Exploring the World of WebQuests August 2006 Sandy Schaufelberger, Presenter.
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Transcript of Exploring the World of WebQuests August 2006 Sandy Schaufelberger, Presenter.
Exploring the World of WebQuestsAugust 2006
Sandy Schaufelberger, Presenter
What is a WebQuest?
• A student-centered learning environment
• Based on a doable, engaging task
• Supported by the Web & other resources
• Learners inquire & construct meaning
• Supports higher level thinking
• Usually collaborative
Why Use WebQuests?
• Authenticity• Active exploration• Applied learning• Adult connections through collaboration• Authentic assessment
“Using information is more important than merely having it.”
Who Created the WebQuest?
• Bernie Dodge
• San Diego State University
• Outlined in 1995
“WebQuests are designed to use learners' time well, to focus on using information rather than looking for it, and to support learners' thinking at the levels of analysis, synthesis and evaluation.”
http://webquest.sdsu.edu
Look for these
before you choose
a WebQuest…
Other Characteristics• Cooperative Learning• Motivational Elements
– role playing– simulated interaction
– work scenario
• Interdisciplinary• Differentiation
The Introduction
• Should orient the learner to what is coming• Should raise some interest
– Fun?
– Important because of global implications?
– Relevant to the learner’s past and/or future?
– Attractive?
• The Titanic (9-12) http://asterix.ednet.lsu.edu/~edtech/webquest/titanic.html
• Lotto Fever (9-12)• http://homepages.moeller.org/tfairbanks/lottofever.htm#Introduction
The Task• Should describe
what the learner will have produced at the end – A PowerPoint
presentation?– A timeline?– A newspaper?– A web site?– A videotape?– An interview?– A debate?– A radio play?
• Dive Right In (K-2)– http://
projects.edtech.sandi.net/grant/aquarium/tasks.html
• “The Crucible" & McCarthyism (9-12)– http://
projects.edtech.sandi.net/hoover/crucible/
• The Diary of Anne Franke: In Search of Truth (6-8)– http://
projects.edtech.sandi.net/lewis/annefrank/
• Zelda’s Zany Zoo (4-5)– http://hrsbstaff.ednet.ns.ca/nbarkhou/c
lass/zanyzoo/
12 Tasks Link
The Process• The teacher suggests the steps that the learner
should take to complete the task.• The process may include strategies and advice.• The process should be clear, concise.• Scaffolding is used to guide learning.
• Gallery of Art-I-Facts (9-12)
http://www.teachtheteachers.org/projects/PWalker2/index.htm • Fashion Quest (9-12)• http://www.mamkschools.org/mhs/class/home_and_career/nelson/fashi
on_questJune2.htm#Fashion_Review
• A Personal Journey: Gettysburg (7-12) • http://www.pls.uni.edu/nielsen/Gettysburg/process.html
Resources• Pre-selected• Background for all,
details for some• Different reading levels
• Examples– Web sites– Audiotapes– Videotapes– Audio-conference– Videoconference– Textbooks– Newspapers– Interviews– Online Experts– Maps– Historical Records
• An Insect’s Perspective (K-2) http://projects.edtech.sandi.net/grant/insects/process.htm
• Return of the Great Game (9-12) http://projects.edtech.sandi.net/kearny/greatgame/stage_2.htm
• Amistad (9-12)
http://projects.edtech.sandi.net/hoover/amistad/#Process
Evaluation
• Measuring the results of using WebQuests for learning– Meaningful, challenging activities– Generative– Seamless & ongoing– Create equity by reducing subjectivity
• Forms of Assessment– Rubrics (Rubistar)– Checklists– Portfolios/Folders
Sample Evaluations
• Mad Cow WebQuest (8-12) http://nths.newtrier.k12.il.us/academics/faculty/entman/madcow/index.htm
• Family of Nations Celebration (1-2) http://projects.edtech.sandi.net/balboa/nations/evaluation.htm
• The Ocean’s In Trouble (4-5) http://projects.edtech.sandi.net/grant/oceanpollution/evaluation.html
• Biotech, Inc. (9-10) http://projects.edtech.sandi.net/kearny/biotech/evaluation.htm
The Conclusion
• To summarize the experience
• To encourage reflection about the process
• To extend & generalize what was learned
• Finding the Lighthouse Diamond Thief (5-8)http://projects.edtech.sandi.net/kroc/scimethod/#Conclusion
• Genocide: Indifference Can be Tempting (8th)http://projects.edtech.sandi.net/ofarrell/genocidewebquest/conclusion.htm
Teacher Page/Notes• Ideas for implementation• Target learners (grade, subject, etc.)• Standards – Show alignment• Notes for teaching• Examples of student work
• Designing a Tour of Washington DC http://infosys.pls.uni.edu/nielsen/nielsen/teacherpage.html
• Hello Dolly http://www.powayschools.com/projects/dolly/toolbox.htm
WebQuest About WebQuestsIntroduction
Since early in 1995, teachers everywhere have learned how to use the web well by adopting the WebQuest format to created inquiry-oriented lessons. But what exactly is a WebQuest? What does it feel like to do one? How do you know a good one when you see it? You’re going to grapple with these questions and more.
TaskTo develop great WebQuests, you need a thorough understanding of the possibilities open to you as you create web-based lessons. One way for you to get there is to critically analyze a number of examples and discuss them from multiple perspectives. That's your task.
You need to answer these questions individually and then as a group:Which two of the examples are the best ones? Why? Which two are the worst? Why? What do best and worst mean to your group?
Discussion Questions
• What topic would lend itself to the WebQuest format in your curriculum?
• What is a doable, appropriate task learners could accomplish as a way to learn what they need to learn?
Online Resources
IPFW Workshop – Fall 2006
Thank you!
Sandy SchaufelbergerACELINK Project Coordinator/IPFW
www.acelink.orghttp://acelink.blogspot.com