Introduction To WebQuests

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					    Introduction To
     WebQuests
Three Rivers Community College
    Technology For Teachers
      Introduction To WebQuests
              Objectives
   Define A WebQuest
   Analyze Each Of Its Key Components
   Locate WebQuests On The Internet
   Acquire A WebQuest Evaluation Tool
   Acquire Knowledge To Develop And
    Post A WebQuest To The Internet
   Identify NETS Standards Supported
    By WebQuests
30% of
America’s high
school
students will
leave without
graduating.
Here is what
one town tells
us about the
crisis
The Silent Epidemic: Perspectives
    on High School Dropouts
   Survey sponsored by the Bill and
    Melinda Gates Foundation
   47% of dropouts said that classes
    weren’t interesting
Competition?
              Definition
“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.”

              - Bernie Dodge, 1995
           Why WebQuests?
   Students don’t just memorize facts
   Use information to answer a question
    and complete an achievable task
   Apply social skills such participating
    as part of a team, active listening,
    expressing an opinion, dealing with
    diversity, conversing politely, and
    negotiating without aggression
School Safety WebQuest
      And the Student Said…
Would you recommend using WebQuests in the
Job Corps curriculum?

“Yes, I liked the WebQuest. It provided
good, useful information and it was
interesting and fun. It was constructive and
challenging to find information. It was also
a boredom relief.”

“Yes, with this program it let’s individuals
become more interactive. This should make
work less boring.”
        And the Student Said…
   “I found the WebQuest to be informative
    and I did get a lot out of it. I found some
    difficulty with my assigned role as a
    sociologist because I had my own
    thoughts and beliefs which got in the way.
    Overall, I believe this was a great
    educational tool. Entertaining and
    informative. I probably took more away
    from WebQuests than any other format
    would have offered.”
     Tom March’s Definition
“A WebQuest is a scaffolding learning
  structure that uses links to essential
  resources on the WWW and an
  authentic task to motivate students’
  investigation of a central, open-
  ended question, development of
  individual expertise and participation
  in a final group process…
March’s Definition Continued
…that attempts to transform newly
acquired information into a more
sophisticated understanding. The
best WebQuests do this in a way that
inspires students to see richer
thematic relationships, facilitate a
contribution to the real world of
learning, and reflect on their own
metacognitive process.”
     A WebQuest Is A Scaffolding
         Learning Structure
   Rather than ask elementary students
    to write to the theme “How I spent
    my summer vacation,“ we might ask
    them to perform these activities
    before they think about an audience
    and descriptive details:
     A WebQuest Is A Scaffolding
         Learning Structure
   Brainstorm
   Draw Pictures
   List
   Free Associate
Ashley Barth’s Egg Hunt, April 16, 2006

             Kid Pix Software
     Scaffolding Is At The Heart
   Scaffolds are “temporary frameworks
    to support student performance
    beyond their capabilities.”

      - Cho and Jonassen, 2002
   Examples of Scaffolding
Examples of scaffolding are activities
that help students develop the right
mindset, engage students with the
problem, divide activities into
manageable tasks, and direct
students’ attention to essential
aspects of the learning goals.”

 - Ngeow and Kong, 2001
       Differentiated Instruction
   WebQuests can be modified for
    gifted as well as those students
    needing academic assistance
   WebQuest design can span a large
    spectrum of abilities
   Links may have simpler or more
    difficult vocabulary, larger text,
    audio and video, etc.
   A WebQuest Uses Links To
Essential Resources On The WWW
   Focus on “essential”

“Could this learning be achieved just
  as effectively without the Internet?”

If the answer is Yes, maybe you
  should pursue another lesson.
   A WebQuest Uses Links To
Essential Resources On The WWW
   Internet links are pre-selected by the
    WebQuest author
    • Focus is on using information rather
      than looking for it
    • Students avoid inappropriate sites
    • Provides students with a structured
      environment
http://www.miniature-earth.com
   A WebQuest Uses Links To
Essential Resources On The WWW

 A well-executed WebQuest facilitates
 meaningful use of the Web for
 educational ends.
A WebQuest Is An Authentic Task
To Motivate Students’ Investigation
   John Keller’s ARCS Model of
    Motivational Design
             ARCS Model
   Does the activity get students
    Attention?
   Is it Relevant to their needs,
    interests, and motives?
   Does the task inspire learners’
    Confidence in achieving success?
       ARCS Model Continued
   Would completing the activity leave
    students with a sense of
    Satisfaction at their
    accomplishment?
A WebQuest Task Is A
 Central, Open-Ended
       Question
“Puzzlement is the factor that
     motivates learning.”
   - Savery & Duffy, 1995
    A WebQuest Task Is A Central,
       Open-Ended Question
   Posing a question in the task
    statement
    • Activates students’ prior knowledge
    • Creates personal curiosity that inspires
      investigation and increased motivation
A WebQuest Task Is A Central,
   Open-Ended Question
• Challenges students to do more than
  “know” facts and recite statistics

• Questions lead to further inquiry and
  assimilation of a more comprehensive
  understanding
“It never ceases to amaze me at how
focused the kids stay when they are
working with a WebQuest. It is often
difficult to tear them away from it to work
on other things or even to get them to go
outside for recess.”

