1. WebQuests Presented by Frank H. Osborne, Ph. D. © 2005 Bio 2900 Computer Applications in Biology

2. What is a WebQuest? WebQuests bring a set of effective instructional practices into a single integrated activity. –Strategies for increased student motivation –Develop thinking skills –Cooperative learning processes

3. What is a WebQuest? 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. WebQuests were developed by Bernie Dodge and Tom March at San Diego State University in 1995.

4. Types of WebQuests A Short-Term WebQuest is designed to be completed in the space of one to three class periods. A Long-Term WebQuest is designed to last between one week and one month.

5. Short-Term WebQuests The instructional goal is the acquisition of knowledge and integration. The learner deals with a large volume of new information and has to make sense out of it.

6. Long-Term WebQuests The instructional goal is the extension and refining of knowledge. The analyzes a body of knowledge in depth and transforms it finally demonstrating understanding by presenting it in some way.

7. Attributes of WebQuests WebQuests are designed to make the best use of the student's time. Surfing the net without a clear task in mind is of questionable educational value. Student connect time should be strictly rationed. WebQuests should contain the following six Critical Attributes.

8. Critical Attributes of WebQuests 1. Introduction The introduction sets the stage and provides background information on the project. It is intended to orient the student toward what to expect. It also is used to raise student interest.

9. Critical Attributes of WebQuests 2. The Task The objective of the task includes a description of what the student will have completed at the end of the project. It should be interesting and doable. The student is expected to make a written or oral presentation.

10. Critical Attributes of WebQuests 3. Information Sources Students are provided with a set of resources necessary to complete the project. These are incorporated as links in the statement of the task. The links lead to pertinent Internet resources (web documents, searchable databases, books)

11. Critical Attributes of WebQuests 4. The Process This is a description of the process that students should go through in accomplishing the task. The process is broken out in clear steps.

12. Critical Attributes of WebQuests 5. Guidance Teachers guide students in the acquisition of information. Can use –timelines –concept maps –cause and effect diagrams

13. Critical Attributes of WebQuests 6. Conclusion The conclusion brings the WebQuest to a close. It reminds the students what they have learned. It encourages to extend their new knowledge and information into new areas.

14. Non-Critical Attributes of WebQuests WebQuests are often group activities. Students may be encouraged using motivational elements such as role playing. WebQuests can be within a single discipline or can be interdisciplinary.

15. Evaluation of WebQuests It is necessary to measure the results of the WebQuest. Teacher-designed rubrics are the most authentic means of assessment.

16. Design Steps for WebQuests Become familiar with online resources. Organize the resources into categories. Identify online materials that fit into the curriculum. Link the WebQuest clearly to prior and future activities.

17. Thinking Skills for WebQuests Comparing –Identifying and specifying similarities and differences between things. Classifying –Grouping things into categories based on their properties. Inducing –Inferring generalizations or principles from observations or analysis of data.

18. Thinking Skills for WebQuests Deducing –Inferring consequences and conditions from given principles and generalizations. Analyzing errors –Identifying and stating errors in your own thinking or that of others. Constructing support –Developing a system of support or proof for an assertion.

19. Thinking Skills for WebQuests Abstraction –Identifying and articulating the underlying theme or general pattern of information. Analyzing perspectives –Identifying and articulating personal perspectives about issues.

20. Ideas for WebQuests A searchable database where the categories in each field were created by the students. A microworld that users can navigate through that represents physical space. An interactive story or case study created by the students.

21. Ideas for WebQuests A document that describes an analysis of a controversial situation, takes a stand, and invites users to add or disagree with that stand. A simulated person who can be interviewed online. The questions and answers would be generated by students who have thoroughly studied the person being simulated.

22. References Some thoughts about WebQuests by Bernie Dodge. webquest.stsu.edu/about_webquests.html WebQuests for Learning by Tom March. www.ozline.com/webquests.intro.html Kathy Schrock's Slide Show kathyschrock.net/slideshows/webquests/

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