WebQuests

					          WebQuests
            Integrating Technology
              into the Classroom

                   Michele Mislevy

http://faculty.albright.edu/edu/mmislevy/Conferences.htm
                 Who Are We?
   Michele Mislevy
     Albright College
     Technology Instructor

   Dr. Alison Shook
     Albright College
     Professor of Special Education
              Workshop Schedule
   Define WebQuests
   Analyze WebQuest parts
       practical examples
   Evaluate WebQuests
   WebQuest Point of View
   Creating a WebQuest
   Online Authoring tools
   Wrap up
             The WebQuest Model
   Bernie Dodge & Tom March
       1995
       San Diego State University
   Uses learners’ time well
   Focus on using information rather than looking for it
   Support learners’ thinking at levels of
       analysis
       synthesis
       evaluation
              A WebQuest is…
   Inquiry oriented
   Based on a doable, engaging task
   Uses predefined resources from web
     not all must be web based
     new trend is to make student find some resources

   Short or long term (1 week or more)
   Promotes cooperative learning
                                Web Quest
                                 Creation




            Technical                                   Pedagogical
            Know How                                     Knowledge




                                                          Higher
Searching      Web                                                    Cooperative
                          Aesthetics   Constructivism     Order
   Sites    Environment                                                Learning
                                                          Skills
        Scavenger Hunt vs. Quests
   Internet scavenger hunt
       students are looking for specific answers to specific
        questions.

