Exploring the World of WebQuestsAugust 2006

Sandy Schaufelberger, Presenter

http://users.starpower.net/fanningd/index.htm

What is a WebQuest?

• A student-centered learning environment

• Based on a doable, engaging task

• Supported by the Web & other resources

• Learners inquire & construct meaning

• Supports higher level thinking

• Usually collaborative

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?

• 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

http://webquest.sdsu.edu/

Look for these

before you choose

a WebQuest…

Other Characteristics• Cooperative Learning• Motivational Elements

– role playing– simulated interaction

– work scenario

• Interdisciplinary• Differentiation

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• 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?

• 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/c

lass/zanyzoo/

12 Tasks Link

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/fashi

on_questJune2.htm#Fashion_Review

• A Personal Journey: Gettysburg (7-12) • http://www.pls.uni.edu/nielsen/Gettysburg/process.html

Resources• Pre-selected• Background for all,

details for some• Different reading levels

• Examples– Web sites– Audiotapes– Videotapes– Audio-conference– Videoconference– Textbooks– Newspapers– Interviews– Online Experts– Maps– Historical Records

• 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

• Measuring the results of using WebQuests for learning– Meaningful, challenging activities– Generative– Seamless & ongoing– Create equity by reducing subjectivity

• Forms of Assessment– Rubrics (Rubistar)– Checklists– Portfolios/Folders

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

• To summarize the experience

• To encourage reflection about the process

• To extend & generalize what was learned

• 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• Ideas for implementation• Target learners (grade, subject, etc.)• Standards – Show alignment• 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

WebQuest About WebQuestsIntroduction

Since early in 1995, teachers everywhere have learned how to use the web well by adopting the WebQuest format to created inquiry-oriented lessons. But what exactly is a WebQuest? What does it feel like to do one? How do you know a good one when you see it? You’re going to grapple with these questions and more.

TaskTo develop great WebQuests, you need a thorough understanding of the possibilities open to you as you create web-based lessons. One way for you to get there is to critically analyze a number of examples and discuss them from multiple perspectives. That's your task.

You need to answer these questions individually and then as a group:Which two of the examples are the best ones? Why? Which two are the worst? Why? What do best and worst mean to your group?

Discussion Questions

• What topic would lend itself to the WebQuest format in your curriculum?

• What is a doable, appropriate task learners could accomplish as a way to learn what they need to learn?

http://www.webquest.org/

http://webquest.org/questgarden/author

Online Resources

IPFW Workshop – Fall 2006

Thank you!

Sandy SchaufelbergerACELINK Project Coordinator/IPFW

260-481-0747schaufes@ipfw.edu

www.acelink.orghttp://acelink.blogspot.com