© Copyright 2005 by Peter Chan MIT6001 IT in Education—An Overview (2 nd term) #4: Applications—WebQuest December 19, 2005 Dr. Peter Chan Asst Professor of Instructional Technology, Brigham Young University Hawaii Visiting Professor, Chinese University of Hong Kong

© Copyright 2005 by Peter Chan WebQuest Definitions:Definitions: 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, optionally supplemented with videoconferencing.

© Copyright 2005 by Peter Chan Two types of WebQuests Short Term WebQuestsShort Term WebQuests –Goal: knowledge acquisition and integration –Result: learner grappled with a significant amount of new information and made sense of it. –Time: in one to three class periods Longer Term WebQuestLonger Term WebQuest –Goal: extending and refining knowledge –Result: learner analyzed a body of knowledge deeply, transformed it in some way, and demonstrated an understanding of the material by creating something that others can respond to, on- or off-line. –Time: one week to a month in a classroom setting

© Copyright 2005 by Peter Chan Overview Describe what the lesson is about.Describe what the lesson is about. Specify content area (mathematics, language arts, etc) and grade level (middle, elementary, early childhood, etc.).Specify content area (mathematics, language arts, etc) and grade level (middle, elementary, early childhood, etc.). Specify strands and objectives that this WebQuest Supports.Specify strands and objectives that this WebQuest Supports. List by subject area (WebQuests should be interdisciplinary projects).List by subject area (WebQuests should be interdisciplinary projects). List any special resources that a teacher would need in the classroom or in the media center for the students to complete the activity. For example, print resources in the media center, art reproductions, or video and audio materials.List any special resources that a teacher would need in the classroom or in the media center for the students to complete the activity. For example, print resources in the media center, art reproductions, or video and audio materials.

© Copyright 2005 by Peter Chan Building Blocks Introduction 2.Task 3.Process 4.Evaluation 5.Conclusion 6.Teacher Page Template: ev/tpss99/mywebquest/index.htm ev/tpss99/mywebquest/index.htm ev/tpss99/mywebquest/index.htm

© Copyright 2005 by Peter Chan Some Examples Don’t Burn, Build (Math & Physics): cation/projects/webquests/bridge/index.htmlDon’t Burn, Build (Math & Physics): cation/projects/webquests/bridge/index.html cation/projects/webquests/bridge/index.html cation/projects/webquests/bridge/index.html Chasing Carlos and Cristina Cruz cation/projects/webquests/spanish/Chasing Carlos and Cristina Cruz cation/projects/webquests/spanish/ cation/projects/webquests/spanish/ cation/projects/webquests/spanish/

© Copyright 2005 by Peter Chan Building Block #1: Introduction What: Sets the stage and provides some background informationWhat: Sets the stage and provides some background information Why: Prepare and hook the readerWhy: Prepare and hook the reader How:How: –Introduce the activity or lesson to the students –Introduce a role or scenario involved –Communicate the Big Question Examples:

© Copyright 2005 by Peter Chan Building Block #2: Task What: a task that focuses learners on what they are going to do - specifically, the culminating performance or product that drives all of the learning activities.What: a task that focuses learners on what they are going to do - specifically, the culminating performance or product that drives all of the learning activities. How:How: –Describe crisply and clearly what the end result of the learners' 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. –If the final product involves using some tool (e.g., HyperStudio, the Web, video), mention it here. –Assign various roles to students –Make it Doable and interesting

© Copyright 2005 by Peter Chan Building Block #2: Task (cont) Some possible tasks: problem or mystery to be solved;problem or mystery to be solved; position to be formulated and defended;position to be formulated and defended; product to be designed;product to be designed; complexity to be analyzed;complexity to be analyzed; personal insight to be articulated;personal insight to be articulated; summary to be created;summary to be created; persuasive message or journalistic account to be crafted;persuasive message or journalistic account to be crafted; a creative work, ora creative work, or anything that requires the learners to process and transform the information they've gathered.anything that requires the learners to process and transform the information they've gathered. Examples:Examples: –Hero: –Earthquake in Mexico: –Paper or plastic:

© Copyright 2005 by Peter Chan dev/tpss99/tasksimap/

© Copyright 2005 by Peter Chan Building Block #3: Process What: Outlines how the learners will accomplish the task. Include clear steps, resources, and tools for organizing information.What: Outlines how the learners will accomplish the task. Include clear steps, resources, and tools for organizing information. Consider: to accomplish the task, what steps should the learners go through?Consider: to accomplish the task, what steps should the learners go through?

