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WEBQUESTS: SURFING WITH PURPOSE

A WebQuest is an inquiry-oriented activity where learners interact with internet resources. This guide explores the definition, design process, locating functions, and building blocks of a WebQuest. It also provides a template, research online guide, evaluation, and WebQuest experience worksheet.

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WEBQUESTS: SURFING WITH PURPOSE

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  1. WEBQUESTS: SURFING WITH PURPOSE

  2. Definition Design Process Locating Function Building Blocks Template Research Online Guide Evaluation Webquest Experience Worksheet

  3. “A WebQuest is an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the internet. There are at least two levels of WebQuests that should be distinguished from one another.” Bernie Dodge

  4. Functions Web application for k-12 educators Student centered activity Inquiry based activity Encourage good research Constructed around scenario of interest Demand higher order thinking skills

  5. Research points to… • Motivation • Constructivist learning theory (knowledge construction) • Cognitive psychology (building schema) • Powerful way to introduce concepts

  6. A WEBQUEST… • An interesting task • Requires higher level thinking (synthesis, analysis, problem-solving, creativity, judgment) • Effective use of the web • NOT a research report or step-by-step procedure • NOT just a series of web experiences

  7. Explore Possibilities • Choose & chunk topic • Identify Learning Gaps • Inventory Resources • The Question

  8. Creating • Address learning standards • Locate resources • Use a template • Use your knowledge of web site creation • Engage learners • Define the learning task • Scaffold thinking Consider Bloom

  9. Examples Collections Discovery School Third Grade Language Arts Government (teacher from conference)

  10. Conclusion: • Ask students how their roles could have been interpreted in a different light? • Ask students if they had interpreted their roles differently, how might the outcome have changed? • Ask students if they were flexible enough to compromise with the group and attain resolution, or did they yield to group pressures? • Ask students what new questions did the issue(s) generate? Why would these new questions be important in answering the original question(s)?

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