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WebQuests. Structured But Fun Web Lessons. Definition. “An inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the internet…” Created by Prof. Bernie Dodge with assistance from associate Tom March. Two Levels. Short term:

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webquests

WebQuests

Structured But Fun Web Lessons

definition
Definition
  • “An inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the internet…”
  • Created by Prof. Bernie Dodge with assistance from associate Tom March
two levels
Two Levels
  • Short term:
    • designed to be completed in 1-3 class periods
  • Long term:
    • typically takes from 1-4 weeks in a classroom setting.
short term
Short Term
  • Knowledge acquisition and integration
  • Learners make sense of a significant amount of new information
long term
Long Term
  • Extending and refining knowledge
  • Learner
    • analyzes a body of knowledge deeply,
    • transforms it in some way, and
    • demonstrates an understanding of the material by creating something that others can respond to
  • Online or Offline product
why webquests
Why WebQuests?
  • Questionable educational benefit to having learners surf the net without a clear task in mind
  • Most schools must ration student connection time severely
webquests7
WebQuests…
  • Are designed to make the best use of a learner\'s time,
  • Should address large, complex or controversial topics,
  • To achieve efficiency and clarity of purpose, should contain the following parts:
critical attribute introduction
Critical Attribute: Introduction
  • Sets the stage
  • Provides some background information.
critical attribute t ask
Critical Attribute: Task
  • What the student is expected to have completed at the end of the project (expectations)
  • Should be doable and interesting.
  • Product can be a presentation, web site, etc.
critical attribute info sources
Critical Attribute: Info Sources
  • Most resources are embedded(Learner is not left to wander through Web space completely adrift.)
  • May include web documents, experts available via e-mail or real-time conferencing, searchable databases on the net, and books
critical attribute process
Critical Attribute: Process
  • A description of what the learners should go through in accomplishing the task
  • Should be broken out into clearly described steps that a student will go through to get to the end-point
critical attribute guidance
Critical Attribute: Guidance
  • How to organize the information acquired.
  • Can take the form of guiding questions, or directions to complete organizational frameworks such as
    • timelines,
    • concept maps, or
    • cause-and-effect diagrams
critical attribute evaluation
Critical Attribute: Evaluation
  • Describes the evaluation criteria needed to meet performance and content standards
  • Often takes the form of an assessment rubric
  • Should align with the culminating project or performance
  • Group or individual grade?
critical attribute conclusion
Critical Attribute: Conclusion
  • Brings closure to the quest
  • Reminds the learners about what they\'ve learned
  • Ideally, should encourage learners to extend the experience into other domains
non critical attributes
Non-Critical Attributes
  • Most are designed as group activities
  • Can be enhanced by wrapping motivational elements around the basic structure
    • Give the learners a role to play (e.g., scientist, detective, reporter),
    • Provide a simulated personae to interact with via e-mail and/or
    • 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 happening in sub-Saharan Africa this week.)
  • Can be designed within a single discipline or can be interdisciplinary
why webquests16
Why WebQuests?
  • Bring together the most effective instructional practices into one integrated student activity
    • Motivation & Authenticity
    • Developing Thinking Skills
    • Cooperative Learning

http://webquest.sdsu.edu/

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