Using WebQuests to Meet Using WebQuests to Meet the Needs of All Learnersthe Needs of All Learners

Laila J. RichmanLaila J. Richmanlrichman@ku.edulrichman@ku.edu

What Is a WebQuest?What Is a WebQuest?

Inquiry-oriented activity in which most of Inquiry-oriented activity in which most of the information is drawn from the web.the information is drawn from the web.– Designed to:Designed to:

Use learners’ time well.Use learners’ time well.

Focus on using information rather than looking for Focus on using information rather than looking for it.it.

Support learners’ thinking at the levels of analysis, Support learners’ thinking at the levels of analysis, synthesis, and evaluation.synthesis, and evaluation.

(Dodge, 2001).(Dodge, 2001).

WebQuest: HistoryWebQuest: History

Developed in mid 1990s by Bernie Dodge and Developed in mid 1990s by Bernie Dodge and Tom MarchTom March

Based on ConstructivismBased on Constructivism

Stemming from Universal Design for Learning Stemming from Universal Design for Learning (UDL)(UDL)

WebQuest: HistoryWebQuest: History

Constructivism:Constructivism:– Theory focused on Theory focused on

students’ acquisition of students’ acquisition of knowledge through knowledge through discovery and evaluation discovery and evaluation of information and the of information and the formulation of their own formulation of their own meaning (Dede & meaning (Dede & Sprague, 1999).Sprague, 1999).

Universal Design for Universal Design for Learning (UDL):Learning (UDL):– The generation of The generation of

learning materials that learning materials that are accessible to are accessible to everyoneeveryone..

WebQuest and Students with WebQuest and Students with Special Needs:Special Needs:

Allows teachers to provide multiple levels of Allows teachers to provide multiple levels of assistanceassistance

Meets two IDEA requirements:Meets two IDEA requirements:– accommodating for special learnersaccommodating for special learners– providing access to the general education providing access to the general education

curriculumcurriculum

Parts of a WebQuestParts of a WebQuest

IntroductionIntroduction

TaskTask

ProcessProcess

ResourcesResources

EvaluationEvaluation

ConclusionConclusion

The Introduction:The Introduction:

Orient the learner as to what is coming. Orient the learner as to what is coming.

Raise interest by making the topic...Raise interest by making the topic...– relevantrelevant– visually interesting visually interesting – important important – urgent urgent – fun fun

Example:Example:

Your expertise is needed immediately! KW, a young killer Your expertise is needed immediately! KW, a young killer whale, has been transferred to Aqualand Marine Aquarium and is whale, has been transferred to Aqualand Marine Aquarium and is showing signs of distress. Aqualand has hired your team of experts showing signs of distress. Aqualand has hired your team of experts to evaluate the conditions at KW's new home to determine which to evaluate the conditions at KW's new home to determine which factors may be causing the symptoms. After analyzing the factors may be causing the symptoms. After analyzing the situation, your team will present a final report based on your situation, your team will present a final report based on your findings to the board of directors of Aqualand. This report will findings to the board of directors of Aqualand. This report will include recommendations which may help improve KW's include recommendations which may help improve KW's condition.condition.

Parts of a WebQuestParts of a WebQuest

IntroductionIntroduction

TaskTask

The Task:The Task:

Description of what the learner will have Description of what the learner will have done at the end of the exercise. done at the end of the exercise. – productproduct– verbal actverbal act

Important aspect of the TaskImportant aspect of the Task– Allow student input Allow student input – Provide optionsProvide options

WebQuest Taskonomy:WebQuest Taskonomy:

From WebQuest Page

Parts of a WebQuestParts of a WebQuest

IntroductionIntroduction

TaskTask

ProcessProcess

Process:Process:

Teacher suggests steps of discovery Teacher suggests steps of discovery including:including:– strategies for dividing the taskstrategies for dividing the task– descriptions of roles to be played or perspectives descriptions of roles to be played or perspectives

to be taken by each learnerto be taken by each learner

Example Process Section:Example Process Section:The ProcessThe Process1.1. Choose a group of four students to work with. Choose a group of four students to work with.