   WebQuest
       provides a framework for the students
       invites an interest
       sets a task
       provides the links with guidelines for what to look for
       gives enough freedom for the student to be selective in
        where they want to take the learning.
       evaluation sets up a rubric
        student is responsible for the outcome of his/her learning
        as well as the grade.
            Parts of a WebQuest
   Follow this link and examine the building
    blocks of a WebQuest
   Browse some of the examples in each block
    and make notes on your worksheet
   http://projects.edtech.sandi.net/staffdev/buildin
    gblocks/p-index.htm
Introduction
                    Introduction
   Most important part
   Gain attention of the students
   Introduce the activity
   Make relevant to learners
       authentic tasks or real life problems
   Essential question
   Engage students in real world problem solving
   Higher order thinking skills
                         Capulet Ball
   Have you ever wished you were a part of the magic of Romeo and
    Juliet's first meeting at the Capulet mansion? Think about how lucky
    you would be to witness the famous couple falling in love at first sight
    and to catch a glimpse of all the glamorous guests, gourmet food, ornate
    decorations, and music that the Renaissance brought to life! It is
    comparable to walking down the red carpet at the Oscars and seeing
    those movie stars that you just love...undoubtedly a remarkable
    experience that could only happen in your dreams right? Well, I beg to
    differ because you, yes you, have just been called upon by the rich and
    mighty Capulet to cater, decorate, entertain, and design costumes for his
    family and all of his guests that are coming to the Capulet Masquerade
    ball! When your job is finished, Capulet has even extended his
    invitation to you! "You're invited! Come and crush a cup of wine!"
   http://TeacherWeb.com/NJ/MaryHelpofChristiansAcademy/TheCapulet
    Ball/h1.stm
               The Solar System
   Congratulations! Your group has been chosen to do a
    thorough investigation regarding the next planet to be
    transformed for human existence. If your
    presentation is persuasive enough to convince the
    Government and NASA to extend our habitat to your
    chosen planet, you and your families will among the
    first inhabitants. This a tremendous opportunity to
    have a significant impact on life as we know it!
   http://TeacherWeb.com/CA/USD/Space/h1.stm
                      Shark Attack
   "SHARK ATTACK!" These are the latest headlines appearing
    in the paper referring to a reported attack on a surfer. Fact or
    Fiction? You must investigate the report after you have
    studied the habitat, senses, and diet of the great white shark.
    You may choose the role to play as the victim, biologist,
    sheriff, or shark. Get ready to go, but beware, people are the
    greatest predator of sharks while sharks instill the greatest fear
    in people...Watch out, remember to stay in character as you
    discover new realms of information.
   http://TeacherWeb.com/TX/UH/GreatWhiteSharkAttack-
    FactorFiction/h1.stm
Task
                      Task
   Discusses different roles or perspectives
    students will take on
   Explains what end result or product should be
   Motivating force behind all activities
   NOT the step-by-step process
   Includes Scaffolding
                       California or Bust
   Your group will consist of four people:
        Car Dealer-main duties are to find a car, gas prices and mileage.
        Trip Planner-map out trip, find state capitals
        Driving-find the exact mileage from city to city. Buy gas.
        Banker-calculate total cost of car, gas, hotel, food.
   Your mission is to travel to the capital of California by traveling through
    state capitals only.
   After you have completed your research, your group will design a collage
    poster of your trip that includes:
        1.   Map of travel route
        2.   Breakdown of cost for trip
        3.   Picture of car
        4.   Answers to questions located under "questions" icon
   The group that can make it to California the quickest wins bonus points!
   http://TeacherWeb.com/GA/FiveForksMiddleSchool/WQRoadTrip/h2.stm
                      The Capulet Ball
   Joining the Elizabethans at the Capulet Masquerade ball and being in charge of
    planning the whole event is no easy task. You need to design costumes, prepare
    gourmet cuisine, provide high quality entertainment such as music and dancing, and
    decorate the majestic Capulet mansion! Capulet expects the best since his guests are
    among the highest in Verona, and that is what you are expected to give him! Good
    luck!
   Each group member will take on one of the following roles:
   The Party Decorator
   The Costume Designer
   The Chef
   The Entertainer
   Be sure to use the designated links on the home page to find out specifically what your
    role entails. As a group, you will then create an instructional video that educates
    people on how Elizabethans entertained back in Shakespeare's time of the Renaissance;
    a time in which arts of all kind flourished.
   http://TeacherWeb.com/NJ/MaryHelpofChristiansAcademy/TheCapuletBall/h1.stm
Process
                    Process
   Step-by-step instructions
   Guidance for students to complete task
   Be detailed
   Write for students
   Lists are acceptable
                           The Capulet Ball
1.    Good morrow, students! Thou may begin!
2.    You will meet in groups of four upon which you were divided.
3.    The teacher will assign the designated roles randomly.
4.    Once roles have been assigned, students will discuss a meeting time and place to work on
      this project, as well as exchanging phone numbers or e-mail addresses.
5.    Each member will review their role using the links on the homepage of the WebQuest.
