WebQuests:WebQuests:What are they?What are they?

And … what are Preservice Teachers And … what are Preservice Teachers saying about them!saying about them!

Natalie Walker and Jeff ScottNatalie Walker and Jeff ScottE.C.O.O. E.C.O.O.

Friday, May 7, 2004Friday, May 7, 20049:009:00

What is a WebQuest?What is a WebQuest?

A WebQuest is an inquiry-oriented A WebQuest is an inquiry-oriented activity in which most or all of the activity in which most or all of the information used by learners is drawn information used by learners is drawn from the Web.from the Web.

An effectively designed WebQuest An effectively designed WebQuest encourages higher-order thinking skills encourages higher-order thinking skills such as analysis, synthesis and such as analysis, synthesis and evaluation and is useful for integrating evaluation and is useful for integrating technology into the classroom while technology into the classroom while providing a safe way for students to providing a safe way for students to search the internet.search the internet.

http://webquest.sdsu.edu/about_webquests.htmlhttp://webquest.sdsu.edu/about_webquests.html

Why WebQuests?Why WebQuests?

WebQuests bring together the most effective WebQuests bring together the most effective instructional practices into one integrated instructional practices into one integrated student activitystudent activity

Increases student motivationIncreases student motivation Develops thinking skillsDevelops thinking skills Uses cooperative learning processUses cooperative learning process Integrates technologyIntegrates technology

Short/Long Term WebQuestsShort/Long Term WebQuestsShort Term WebQuestsShort Term WebQuests::

The instructional goal is knowledge acquisition and integration. A The instructional goal is knowledge acquisition and integration. A short-term WebQuest is designed to be completed in one to three short-term WebQuest is designed to be completed in one to three class periods. class periods.

Try this short term WebQuest out on “Maple Keys” Try this short term WebQuest out on “Maple Keys” http://www.kn.pacbell.com/wired/fil/pages/webspreadinje.html http://www.kn.pacbell.com/wired/fil/pages/webspreadinje.html

Long Term WebQuestsLong Term WebQuests::The instructional goal is extending and refining knowledge. After The instructional goal is extending and refining knowledge. After completing a longer term WebQuest, a learner would have analyzed completing a longer term WebQuest, a learner would have analyzed a body of knowledge deeply, transformed it in some way, and a body of knowledge deeply, transformed it in some way, and demonstrated an understanding of the material by creating demonstrated an understanding of the material by creating something that others can respond to. A longer term WebQuest will something that others can respond to. A longer term WebQuest will typically take between one week and a month in a classroom typically take between one week and a month in a classroom setting. setting.

For a longer term project try the Biodome WebQuestFor a longer term project try the Biodome WebQuestBiodome WebQuestBiodome WebQuest

http://webquest.sdsu.edu/about_webquests.htmlhttp://webquest.sdsu.edu/about_webquests.html

Thinking SkillsThinking Skills

Comparing:Comparing: Identifying and articulating similarities andIdentifying and articulating similarities anddifference between things.difference between things.

Classifying:Classifying: Grouping things into definable categories on the basis Grouping things into definable categories on the basis of of their attributes.their attributes.

Inducing:Inducing: Inferring unknown generalizations or principles from Inferring unknown generalizations or principles from observations or analysis. observations or analysis.

Deducing:Deducing: Inferring unstated consequences and conditions given Inferring unstated consequences and conditions given principles and generalizations.principles and generalizations.

Constructing support:Constructing support: Constructing a system of support or proof for an assertion. Constructing a system of support or proof for an assertion.

Abstraction:Abstraction: Identifying and articulating the underlying theme or Identifying and articulating the underlying theme or general general pattern of information.pattern of information.

Thinking Skills (continued)Thinking Skills (continued)

Interpreting:Interpreting: Explaining the meanings of Explaining the meanings of experiences, experiences, observations and readings. observations and readings.

Evaluating:Evaluating: Judging the worth of some ideas, Judging the worth of some ideas, explanation or materials. explanation or materials.

Analyzing perspectives:Analyzing perspectives: Identifying and articulating personal Identifying and articulating personal perspectives about issues. perspectives about issues.

Hypothesizing/predicting: Hypothesizing/predicting: Devising informed guess(es) as to what Devising informed guess(es) as to what will happen in a given situation. will happen in a given situation.

Synthesizing:Synthesizing: Putting parts together to form a whole.Putting parts together to form a whole.

