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									WEBQUESTS
  Presented
      By
  Kerry Rice
Internet Integration Activity
Formats
 Target specific resources or
 Target specific learning
Internet Integration Activity
Formats
 Topic Hotlist    (specific resources)
   http://www.kn.pacbell.com/wired/China/hotlist.html
 Multimedia Scrapbook           (specific resources)
   http://www.kn.pacbell.com/wired/China/scrapbook.html
 Treasure Hunt      (specific learning)
   http://www.kn.pacbell.com/wired/BHM/bh_hunt_quiz.html
 Subject Sampler       (specific learning)
   http://www.kn.pacbell.com/wired/China/sampler.html
 WebQuest     (specific learning)
   http://www.kn.pacbell.com/wired/BHM/tuskegee_quest.html
What is a WebQuest?
  “A WebQuest is an inquiry-oriented activity in which
  most or all of the information used by learners is drawn
  from the Web. 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. The model
  was developed in early 1995 at San Diego State
  University by Bernie Dodge with Tom March, and was
  outlined then in Some Thoughts About WebQuests.”

San Diego State Univerity Web Quest Page
http://edweb.sdsu.edu/webquest/overview.htm
What is a WebQuest?
 Short Term
   Knowledge acquisition
   1-3 class periods
 Long Term
   Extend and refine knowledge
   1 week to 1 month
Underpinnings
 Constructivism – Student directed learning.
 Cooperative Learning – WebQuests usually
 involve groups.
 Scaffolding
 Bloom’s Taxonomy – target higher order
 thinking skills.
What is a WebQuest?
 WebQuests are designed to make the best use of
 time. To achieve clarity and purpose they should
 contain at least the following attributes.


Critical Attributes
   Introduction                Process
   Task                        Evaluation
   Resources                   Conclusion
A WebQuest About WebQuests
  Group by elementary/middle/secondary.
  Review the evaluation rubric and read over the
  instructions at:
 http://education.boisestate.edu/krice/webquestworkshop.htm
    Visit the 5 sample WebQuests spending no more that 10
    minutes at each one.
    Jot down your thoughts from the perspective of your
    role.
    Get together with your group and determine the worst
    and the best WebQuests.
WebQuest Uses
 WebQuests work best with open-ended lessons,
 those that invite creativity and problem-solving,
 possibly with more than one solution. They can
 address open-ended questions like:
   What should be done to protect America's coral reefs?

   What kinds of people were most likely to survive the
   sinking of the Titanic? Why?

   What was it like to live during the American Gold Rush?

   What would Mark Twain think about the lives that children
   live today?
Introduction
 Set the stage and provide background.
 Prepare and “hook” the students.
 Introduce the Big Question or Guiding
 Question that the whole WebQuest is
 centered around.
Sample Introduction
Westward Ho! (Literacy/Social Sciences/3)
Westward Ho!, Shall we go?
It is 1830 in Wahoo, Kentucky. You and your family have been
    called to a town meetin' by Mr. Imin Charge, the mayor of
    Wahoo.
The mayor is concerned because he has heard talk from the
    citizens of Wahoo, about leaving this fine town and headin'
    west.
He has informed everyone that they will have a formal meetin'
    in one weeks time. At that time, all townfolk must come
    prepared to share their decision of whether they will stay or
    go. Westward Ho! Will you go?
  http://projects.edtech.sandi.net/sessions/westwardho/introduction.htm
Task Design
 The task focuses learners on what they are
 going to do - specifically, the culminating
 performance or product that drives all of the
 learning activities.
   Doable, interesting, and authentic.
   Describe crisply and clearly what the end result
   of the learners' activities will be. Don't list the
   steps that students will go through to get to the
   end point. That belongs in the Process section.
Task Design
 Sample Tasks
   Retelling          Consensus Building
   Compilation        Persuasion
   Mystery            Self-Knowledge
   Journalistic
                      Analytical
   Design
                      Judgment
   Creative Product
                      Scientific
Sample Task
Tail of 2 Milleniums (Mathematics/7-9)
For this webquest you will develop a persuasive argument with
  the intent of convincing your classmates when the new
  millennium will start (January 1, 2000 or January 1, 2001).
  Your argument must be presented in one of the following
  forms:
  Poster highlighting your position for 2000 or 2001
  1 Minute Public Service "Commercial" Video
  Verbal presentation in the form of a defense (2000) or
  district attorney (2001) summation
  Newspaper editorial (not an article, you must state and
  defend your position)
  http://projects.edtech.sandi.net/ofarrell/calendars/task.htm
Resources
 Usually embedded within the WebQuest
 itself to prevent aimless wandering.
   Web documents
   Experts
   Conferencing opportunities
   Searchable databases
   Books
Resources
 Different resources can be assigned to each
 individual in the group or
 The same resources can be assigned but
 members of the group assume a different
 role in interpreting the information.
Process
 How learners should accomplish the task.
 Scaffolding includes clear steps.
 Provide guides if needed
   http://projects.edtech.sandi.net/staffdev/tpss99/processguides/
   index.htm
 Provide resources and tools to help students
 organize information.
   Concept maps/outlines
   Worksheets
   Templates
Sample Processes
    Tuskegee Tragedy          (Secondary Social Sciences)
http://www.kn.pacbell.com/wired/BHM/tuskegee_quest.html


    An Insects Perspective          (Science/Literacy/2)
http://projects.edtech.sandi.net/grant/insects/process.htm


    What would Dewey do?              (Post secondary)
http://edweb.sdsu.edu/courses/edtec570/wwdd/wwdd.html
template
Evaluation
 How learners will be evaluated
   Align the rubric with the culminating activity as
   defined in the task section of the WebQuest
   Specify whether students will be graded as a
   group or individually
Sample rubrics
   Rubric for this workshop
http://education.boisestate.edu/krice/evaluation.htm



   Family of Nations (Literacy/History/Social Sciences/1-3)
http://projects.edtech.sandi.net/balboa/nations/evaluation.htm



   Rubric Template
http://edweb.sdsu.edu/webquest/webquestrubric.html
Conclusion
 Bring closure to the WebQuest.
 Summarize learning.
 Extend learning.
Sample Conclusion
A City in Space (Science/Technology/9-12)
Congratulations! You have successfully completed your first
    training mission as a colonist on the International Space
    Station.
In this training you learned about the advances in technology
    of space construction and transportation. You learned about
    what it takes to live and work in space while performing
    research on the Internet. You also learned to effectively
    present your research using graphic organizers and desktop
    presentation software.
We appreciate your effort . If you think of any topics for
    research regarding the International Space Station that we
    might use for future colonists, please let us know.
Summary
 Critical Attributes
    Introduction
    Task
    Resources
    Process
    Evaluation
    Conclusion
Explore resources
  Visit the WebQuest sites at:
     Ozline – Tom March
       http://www.ozline.com/


     San Diego State University – Bernie Dodge
       http://edweb.sdsu.edu/webquest/webquest.html


A link to these sites and more can be found at:
  http://education.boisestate.edu/krice/webquestworkshop.htm

								
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