- Cindy Graves, 3rd grade eMINTS teacher in Monett
       A WebQuest Maximizes The
    Development Of Individual Expertise
   Process of acquiring information to
    develop a body of knowledge to
    share with a group
   Consider a background section
    • Why? Alleviates preconceptions and
      stereotypes
    • Establishes a baseline so everyone is
      starting at a similar level
       A WebQuest Maximizes The
    Development Of Individual Expertise
   Begin to develop an individual role to
    reflect a viewpoint
    • Logger or environmentalist
    • Provide different perspectives from
      which to view an open-ended question
"Our high schools were designed
50 years ago, to meet the needs of
another age. Until we design them
to meet the needs of the 21st
century, we will keep limiting–even
ruining–the lives of millions of
Americans every year."

— Bill Gates, Speech to the 2005
National Governor's Association
  A WebQuest Maximizes
Participation In A Final Group
 Process That Attempts To
 Transform Newly Acquired
  Information Into A More
Sophisticated Understanding
    A WebQuest Maximizes Group
           Participation
   Often cooperative in nature
   Students know their teammates are
    counting on them to contribute to
    the completion of the task
   When students know their work will
    be shared with an outside audience,
    the motivation to do quality work is
    increased
        WebQuest Is Two-Fold
   A WebQuest is a two part exercise
    • A building of expertise
    • An application of it
              Litmus Test
   Could the answer be copied and
    pasted?
   Does the task require the student to
    make something new out of what
    they have learned?
                 Two Fold
   Think globally, act locally
   Use knowledge to application here at
    home
   Justify your answer after considering
    the interests of various stakeholders
    in the community
    • Ecologists, future generations, local
      inhabitants, government officials for
      environmental concerns
           Final Component
   The best WebQuests do this in a way
    that inspires students to see richer
    thematic relationships, facilitate a
    contribution to the real world of
    learning and reflect on their own
    metacognitive process
   Students reflect upon the knowledge
    of their own learning patterns
           Final Component
   Is it Rich, Real, and Relevant?
    • Students use real, timely resources
      instead of dated textbooks and
      materials that are only presented from
      one point of view
   Encourage learners to test their
    newly constructed knowledge against
    real world feedback
           Final Component
   Many WebQuests identify an expert
    and provide an opportunity to
    communicate with that expert to
    receive feedback
     Rich, Real, and Relevant
“I use WebQuests almost exclusively
  for science and social studies instead
  of textbooks. Although the
  textbooks offer valuable information,
  the WebQuests bring it to life for the
  students.”
- Janna Elfrink, 3rd grade eMINTS teacher in Reed
  Springs
            Final Component
   Goal is self-initiated learners
    • Research shows that when students are
      aware of their own thinking patterns,
      independent use of these strategies
      eventually develops in learners.
Questions, Reflections, & Group
          Discussion
    Where Do I Find WebQuests?
   http://bestwebquests.com

   http://www.webquest.org

   http://www.kn.sbc.com/kne_search.
    html#fil
  Evaluation Rubric




http://ozline.com/webquests/rubric.html
    Develop Your Own WebQuest
   HTML skills not required
   Template for Hotlist, Knowledge
    Hunt, and WebQuest




       http:www.filamentality.com/wired/fil/index.html
Career Exploration WebQuest




http://www.kn.sbc.com/wired/fil/pages/webcareersir.html
     WebQuests Address National
            Standards
   International Society for Technology
    in Education’s National Educational
    Technology Standards (NETS)




      http://it.wce.wwu.edu/344/Tasks/standards.html
   WebQuests Address National
          Standards
II. Planning and Designing Learning
  Environments and Experiences
   A. Design developmentally appropriate
   learning opportunities that apply
   technology-enhanced instructional
   strategies to support the diverse needs
   of learners
   WebQuests Address National
          Standards
II. Planning and Designing Learning
    Environments and Experiences
  B. Apply current research on teaching
     and learning with technology when
     planning learning environments and
     experiences
  C. Identify and locate technology
     resources and evaluate them for
     accuracy and suitability
   WebQuests Address National
          Standards
III. Teaching, Learning, and the
  Curriculum
  A. Facilitate technology-enhanced
   experiences that address content
   standards and student technology
   standards
  B. Apply technology to develop students’
   higher order skills and creativity
                Conclusion
   Can utilization of well constructed
    WebQuests curb this unfortunate
    trend in retention?
   Review short slide show
              Conclusion
   One TRCC student recommended this
    tool for use with family in the home
    during summer break to aid in
    retention and also inquiring into
    subjects not covered during the
    school year but of interest to the
    child.
         Questions & Survey
   Attitude Survey
   Q & A Period
                       Credits
   This presentation was adapted from
    information found at the following
    sites
    • http://ozline.com
    • http://bestwebquests.com
    • http://www.thematzats.com/webquests/intro.html
    • http://www.iste.org

				
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