1 / 29

The WebQuest

The WebQuest. BTE 363/364. The WebQuest Page. Bernie Dodge of San Diego State University created the WebQuest in 1995 http://webquest.sdsu.edu/. WebQuest Definition.

Download Presentation

The WebQuest

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.


Presentation Transcript

  1. The WebQuest BTE 363/364

  2. The WebQuest Page • Bernie Dodge of San Diego State University created the WebQuest in 1995 • http://webquest.sdsu.edu/

  3. WebQuest Definition • 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. • In a short WebQuest a learner will have grappled with a significant amount of new information. It should be completed in one to three class periods. • In a long WebQuest a learner will have analyzed a body of knowledge deeply and created a new product. It should be completed between one week and one month.

  4. A Real WebQuest . . . • is wrapped around a doable and interesting task that is ideally a scaled down version of things that adults do as citizens or workers. • requires higher level thinking, not simply summarizing. This includes synthesis, analysis, problem-solving, creativity and judgment. • makes good use of the web. • isn't a research report or a step-by-step science or math procedure. Having learners simply distilling web sites and making a presentation about them isn't enough. • isn't just a series of web-based experiences. Having learners go look at this page, then go play this game, then go here and turn your name into hieroglyphs doesn't require higher level thinking skills and so, by definition, isn't a WebQuest.

  5. WebQuest Parts • Introduction • Task • Process • Evaluation • Conclusion • Credits & References • Teacher Page (Optional)

  6. Introduction • The purpose of this section is to both prepare and hook the reader. The student is the intended audience. • Write a short paragraph here to introduce the activity or lesson to the students. If there is a role or scenario involved, then here is where you'll set the stage. It is also in this section that you'll communicate the Big Question that the whole WebQuest is centered around.

  7. Task • Focuses learners on what they are going to do specifically; the culminating performance or product that drives all of the learning activities. • Describes crisply and clearly what the end result of the learner’s activities will be. • Don't list the steps that students will go through to get to the end point--that belongs in the Process section.

  8. Process • Outlines how the learners will accomplish the task. (What are the steps the learners should go through?) • Learners will access the on-line resources that you've identified as they go through the Process. • Scaffolding includes clear steps, resources, and tools for organizing information. • In the Process block, you might also provide some guidance on how to organize the information gathered.

  9. Evaluation • This section describes the evaluation criteria needed to meet performance and content standards. • The assessment rubric(s) should align with the culminating project or performance, as outlined in the task section of the WebQuest. • Specify whether there will be a common grade for group work vs. individual grades.

  10. Conclusion • The conclusion brings closure and encourages reflection. • Summarizes what the learners will have accomplished or learned by completing this activity or lesson. • You might also include some rhetorical questions or additional links to encourage students to extend their thinking into other content beyond this lesson.

  11. Credits & References • If you have used images, music, or text, list the original sources here and provide a link back, if possible. • Thank anyone who provided resources or gave you help. • Be sure to list books and other media not listed previously that you used as information sources as well.

  12. Teacher Page (Optional) • Enter in any information that would help other teachers utilize the resources found here. A description of how this WebQuest is intended for use in the classroom may be helpful. • May include prerequisite skills which students should have. • May be helpful to include the intended duration of the WebQuest (one week, one day, etc.), additional materials needed, whether a mini-lab or full computer lab would be appropriate as well as any other information you feel would be helpful for the teacher to know.

  13. Examples Sample WebQuests Credit Cards Identity Theft Radio Days Hello Dolly Knowledge Network Explorer Finding WebQuests

  14. Resources(from WebQuest.org) • Kathy Schrock's Guide • Filamentality • The Internet Scout Report • Specialized Search Engines and Directories • K-16 Resources

  15. Web Design Tips Designing a website that takes into account the human element requires incorporating human tendencies and limitations into the overall design.

  16. Structure • Users make fewer mistakes and find information more quickly if the menu structure of the site is broader rather than deeper.

  17. Horizontal Navigation Vertical Navigation Breadcrumbs

  18. Menus Categorical menus are superior to alphabetized menus.

  19. Line Length and Margins • Shorter line lengths (about 11 words) are optimal. • Longer line lengths require greater lateral eye movements. • For faster reading use 4” line lengths (8 or 9 words depending on font size.)

  20. Text Should Be . . . • Very succinct • Include only one key idea per paragraph • Use highlighted keyword or phrases • Use bulleted lists when possible

  21. Serif Fonts Courier New 26 Century Schoolbook 26 Times New Roman 26 Sans Serif Fonts Arial 26 Tahoma 26 Verdana 26 Serif vs. Sans Serif?

  22. Font Size Does Make A Difference

  23. Color Texture Backgrounds

  24. Text Colors and Backgrounds • Contrast light text with a dark background. • Contrast dark text with a light background. • Approximately 8% of males and .5% of females have a color deficit of some kind.

  25. Annoyances • Not being able to find specific information • Confusing websites • Websites with slow download time (should be less than 10 seconds) • Broken links

  26. Important Tips • Use standard hyperlink colors: bluefor non-visited hyperlinks, purplefor visited hyperlinks, and redfor active hyperlinks • Include the date of page creation/update and URL at the bottom of the home page. • Homepage: http://www2.cob.ilstu.edu/kjmount • Page modified on: December 1,2013

  27. Considerations • Always try to adopt your user’s perspective, not your own. • Make sure your home page adequately “reveals” your site’s contents. • Make sure all of your pages effectively use the screen real estate available. • Accommodate a wide range of users and environments.

  28. Considerations (continued) • Make sure the user can easily tell, on any page, where all of the links are. • Make sure all pages load as quickly as possible. • Provide “finding” tools to help users find what they’re looking for. • Be consistent throughout your site.

  29. THEEND Reference: WebQuest.org

More Related