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Some Thoughts About WebQuests

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					Some Thoughts About
WebQuests

       Nancy Brown,
        Presenter
Sources
   Adapted from the articles
    by Bernie Dodge, San Diego State University
     “Some Thoughts about WebQuests”
      http://edweb.sdsu.edu/courses/edtec596/about_WebQuests.
      html

       “Building Blocks of a WebQuest”
        http://edweb.sdsu.edu/people/bdodge/webquest/buildingbloc
        ks.html

       Cathy Schrock, Educational Technology Consultant
What Is a WebQuest?
   An inquiry-oriented activity in which some or
    all of the information that students interact
    with comes from resources on the Internet.
   http://www.ozline.com/webquests/intro.html
   http://webquest.sdsu.edu/webquest_collections.h
    tm
Types of WebQuests
   Short Term -
       Designed to be completed in one to three
        class periods.


   Long Term
       Designed to take from one week to as long
        as a month to complete.
Short Term Webquest
   The instructional goal is knowledge
    acquisition and integration.

   The learner deals with a significant
    amount of new information and creates
    an internal scheme to make sense of it.
Longer Term WebQuest
   Instructional goal is extending and
    refining knowledge.
   Learner deeply analyzes a body of
    information, synthesizes it, and then
    demonstrates understanding by
    presenting it in some way.
Longer Term WebQuest
   Thinking Skills
       Comparing
       Classifying
       Deduction
       Analyzing
       Synthesizing
       Evaluation
       Constructing support
       Analyzing point-of-view
Attributes of WebQuest
   Introduction
   Task
   Process
   Information sources
   Evaluation
   Conclusion
   http://oncampus.richmond.edu/academics/as/
    education/projects/webquests.html
   http://oncampus.richmond.edu/education/proj
    ects/webquests/quilts/
Other Characteristics
   Collaborative activities
   Role-playing
   Single or multi-disciplinary
Attribute #1 - Introduction
   Orients the learners as to what is
    coming
   Raises the level of interest through a
    variety of means
   http://oncampus.richmond.edu/educatio
    n/projects/webquests/washington/
Attribute #2 - Task
   Description of what the learner will have
    done at the end of the exercise
   Could be a product or verbal
    presentation
   http://oncampus.richmond.edu/educatio
    n/projects/webquests/washington/
Attribute #3 - Process
   Clearly described steps
   Describes exactly what is expected of
    the learner
   Provides advice to the learner
   http://oncampus.richmond.edu/educatio
    n/projects/webquests/washington/
Attribute #4 - Information
Source
   List of web sites which the instructor
    has located to help the learner
    accomplish the task
   Includes other sources
   Not all sources need to be used
Attribute #5 - Evaluation
   Need to be able to measure results
   Rubrics designed by teacher are the most
    authentic form assessment
   Evaluation rubrics take many forms
   http://webquest.sdsu.edu/webquestrubric.htm
    l
   http://oncampus.richmond.edu/education/proj
    ects/webquests/washington/
Other Examples
   http://oncampus.richmond.edu/education/proj
    ects/webquests/crucible/
   http://oncampus.richmond.edu/academics/a&
    s/education/projects/webquests/holocaust/
   http://oncampus.richmond.edu/academics/as/
    education/projects/webquests/machines/
Attribute #6 - Conclusion
   Brings closure to the quest
   Reminds the learner what they have
    learned
   Encourages them to extend the
    experience into other domains
   http://oncampus.richmond.edu/educatio
    n/projects/webquests/washington/
Design Steps for Teachers
   Become familiar with online resources in your
    content area
   Organize the resources into categories such
    as databases, reference materials, etc.
   Identify topics that fit in with the curriculum
    and for which there are online materials and
    resources
   http://www.ozline.com/learning/machine.html
   http://www.ozline.com/templates/webquest.ht
    ml
Writing the WebQuest
   Introduction – describe the webquest in your own
    words
   Task – the actual assignment – describe the scenario
    in greater detail; gives the roles that students will play
   Process – step-by-step instructions the students will
    follow
   Information Sources – useful links to info students
    need to complete task
   Evaluation – links to online tests, rubrics, etc.
   Conclusion – wrap-up, gives closure, thanks students
    for work and effort, describes “what happens as a
    result of work

				
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