WebQuests And More… Structured But Fun Web Lessons.
Post on 17-Dec-2015
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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//
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