© Copyright 2005 by Peter Chan Building Block #3: Process (cont) How:How: –Learners will access the on-line resources that you've identified May provide a set of links that everyone looks for developing background informationMay provide a set of links that everyone looks for developing background information If you break learners into groups, embed the links that each group will look at within the description of that stage of the process.If you break learners into groups, embed the links that each group will look at within the description of that stage of the process. If you have identified or prepared guide documents on the Web that cover specific skills needed for this lesson (e.g. how to brainstorm, how to prepare to interview an expert), link them to this section.If you have identified or prepared guide documents on the Web that cover specific skills needed for this lesson (e.g. how to brainstorm, how to prepare to interview an expert), link them to this section. –Provide some guidance on how to organize the information gathered use flowcharts, summary tables, concept maps, a checklist of questions to analyze the information with, or things to notice or think about, or other organizing structuresuse flowcharts, summary tables, concept maps, a checklist of questions to analyze the information with, or things to notice or think about, or other organizing structures

© Copyright 2005 by Peter Chan Building Block #3: Process (cont) Examples:Examples: –China: –Hero: –Earthquake in Mexico: –Paper or plastic: bquests/paper/ bquests/paper/ bquests/paper/ –Airlines for kids: –Survivor (Chinese): –E-commerce solutions:

© Copyright 2005 by Peter Chan Building Block #4: Evaluation What: describes the evaluation criteria needed to meet performance and content standards.What: describes the evaluation criteria needed to meet performance and content standards. How:How: –Describe to the learners how their performance will be evaluated. –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. –Developing a rubric: –Sample Rubric:

© Copyright 2005 by Peter Chan Building Block #4: Evaluation (cont) Examples:Examples: –China: –Hero: –Earthquake in Mexico: –Paper or plastic: bquests/paper/ bquests/paper/ bquests/paper/ –Airlines for kids: –Park Day: – –Civil War (Chinese):

© Copyright 2005 by Peter Chan Building Block #5: Conclusion What:What: –brings closure to the quest –reminds the learners about what they've learned –encourages reflection and extension of the experience into other domains. How:How: –Summarize 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 them to extend their thinking into other content beyond this lesson.

© Copyright 2005 by Peter Chan Building Block #5: Conclusion (cont) Examples:Examples: –China (6-8): –Hero (6-8): –Earthquake in Mexico (9-12): –Paper or plastic (3-8): aper/ aper/ aper/ –Airlines for kids (3-5): –Park Day (3-5): –New PE game (3-5): –Websites (9-12): –New quarter (3-12): –Shakespear:

© Copyright 2005 by Peter Chan Building Block #5: Conclusion (cont) Explain to students how the conclusion will offer the opportunity to engage in further analysis. For example:Explain to students how the conclusion will offer the opportunity to engage in further analysis. For example: – Ask students how their roles could have been interpreted in a different light? Ask students if they had interpreted their roles differently, how might the outcome have changed? –Ask students if they were flexible enough to compromise with the group and attain resolution, or did they yield to group pressures? –Ask students what new questions did the issue(s) generate? Why would these new questions be important in answering the original question(s)?

© Copyright 2005 by Peter Chan Building Block #6: Teacher Page What: includes information to help other teachers implement the WebQuest, including: target learners, standards, notes for teaching the unit, and, in some cases, examples of student work.What: includes information to help other teachers implement the WebQuest, including: target learners, standards, notes for teaching the unit, and, in some cases, examples of student work. Examples:Examples: –China (6-8): –Hero (6-8): –Earthquake in Mexico (9-12): –Paper or plastic (3-8): –Airlines for kids (3-5): –Park Day (3-5): –New PE game (3-5): –Websites (9-12): –New quarter (3-12): –Shakespear:

© Copyright 2005 by Peter Chan Design Process mlhttp://webquest.sdsu.edu/designsteps/index.ht mlhttp://webquest.sdsu.edu/designsteps/index.ht mlhttp://webquest.sdsu.edu/designsteps/index.ht ml

© Copyright 2005 by Peter Chan Additional Resources Submit WebQuest to the database: WebQuest to the database: A graduate course on WebQuest: graduate course on WebQuest: WebQuest chart 20icon.htmlWebQuest chart 20icon.html 20icon.html 20icon.html Best WebQuest: WebQuest: Studies:

© Copyright 2005 by Peter Chan Game A WebQuest About WebQuests: hs.htmlA WebQuest About WebQuests: hs.html hs.html hs.html Discuss & ShareDiscuss & Share

© Copyright 2005 by Peter Chan Assignment Create your own WebQuest using the following Template your own WebQuest using the following Template Or the following creation tool:Or the following creation tool: te-topic.php te-topic.php Reference: CUHK: CUHK: ID: embweb password: e88ty