WebQuests WebQuests And More…And More…

Structured But Fun Web LessonsStructured But Fun Web Lessons

Six Strategies For Web UseSix Strategies For Web Use

Topic HotlistTopic Hotlist

Multimedia ScrapbookMultimedia Scrapbook

Treasure HuntTreasure Hunt

Subject SamplerSubject Sampler

Short-term WebQuestShort-term WebQuest

Long-term WebQuestLong-term WebQuest

Topic HotlistTopic Hotlist

An online list of linksAn online list of links

Adds Web resources to an existing lessonAdds Web resources to an existing lesson

Good for beginning Web integrationGood for beginning Web integration

Spares learners hours of fruitless Spares learners hours of fruitless searchingsearching

Multimedia ScrapbookMultimedia Scrapbook

Basically, a Topic Hotlist with links to Basically, a Topic Hotlist with links to materialsmaterials

Students use teacher-provided sites to Students use teacher-provided sites to download multimedia for their own projectsdownload multimedia for their own projects

Treasure HuntTreasure Hunt

Gather 10 – 15 sites with info on given Gather 10 – 15 sites with info on given topictopic

Pose one key question for each web site Pose one key question for each web site chosenchosen

Subject SamplerSubject Sampler

Learners presented with small number (6) Learners presented with small number (6) of intriguing Web sites organized around a of intriguing Web sites organized around a main topic. main topic. Students are asked to respond to the Students are asked to respond to the Web-based activities from a personal Web-based activities from a personal perspective.perspective.Rather than uncovering hard knowledge Rather than uncovering hard knowledge (Treasure Hunt), students give their (Treasure Hunt), students give their perspectives on topicsperspectives on topics

WebQuestWebQuest

““An inquiry-oriented activity in which some An inquiry-oriented activity in which some or all of the information that learners or all of the information that learners interact with comes from resources on the interact with comes from resources on the internet…”internet…”

Structured inquiryStructured inquiry

Two LevelsTwo Levels

Short term: Short term: designed to be completed in 1-3 class periodsdesigned to be completed in 1-3 class periods

Long term:Long term: typically takes from 1-4 weeks in a classroom typically takes from 1-4 weeks in a classroom

setting.setting.

Short TermShort Term

Knowledge acquisition and integration Knowledge acquisition and integration

Learners make sense of a significant Learners make sense of a significant amount of new informationamount of new information

Long TermLong Term

Extending and refining knowledgeExtending and refining knowledge LearnerLearner

analyzes a body of knowledge deeply,analyzes a body of knowledge deeply,

transforms it in some way, and transforms it in some way, and

demonstrates an understanding of the demonstrates an understanding of the material by creating something that others material by creating something that others can respond tocan respond to

Online or Offline productOnline or Offline product

Why WebQuests?Why WebQuests?

Questionable educational benefit to having Questionable educational benefit to having learners surf the net without a clear task in learners surf the net without a clear task in mindmind

Most schools must ration student Most schools must ration student connection time severelyconnection time severely

WebQuests… WebQuests…

Are designed to make the best use of a Are designed to make the best use of a learner's time,learner's time,

Should address large, complex or Should address large, complex or controversial topics, controversial topics,

To achieve efficiency and clarity of To achieve efficiency and clarity of purpose, should contain the following purpose, should contain the following parts:parts:

Critical Attribute: Introduction Critical Attribute: Introduction

Sets the stageSets the stage

Provides some background information. Provides some background information.

Critical Attribute: TCritical Attribute: Taskask

What the student is expected to have What the student is expected to have completed at the end of the project completed at the end of the project (expectations)(expectations)

Should be doable and interesting.Should be doable and interesting.

Product can be a presentation, web site, Product can be a presentation, web site, etc. etc.

Critical Attribute: Critical Attribute: Info SourcesInfo Sources

Most resources are embeddedMost resources are embedded(Learner is not left to wander through Web (Learner is not left to wander through Web space completely adrift.) space completely adrift.)

May include web documents, experts May include web documents, experts available via e-mail or real-time available via e-mail or real-time conferencing, searchable databases on conferencing, searchable databases on the net, and booksthe net, and books

Critical Attribute: ProcessCritical Attribute: Process

A description of what the learners should A description of what the learners should go through in accomplishing the task go through in accomplishing the task

Should be broken out into clearly Should be broken out into clearly described steps that a student will go described steps that a student will go through to get to the end-pointthrough to get to the end-point

Critical Attribute: GuidanceCritical Attribute: Guidance

HowHow to organize the information acquired. to organize the information acquired.

Can take the form of guiding questions, or Can take the form of guiding questions, or directions to complete organizational directions to complete organizational frameworks such as frameworks such as timelines,timelines, concept maps, or concept maps, or cause-and-effect diagramscause-and-effect diagrams

Critical Attribute: EvaluationCritical Attribute: Evaluation

Describes the evaluation criteria needed to Describes the evaluation criteria needed to meet performance and content standards meet performance and content standards

Often takes the form of an assessment Often takes the form of an assessment rubricrubric

Should align with the culminating project Should align with the culminating project or performanceor performance

Group or individual grade?Group or individual grade?

Critical Attribute: ConclusionCritical Attribute: Conclusion

Brings closure to the questBrings closure to the quest

Reminds the learners about what they've Reminds the learners about what they've learnedlearned

Ideally, should encourage learners to Ideally, should encourage learners to extend the experience into other domainsextend the experience into other domains

Non-Critical AttributesNon-Critical Attributes

Most are designed as Most are designed as group activitiesgroup activities

Can be enhanced by wrapping Can be enhanced by wrapping motivational motivational elementselements around the basic structure around the basic structure

Give the learners a role to play (e.g., scientist, detective, Give the learners a role to play (e.g., scientist, detective, reporter), reporter),

Provide a simulated personae to interact with via e-mail and/orProvide a simulated personae to interact with via e-mail and/or Provide a scenario to work within (e.g., you've been asked by Provide a scenario to work within (e.g., you've been asked by

the Secretary General of the UN to brief him on what's the Secretary General of the UN to brief him on what's happening in sub-Saharan Africa this week.) happening in sub-Saharan Africa this week.)

Can be designed within a Can be designed within a single disciplinesingle discipline or or can be can be interdisciplinaryinterdisciplinary

Why WebQuests?Why WebQuests?

Bring together the most effective Bring together the most effective instructional practices into one integrated instructional practices into one integrated student activitystudent activity Motivation & Authenticity Motivation & Authenticity Developing Thinking SkillsDeveloping Thinking Skills Cooperative Learning Cooperative Learning

http://http://webquest.sdsu.eduwebquest.sdsu.edu//