Production of Production of WebQuestsWebQuests

Production of Production of WebQuestsWebQuests

The TaskThe Task

WebQuest Design – The Task

• What do you want your learners to know and be able to do at the end of the experience?

• Visit the WebQuest Portal http://webquest.org/ or the CU WebQuest Resource Bank http://www3.fed.cuhk.edu.hk/community/webquest/ to see if there are sites that can be your reference.

• The following are some possibilities:

WebQuest Taskonomy• Retelling Tasks • Compilation Tasks • Mystery Tasks • Journalistic Tasks • Design Tasks • Creative Product

Tasks

• Consensus Building Tasks

• Persuasion Tasks

• Self-Knowledge Tasks

• Analytical Tasks • Judgment Tasks • Scientific Tasks

Retelling Tasks• students is to absorb some information and then demonstrate that they've und

erstood it. • report by way of PowerPoint or HyperStudio presentations, posters, or short re

ports. • task requires looking for simple, sure answers to pre-determined questions, is

not a WebQuest butjust worksheets with URLs. • A modest WebQuest could be based on retelling if:

– the format and wording of their report is significantly different than what they read (i.e., the report wasn't produced by cutting and pasting);

– students are given latitude about what to report and how to organize their findings; – skills of summarizing, distilling, and elaborating are required and supported.

• Examples: – Will That Volcano Spoil Our Party – Kia Ora – Deserts of the World – Tropical Travelers

Compilation Task• Students take information from a number of sources and put it into a comm

on format• To make a compilation task qualify as a true WebQuest, there needs to be s

ome transformation of the information compiled. Simply putting a hotlist of web sites or a collection of web images together arbitrarily isn't enough.

• To ramp up the thinking skills– use information resources that are in different formats, require rewriting or refor

matting– set standards for the organization of the compilation, but don't make all the orga

nization and formatting decisions for the students. Leave some of that job for them, and evaluate their product based on the consistency and reasonableness of the organization they come up with;

– require students to develop their own criteria for selecting the items they put together and to articulate their criteria.

• Examples:– a cookbook compiled from recipes solicited from relatives

Cooking with your Three Sisters – a deck of cards to aid field trips Identifying Leaves of Pennsylvania – a selection of web resources to build a virtual exhibition 1960's Museum. – A time capsule A Separate Peace.

Mystery Tasks • A puzzle or detective story • A well designed mystery task requires

synthesis of information from a variety of sources.

• Examples:– Aztec Adventure – King Tutankhamun: Was It Murder?

Journalistic Tasks• ask your learners to act like reporters covering the event. • involves gathering facts and organizing them into an accoun

t within the usual genres of news and feature writing. • In evaluating, accuracy is important and creativity is not. • To design such a lesson, you'll need to provide the right reso

urces and establish the importance of fairness and accuracy in reporting.

• Examples:– The Vietnam Memorial – The Mexico City EarthQuake – The Gilded Age

Design Tasks• requires learners to create a product or plan

of action that accomplishes a pre-determined goal and works within specified constraints.

• Asking students to design an ideal X without also requiring them to work within a budget and within a body of legal and other restrictions doesn't really teach much.

• Examples:– Design a Canadian Vacation; Future Quest;

Designing a Home; Adventure Trip Quest

Creative Product Tasks

• production of something within a given format (e.g. painting, play, skit, poster, game, simulated diary or song) but they are much more open-ended and unpredictable than design tasks.

• The evaluation criteria for these tasks would emphasize creativity and self-expression, as well as criteria specific to the chosen genre.

• Examples: Radio Days , Sworn to Serve

Consensus Building Tasks

• the requirement that differing viewpoints be articulated, considered, and accomodated where possible.

• Examples: Vietnam Mural, Vietnam Memorial,Searching for China,

Persuasion Tasks• requiring students to develop a convi

ncing case that is based on what they've learned.

• Examples: The Amistad Case, Rock the Vote , Conflict Yellowstone Wolves

Self-Knowledge Tasks

• the goal is a greater understanding of oneself, an understanding that can be developed through guided exploration of on- and off-line resources.

• Example: What Will I Be When I Get Big?

