© Copyright 2005 by Peter Chan MIT6001 IT in Education—An Overview (2 nd term) #4:...

© Copyright 2005 by Peter Chan

MIT6001 IT in Education—An Overview MIT6001 IT in Education—An Overview (2(2ndnd term) term)

#4: Applications—#4: Applications—WebQuestWebQuest

December 19, 2005December 19, 2005

Dr. Peter ChanDr. Peter ChanAsst Professor of Instructional Technology, Asst Professor of Instructional Technology, Brigham Young University HawaiiBrigham Young University HawaiiVisiting Professor, Visiting Professor, Chinese University of Hong KongChinese University of Hong Kong


WebQuestWebQuest

• Definitions:Definitions:

A WebQuest is an A WebQuest is an inquiry-orientedinquiry-oriented activity in which some or all of the activity in which some or all of the information that learners interact information that learners interact with comes from resources on the with comes from resources on the internetinternet, optionally supplemented , optionally supplemented with videoconferencing.with videoconferencing.

• http://webquest.sdsu.edu/http://webquest.sdsu.edu/about_webquests.htmlabout_webquests.html


Two types of WebQuestsTwo types of WebQuests• Short Term WebQuestsShort Term WebQuests

– Goal: knowledge acquisition and integration Goal: knowledge acquisition and integration – Result: learner grappled with a significant Result: learner grappled with a significant

amount of new information and made sense of amount of new information and made sense of it.it.

– Time: in one to three class periodsTime: in one to three class periods• Longer Term WebQuestLonger Term WebQuest

– Goal: extending and refining knowledge Goal: extending and refining knowledge – Result: learner analyzed a body of knowledge Result: learner analyzed a body of knowledge

deeply, transformed it in some way, and deeply, transformed it in some way, and demonstrated an understanding of the demonstrated an understanding of the material by material by creatingcreating something that others can something that others can respond to, on- or off-line.respond to, on- or off-line.

– Time: one week to a month in a classroom Time: one week to a month in a classroom settingsetting


OverviewOverviewhttp://www.spa3.k12.sc.us/WebQuestTemplate/webquesthttp://www.spa3.k12.sc.us/WebQuestTemplate/webquesttemp.htmtemp.htm

• Describe what the lesson is about. Describe what the lesson is about. • Specify content area (mathematics, language Specify content area (mathematics, language

arts, etc) and grade level (middle, elementary, arts, etc) and grade level (middle, elementary, early childhood, etc.). early childhood, etc.).

• Specify strands and objectives that this Specify strands and objectives that this WebQuest Supports. WebQuest Supports.

• List by subject area (WebQuests should be List by subject area (WebQuests should be interdisciplinary projects). interdisciplinary projects).

• List any special resources that a teacher would List any special resources that a teacher would need in the classroom or in the media center need in the classroom or in the media center for the students to complete the activity. For for the students to complete the activity. For example, print resources in the media center, example, print resources in the media center, art reproductions, or video and audio materials.art reproductions, or video and audio materials.


Building BlocksBuilding Blockshttp://projects.edtech.sandi.net/staffdev/buildingblocks/p-index.htmhttp://projects.edtech.sandi.net/staffdev/buildingblocks/p-index.htm

http://http://webquest.sdsu.edu/designsteps/index.htmlwebquest.sdsu.edu/designsteps/index.html

1.1.IntroductionIntroduction2.2.TaskTask3.3.ProcessProcess4.4.EvaluationEvaluation 5.5.ConclusionConclusion6.6.Teacher PageTeacher Page

Template: Template: http://projects.edtech.sandi.nhttp://projects.edtech.sandi.net/staffdev/tpss99/mywebqueset/staffdev/tpss99/mywebquest/index.htmt/index.htm


Some ExamplesSome Exampleshttp://oncampus.richmond.edu/academics/education/prhttp://oncampus.richmond.edu/academics/education/pr

ojects/ojects/ • Don’t Burn, Build (Math & Physics): Don’t Burn, Build (Math & Physics):

http://oncampus.richmond.edu/acadehttp://oncampus.richmond.edu/academics/education/projects/webquests/mics/education/projects/webquests/bridge/index.html bridge/index.html

