Presentation on theme: "Christiana Ibanga EDIT 271 Spring 2008. This web-based module provides information to educators and learners on how to create a WebQuest. The main audience."— Presentation transcript:
This web-based module provides information to educators and learners on how to create a WebQuest. The main audience are educators, K-12 grade teachers, students, businesses and others. The module consist of 2 units: Overview Steps in Creating a WebQuest
At the end of this module, learners will be able to: Define “WebQuest” State at least 3 benefits of a WebQuest Identify the six main components of a WebQuest Write a task for a WebQuest Create a basic WebQuest
It is an inquiry type of lesson where most or all of the information needed by the learners is obtained from the web. After acquiring and processing the information, learners synthesize and apply their new knowledge. The task may be hypothetical or based on a real life situation. WebQuest allows the learner to focus on the task at hand by using information (web resources and other materials) provided by the instructor, rather than spending time “surfing” the web to get information. The emphasis is on critical thinking rather than merely acquiring information.
It is a constructivist approach to learning, exploring and discovery. WebQuest was designed by Bernie Dodge with Tom March in 1995 at San Diego State University. Click below to see examples of WebQuest: Global Warming: http://teacherweb.com/WQ/HighSchool/Global%5FWarming1/ School Security Improvement : http://teacherweb.com/WQ/HighSchool/School%5FSecurity/ Click below for more examples: WebQuest.org: http://www.webquest.org/search/index.php TeacherFirst.com: www.teachersfirst.com/tchr-quest.cfm http://teacherweb.com/WQ/HighSchool/Global%5FWarming1/ http://teacherweb.com/WQ/HighSchool/School%5FSecurity/ http://www.webquest.org/search/index.php www.teachersfirst.com/tchr-quest.cfm TeacherWeb.com : http://teacherweb.com/TWQuest.htm Webquest 101- What is a Webquest http://www.teachersfirst.com/summer/webquest/quest-b.shtml http://teacherweb.com/TWQuest.htm http://www.teachersfirst.com/summer/webquest/quest-b.shtml
Engages learners in critical thinking (Bloom’s Taxonomy) activities rather than mere reading and comprehension Integration of technology into classroom instructions Learners are being prepared to tackle real life problems It sharpens students’ research skills and promotes communication It promotes cooperative learning Students have opportunity for independent exploration and discovery
Some Web Design Skills Web Editor: to create a web page for your WebQuest. Saving your PowerPoint Presentation as a web page is another option Web Server to post your WebQues: A lot of school districts and schools have servers for their teachers Computer with Internet Access Some understanding of Internet Navigation Email Address
According to Bernie Dodge, topics suitable for webQuest include: Contemporary World Problems e.g. Global warming, Deforestation, Greenhouse Effects Hypothetical Problems Real Life Realities like buying a car, stocks or real estates, job search and creating budgets, travels to different locations. For ideas of topics, go to: Selecting a WebQuest: http://webquest.sdsu.edu/project-selection.html http://webquest.sdsu.edu/project-selection.html
(1) What is a WebQuest? (2) Name three benefits of a WebQuest? (3) You need a computer with Internet access to create a WebQuest (A) True (B) False
Preplanning Stage Like any other lesson, WebQuest needs to be planned. Below are some of the planning stages: Teacher select a topic: one that is interesting and engages learner in higher level thinking. The topic should be aligned with educational standards and curriculum. The teacher or instructor uses search engines like Google and Yahoo to find and bookmark web resources that are useful to the selected topic. These web resources will be made available to students to complete their webQuest task.
Introduction Task Process Resources Evaluation Conclusion In addition, you may include these optional sections: a credit section, an email section and a teacher’s notes section. However, they are not required in a webQuest.
