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WebQuests And More…

WebQuests And More…. Structured But Fun Web Lessons. Six Strategies For Web Use. Topic Hotlist Multimedia Scrapbook Treasure Hunt Subject Sampler Short-term WebQuest Long-term WebQuest. Topic Hotlist. An online list of links Adds Web resources to an existing lesson

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WebQuests And More…

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  1. WebQuests And More… Structured But Fun Web Lessons

  2. Six Strategies For Web Use • Topic Hotlist • Multimedia Scrapbook • Treasure Hunt • Subject Sampler • Short-term WebQuest • Long-term WebQuest

  3. Topic Hotlist • An online list of links • Adds Web resources to an existing lesson • Good for beginning Web integration • Spares learners hours of fruitless searching

  4. Multimedia Scrapbook • Basically, a Topic Hotlist with links to materials • Students use teacher-provided sites to download multimedia for their own projects

  5. Treasure Hunt • Gather 10 – 15 sites with info on given topic • Pose one key question for each web site chosen

  6. Subject Sampler • Learners presented with small number (6) of intriguing Web sites organized around a main topic. • Students are asked to respond to the Web-based activities from a personal perspective. • Rather than uncovering hard knowledge (Treasure Hunt), students give their perspectives on topics

  7. WebQuest • “An inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the internet…” • Structured inquiry

  8. Two Levels • Short term: • designed to be completed in 1-3 class periods • Long term: • typically takes from 1-4 weeks in a classroom setting.

  9. Short Term • Knowledge acquisition and integration • Learners make sense of a significant amount of new information

  10. Long Term • Extending and refining knowledge • Learner • analyzes a body of knowledge deeply, • transforms it in some way, and • demonstrates an understanding of the material by creating something that others can respond to • Online or Offline product

  11. Why WebQuests? • Questionable educational benefit to having learners surf the net without a clear task in mind • Most schools must ration student connection time severely

  12. WebQuests… • Are designed to make the best use of a learner's time, • Should address large, complex or controversial topics, • To achieve efficiency and clarity of purpose, should contain the following parts:

  13. Critical Attribute: Introduction • Sets the stage • Provides some background information.

  14. Critical Attribute: Task • What the student is expected to have completed at the end of the project (expectations) • Should be doable and interesting. • Product can be a presentation, web site, etc.

  15. Critical Attribute: Info Sources • Most resources are embedded(Learner is not left to wander through Web space completely adrift.) • May include web documents, experts available via e-mail or real-time conferencing, searchable databases on the net, and books

  16. Critical Attribute: Process • A description of what the learners should go through in accomplishing the task • Should be broken out into clearly described steps that a student will go through to get to the end-point

  17. Critical Attribute: Guidance • How to organize the information acquired. • Can take the form of guiding questions, or directions to complete organizational frameworks such as • timelines, • concept maps, or • cause-and-effect diagrams

  18. Critical Attribute: Evaluation • Describes the evaluation criteria needed to meet performance and content standards • Often takes the form of an assessment rubric • Should align with the culminating project or performance • Group or individual grade?

  19. Critical Attribute: Conclusion • Brings closure to the quest • Reminds the learners about what they've learned • Ideally, should encourage learners to extend the experience into other domains

  20. Non-Critical Attributes • Most are designed as group activities • Can be enhanced by wrapping motivational elements around the basic structure • Give the learners a role to play (e.g., scientist, detective, reporter), • Provide a simulated personae to interact with via e-mail and/or • Provide a scenario to work within (e.g., you've been asked by the Secretary General of the UN to brief him on what's happening in sub-Saharan Africa this week.) • Can be designed within a single discipline or can be interdisciplinary

  21. Why WebQuests? • Bring together the most effective instructional practices into one integrated student activity • Motivation & Authenticity • Developing Thinking Skills • Cooperative Learning http://webquest.sdsu.edu/

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