• Chasing Carlos and Cristina Cruz Chasing Carlos and Cristina Cruz http://oncampus.richmond.edu/acadehttp://oncampus.richmond.edu/academics/education/projects/webquests/mics/education/projects/webquests/spanish/ spanish/


Building Block #1: Building Block #1: IntroductionIntroduction

• What: Sets the stage and provides What: Sets the stage and provides some background information some background information

• Why: Prepare and hook the reader Why: Prepare and hook the reader • How: How:

– Introduce the activity or lesson to Introduce the activity or lesson to the studentsthe students

– Introduce a role or scenario involved Introduce a role or scenario involved – Communicate the Big QuestionCommunicate the Big Question

• Examples: Examples: http://coe.west.asu.edu/students/lcooper/wqintro.htmhttp://coe.west.asu.edu/students/lcooper/wqintro.htm


Building Block #2: TaskBuilding Block #2: Task

• What: a task that focuses learners on What: a task that focuses learners on what they are going to do - specifically, what they are going to do - specifically, the culminating performance or product the culminating performance or product that drives all of the learning activities.that drives all of the learning activities.

• How: How: – Describe crisply and clearly what the end Describe crisply and clearly what the end

result of the learners' activities will be. result of the learners' activities will be. – Don't list the steps that students will go Don't list the steps that students will go

through to get to the end point. That belongs through to get to the end point. That belongs in the Process section.in the Process section.

– If the final product involves using some tool If the final product involves using some tool (e.g., HyperStudio, the Web, video), mention (e.g., HyperStudio, the Web, video), mention it here.it here.

– Assign various roles to studentsAssign various roles to students– Make it Doable and interestingMake it Doable and interesting


Building Block #2: Task Building Block #2: Task (cont)(cont)

Some possible tasks:Some possible tasks:• problem or mystery to be solved; problem or mystery to be solved; • position to be formulated and defended; position to be formulated and defended; • product to be designed; product to be designed; • complexity to be analyzed; complexity to be analyzed; • personal insight to be articulated; personal insight to be articulated; • summary to be created; summary to be created; • persuasive message or journalistic account to be persuasive message or journalistic account to be

crafted; crafted; • a creative work, or a creative work, or • anything that requires the learners to process and anything that requires the learners to process and

transformtransform the information they've gathered. the information they've gathered. • Examples:Examples:

– Hero: Hero: http://coe.west.asu.edu/students/lcooper/wqintro.htmhttp://coe.west.asu.edu/students/lcooper/wqintro.htm– Earthquake in Mexico: Earthquake in Mexico: http://students.itec.sfsu.edu/edt628/mexquake/earthquakers.htmlhttp://students.itec.sfsu.edu/edt628/mexquake/earthquakers.html– Paper or plastic: Paper or plastic: http://oncampus.richmond.edu/academics/a&s/education/projects/webquests/paper/http://oncampus.richmond.edu/academics/a&s/education/projects/webquests/paper/


http://projects.edtech.sandi.net/staffdev/tpss99/tasksimap/


Building Block #3: Building Block #3: ProcessProcess

• What: Outlines how the learners will What: Outlines how the learners will accomplish the task. Include clear accomplish the task. Include clear steps, resources, and tools for steps, resources, and tools for organizing information.organizing information.

• Consider: to accomplish the task, Consider: to accomplish the task, what steps should the learners go what steps should the learners go through?through?


Building Block #3: Process Building Block #3: Process (cont)(cont)

• How: How: – Learners will access the on-line resources that you've Learners will access the on-line resources that you've

identifiedidentified• MayMay provide a set of links that everyone looks for provide a set of links that everyone looks for

developing background informationdeveloping background information• If you break learners into groups, embed the links that If you break learners into groups, embed the links that

each group will look at within the description of that each group will look at within the description of that stage of the process. stage of the process.

• If you have identified or prepared guide documents on If you have identified or prepared guide documents on the Web that cover specific skills needed for this lesson the Web that cover specific skills needed for this lesson (e.g. how to brainstorm, how to prepare to interview an (e.g. how to brainstorm, how to prepare to interview an expert), link them to this section.expert), link them to this section.

