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Some Thoughts About WebQuests

Some Thoughts About WebQuests. Nancy Brown, Presenter. Sources. Adapted from the articles by Bernie Dodge, San Diego State University “Some Thoughts about WebQuests” http://edweb.sdsu.edu/courses/edtec596/about_WebQuests.html

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Some Thoughts About WebQuests

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  1. Some Thoughts About WebQuests Nancy Brown, Presenter

  2. Sources • Adapted from the articles by Bernie Dodge, San Diego State University • “Some Thoughts about WebQuests” http://edweb.sdsu.edu/courses/edtec596/about_WebQuests.html • “Building Blocks of a WebQuest” http://edweb.sdsu.edu/people/bdodge/webquest/buildingblocks.html • Cathy Schrock, Educational Technology Consultant

  3. What Is a WebQuest? • An inquiry-oriented activity in which some or all of the information that students interact with comes from resources on the Internet. • http://www.ozline.com/webquests/intro.html • http://webquest.sdsu.edu/webquest_collections.htm

  4. Types of WebQuests • Short Term - • Designed to be completed in one to three class periods. • Long Term • Designed to take from one week to as long as a month to complete.

  5. Short Term Webquest • The instructional goal is knowledge acquisition and integration. • The learner deals with a significant amount of new information and creates an internal scheme to make sense of it.

  6. Longer Term WebQuest • Instructional goal is extending and refining knowledge. • Learner deeply analyzes a body of information, synthesizes it, and then demonstrates understanding by presenting it in some way.

  7. Longer Term WebQuest • Thinking Skills • Comparing • Classifying • Deduction • Analyzing • Synthesizing • Evaluation • Constructing support • Analyzing point-of-view

  8. Attributes of WebQuest • Introduction • Task • Process • Information sources • Evaluation • Conclusion • http://oncampus.richmond.edu/academics/as/education/projects/webquests.html • http://oncampus.richmond.edu/education/projects/webquests/quilts/

  9. Other Characteristics • Collaborative activities • Role-playing • Single or multi-disciplinary

  10. Attribute #1 - Introduction • Orients the learners as to what is coming • Raises the level of interest through a variety of means • http://oncampus.richmond.edu/education/projects/webquests/washington/

  11. Attribute #2 - Task • Description of what the learner will have done at the end of the exercise • Could be a product or verbal presentation • http://oncampus.richmond.edu/education/projects/webquests/washington/

  12. Attribute #3 - Process • Clearly described steps • Describes exactly what is expected of the learner • Provides advice to the learner • http://oncampus.richmond.edu/education/projects/webquests/washington/

  13. Attribute #4 - Information Source • List of web sites which the instructor has located to help the learner accomplish the task • Includes other sources • Not all sources need to be used

  14. Attribute #5 - Evaluation • Need to be able to measure results • Rubrics designed by teacher are the most authentic form assessment • Evaluation rubrics take many forms • http://webquest.sdsu.edu/webquestrubric.html • http://oncampus.richmond.edu/education/projects/webquests/washington/

  15. Other Examples • http://oncampus.richmond.edu/education/projects/webquests/crucible/ • http://oncampus.richmond.edu/academics/a&s/education/projects/webquests/holocaust/ • http://oncampus.richmond.edu/academics/as/education/projects/webquests/machines/

  16. Attribute #6 - Conclusion • Brings closure to the quest • Reminds the learner what they have learned • Encourages them to extend the experience into other domains • http://oncampus.richmond.edu/education/projects/webquests/washington/

  17. Design Steps for Teachers • Become familiar with online resources in your content area • Organize the resources into categories such as databases, reference materials, etc. • Identify topics that fit in with the curriculum and for which there are online materials and resources • http://www.ozline.com/learning/machine.html • http://www.ozline.com/templates/webquest.html

  18. Writing the WebQuest • Introduction – describe the webquest in your own words • Task – the actual assignment – describe the scenario in greater detail; gives the roles that students will play • Process – step-by-step instructions the students will follow • Information Sources – useful links to info students need to complete task • Evaluation – links to online tests, rubrics, etc. • Conclusion – wrap-up, gives closure, thanks students for work and effort, describes “what happens as a result of work

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