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Taming the Wild, Wild Web: WebQuests Pam Kuck, Instructional Technology Director Kaye Lietz, TRITON Director

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Presentation on theme: "Taming the Wild, Wild Web: WebQuests Pam Kuck, Instructional Technology Director Kaye Lietz, TRITON Director"— Presentation transcript:

1 Taming the Wild, Wild Web: WebQuests Pam Kuck, Instructional Technology Director Kaye Lietz, TRITON Director

2 Overview of a WebQuest Definition: An inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the Internet. Developed by Bernie Dodge, Professor of Eductional Technology, San Diego State University Useful for teaching any subject at any grade level Learners surf the Internet with a clear task in mind

3 Short-Term WebQuests Students will: –Acquire knowledge –Integrate knowledge –Grapple with a significant amount of material and make sense of it One to three class periods to complete

4 Long-Term WebQuests Students will: –Extend their knowledge –Refine their knowledge –Analyze a body of knowledge deeply, transform it in some way, and demonstrate an understanding of it by creating something One week to one month to complete

5 Critical Attributes of a WebQuest Successful WebQuests always include six main components: –Introduction –Task –Process –Resources –Evaluation/Assessment –Conclusion

6 Introduction Orients the learner to whats coming Sets the stage for the learning activity Provides background to the topic Engages the learner through a variety of means –relevant to past experience –relevant to future goals –attractive and visually interesting –significant on a global scale –fun due to role-playing

7 Task Describes learner expectations Is completable or doable Interesting and engaging May take the form of: –Presentation (HyperStudio, PowerPoint, etc.) –Classroom presentation (speech, play, etc.) –Written report –Classroom demonstration

8 Process Clearly describes steps to complete task Divides tasks into subtasks Describes roles to be played or perspectives to be taken by each learner Provides learning advice in the form of guided questions and directions –timelines –concept maps –cause-and-effect diagrams –other organizational frameworks

9 Lists resources to help the learner accomplish the task –websites –online experts –searchable databases –books and other documents –personal interviews –videoconferencing Pre-selects sites to discourage aimless surfing Directs the learning experience Resources

10 Evaluation/Assessment Newest addition to the WebQuest model Justifies expense of using the Web for learning Measures knowledge gained by learner Examines student product and establishes benchmarks Often takes the form of a rubric

11 Conclusion Summarizes the experience Reminds the learner what they have learned Encourages reflection about the process Extends and generalizes learning Brings closure to the quest May suggest questions for follow-up class discussion

12 Usually a group activity May be a solo quest (distance learning, library settings, or independent study) May include role-playing (scientist, detective, reporter, etc.) May suggest a scenario (Youve been assigned to create a new exhibit at the zoo OR Visit Japan, study crime statistics, and report back to the CIA) May be based on a single discipline or cross curricular Optional Components of a WebQuest

13 Designing a WebQuest Identify your topic (curriculum-oriented with sufficient online resources) Browse and search for resources Organize ones knowledge and resources –websites (online resources) –reference materials (offline resources) –people resources (online experts, local experts, etc.) Follow the design template

14 To find WebQuests: Matrix of Example WebQuests Teacher-Created WebQuests admin/tlapages/web_que.htm

15 To find out more about WebQuests… The WebQuest Page Kathy Shrocks slide show on WebQuests Building Blocks for WebQuests html The WebQuest Design Process A Rubric for Evaluating WebQuests A WebQuest Design Template Template1.html

16 Follow your quest...


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