– Provide some guidance on how to organize the information Provide some guidance on how to organize the information gatheredgathered• use flowcharts, summary tables, concept maps, a use flowcharts, summary tables, concept maps, a

checklist of questions to analyze the information with, checklist of questions to analyze the information with, or things to notice or think about, or other organizing or things to notice or think about, or other organizing structuresstructures


Building Block #3: Process Building Block #3: Process (cont)(cont)

• Examples:Examples:– China: China: http://www.ualberta.ca/~ams7/WebQuest/http://www.ualberta.ca/~ams7/WebQuest/– Hero: Hero: http://http://

coe.west.asu.edu/students/lcooper/wqintro.htmcoe.west.asu.edu/students/lcooper/wqintro.htm– Earthquake in Mexico: Earthquake in Mexico:

http://students.itec.sfsu.edu/edt628/mexquake/earthquakers.hhttp://students.itec.sfsu.edu/edt628/mexquake/earthquakers.htmltml

– Paper or plastic: Paper or plastic: http://oncampus.richmond.edu/academics/a&s/education/projehttp://oncampus.richmond.edu/academics/a&s/education/projects/webquests/paper/cts/webquests/paper/

– Airlines for kids: Airlines for kids: http://www.murarriess.qld.edu.au/webquests/planequest/indehttp://www.murarriess.qld.edu.au/webquests/planequest/index.htmx.htm

– Survivor (Chinese): Survivor (Chinese): http://www.being.org.cn/miniquest/sample/survivorws/survivohttp://www.being.org.cn/miniquest/sample/survivorws/survivorws.htmrws.htm

– E-commerce solutions:E-commerce solutions: http://ouray.cudenver.edu/~dl0young/cutting_edge/files/index.http://ouray.cudenver.edu/~dl0young/cutting_edge/files/index.htmlhtml


Building Block #4: Building Block #4: EvaluationEvaluation

• What: describes the evaluation criteria What: describes the evaluation criteria needed to meet performance and content needed to meet performance and content standards.standards.

• How: How: – Describe to the learners how their performance Describe to the learners how their performance

will be evaluated. will be evaluated. – The assessment rubric(s) should align with the The assessment rubric(s) should align with the

culminating project or performance, as outlined culminating project or performance, as outlined in the task section of the WebQuest. in the task section of the WebQuest.

– Specify whether there will be a common grade for Specify whether there will be a common grade for group work vs. individual grades.group work vs. individual grades.

– Developing a rubric: Developing a rubric: http://projects.edtech.sandi.net/staffdev/tpss99/rubrics/rubrics.htmlhttp://projects.edtech.sandi.net/staffdev/tpss99/rubrics/rubrics.html

– Sample Rubric:Sample Rubric: http://edweb.sdsu.edu/triton/tidepoolunit/Rubrics/collrubric.htmlhttp://edweb.sdsu.edu/triton/tidepoolunit/Rubrics/collrubric.html


Building Block #4: Evaluation Building Block #4: Evaluation (cont)(cont)

• Examples:Examples:– China: China: http://www.ualberta.ca/~ams7/WebQuest/http://www.ualberta.ca/~ams7/WebQuest/– Hero: Hero: http://http://

coe.west.asu.edu/students/lcooper/wqintro.htmcoe.west.asu.edu/students/lcooper/wqintro.htm– Earthquake in Mexico: Earthquake in Mexico:

http://students.itec.sfsu.edu/edt628/mexquake/earthquakers.hhttp://students.itec.sfsu.edu/edt628/mexquake/earthquakers.htmltml

– Paper or plastic: Paper or plastic: http://oncampus.richmond.edu/academics/a&s/education/projehttp://oncampus.richmond.edu/academics/a&s/education/projects/webquests/paper/cts/webquests/paper/

– Airlines for kids: Airlines for kids: http://www.murarriess.qld.edu.au/webquests/planequest/indehttp://www.murarriess.qld.edu.au/webquests/planequest/index.htmx.htm

