1. Exploring the World of WebQuests!

5. What is a WebQuest? A learning environment Based on a doable, engaging task Supported by Web and other resources Learners inquire & construct meaning Supports learners’ thinking Usually collaborative

6. Why Use WebQuests? Increased learner motivation Master advanced topics Students act as experts do Better outcomes on standardized tests “Using information is more important than merely having it.”

7. 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.”

8. Taking a Closer Look at the Model “ If you're like most educators, you get excited about new ideas for helping students learn and grow, but then feel your chest tighten or your spirits sink when you remember your already bursting curriculum requirements and the logistical demands of classroom teaching. With everything else that must be taught, how can we add these new and important strategies? WebQuests were designed to address this dilemma by bringing together the most effective instructional practices into one integrated student activity. “ -- Tom March, 1998 Students are… learning how to learn learning new skills for school & workplace learning how to dialogue with professionals more motivated to stay in school

9. Two Types of WebQuests Short-Term To be completed in 1-3 class periods Instructional goal is knowledge acquisition and integration Long-Term Requires 1 week to 1 month to complete Instructional goal is extending and refining knowledge Learners create a product that demonstrates mastery of material

10. Look for these before you choose a WebQuest …

11. Other Characteristics Cooperative Learning Motivational Elements role playing simulated interaction work scenario May be interdisciplinary

12. 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 http://asterix.ednet.lsu.edu/~edtech/webquest/titanic.html

13. 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/g rant/aquarium/tasks.html “The Crucible" & McCarthyism (9-12) http://projects.edtech.sandi.net/h oover/crucible/ The Diary of Anne Franke: In Search of Truth (6-8) http://projects.edtech.sandi.net/l ewis/annefrank/ Zelda’s Zany Zoo (4-5) http://hrsbstaff.ednet.ns.ca/nbarkhou /class/zanyzoo/ 12 Tasks Link

14. 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. The Mitten (K-2) http://projects.edtech.sandi.net/grant/mitten/p- index.htm http://projects.edtech.sandi.net/grant/mitten/p- index.htm

15. Resources Pre-selected Reviewed to all students or a small number of students Examples: Web sites Audiotapes Videotapes Audio-conference Videoconference Textbooks Newspapers Interviews Online Experts Maps Historical Records The Galapagos- Islands http://fs_gorman.tripod.com/galapagos/index.htm http://fs_gorman.tripod.com/galapagos/index.htm Arthur’s Tooth (K-2) http://projects.edtech.sandi.net/grant/teeth/p- index.htm

16. Evaluation Measuring the results of using WebQuests for learning Meaningful, challenging activities Generative Seamless & ongoing Create equity by reducing subjectivity Forms of Assessment Rubrics Checklists Portfolios/Folders

17. Sample Evaluations Mad Cow WebQuest http://nths.newtrier.k12.il.us/academics/faculty/entm an/madcow/index.htm http://nths.newtrier.k12.il.us/academics/faculty/entm an/madcow/index.htm The Ocean’s In Trouble (4-5) http://projects.edtech.sandi.net/grant/oceanpollution/evaluation.html http://projects.edtech.sandi.net/grant/oceanpollution/evaluation.html Biotech, Inc. (9-10 Science) http://projects.edtech.sandi.net/kearny/biotech/evaluation.htm http://projects.edtech.sandi.net/kearny/biotech/evaluation.htm

18. The Conclusion To summarize the experience To encourage reflection about the process To extend & generalize what was learned To bring closure to the WebQuest Civil War Gazette http://www.sbcss.k12.ca.us/educators/cctech/currRes/civilwar.htm

19. Teacher Page/Notes Ideas for implementation Target learners Standards Notes for teaching Examples of student work Designing a Tour of Washington DC http://infosys.pls.uni.edu/nielsen/nielsen/teacherpage.html http://infosys.pls.uni.edu/nielsen/nielsen/teacherpage.html Hello Dolly http://www.powayschools.com/projects/dolly/toolbox.htm http://www.powayschools.com/projects/dolly/toolbox.htm

20. A WebQuest About WebQuests Understanding & Analyzing WebQuests

21. Introduction 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? In the space of 90 minutes, you're going to grapple with these questions and more. IntroductionIntroduction | Task | Process | Resources | Evaluation | ConclusionTaskProcessResourcesEvaluationConclusion

22. The Task To develop great WebQuests, you need to develop a thorough understanding of the different possibilities open to you as you create web-based lessons. One way for you to get there is to critically analyze a number of WebQuest examples and discuss them from multiple perspectives. That's your task in this exercise. By the end of this lesson, you and your group will answer these questions: 1. Which two of example WebQuests listed below are the best ones? Why? 2. Which two are the worst? Why? 3. What do best and worst mean to you? IntroductionIntroduction | Task | Process | Resources | Evaluation | ConclusionTaskProcessResourcesEvaluationConclusion

