Lucía RamírezAnglo Colombian School Bogotá, Colombia

Introduction (10 min)Introduction (10 min) What is a Webquest (20 min)What is a Webquest (20 min) Look for examples (20 min)Look for examples (20 min) Design your Webquest (1 hour)Design your Webquest (1 hour) Plenary (10 min)Plenary (10 min)

How is this workshop organised?

WEBQUEST

WHAT IS IT? WHY USE IT?

ITS STRUCTURE

TYPES

WHICH TOPICSCAN BE USED?

TEACHER’S ROLE

STUDENTS’ROLE

WQ AND THINKING SKILLS

Tell meand I’ll forget.

Show meand I mightremember.Involve me

and I’llunderstand.

-Author Unknown

What is a Webquest?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…" (Dodge, 1995, cited by March, 2008) "A WebQuest is a scaffolded learning structure that uses links to essential resources on the World Wide Web and an authentic task to motivate students’ investigation of a central, open-ended question, development of individual expertise and participation in a final group process that attempts to transform newly acquired information into a more sophisticated understanding. The best WebQuests do this in a way that inspires students to see richer thematic relationships, facilitate a contribution to the real world of learning and reflect on their own metacognitive processes."

"WebQuest," as defined by Tom March, circa 2003

"The best WebQuests do this in a way that inspires students to see richer thematic relationships, facilitate a contribution to the real world of learning and reflect on their own metacognitive processes."

3 Rs of WebQuests:" "Is it Real, Rich and Relevant?Interdisciplinary relationships.

Contextualizing the topic with what makes it worth learning. Authentic tasks - authentic assessment

Metacognition: students are aware of their own thinking patterns independent use of these strategies

Why use a Webquest?Why use a Webquest? Makes use of primary, up-to-date Makes use of primary, up-to-date

materialsmaterials Stimulates learners with an interesting Stimulates learners with an interesting

do-able taskdo-able task Focuses learners’ attention on outcomesFocuses learners’ attention on outcomes Promotes collaborative workPromotes collaborative work Improves research skills Improves research skills Develops thinking skillsDevelops thinking skills

Structure of a WebquestStructure of a WebquestIntroduction sets the stage and provides some background information. Task that is doable and interesting. Information sources needed to complete the task. They do not necessarily come from the World Wide Web. Process description of the steps to accomplish the task. 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. Evaluation includes the rubric to assess the task.

Types of WebquestsTypes of Webquests WebQuests can be either short-term or WebQuests can be either short-term or

longer-termlonger-term Short-term (1-3 lessons) where the goal Short-term (1-3 lessons) where the goal

is to allow for knowledge acquisition is to allow for knowledge acquisition and integrationand integration

Longer-term (1 week – 1 month) where Longer-term (1 week – 1 month) where the goal is to extend and refine the goal is to extend and refine knowledgeknowledge

The role of teacher and studentsThe role of teacher and students

Teacher Teacher Facilitator of the process Facilitator of the process

Students Students Active participants Active participants

What kinds of topics lend What kinds of topics lend themselves to Webquests?themselves to Webquests?

•WebQuests can’t be used to teach factual pieces of information. •WebQuests can help students meet standards focused on critical-thinking and analysis skills•They may be particularly useful for social studies and science. •By using multimedia, WebQuests also help with multiple intelligence work.

Image taken from http://www.logo.com/twp/intro_images/thinking_skills.jpg

CRITICAL THINKING

•Students should be taught to think logically, analyze and compare, question and evaluate. Skills taught in isolation do little more than prepare students for tests of isolated skills (Spache and Spache, 1986).

"Critical thinking is the intellectually disciplined process of actively and skilfully

conceptualizing, applying, analyzing, synthesizing, and/or evaluating information

gathered from, or generated by, observation, experience, reflection, reasoning, or

communication, as a guide to belief and action. In its exemplary form, it is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound

evidence, good reasons, depth, breadth, and fairness..."

A statement by Michael Scriven & Richard Paul {presented at the 8th Annual International Conference on Critical Thinking and Education

Reform, Summer 1987}.

How can we teach critical thinking?

•By using graphic organisers (e.g. Venn diagrams, Flow charts, KWL charts, Concept maps, Tree charts, etc.)•By stating the processes to be developed, e.g. compare, write a summary, analyse, etc.•By scaffolding

What does critical thinking involve?

• Comparing: Identifying and articulating similarities and differences between things.

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

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

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

• Analyzing errors: Identifying and articulating errors in one's own or others' thinking.