– Park Day:Park Day:– http://www.itdc.sbcss.k12.ca.us/curriculum/fieldday.htmlhttp://www.itdc.sbcss.k12.ca.us/curriculum/fieldday.html– Civil War (Chinese): Civil War (Chinese): http://http://

www.being.org.cn/miniquest/sample/cwar.htmwww.being.org.cn/miniquest/sample/cwar.htm


Building Block #5: Building Block #5: ConclusionConclusion

• What: What: – brings closure to the questbrings closure to the quest– reminds the learners about what they've learnedreminds the learners about what they've learned– encourages encourages reflectionreflection and and extensionextension of the of the

experience into other domains. experience into other domains. • How:How:

– Summarize what the learners will have Summarize what the learners will have accomplished or learned by completing this accomplished or learned by completing this activity or lesson. activity or lesson.

– You might also include some rhetorical You might also include some rhetorical questions or additional links to encourage them questions or additional links to encourage them to extend their thinking into other content to extend their thinking into other content beyond this lesson.beyond this lesson.


Building Block #5: Conclusion Building Block #5: Conclusion (cont)(cont)

• Examples:Examples:– China (6-8): China (6-8): http://www.ualberta.ca/~ams7/WebQuest/http://www.ualberta.ca/~ams7/WebQuest/– Hero (6-8): Hero (6-8): http://http://

coe.west.asu.edu/students/lcooper/wqintro.htmcoe.west.asu.edu/students/lcooper/wqintro.htm– Earthquake in Mexico (9-12): Earthquake in Mexico (9-12):

http://students.itec.sfsu.edu/edt628/mexquake/earthquakers.htmlhttp://students.itec.sfsu.edu/edt628/mexquake/earthquakers.html– Paper or plastic (3-8): Paper or plastic (3-8):

http://oncampus.richmond.edu/academics/a&s/education/projects/webquehttp://oncampus.richmond.edu/academics/a&s/education/projects/webquests/paper/sts/paper/

– Airlines for kids (3-5): Airlines for kids (3-5): http://http://www.murarriess.qld.edu.au/webquests/planequest/index.htmwww.murarriess.qld.edu.au/webquests/planequest/index.htm

– Park Day (3-5): Park Day (3-5): http://www.itdc.sbcss.k12.ca.us/curriculum/fieldday.htmlhttp://www.itdc.sbcss.k12.ca.us/curriculum/fieldday.html

– New PE game (3-5): New PE game (3-5): http://www.yorkville.k12.il.us/webquests/webqascolani/webqsascolani.htmlhttp://www.yorkville.k12.il.us/webquests/webqascolani/webqsascolani.html

– Websites (9-12): Websites (9-12): http://members.tripod.com/webquester1/http://members.tripod.com/webquester1/– New quarter (3-12): New quarter (3-12):

http://www.nhcs.k12.nc.us/williams/quarterwebquest/index.htmlhttp://www.nhcs.k12.nc.us/williams/quarterwebquest/index.html– Shakespear: Shakespear: http://www.kn.pacbell.com/wired/fil/pages/webevilinra.htmlhttp://www.kn.pacbell.com/wired/fil/pages/webevilinra.html


Building Block #5: Conclusion Building Block #5: Conclusion (cont)(cont)

• Explain to students how the conclusion Explain to students how the conclusion will offer the opportunity to engage in will offer the opportunity to engage in further analysis. For example: further analysis. For example: – Ask students how their roles could have been Ask students how their roles could have been

interpreted in a different light?interpreted in a different light? Ask students Ask students if they had interpreted their roles differently, if they had interpreted their roles differently, how might the outcome have changed?how might the outcome have changed?

– Ask students if they were flexible enough to Ask students if they were flexible enough to compromise with the group and attain compromise with the group and attain resolution, or did they yield to group resolution, or did they yield to group pressures?pressures?

– Ask students what new questions did the Ask students what new questions did the issue(s) generate? Why would these new issue(s) generate? Why would these new questions be important in answering the questions be important in answering the original question(s)?original question(s)?


Building Block #6: Building Block #6: Teacher PageTeacher Page

• What: includes information to help What: includes information to help other teachers implement the other teachers implement the WebQuest, including: target learners, WebQuest, including: target learners, standards, notes for teaching the unit, standards, notes for teaching the unit, and, in some cases, examples of and, in some cases, examples of student work.student work.