2.2. Decide upon the roles for the members of your group. Decide upon the roles for the members of your group.

3.3. Identify an area of ocean pollution that is troubling to your group. Identify an area of ocean pollution that is troubling to your group.

4.4. Conduct a preliminary internet search. Conduct a preliminary internet search.

5.5. If search yields adequate information go to step 7; If search does not If search yields adequate information go to step 7; If search does not yield adequate information go to step 6. yield adequate information go to step 6.

6.6. Modify original area and proceed from step 4. Modify original area and proceed from step 4.

7.7. Conduct an in depth internet search. Conduct an in depth internet search.

8.8. Print out and complete the answer sheet. Print out and complete the answer sheet.

9.9. Use a map to show geographic location of your selected polluted area. Use a map to show geographic location of your selected polluted area.

10. Bookmark any sites you find to be especially useful. 10. Bookmark any sites you find to be especially useful.

From WebQuest Page

Process:Process:

Teacher suggests steps of discovery Teacher suggests steps of discovery including:including:– strategies for dividing the taskstrategies for dividing the task– descriptions of roles to be played or perspectives descriptions of roles to be played or perspectives

to be taken by each learnerto be taken by each learner

Learning Advice:Learning Advice:– use to provide learning advice and interpersonal use to provide learning advice and interpersonal

process adviceprocess advice

Example Process Section:Example Process Section:The ProcessThe Process1.1. Choose a group of four students to work with. Choose a group of four students to work with. 2.2. Decide upon the roles for the members of your group. Decide upon the roles for the members of your group. 3.3. Identify an area of ocean pollution that is troubling to your group. Identify an area of ocean pollution that is troubling to your group. 4.4. Conduct a preliminary internet search. Conduct a preliminary internet search. 5.5. If search yields adequate information go to step 7; If search does not If search yields adequate information go to step 7; If search does not

yield adequate information go to step 6. yield adequate information go to step 6. 6.6. Modify original area and proceed from step 4. Modify original area and proceed from step 4. 7.7. Conduct an in depth internet search. Conduct an in depth internet search. 8.8. Print out and complete the answer sheet. Print out and complete the answer sheet. 9.9. Use a map to show geographic location of your selected polluted area. Use a map to show geographic location of your selected polluted area. 10. Bookmark any sites you find to be especially useful. 10. Bookmark any sites you find to be especially useful.

From WebQuest Page

Learning Advice: Help everyone remember their group roles. Keep a good record of the sites you have located which contain useful information. You may want to visit these again and much time can be spent relocating sites. Keep focused on the key questions and write down your answers completely and clearly. This information will be used when you write your newsletter articles.

Process Checklist:Process Checklist:Project Name:Project Name:Project Author:Project Author:Checked By:Checked By:Date:Date:

Notes:Notes:

NONO ?? YESYES ASPECTASPECT

Roles are well defined. It's clear who does what when.Roles are well defined. It's clear who does what when.

Roles are integral to getting the job done, not just tacked on.Roles are integral to getting the job done, not just tacked on.

Logistics are clear (e.g., it's clear how groups get formed)Logistics are clear (e.g., it's clear how groups get formed)

Enough resources are identified (Web or other) to convince one that Enough resources are identified (Web or other) to convince one that the learners would have enough information to go on.the learners would have enough information to go on.

Enough guidance is provided for activities in which learners interact Enough guidance is provided for activities in which learners interact with each other (e.g. brainstorming) or with data (e.g. analyzing a with each other (e.g. brainstorming) or with data (e.g. analyzing a photograph, interviewing an expert)photograph, interviewing an expert)

There is enough There is enough specificspecific guidance on how to produce/perform the guidance on how to produce/perform the task (e.g. suggested outlines, examples, formats)task (e.g. suggested outlines, examples, formats)

The Process matches the Task description.The Process matches the Task description.

Consistent voice is used (addresses students as "you", not "the Consistent voice is used (addresses students as "you", not "the students".)students".)

Vocabulary is matched to the reading level of the audience.Vocabulary is matched to the reading level of the audience.