Learners are provided with background information about the webQuest in the introduction section. In short, this section introduces learners to the webQuest activity. Students are assigned into groups of three to five, depending on the number of students in class. Students are also assigned roles that are interesting and motivational within the group in an effort to accomplish the upcoming task. Click below to see a well written introduction: Women in Science: http://asterix.ednet.lsu.edu/~edtech/webquest/women.html http://asterix.ednet.lsu.edu/~edtech/webquest/women.html
It states what the learners should accomplish at the end of the WebQuest. In short, what the results or end product should look like. This section also tells learners how to present their findings. PowerPoint presentation, word processing document, web page (online), and verbal presentations are examples. Click links below and to read the WebQuest task: Creating a Community Garden: http://aclresources.net/communitygarden/task.html http://aclresources.net/communitygarden/task.html
This section outlines the step-by-step instructions that learners need to go through to accomplish the task Students are given a list of web resources that the instructor has put together to use in accomplishing the task. Click below to see a well written process: Native American Tribes http://zunigacy.tripod.com/webquest/index1.htm#Process http://zunigacy.tripod.com/webquest/index1.htm#Process
In this section, the teacher or educator provides a list of web resources that students will need to accomplish the task. The resources include: web sites (bookmarked) books and other printed materials audios/videos Click below to see an example of web resources: Welcome to Dr. B’s WebQuest Workshop: http://www.teachersfirst.com/getsource.cfm?id=8611 http://www.teachersfirst.com/getsource.cfm?id=8611
In this section, the teacher provides each student or each group of students with a rubric to evaluate their work.
WebQuest Critieria Excellent 4 Very Good 3 Good 2 Developing 1 ScoreTitle Title included Title not shown clearly Wrong title No title Audience identified Audience properly identified Some Audience identified Audience not properly identified No audience All component of a WebQuest All components included 4 components included 2 components included No components included WebQuest Introduction and Task Very well written Well written Not well written No WebQuest Introduction or Task WebQuest Process and Evaluation Very well written Well written Not well written No WebQuest Process or Evaluation WebQuest Resources and Conclusions Very well written Well written Not well written No WebQuest Resources or Conclusions PowerPoint Presentation Very well organized and excellent presentation Well organized and well presented Somewhat organized and somewhat good presentation Presentation was not organized or good Learners will use the rubric to evaluate their web Quest.
Once you have completed your webQuest, you can post it online to make it available to your students and to share with others by using these tools and sites: Filamentality http://www.kn.pacbell.com/wired/fil/index.html http://www.kn.pacbell.com/wired/fil/index.html Webquest Simple Tool http://www.aclresources.net/webquests/create.html http://www.aclresources.net/webquests/create.html Teacherwebquest http://teacherweb.com/IdxStatesQ.htm http://teacherweb.com/IdxStatesQ.htm
Using information provided in this module, choose a hypothetical audience of learners, choose a topic, and create a WebQuest for your learners.
In this section: Instructor or teacher summarizes the WebQuest experience The learners and teacher discuss the WebQuest Learners reflect upon the WebQuest experience Teacher gets feedback from learners on how to improve the WebQuest project in the future.
Well done! You have completed the module on creating a WebQuest. This module has provided a general overview of WebQuest, an educational tool that engages learners in critical thinking and promotes cooperative learning. In this module, WebQuest is defined. The benefits and steps in creating a WebQuest are provided. Many resources for creating WebQuest are listed. It is my hope that more and more teachers and educators will use WebQuest in the future to enhance learning in the classroom and other educational institutions.
Official WebQuest Page (Bernie Dodge’s Webquest Portal) http://webquest.org/index.php http://webquest.org/index.php Building Blocks of a Webquest: http://projects.edtech.sandi.net/staffdev/buildingblocks/p-index.htmhttp://projects.edtech.sandi.net/staffdev/buildingblocks/p-index.htm Kathy Schrock’s Guide for Educators on Webquests http://school.discoveryeducation.com/schrockguide/webquest/webquest.html http://school.discoveryeducation.com/schrockguide/webquest/webquest.html Webquests: Concepts to Classroom http://www.thirteen.org/edonline/concept2class/webquests/ http://www.thirteen.org/edonline/concept2class/webquests/ Teacher’s First http://www.teachersfirst.com/summer/webquest/quest-b.shtml http://www.teachersfirst.com/summer/webquest/quest-b.shtml Webquest Templates http://webquest.sdsu.edu/LessonTemplate.html http://webquest.sdsu.edu/LessonTemplate.html Filamentality http://www.kn.pacbell.com/wired/fil/ http://www.kn.pacbell.com/wired/fil/ Warrenburg Schools WebQuest Academy http://warrensburg.k12.mo.us/webquest/ http://warrensburg.k12.mo.us/webquest/ Webquest Simple Tool http://www.aclresources.net/webquests/index.html http://www.aclresources.net/webquests/index.html