Analytical Tasks• learners are asked to look closely at one or

more things and to find similarities and differences, to figure out the implications for those similarities and differences.

• They might look for relationships of cause and effect among variables and be asked to discuss their meaning.

• Examples: – March Madness– Meet the Immigrants– What Qualities Cause a College Teacher to be Rated

Bad?

Judgment Tasks• Judgment tasks present a number of

items to the learner and ask them to rank or rate them, or to make an informed decision among a limited number of choices.

• Examples : The WebQuest about WebQuests ; Evaluating Math Games

Scientific Tasks• It would include:

– making hypotheses based on an understanding of background information provided by on- or off-line sources;

– testing the hypotheses by gathering data from pre-selected sources;

– determining whether the hypotheses were supported and describing the results and their implications in the standard form of a scientific report.

• Examples: KanCRN Collaborative Research Network, Journey North

Characteristics of Driving Questions

(Tasks)• Frames the curricular unit• Worthwhile

– Contains rich science concepts/principles

– Promotes higher order thinking

– Related to what scientists really do

– Complex enough to be broken down into smaller questions

– Helps link concepts/principles across disciplines

• Feasible– Students can design and

perform investigations to answer question

– Appropriate time frame– Materials readily available

Contextualized– Anchored in the lives of

learners– Related to real-world

problems• Meaningful

– Interesting to learners– Relevant to learners own

lives• Ill-structured/Open-ended

– Divergent– No straight forward answer– Complex

Summary on Choosing Tasks

• A Task should– Involve the use of the Web– Require students to understand the

learning materials and reflect in certain ways

– Inquiry-based• Normally one task for one WebQuest,

although subtasks are allowed.• No need for telling students the steps,

this should be done in the Process.

How you can do that?• Rephrase learning objectives to tasks

– The student will learn to recognize personal responsibility to the community.

– How does my community affect my life? What do I owe my community -- or do I?

• No need to specify the ways (or terms) which should be either done in the Process or be discovered by the students, e.g., – 透過這個網頁，希望你能懂得運用百分率及統計圖去進行比較，從

而反思廣告的真偽。– 究竟，買六合彩中頭獎的機會有多大呢？為甚麼在嘉年華的攤位遊

戲中總是輸多贏少呢？若然要知道答案，我們便要學會和掌握概率了。甚麼是概率？快來看看吧！

例子 – 引言及任務 近來不少超級市場均標榜其貨品的售價比別人低，並推出最低價格保

證，究竟是宣傳策略還是真有其事？有沒有一間超級市場的貨品售價真的為同行中最低廉？若果找到的話，我們豈不是不用到處「格價」，以後只往該超市購物便行？

透過這個網頁，希望你能懂得運用百分率及統計圖去進行比較，從而反思廣告的真偽。

你會與另外三位同學為一組，研究你所住的區域 ( 或你所熟悉的區域 ) ，某類型貨品的價格，從而評定超市廣告「至抵價格優惠」的真偽。

任務一：製作小組報告

往超級市場作資料搜集，然後就所得的資料作整合，製作一份書面報告。

任務二：作口頭報告

將你們的報告作一個撮要，並於課堂內向其他同學作口頭報告，發表你們所得。

任敄完成後，你會複習到：

數據的比較折扣率的計算棒形圖的製作

Good introductio

n

Limits thinking space

Should be in Process

Should put in Conclusion

建議引言及任務• 某超級市塲自稱所有貨物全港價格最便

宜。並稱如果任何人可以找到某處賣的貨物比他們便宜，他們願意補回差價，並且厚償這人。

• 你對這挑戰並不服氣，認為這只是宣傳技倆，決定要給他們一個教訓。

Other Examples• suggestion on rewriting tasks

Assignment• You can now begin discuss how your group’s We

bQuest can be developed by following the instruction shown in:– Using LV to co-construct a WebQuest

• You can also use FrontPage (or any other editor) to edit the web pages – introduction.htm– task.htm

• Upload them to Learning Community (group account if available)

End of The TaskEnd of The TaskEnd of The TaskEnd of The Task

Continue with The ProcessContinue with The Process