissions are set properly for your folder and files • Image source code examples: • Directory with other files: <img src="chin.gif" alt="Chinstrap Penguin" width="118" height="118"> • Images directory: <img src="images/chin.gif" alt="Chinstrap Penguin" width="118" height="118”>