6.    Each role will be researched extensively by the student using the links below as a starting
      point.
7.    The group will come together and share information on the topic that your role required.
8.    As a group, brainstorm ideas to create an instructional video of no longer than five
      minutes on how to entertain in the Elizabethan Age.
9.    Create and practice your performance, be sure to have any props you need to perform
      your role, come up with a creative name to represent your video and then film it!
10.   Write a reflection of no more than two pages that expresses the pros and cons of living in
      the Elizabethan Age and incorporates specific information you learned while working on
      this project. Other reflections are welcome in addition to the ones specified above.
11.   Be prepared to present and discuss your videos on the date designated by the teacher.
12.   http://teacherweb.com/NJ/MaryHelpofChristiansAcademy/TheCapuletBall/h3.stm
                 The Capulet Ball: Roles
   The Party Decorator must research how art was incorporated and used in homes during
    the Renaissance since it was a time marked by freedom of thinking and choice. For the
    Capulet Ball, you must seek information on what kinds of artwork, etc. was used to
    furnish a house to make it appealing to guests, as well as the typical styles that were in at
    the time. From this information you will decorate the Capulet house for the masquerade
    ball. Use the information from the links below to help you. Consider yourself a party
    decorator!
   Internet Links
        See Florentine Art and Architecture and related resources
         http://www.learner.org/exhibits/renaissance/
        Refer to this Art History site to understand how Renaissance art began
         http://www.witcombe.sbc.edu/ARTHLinks2.html#general
        Refer to this site to understand better the different terms in art
         http://www.artcyclopedia.com/history/early-renaissance.html
   Other Resources
        Just because this is a WebQuest doesn't mean that the students should be limited to using the
         web for
        resources. Think of other resources for this role or perspective and list them here.
   http://teacherweb.com/NJ/MaryHelpofChristiansAcademy/TheCapuletBall/wqr1.stm
Scaffolding
                        Scaffolding
   Locate and review the 3 kinds of scaffolding
   Browse some of the examples and make notes on
    your worksheet
   Reception Scaffolding
       http://projects.edtech.sandi.net/staffdev/patterns2000/recept
        ion.html
   Transformation Scaffolding
       http://projects.edtech.sandi.net/staffdev/patterns2000/transf
        ormation.html
   Production Scaffolding
       http://projects.edtech.sandi.net/staffdev/patterns2000/produ
        ction.html
Evaluation
                     Evaluation
   How will the students be evaluated?
   What assessment tool/rubric will you use?
   Group and/or individual rubrics
   Can be simple checklists or multi-dimensional
    rubrics
   Consider using rubistar to help create
       http://www.4teachers.org
                      The Capulet Ball
   This project is a GROUP grade. Any group member who fails to complete
    one of the components below will bring down the grade of the whole
    group!
   The criteria everyone in your group must have are:
        Each group member is cooperative and displays teamwork...10 points
         Information for each role is well researched...10 points
        Discussion of video before and after class viewing shows insight into the
         Renaissance....10 points
        Each group member produces a clearly written, organized, and grammatically
         correct reflection on their role
        of no more than 2 pages (double spaced, MLA format, 12 pt font)...30 points
        The group video is creative and shows teamwork and extensive preparation...40
         points
          TOTAL= 100 points
   http://TeacherWeb.com/NJ/MaryHelpofChristiansAcademy/TheCapuletBal
    l/h1.stm
Conclusion
                 Conclusion
   Summary or Reflection on Quest
   Final thoughts/questions can be answered
   Extensions
   Additional resources
                 The Capulet Ball
   CONGRATULATIONS! The Capulet Masquerade Ball was a
    success! The Capulet family as well as the guests are calling it
    the event of the year! I hope you enjoyed your visit to the time
    of the Renaissance, and gathered much knowledge from the
    Elizabethans. Don't forget to enhance your own creativity in
    not only the roles that you played, but in everything you do in
    life! If there is one thing the Renaissance gave us, it is the
    freedom to express ourselves eloquently using dance, music,
    and art. Actions speak louder than words! Keep the tradition
    going!
   http://teacherweb.com/NJ/MaryHelpofChristiansAcademy/The
    CapuletBall/h5.stm
               Nutrition and Food
   You have learned about the Food Guide Pyramid and how it is
    used to make intelligent food choices. Whether you are eating
    at a fast food restaurant or at home the Food Guide Pyramid is
    a useful tool. You now have the knowledge to make better
    food choices to ensure good nutritional habits. If you would
    life to expand the work you have completed with this Web
    Quest, you may choose on of the following projects:1.
          Design the interior of the restaurant you created2.
          Establish the prices for the menu in the restaurant3.
    Create a food pyramid for pregnant females4. Create a food
    pyramid for older adults
   http://teacherweb.com/TN/TTU/nutritionwebquest/h5.stm
Teacher Page/Standards
          Teacher Page/Standards
   What state standards are addressed?
       mention your state/school district
   What technology standards are being addressed?
       http://cnets.iste.org/students/s_stands.html
   Give tips for implementing
     special needs, esl
     lack of web consent form