(Weeks, R. The Child’s World of Science and Technology. Prentice Hall, 1997)(Weeks, R. The Child’s World of Science and Technology. Prentice Hall, 1997)

Thinking skills related to Thinking skills related to Levels of AchievementLevels of Achievement

Lorraine Schroetter & Barrie Onslow, OAME Leadership,

2001

Steps in Building a WebQuestSteps in Building a WebQuest

http://projects.edtech.sandi.net/staffdev/buildingblocks/p-index.htmhttp://projects.edtech.sandi.net/staffdev/buildingblocks/p-index.htm

IntroductionIntroductionThe purpose of this section is to both prepare The purpose of this section is to both prepare and hook the reader. The student is the intended and hook the reader. The student is the intended audience.audience.

Write a short paragraph here to introduce the Write a short paragraph here to introduce the activity or lesson to the students. If there is a activity or lesson to the students. If there is a role or scenario involved (e.g., "You are a role or scenario involved (e.g., "You are a detective trying to identify the mysterious poet.") detective trying to identify the mysterious poet.") then here is where you'll set the stage. It is also then here is where you'll set the stage. It is also in this section that you'll communicate the Big in this section that you'll communicate the Big Question (Essential Question, Guiding Question) Question (Essential Question, Guiding Question) that the whole WebQuest is centered around.that the whole WebQuest is centered around.

http://projects.edtech.sandi.net/grant/oceanpolluthttp://projects.edtech.sandi.net/grant/oceanpollution/introduction.htmlion/introduction.html

TaskTaskThe task focuses learners on what The task focuses learners on what they are going to do - specifically, they are going to do - specifically, the culminating performance or the culminating performance or product that drives all of the product that drives all of the learning activities.learning activities.

Describe crisply and clearly what the end result of Describe crisply and clearly what the end result of the learners' activities will be. Don't list the steps the learners' activities will be. Don't list the steps that students will go through to get to the end that students will go through to get to the end point. That belongs in the Process section.point. That belongs in the Process section.

http://projects.edtech.sandi.net/grant/http://projects.edtech.sandi.net/grant/oceanpollution/task.htmloceanpollution/task.html

ProcessProcessThis section outlines how the learners will This section outlines how the learners will accomplish the task. Scaffolding includes clear accomplish the task. Scaffolding includes clear steps, resources, and tools for organizing steps, resources, and tools for organizing information.information.

To accomplish the task, what steps should the To accomplish the task, what steps should the learners go through?...Learners will access the learners go through?...Learners will access the on-line resources that you've identified as they on-line resources that you've identified as they go through the Process....In the Process block, go through the Process....In the Process block, you might also provide some guidance on how you might also provide some guidance on how to organize the information gathered.to organize the information gathered.

http://http://projects.edtech.sandi.net/grant/oceanpollution/prprojects.edtech.sandi.net/grant/oceanpollution/process.htmlocess.html

Inspiration/Smart Ideas SoftwareInspiration/Smart Ideas Software

EvaluationEvaluation

This section describes the evaluation criteria needed to meet This section describes the evaluation criteria needed to meet performance and content standards.performance and content standards.

Describe to the learners how their performance will be evaluated. Describe to the learners how their performance will be evaluated. The assessment rubric(s) should align with the culminating The assessment rubric(s) should align with the culminating project or performance, as outlined in the task section of the project or performance, as outlined in the task section of the WebQuest. Specify whether there will be a common grade for WebQuest. Specify whether there will be a common grade for group work vs. individual grades.group work vs. individual grades.

http://projects.edtech.sandi.net/grant/oceanpollution/evaluation.htmlhttp://projects.edtech.sandi.net/grant/oceanpollution/evaluation.html

Rubric from Biodome WebQuest Rubric from Biodome WebQuest

ConclusionConclusion

The conclusion brings closure and encourages The conclusion brings closure and encourages reflection.reflection.

Summarize what the learners will have Summarize what the learners will have accomplished or learned by completing this accomplished or learned by completing this activity or lesson. You might also include some activity or lesson. You might also include some rhetorical questions or additional links to rhetorical questions or additional links to encourage them to extend their thinking into encourage them to extend their thinking into other content beyond this lesson.other content beyond this lesson.

http://projects.edtech.sandi.net/grant/http://projects.edtech.sandi.net/grant/oceanpollution/conclusion.htmloceanpollution/conclusion.html

http://projects.edtech.sandi.net/staffdev/buildingblocks/p-index.htmhttp://projects.edtech.sandi.net/staffdev/buildingblocks/p-index.htm

Teacher PageTeacher Page

The teacher component of your WebQuest The teacher component of your WebQuest should be designed to inform other teachers should be designed to inform other teachers about your WebQuest. Therefore, unlike the about your WebQuest. Therefore, unlike the student component that must include graphics student component that must include graphics and motivational devices, the teacher and motivational devices, the teacher component can be created as a series of component can be created as a series of informative text-based sections. informative text-based sections.

http://projects.edtech.sandi.net/grant/http://projects.edtech.sandi.net/grant/oceanpollution/teacherpage.htmloceanpollution/teacherpage.html