• Examples:Examples:– China (6-8): China (6-8): http://www.ualberta.ca/~ams7/WebQuest/http://www.ualberta.ca/~ams7/WebQuest/– Hero (6-8): Hero (6-8): http://http://coe.west.asu.edu/students/lcooper/wqintro.htmcoe.west.asu.edu/students/lcooper/wqintro.htm– Earthquake in Mexico (9-12): Earthquake in Mexico (9-12): http://students.itec.sfsu.edu/edt628/mexquake/earthquakers.htmlhttp://students.itec.sfsu.edu/edt628/mexquake/earthquakers.html– Paper or plastic (3-8): Paper or plastic (3-8):

http://oncampus.richmond.edu/academics/a&s/education/projects/webquests/paper/http://oncampus.richmond.edu/academics/a&s/education/projects/webquests/paper/– Airlines for kids (3-5): Airlines for kids (3-5): http://http://www.murarriess.qld.edu.au/webquests/planequest/index.htmwww.murarriess.qld.edu.au/webquests/planequest/index.htm– Park Day (3-5): Park Day (3-5): http://www.itdc.sbcss.k12.ca.us/curriculum/fieldday.htmlhttp://www.itdc.sbcss.k12.ca.us/curriculum/fieldday.html– New PE game (3-5): New PE game (3-5): http://www.yorkville.k12.il.us/webquests/webqascolani/webqsascolani.htmlhttp://www.yorkville.k12.il.us/webquests/webqascolani/webqsascolani.html

– Websites (9-12): Websites (9-12): http://members.tripod.com/webquester1/http://members.tripod.com/webquester1/– New quarter (3-12): New quarter (3-12): http://www.nhcs.k12.nc.us/williams/quarterwebquest/index.htmlhttp://www.nhcs.k12.nc.us/williams/quarterwebquest/index.html– Shakespear: Shakespear: http://http://www.kn.pacbell.com/wired/fil/pages/webevilinra.htmlwww.kn.pacbell.com/wired/fil/pages/webevilinra.html

•


Design ProcessDesign Process

• http://webquest.sdsu.edu/http://webquest.sdsu.edu/designsteps/index.html designsteps/index.html


Additional ResourcesAdditional Resources

• Submit WebQuest to the Submit WebQuest to the database: database: http://webquest.org/wqdb/editwq.phphttp://webquest.org/wqdb/editwq.php

• A graduate course on WebQuest: A graduate course on WebQuest: http://www.teachereducation.com/webout.http://www.teachereducation.com/webout.htmlhtml

• WebQuest chart WebQuest chart http://www.mapacourse.com/webquest%20HTML/http://www.mapacourse.com/webquest%20HTML/webquest%20icon.htmlwebquest%20icon.html

• Best WebQuest: Best WebQuest: http://http://www.bestwebquests.comwww.bestwebquests.com//

• Studies: Studies: http://www.quasar.ualberta.ca/css/Css_35_2/engaging_students_wehttp://www.quasar.ualberta.ca/css/Css_35_2/engaging_students_webquest.htmbquest.htm


GameGame

• A WebQuest About WebQuests: A WebQuest About WebQuests: http://webquest.sdsu.edu/webquestwhttp://webquest.sdsu.edu/webquestwebquest-hs.htmlebquest-hs.html

• Discuss & ShareDiscuss & Share


AssignmentAssignment

• Create your own WebQuest using the Create your own WebQuest using the following Template following Template http://webquest.sdsu.edu/LessonTemplate.hthttp://webquest.sdsu.edu/LessonTemplate.htmlml

• Or the following creation tool:Or the following creation tool:

http://webquest.org/questgarden/http://webquest.org/questgarden/author/create-topic.phpauthor/create-topic.php

• Reference: CUHK: Reference: CUHK: http://ited.fed.cuhk.edu.hk/embwebquehttp://ited.fed.cuhk.edu.hk/embwebquest st ID: embweb password: e88tyID: embweb password: e88ty

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