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					          What is a WebQuest?
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
                                                                               Prepared for
                                                                                STANSW
                                                                               Conference
  http://edweb.sdsu.edu/EdWeb_Folder/courses/EDTEC596/About_WebQuests.html   September, 1999




                                                                                 UniServe
                                                                                 Science
WebQuests?

• Why?
• What?
• How?
• Examples


             UniServe
             Science
 Why WebQuests?
• based on sound teaching and
  learning pedagogy
• well resourced on the Internet
• growing community of
  WebQuest developers and
  users


                                   UniServe
                                   Science
                Bloom’s Taxonomy
• Knowledge - the student remembers facts
• Comprehension - the student understands relations and context
• Application - the student can apply his knowledge to new areas
• Analysis - the student can analyse and find parts
• Synthesis - the student can create something unique of his own
• Evaluation - the student can give value judgements based on facts

   http://www.coun.uvic.ca/learn/program/hndouts/bloom.html
   http://www.wested.org/tie/dlrn/blooms.html
   http://www.stedwards.edu/cte/bloomtax.htm
   http://illinois.online.uillinois.edu/model/bloomtaxonomy.htm



                                                                   UniServe
                                                                   Science
   SOLO - Structure of the Observed Learning
                                  Outcome

• Prestructural - irrelevant response
• Unistructural - the use of one obvious piece of given data
• Multistructural - the sequential use of one obvious piece of data
• Relational - the integration of the given data to form a unique
  conclusion or generalisation
• Extended Abstract - the use of multiple interacting abstract
  systems to form a response. This may include a general
  hypothesis, assessing the quality of models and accepting
  open-ended answers.
   http://www.edfac.unimelb.edu.au/DSME/TAME/Arnold/TAME-pages/CandS4.html


                                                                             UniServe
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                             Constructivism
• learning is based on students’ active participation in
  problem-solving
• involving critical thinking
• learning activity is relevant and engaging
• “constructing” their own knowledge by testing ideas and
  approaches based on their prior knowledge and experience
• applying these to a new situation
•    integrating the new knowledge gained with pre-existing
    intellectual constructs
    http://curriculum.calstatela.edu/faculty/psparks/theorists/501const.htm   UniServe
                                                                              Science
       Dimensions of Learning
Dimension 1: Positive Attitudes and Perceptions About Learning
Dimension 2: Thinking Involved in Acquiring and Integrating
Knowledge
Dimension 3: Thinking Involved in Extending and Refining
Knowledge
Dimension 4: Thinking Involved in Using Knowledge Meaningfully
Dimension 5: Productive Habits of Mind


Marzano, R. J. (1992) A Different Kind of Classroom: Teaching with Dimensions of Learning
Association for Supervision and Curriculum Development, USA




                                                                                            UniServe
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     Activities for Extending and
         Refining Knowledge
Comparing              Identifying and articulating similarities and
                       differences between things
Classifying            Grouping things into definable categories on the
                       basis of attributes
Inducing               Inferring unknown generalizations or principles
                       from observation or analysis
Deducing               Inferring unstated consequences and conditions
                       from given principles and generalizations
Analyzing Errors       Identifying and articulating errors in your own
                       and others’ thinking
Constructing Support   Constructing a system of support or proof for an
                       assertion
Abstracting            Identifying and articulating the underlying theme
                       or general pattern of information
Analyzing              Identifying and articulating personal
Perspectives           perspectives about issues                      UniServe
                                                                        Science
          What is a WebQuest?
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

  http://edweb.sdsu.edu/EdWeb_Folder/courses/EDTEC596/About_WebQuests.html




                                                                             UniServe
                                                                             Science
        Short Term WebQuests
• The instructional goal of a short term WebQuest is
  knowledge acquisition and integration, described as
  Dimension 2 in Marzano's (1992) Dimensions of
  Learning model.
• At the end of a short term WebQuest a learner will
  have grappled with a significant amount of new
  information and made sense of it.
• A short-term WebQuest is designed to be completed
  in one to three class periods.

  http://edweb.sdsu.edu/EdWeb_Folder/courses/EDTEC596/About_WebQuests.html


                                                                             UniServe
                                                                             Science
        Long Term WebQuests
• The instructional goal of a longer term WebQuest is
  what Marzano calls Dimension 3: extending and
  refining knowledge.
• After completing a longer term WebQuest, a learner
  would have analyzed a body of knowledge deeply,
  transformed it in some way, and demonstrated an
  understanding of the material by creating something
  that others can respond to, on-line or off-line.
• A longer term WebQuest will typically take between
  one week and a month in a classroom setting.

