WebQuests

1. WebQuests Structured But Fun Web Lessons

2. Definition • “An inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the internet…” • Created by Prof. Bernie Dodge with assistance from associate Tom March

3. 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.

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

5. 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

6. 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

7. 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:

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

9. 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.

10. 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

11. 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

12. 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

13. 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?

14. 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

15. 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

16. 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/