Biodome ExpectationsBiodome Expectations

For detailed description of each please seehttp://webquest.sdsu.edu/taskonomy.html

http://projects.edtech.sandi.net/staffdev/tpss99/tasksimap/

ResourcesResources

WEBQUESTSWEBQUESTS

http://edweb.sdsu.edu/courses/edtec596/about_webquests.html http://edweb.sdsu.edu/courses/edtec596/about_webquests.html Read this for the "background information" on WebQuests - maybe the first thing to Read this for the "background information" on WebQuests - maybe the first thing to

read to gather a basic understanding of where you are going when designing a read to gather a basic understanding of where you are going when designing a WebQuest. WebQuest.

http://www.iste.org/netst/netst.pdf http://www.iste.org/netst/netst.pdf General Information on WebQuestsGeneral Information on WebQuests

http://webquest.sdsu.edu/webquest.html http://webquest.sdsu.edu/webquest.html Explanations of WebQuests and procedures for developing, both short and long Explanations of WebQuests and procedures for developing, both short and long

term projects term projects

http://http://sesd.sk.ca/teacherresource/webquests.htmsesd.sk.ca/teacherresource/webquests.htm   The WebQuests page from a school district in Saskatchewan The WebQuests page from a school district in Saskatchewan

http://webquest.sdsu.edu/materials.htm http://webquest.sdsu.edu/materials.htm WebQuest Training Materials WebQuest Training Materials

Resources (continued)Resources (continued)

http://webquest.sdsu.edu/designpatterns/all.htm http://webquest.sdsu.edu/designpatterns/all.htm WebQuest Design Patterns WebQuest Design Patterns         http://webquest.sdsu.edu/designsteps/index.html http://webquest.sdsu.edu/designsteps/index.html WebQuest Design Map WebQuest Design Map

http://webquest.sdsu.edu/LessonTemplate.htmlhttp://webquest.sdsu.edu/LessonTemplate.html Downloaded blank WebQuest TemplatesDownloaded blank WebQuest Templates

Teachers.teach-nology.com/web_toolsrubrics/webquestTeachers.teach-nology.com/web_toolsrubrics/webquest WebQuest Rubric MakerWebQuest Rubric Maker

http://webquest.sdsu.edu/rubrics/weblessons.htmhttp://webquest.sdsu.edu/rubrics/weblessons.htm Assessment sites on WebQuests. Opportunity to generate and/or Assessment sites on WebQuests. Opportunity to generate and/or

customize rubrics for assessment purposescustomize rubrics for assessment purposes

What Preservice Teachers are saying about What Preservice Teachers are saying about WebQuests?WebQuests?

General CommentsGeneral Comments Enable students to work through an authentic Enable students to work through an authentic

activity utilizing technology effectivelyactivity utilizing technology effectively Integration of science to topics outside the Integration of science to topics outside the

classroomclassroom Integration of curriculum areasIntegration of curriculum areas Deal with real life situations, solve real life Deal with real life situations, solve real life

problemsproblems Students very motivated by activityStudents very motivated by activity Development of cooperative learning skillsDevelopment of cooperative learning skills

Preservice Teacher Comments (continued)Preservice Teacher Comments (continued) ResourcesResources Access to reliable web resourcesAccess to reliable web resources Students presented with safe, informative and reliable Students presented with safe, informative and reliable

websiteswebsites Time, frustration saved through the presented websitesTime, frustration saved through the presented websites Monitor where students are going onlineMonitor where students are going online

Increase higher order thinkingIncrease higher order thinking Provide opportunities for students to think – upper end of Provide opportunities for students to think – upper end of

Bloom’s Taxonomy (analysis, synthesis and evaluation)Bloom’s Taxonomy (analysis, synthesis and evaluation) Improve technology skills while developing critical Improve technology skills while developing critical

thinking skillsthinking skills

Preservice Teacher Comments (continued)Preservice Teacher Comments (continued)

Development intimidating for novice usersDevelopment intimidating for novice users Software for creating WebQuests intimidatingSoftware for creating WebQuests intimidating Time consumingTime consuming Lack of technology in schoolLack of technology in school Limited or no internet connection in schoolLimited or no internet connection in school

Evaluating WebQuestsEvaluating WebQuests

Process ChecklistProcess Checklist

A list for self or peer review of the Process A list for self or peer review of the Process portion of your WebQuest.portion of your WebQuest.

http://projects.edtech.sandi.net/staffdev/tpss99/processchecker.htmlhttp://projects.edtech.sandi.net/staffdev/tpss99/processchecker.html

A Rubric for Evaluating WebQuestsA Rubric for Evaluating WebQuests

http://webquest.sdsu.edu/webquestrubric.htmlhttp://webquest.sdsu.edu/webquestrubric.html