  http://edweb.sdsu.edu/EdWeb_Folder/courses/EDTEC596/About_WebQuests.html   UniServe
                                                                             Science
               Critical Attributes
• There is questionable educational
  benefit in having learners surfing the net
  without a clear task in mind, and most
  schools must ration student connect
  time severely.
• WebQuests of either short or long
  duration are deliberately designed to
  make the best use of a learner’s time.
                                                                            UniServe
 http://edweb.sdsu.edu/EdWeb_Folder/courses/EDTEC596/About_WebQuests.html   Science
    WebQuests should contain at least the following
    parts:
•    An introduction that sets the stage and provides some background information.
•    A task that is doable and interesting.
•    A set of information sources needed to complete the task. Many (though not
     necessarily all) of the resources are embedded in the WebQuest document itself
     as anchors pointing to information on the World Wide Web. Because pointers to
     resources are included, the learner is not left to wander through web space
     completely adrift.
•    A description of the process the learners should go through in accomplishing the
     task. The process should be broken out into clearly described steps.
•    Some guidance on how to organize the information acquired. This can take the
     form of guiding questions, or directions to complete organizational frameworks
     such as timelines, concept maps or Vee diagrams.
•    A conclusion that brings closure to the quest, reminds the learners about what
     they’ve learned, and perhaps encourages them to extend the experience into
     other domains.
     http://edweb.sdsu.edu/EdWeb_Folder/courses/EDTEC596/About_WebQuests.html
                                                                                UniServe
                                                                                Science
  WebQuests might also display the following:

• WebQuests are most likely to be group activities, although one
  could imagine solo quests that might be applicable in distance
  education or library settings.

• WebQuests might be enhanced by wrapping motivational
  elements around the basic structure by giving the learners a role
  to play.

• WebQuests can be designed within a single discipline or they
  can be interdisciplinary.




   http://edweb.sdsu.edu/EdWeb_Folder/courses/EDTEC596/About_WebQuests.html
                                                                              UniServe
                                                                              Science
                         How?
• Do it yourself
• WebQuest Templates
  http://edweb.sdsu.edu/webquest/LessonTemplate.html

• Filamentality
  http://www.kn.pacbell.com/wired/fil/

• Web-and-Flow
  http://www.web-and-flow.com/


                                                       UniServe
                                                       Science
   What is not a WebQuest?
• Filamentality also caters for….
  – Hotlists
  – Multimedia Scrapbooks
  – Treasure hunts
  – Subject Samplers




                                    UniServe
                                    Science
http://www.ozline.com/learning/theory.html   UniServe
                                             Science
                                   Hotlist

• a collection of URLs related to a
  particular topic




 http://www.kn.pacbell.com/wired/fil/formats.html




                                                    UniServe
                                                    Science
          Multimedia Scrapbook
• is a collection of Internet sites
• organized around specific categories such as,
  photographs, maps, stories, facts, quotations, sound
  clips, videos, virtual reality tours, etc.
• students use the Scrapbook to find aspects of the
  broader topic that they feel are important
• students download or copy and paste these scraps
  into a variety of formats: newsletter, desktop slide
  presentation, collage, bulletin board, HyperStudio
  stack, or Web page
• students find an area of interest from within the
  resources.
  http://www.kn.pacbell.com/wired/fil/formats.html       UniServe
                                                         Science
                   A Treasure Hunt
• is a collection of web pages that hold information
  (text, graphic, sound, video, etc.) that is essential to
  understanding the given topic
• contains 10 - 15 links
• has one key question for each web resource in the
  collection
• defines the scope of the topic and encourages
  students to explore different facets of the topic
• includes a culminating “Big Question” so students
  synthesize what they have learned and shape it into
  a broader understanding of the big picture
  http://www.kn.pacbell.com/wired/fil/formats.html           UniServe
                                                             Science
                   Subject Sampler

• students are presented with a smaller number of
  intriguing web sites organized around a main topic
• the selected sites offer something interesting to do,
  read, or see
• students are asked about their perspectives on the
  topic, for comparisons of experiences they have had,
  interpretations of artworks or data, etc.
• students feel connected to the topic and that the
  subject matter matters

  http://www.kn.pacbell.com/wired/fil/formats.html
                                                          UniServe
                                                          Science
         Filamentality - the process

• Define your webquest
   – Choose a topic
   – Make a collection of relevant web sites
   – Enter title, location and description (optional) into
     Filamentality
   – Choose categories for your web sites (up to 4)
   – Assign each web site to a category or make it available to all
     categories
• Customize your WebQuest
   – Modify the Introduction, The Quest and Conclusion
• Post your WebQuest
                                                                      UniServe
                                                                      Science
Web-and-Flow also caters for ….

• Concept Builder

• Insight Reflector




                                  UniServe
                                  Science
      Exploring WebQuests!


http://science.uniserve.edu.au/school/tutes/webquest/




                                                      Prepared for
                                                       STANSW
                                                      Conference
                                                    September, 1999




                                                        UniServe
                                                        Science

				
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