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Exploring the World of WebQuests Sandy Schaufelberger, IPFW Division of Continuing Studies What is a WebQuest? A learning environment Based on a doable, engaging task Supported by Web and other resources Learners inquire & construct meaning Supports learners’ thinking

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Exploring the world of webquests l.jpg
Exploring the World of WebQuests

Sandy Schaufelberger, IPFW Division of Continuing Studies


What is a webquest l.jpg
What is a WebQuest?

  • A learning environment

  • Based on a doable, engaging task

  • Supported by Web and other resources

  • Learners inquire & construct meaning

  • Supports learners’ thinking

  • Usually collaborative


Why use webquests l.jpg
Why Use WebQuests?

  • Authenticity

  • Active exploration

  • Applied learning

  • Adult connections through collaboration

  • Authentic assessment

    “Using information is more important than merely having it.”


Who created the webquest l.jpg
Who Created the WebQuest?

  • Bernie Dodge

  • San Diego State University

  • Outlined in 1995

    “WebQuests are designed to use learners' time well, to focus on using information rather than looking for it, and to support learners' thinking at the levels of analysis, synthesis and evaluation.”

    http://webquest.sdsu.edu


Two types of webquests l.jpg

Short-Term

To be completed in 1-3 class periods

Instructional goal is knowledge acquisition and integration

Long-Term

Requires 1 week to 1 month to complete

Instructional goal is extending and refining knowledge

Learners create a product that demonstrates mastery of material

Two Types of WebQuests


Slide9 l.jpg

Look for these

before you choose

a WebQuest…


Other characteristics l.jpg

Cooperative Learning

Motivational Elements

role playing

simulated interaction

work scenario

Interdisciplinary

Differentiation

Other Characteristics


The introduction l.jpg
The Introduction

  • Should orient the learner to what is coming

  • Should raise some interest

    • Fun?

    • Important because of global implications?

    • Relevant to the learner’s past and/or future?

    • Attractive?

  • The Titanic (9-12) http://asterix.ednet.lsu.edu/~edtech/webquest/titanic.html

  • Lotto Fever (9-12)

  • http://homepages.moeller.org/tfairbanks/lottofever.htm#Introduction


The task l.jpg
The Task

  • Dive Right In (K-2)

    • http://projects.edtech.sandi.net/grant/aquarium/tasks.html

  • “The Crucible" & McCarthyism (9-12)

    • http://projects.edtech.sandi.net/hoover/crucible/

  • The Diary of Anne Franke: In Search of Truth (6-8)

    • http://projects.edtech.sandi.net/lewis/annefrank/

  • Zelda’s Zany Zoo (4-5)

    • http://hrsbstaff.ednet.ns.ca/nbarkhou/class/zanyzoo/

  • Should describe what the learner will have produced at the end

    • A PowerPoint presentation?

    • A timeline?

    • A newspaper?

    • A web site?

    • A videotape?

    • An interview?

    • A debate?

    • A radio play?

12 Tasks Link


The process l.jpg
The Process

  • The teacher suggests the steps that the learner should take to complete the task.

  • The process may include strategies and advice.

  • The process should be clear, concise.

  • Scaffolding is used to guide learning.

  • Gallery of Art-I-Facts (9-12) http://www.teachtheteachers.org/projects/PWalker2/index.htm

  • Fashion Quest (9-12)

  • http://www.mamkschools.org/mhs/class/home_and_career/nelson/fashion_questJune2.htm#Fashion_Review

  • A Personal Journey: Gettysburg (7-12)

  • http://www.pls.uni.edu/nielsen/Gettysburg/process.html


Resources l.jpg

Pre-selected

Reviewed to all students or a small number of students

Different reading levels

Examples

Web sites

Audiotapes

Videotapes

Audio-conference

Videoconference

Textbooks

Newspapers

Interviews

Online Experts

Maps

Historical Records

Resources

  • An Insect’s Perspective (K-2) http://projects.edtech.sandi.net/grant/insects/process.htm

  • Return of the Great Game (9-12) http://projects.edtech.sandi.net/kearny/greatgame/stage_2.htm

  • Amistad (9-12)

    http://projects.edtech.sandi.net/hoover/amistad/#Process


Evaluation l.jpg
Evaluation

  • Measuring the results of using WebQuests for learning

    • Meaningful, challenging activities

    • Generative

    • Seamless & ongoing

    • Create equity by reducing subjectivity

  • Forms of Assessment

    • Rubrics

    • Checklists

    • Portfolios/Folders


Sample evaluations l.jpg
Sample Evaluations

  • Mad Cow WebQuest (8-12) http://nths.newtrier.k12.il.us/academics/faculty/entman/madcow/index.htm

  • Family of Nations Celebration (1-2) http://projects.edtech.sandi.net/balboa/nations/evaluation.htm

  • The Ocean’s In Trouble (4-5) http://projects.edtech.sandi.net/grant/oceanpollution/evaluation.html

  • Biotech, Inc. (9-10) http://projects.edtech.sandi.net/kearny/biotech/evaluation.htm


The conclusion l.jpg
The Conclusion

  • To summarize the experience

  • To encourage reflection about the process

  • To extend & generalize what was learned

  • To bring closure to the WebQuest

  • Finding the Lighthouse Diamond Thief (5-8)

    http://projects.edtech.sandi.net/kroc/scimethod/#Conclusion

  • Genocide: Indifference Can be Tempting (8th)

    http://projects.edtech.sandi.net/ofarrell/genocidewebquest/conclusion.htm


Teacher page notes l.jpg
Teacher Page/Notes

  • Ideas for implementation

  • Target learners

  • Standards – Write out the Indiana Academic Standards

  • Notes for teaching

  • Examples of student work

  • Designing a Tour of Washington DC http://infosys.pls.uni.edu/nielsen/nielsen/teacherpage.html

  • Hello Dolly http://www.powayschools.com/projects/dolly/toolbox.htm


Thank you l.jpg

Thank you!

Sandy Schaufelberger

ACELINK Project Coordinator/IPFW

260-481-0747

[email protected]

www.acelink.org

http://acelink.blogspot.com


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