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Webquest ... a teaching tool
This document provides an overview of what a webquest is and how to design an effective webquest. It defines a webquest as an inquiry-oriented activity in which most or all of the information used by students is drawn from the web. An effective webquest has the following key elements: an introduction with a clear purpose, a defined task for students to complete, a process with steps for students to follow using online resources, an evaluation rubric, and a conclusion. The document offers guidance on developing each element and testing the webquest before implementation.
Webquest ... a teaching tool
- 1. Anna Clifford, Ed.D.EDU555/Science& Social Studies Spring 2011Webquest … a teaching tool
- 2. What is aWebquest?Webquest Assignment Web - learn about and/or synthesize knowledge of a specific topicBernie Dodge and Tom MarchOriginal - required synthesis of the new knowledge by accomplishing a “task,” often to solve a hypothetical problem or address a real-world issueCreated –Webpage OR multi-media software OR
- 3. Bernie Dodge 1995Blog post: 2008 http://webquest.ning.com/forum/topics/2025678:Topic:75 “I think Web 2.0 tools offer great opportunities to enhance WebQuests. The collaborative nature of Web 2.0 applications offer so many opportunities for tasks to be taken to a whole new level. For example, I look back at the very first WebQuest I wrote way back in 1997 (Radio Days - http://www.thematzats.com/radio), and with the Web 2.0 tools available now, this WebQuest could really be amazing. Students could create podcasts and get feedback from real listeners all over the world. WebQuests and Web 2.0 are definitely complementary, at least from my small perspective.”
- 4. Why Bother?Stimulates learningPutspower of the web behind topicWorks at their own pace - individually/teams Explores areas in more depth, but within limits that - differentiationTeaches value of research - modeling Increases "comfort level”
- 5. Characteristics -Making it successful?Curriculum based Content in context—topic as part of a larger framework“Hook” - (e.g., treasure hunt, a game, or some other activity which is embedded in the Webquest - incentives)Material is age/ability appropriate—differentiationCan be collaborative—individually or teamsHighly visual—lots of pictures, maps, animations, soundsUser friendly—smooth navigationBuilt-in evaluation mechanism—relates to the hook, AND more!
- 6. Webquest search …Let’sbrowse the Web for Webquests!
- 7. Before you BeginThoughtsof design –Are the concepts and skills TN Curriculum Standards-based? Across the curriculum?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?
- 8. Limitations - Operatingconstraints?Number of computers – teams? individually? Computer lab - lab rules doable Work at home -parents support and superviseRemember Murphy’s law, and anticipate the unexpected!
- 9. Webquest ElementsIntroductionThe TaskTheProcessEvaluationConclusionCredits & ReferencesTeacher or Student
- 10. IntroductionShort paragraph introducesthe activity or lessonRole or scenario involved (e.g., "You are a detective trying to identify the mysterious poet.") then here is where you'll set the stage (This is a must!)Purpose - to prepare and hook the readerCommunicates the Big Question
- 11. The TaskDescribe crisplyand clearly what the end result of the learners' activities will beThe task could be a:problem or mystery to be solvedposition to be formulated and defendedproduct to be designed complexity to be analyzed Final product involves using some tech tool (e.g., Audioboo, Glogster), mention it here– JobAid!
- 12. The ProcessWhat stepsshould the learners go through? Use the numbered list format. Student - use second personThoughts – Teams of three students will be chosen.... Once you've picked a role to play.... Access on-line resources identified – hyperlinks?Provide guidance on organization of information gathered (e.g., flowcharts, summary tables, concept maps, checklist of questions to analyze the information with, or things to notice or think about). Important! What about using JobAids?
- 13. EvaluationDescribe to thelearners how performance will be evaluatedSpecify whether there will be a common grade for group work vs. individual gradesInclude detailed rubric students
- 14. ConclusionSummarize what theywill have accomplished or learned by completing this activity or lessonInclude some rhetorical questions or additional links - encourage them to extend thinking into other content beyond this lesson
- 15. Credits & ReferencesListhere the sources of any images, music or text that you're using. Provide links back to the original source. Say thanks to anyone who provided resources or help.List any books and other analog media that you used as information sources as well.
- 16. … and Teacheror Student?
- 17. Search Begins -Locating MaterialsResearch by Wandering AroundLocate one Website for your topic that you like, review the references - mining Structured ResearchingUses search engines…searching
- 18. OrganizingYour SitesCommon themesor contrasts your Webquest could incorporate Different opinions, approaches, or perspectives on the topicStudents move logically from one site to another –must plan and follow through
- 19. Packaging Your QuestTemplatesFilamentalityTeacherwebquest Webquest Simple ToolBlogs2Teach toolWeeblyhttp://weebly.comCreate and login your account
- 20. Test and Tweak! What if …they want more – Give them more! they don’t get it – they get bored – they can’t follow the directions –they don’t remember anything once the computer is turned off – the computers don’t work – a site is down –
- 21. Presenting Students’ Results(rubric, please)Students learn in different ways“Real world” task that students try to accomplisha presentation to the board of directors of the Art Museuma design for a war memorialRequires students – take new knowledge and synthesize it into a “product” of some kindProvide opportunities for students to show their strengths by taking different roles within their group or different project options:written projects, such as e-reports, e-bookletsmultimedia presentations visual/artistic displays or e-posters Provide a clear rubric of the expectations for the different options (search the web for examples)
- 22. Referenceshttp://www.internet4classrooms.comBernie DodgeWebquest:\blogs andwikishttp://www.youtube.com/watch?v=KWi2kHD-Kw0Webquest Pitfallshttp://www.youtube.com/watch?v=5Yfo8B3PdmI-----and search more “Bernie Dodge” at http://youtube.com
- 23. Ready? Let’sgo Webquesting!http://weebly.comCreate an account OR Log in your account (hide pages, as needed)Create title page and pages for each Webquest Element, using hyperlinks (suggested)ORCreate a page which included and components
- 24. You Are theDesigner1. Webquest2. Student Sample Suggestion: (Glogster, Audioboo, Prezi, Kidspiration (software is available), Voki) OR take a look at Top 10 Web2.0 Tools for the Classroom(http://murcha.wordpress.com/2011/03/22/hers) Take a jump!
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