23. 1. First, each participant will have a hard copy of the worksheet. To answer the questions given above, you'll break into groups of four. Within the group, each of you will take on one of the following roles: The Technophile The Technophile | The Altitudinist | The Affiliator | The Efficiency ExpertThe Altitudinist The Affiliator The Efficiency Expert 2. Individually, you'll examine each of the sites in the Resources and use the worksheet to jot down some notes of your opinions of each from the perspective of your role. You'll need to examine each site fairly quickly. Don't spend more than 7 minutes on any one site.Resources 3. When everyone in the group has seen all the sites, it's time to get together to answer the questions. One way to proceed would be to go around and poll each team member for the best two and worst two from their perspective. Pay attention to each of the other perspectives, even if at first you think you might disagree with them. 4. There will probably not be unanimous agreement, so the next step is to talk together to hammer out a compromise consensus about your team's nominations for best and worst. Pool your perspectives and see if you can agree on what's best for the learner. 5. One person in each group should record the group's thoughts. 6. When debriefing time is called, report your results to the whole class. Do you think the other groups will agree with your conclusions? The Process IntroductionIntroduction | Task | Process | Resources | Evaluation | ConclusionTaskProcessResourcesEvaluationConclusion

24. The Technophile The Technophile | The Altitudinist | The Affiliator | The Efficiency ExpertThe Altitudinist The Affiliator The Efficiency Expert The Roles: The Technophile You love this internet thang. To you, the best WebQuest is one that makes the best use of the technology of the Web.If a WebQuest has attractive colors, animated gifs, and lots of links to interesting sites, you love it. If it makes minimal use of the Web, you'd rather use a worksheet. IntroductionIntroduction | Task | Process | Resources | Evaluation | ConclusionTaskProcessResourcesEvaluationConclusion

25. The Technophile The Technophile | The Altitudinist | The Affiliator | The Efficiency ExpertThe Altitudinist The Affiliator The Efficiency Expert The Roles: The Altitudinist Higher level thinking is everything to you. There's too much emphasis on factual recall in schools today. The only justification for bringing technology into schools is if it opens up the possibility that students will have to analyze information, synthesize multiple perspectives, and take a stance on the merits of something. You also value sites that allow for some creative expression on the part of the learner. IntroductionIntroduction | Task | Process | Resources | Evaluation | ConclusionTaskProcessResourcesEvaluationConclusion

26. The Technophile The Technophile | The Altitudinist | The Affiliator | The Efficiency ExpertThe Altitudinist The Affiliator The Efficiency Expert The Roles: Affiliator To you, the best learning activities are those in which students learn to work together. WebQuests that force collaboration and create a need for discussion and consensus are the best in your view. If a WebQuest could be done by a student working alone, it leaves you cold. IntroductionIntroduction | Task | Process | Resources | Evaluation | ConclusionTaskProcessResourcesEvaluationConclusion

27. The Technophile The Technophile | The Altitudinist | The Affiliator | The Efficiency ExpertThe Altitudinist The Affiliator The Efficiency Expert The Roles: Efficiency Expert You value time a great deal. You believe that too much time is wasted in today's classrooms on unfocused activity and learners not knowing what they should be doing at a given moment. To you, a good WebQuest is one that delivers the most learning bang for the buck. If it's a short, unambitious activity that teaches a small thing well, then you like it. If it's a long-term activity, it had better deliver a deep understanding of the topic it covers, in your view. IntroductionIntroduction | Task | Process | Resources | Evaluation | ConclusionTaskProcessResourcesEvaluationConclusion

28. Resources Group A A Stitch in Time A Stitch in Time Create a quilt to represent three cultures Bowhead Whale Hunting Bowhead Whale Hunting What restrictions make sense? Meet the Immigrants Meet the Immigrants Analyze immigrants from different eras North Carolina Zoo Breakout North Carolina Zoo Breakout What would happen if they got out? Ancient Egypt WebQuest Ancient Egypt WebQuest Decode a message from Tut's tomb Group B Civil War Journal Civil War Journal Create a simulated diary Landfill Controversy Landfill Controversy Should you accept trash from neighboring states? Ancient Egypt Ancient Egypt Explore several aspects of the period Creative Encounters Creative Encounters Design a new number system Poetry and the Planets Poetry and the Planets Create poems using planetary images Group C Who Wants to Be a Millionaire? Who Wants to Be a Millionaire? Analyze several paths to success Gallery of Art-i-Facts Gallery of Art-i-Facts Design and fill an art museum wing Conflict Yellowstone Wolves Conflict Yellowstone Wolves Take a stand on the reintroduction of wolves The Gilded AgeThe Gilded Age Create a documentary on this historical period Extra, Extra Extra, Extra Analyze the world of the Great Gatsby IntroductionIntroduction | Task | Process | Resources | Evaluation | ConclusionTaskProcessResourcesEvaluationConclusion

29. Evaluation Be sure to answer all of the questions in the process. Be prepared to discuss your findings with the class. IntroductionIntroduction | Task | Process | Resources | Evaluation | ConclusionTaskProcessResourcesEvaluationConclusion

30. WebQuests with Technology=Transforming Instruction Technology applications support higher-order thinking Assessment is seamless & ongoing Tasks are authentic, complex, challenging Teachers become facilitators or guides Students explore & produce knowledge IntroductionIntroduction | Task | Process | Resources | Evaluation | ConclusionTaskProcessResourcesEvaluationConclusion