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

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

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

ReferencesReferencesAir War College (n/d). Air War College (n/d). Creativity & thinking skills.Creativity & thinking skills. Retrieved November 16th, 2008 from Retrieved November 16th, 2008 from

http://www.au.af.mil/au/awc/awcgate/awc-thkg.htm#coghttp://www.au.af.mil/au/awc/awcgate/awc-thkg.htm#cog

Dabbagh, N (n/d). Dabbagh, N (n/d). Concept Mapping as a Mindtool for Critical ThinkingConcept Mapping as a Mindtool for Critical Thinking. Retrieved November . Retrieved November 16th, 2008 from 16th, 2008 from http://www.thestep.gr/trainmor/dat/%7B52fb953f-3495-4396-a847-7be1adf6d20d%7D/artihttp://www.thestep.gr/trainmor/dat/%7B52fb953f-3495-4396-a847-7be1adf6d20d%7D/article.pdfcle.pdf

Dodge, B. (1998). Dodge, B. (1998). WebQuests: A Strategy for Scaffolding Higher Level Learning. WebQuests: A Strategy for Scaffolding Higher Level Learning. Retrieved Retrieved November 16th, 2008 from November 16th, 2008 from http://webquest.sdsu.edu/necc98.htmhttp://webquest.sdsu.edu/necc98.htm

Dodge, B. (2002). Dodge, B. (2002). WebQuest Taskonomy: A Taxonomy for tasksWebQuest Taskonomy: A Taxonomy for tasks. Retrieved November 16th, . Retrieved November 16th, 2008 from 2008 from http://http://webquest.sdsu.edu/taskonomy.htmlwebquest.sdsu.edu/taskonomy.html

Dodge, B. (2007). Dodge, B. (2007). What is a WebquestWhat is a Webquest. Retrieved November 16th, 2008 from . Retrieved November 16th, 2008 from http://http://webquest.org/index.phpwebquest.org/index.php

Educational Broadcasting Corporation (2004). Educational Broadcasting Corporation (2004). Workshop: WebquestsWorkshop: Webquests. Retrieved November . Retrieved November 16th, 2008 from 16th, 2008 from http://www.thirteen.org/edonline/concept2class/webquests/index.htmlhttp://www.thirteen.org/edonline/concept2class/webquests/index.html

ReferencesReferencesFoundation for Critical Thinking (2008). Foundation for Critical Thinking (2008). Critical Thinking: Where to beginCritical Thinking: Where to begin. Retrieved November 16th, 2008 . Retrieved November 16th, 2008

from from http://www.criticalthinking.org/starting/index.cfmhttp://www.criticalthinking.org/starting/index.cfm

Graphic.org (N/d). Graphic.org (N/d). Graphic organizersGraphic organizers. Retrieved November 16th, 2008 from . Retrieved November 16th, 2008 from http://www.graphic.org/goindex.htmlhttp://www.graphic.org/goindex.html

Learning Theories Knowledgebase (2008, November). Learning Theories Knowledgebase (2008, November). ARCS Model of Motivational Design (Keller) at ARCS Model of Motivational Design (Keller) at Learning-Theories.comLearning-Theories.com. Retrieved November 16th, 2008 from . Retrieved November 16th, 2008 from http://www.learning-theories.com/kellers-arcs-model-of-motivational-design.htmlhttp://www.learning-theories.com/kellers-arcs-model-of-motivational-design.html

March, T. (2008). March, T. (2008). What Webquests are (Really).What Webquests are (Really). Retrieved November 16th 2008 from Retrieved November 16th 2008 from http://bestwebquests.com/what_webquests_are.asphttp://bestwebquests.com/what_webquests_are.asp

Tomlinson (2000). Tomlinson (2000). What is differentiated instruction?What is differentiated instruction? Retrieved November 16th, 2008 from Retrieved November 16th, 2008 from http://www.readingrockets.org/article/263http://www.readingrockets.org/article/263

Zheng, R., Stucky, B., McAlack, M., Menchana, M. & Stoddart, S. (n/d). Zheng, R., Stucky, B., McAlack, M., Menchana, M. & Stoddart, S. (n/d). WebQuest Learning as Perceived WebQuest Learning as Perceived by Higher-Education Learners.by Higher-Education Learners. Retrieved November 16th, 2008 from Retrieved November 16th, 2008 from http://www.u.arizona.edu/~sakoi/webquest%20learning%20as%20perceived%20by%20higer-educatihttp://www.u.arizona.edu/~sakoi/webquest%20learning%20as%20perceived%20by%20higer-education%20learners.pdfon%20learners.pdf