Presentation on theme: "WebQuests And More… Structured But Fun Web Lessons."— Presentation transcript:
WebQuests And More… Structured But Fun Web Lessons
Six Strategies For Web Use Topic Hotlist Multimedia Scrapbook Treasure Hunt Subject Sampler Short-term WebQuest Long-term WebQuest
Topic Hotlist An online list of links Adds Web resources to an existing lesson Good for beginning Web integration Spares learners hours of fruitless searching
Multimedia Scrapbook Basically, a Topic Hotlist with links to materials Students use teacher-provided sites to download multimedia for their own projects
Treasure Hunt Gather 10 – 15 sites with info on given topic Pose one key question for each web site chosen
Subject Sampler Learners presented with small number (6) of intriguing Web sites organized around a main topic. Students are asked to respond to the Web-based activities from a personal perspective. Rather than uncovering hard knowledge (Treasure Hunt), students give their perspectives on topics
WebQuest “An inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the internet…” Structured inquiry
Two Levels Short term: designed to be completed in 1-3 class periods designed to be completed in 1-3 class periods Long term: typically takes from 1-4 weeks in a classroom setting. typically takes from 1-4 weeks in a classroom setting.
Short Term Knowledge acquisition and integration Learners make sense of a significant amount of new information
Long Term Extending and refining knowledge Extending and refining knowledge Learner Learner analyzes a body of knowledge deeply, transforms it in some way, and demonstrates an understanding of the material by creating something that others can respond to Online or Offline product Online or Offline product
Why WebQuests? Questionable educational benefit to having learners surf the net without a clear task in mind Most schools must ration student connection time severely
WebQuests… Are designed to make the best use of a learner's time, Should address large, complex or controversial topics, To achieve efficiency and clarity of purpose, should contain the following parts:
Critical Attribute: Introduction Sets the stage Provides some background information.
Critical Attribute: Task What the student is expected to have completed at the end of the project (expectations) Should be doable and interesting. Product can be a presentation, web site, etc.
Critical Attribute: Info Sources Most resources are embedded (Learner is not left to wander through Web space completely adrift.) May include web documents, experts available via e-mail or real-time conferencing, searchable databases on the net, and books
Critical Attribute: Process A description of what the learners should go through in accomplishing the task Should be broken out into clearly described steps that a student will go through to get to the end-point
Critical Attribute: Guidance How to organize the information acquired. Can take the form of guiding questions, or directions to complete organizational frameworks such as timelines, timelines, concept maps, or concept maps, or cause-and-effect diagrams cause-and-effect diagrams
Critical Attribute: Evaluation Describes the evaluation criteria needed to meet performance and content standards Often takes the form of an assessment rubric Should align with the culminating project or performance Group or individual grade?
Critical Attribute: Conclusion Brings closure to the quest Reminds the learners about what they've learned Ideally, should encourage learners to extend the experience into other domains
Non-Critical Attributes Most are designed as group activities Can be enhanced by wrapping motivational elements around the basic structure Give the learners a role to play (e.g., scientist, detective, reporter), Give the learners a role to play (e.g., scientist, detective, reporter), Provide a simulated personae to interact with via e-mail and/or Provide a simulated personae to interact with via e-mail and/or Provide a scenario to work within (e.g., you've been asked by the Secretary General of the UN to brief him on what's happening in sub-Saharan Africa this week.) Provide a scenario to work within (e.g., you've been asked by the Secretary General of the UN to brief him on what's happening in sub-Saharan Africa this week.) Can be designed within a single discipline or can be interdisciplinary
Why WebQuests? Bring together the most effective instructional practices into one integrated student activity Motivation & Authenticity Motivation & Authenticity Developing Thinking Skills Developing Thinking Skills Cooperative Learning Cooperative Learning http://webquest.sdsu.edu/