     variations on activities
       Let’s Evaluate WebQuests
   Choose 2 WebQuests from the links below and
    evaluate using the rubric given in class
   http://webquest.org/matrix3.php
   http://www.frederick.k12.va.us/wq/matrix.htm
    l
   http://cmcweb.lr.k12.nj.us/webquest/webquest
    s.htm
   http://sesd.sk.ca/teacherresource/webquest/we
    bquest.htm
Discussion
    A WebQuest about WebQuests
   Follow this link and click on Elementary
   http://webquest.sdsu.edu/webquestwebquest-
    es.html
   Group discussion to follow
Designing a WebQuest
     Don’t Touch That Computer
   What do I want my students to learn as a result
    of this lesson?
   Why is this information important?
   Where does the information fit into the
    specific context of this unit?
   How does the information fit into the broader
    curriculum?
   How will it help students make connections
    across subject areas?
                  Limitations?
   Do you have enough computers?
     teamwork
     centers

   If done in a lab…
     time
     lab rules

     equipment

   Resources
                       Framework
   Choose a topic, curricular goals and/or essential
    questions for your Quest
   Assign tasks
       end product(s), match to standards
   Design rubric for end products
   Step-by-step instructions for process
   Create scaffolds
   Conclusion and teacher page
   Polish all parts
   Post to Web
Let’s Get Started
         Gathering Your Thoughts
   Step 1
       Brainstorm topics, curricular goals and/or essential
        questions for a possible WebQuest on your
        worksheet
   Step 2
     Taskonomy - visit the link below to investigate
      some possible tasks students could perform
     http://projects.edtech.sandi.net/staffdev/tpss99/task
      simap/
     think about possible storylines, roles
                        Keep Working
   Step 3
       Set up the tasks
       Use the WebQuest Task Design Sheet
            also found at http://edweb.sdu.edu/webquest/task-design-
             worksheet.html
            use the taskonomy link on the previous page for help
            design roles
   Step 4
       Gather your resources
            check reading level, navigation of sites
            evaluate the intent and quality of info
       Some must be web, consider others
                         Almost There
   Step 5
       Create Rubrics for tasks (end products)
   Step 6
       Write Process, step-by-step instructions
       Construct scaffolds
   Step 7
       Write Intro, Conclusion and Teacher Page
            may start work on these at earlier times
       Polish all parts
   Step 8
       Post to Web
             Computer Time
   How will you post your WebQuest?
                                                        Ok to go to
                   Authoring Tools                      Computer


   Word or PowerPoint                Online authoring
       low learning curve            Instant WebQuest &
       can hyperlink                  QuestGarden
       must ftp to website               new choices
       must have website                 easy to learn
   FrontPage or editors                  instant publication to
       difficult learning curve           web
       can hyperlink
       must ftp to website
       must have web space
               Instant WebQuest
   Easy to use
       prompts
   Instant publication to the web
   Can add pictures and external docs
       scaffolds and rubrics
 FREE
http://www.instantprojects.org/webquest/
                       QuestGarden
   Created by Bernie Dodge
       October 2005
   Instant publication on web
   Easy to use
       prompts
   Can add pictures and external docs
       rubrics and scaffolds
   FREE – until October 2006
       $20/2 years after that
   http://webquest.org/questgarden/author/overview.htm
    Tips for Successful Integration
   Allow for plenty of time
       lab, tasks
   Be flexible
   Check all resources before implementing
   Obtain Internet Permission Slips
                You Made It
   Discussion and feedback
                               Resources
   http://webquest.sdsu.edu/Process/WebQuestDesignProcess.html
   http://edweb.sdsu.edu/webquest/task-design-worksheet.html
   http://www.teachersfirst.com/summer/webquest/quest-a.shtml
   http://webquest.org/forum/viewtopic.php?t=117
   http://webquest.sdsu.edu/NECC2005/
   http://projects.edtech.sandi.net/staffdev/tpss99/tasksimap/

				
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