Bulleted and numbered lists are used to break up long paragraphs.Bulleted and numbered lists are used to break up long paragraphs.

Links are placed so as not to distract readers and cause them to click Links are placed so as not to distract readers and cause them to click off to other sites prematurely.off to other sites prematurely.

Long role-specific information is put onto separate pages.Long role-specific information is put onto separate pages.

Adapted from WebQuest PageReturn

Parts of a WebQuestParts of a WebQuest

IntroductionIntroduction

TaskTask

ProcessProcess

ResourcesResources

Resources:Resources:

Pre-selected web pages which the teacher Pre-selected web pages which the teacher has located that will help the learner has located that will help the learner accomplish the task. accomplish the task.

Other resourcesOther resources– BooksBooks– InterviewsInterviews– VideoVideo

Parts of a WebQuestParts of a WebQuest

IntroductionIntroduction

TaskTask

ProcessProcess

ResourcesResources

EvaluationEvaluation

Evaluation:Evaluation:

We need to be able to measure results.We need to be able to measure results.

An evaluation rubric is well suited for the An evaluation rubric is well suited for the task. task.

Students should be made aware of the Students should be made aware of the assessment process from the very assessment process from the very beginning.beginning.

Parts of a WebQuestParts of a WebQuest

IntroductionIntroduction

TaskTask

ProcessProcess

ResourcesResources

EvaluationEvaluation

ConclusionConclusion

Conclusion:Conclusion:

The Conclusion section provides an The Conclusion section provides an opportunity to:opportunity to:– summarize the experiencesummarize the experience– encourage reflection about the process, encourage reflection about the process,

and/orand/or– extend and generalize what was learnedextend and generalize what was learned

It provides the students with a sense of It provides the students with a sense of closure and can often open a path into the closure and can often open a path into the next lesson.next lesson.

How WebQuest Accommodates to all How WebQuest Accommodates to all Learners:Learners:

Aesthetics:Aesthetics:– larger font sizelarger font size

– dark background w/ dark background w/ light light texttext

– more picturesmore pictures

– reduced amounts of textreduced amounts of text

– Appropriate reading Appropriate reading levelslevels

Guided notesGuided notes

Guided researchGuided research

Use of authentic Use of authentic documentsdocuments

Cooperative groupsCooperative groups

Multiple means of Multiple means of presenting informationpresenting information

Multiple representations Multiple representations of materialsof materials

WebQuest Design Process:WebQuest Design Process:

D es ign A ssessm ent

Identi fy Resources

E va lua te and Revise

Im plem ent W ebQ ues t

D eve lop Pages

D es ign the L esson

S pec ify the T ask

E stabl ish G oa ls

C hoose a T opic

Dodge & March

Resources:Resources:The WebQuest PageThe WebQuest Page– http://webquest.sdsu.edu/http://webquest.sdsu.edu/

Dodge, B. (2001). FOCUS: Five Rules for Writing Dodge, B. (2001). FOCUS: Five Rules for Writing Great WebQuests. Great WebQuests. Learning & Leading with Learning & Leading with Technology, 28 (8).Technology, 28 (8).

Dede C., & Sprague, D. (1999). If I Teach this Way, Dede C., & Sprague, D. (1999). If I Teach this Way, am I doing My Job? Constructivism in the Classroom. am I doing My Job? Constructivism in the Classroom. Learning and Leading with TechnologyLearning and Leading with Technology, 27 (1)., 27 (1).

Kelley, R. (2000). Working with WebQuests: Making Kelley, R. (2000). Working with WebQuests: Making the Web Accessible to Students with Disabilities. the Web Accessible to Students with Disabilities. Teaching Exceptional ChildrenTeaching Exceptional Children, 32(6), 4-13., 32(6), 4-13.

Cool Tool Cool Tool

This tool allows you to create an online This tool allows you to create an online WebQuest without having any web WebQuest without having any web creation experience or server space.creation experience or server space.

http://www.specialconnections.ku.edu/cgi-http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/specconn/webquest/index.phpbin/cgiwrap/specconn/webquest/index.php