Exploring the World of WebQuests

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Exploring the World of WebQuests
Sandy Schaufelberger, IPFW Division of Continuing
Studies
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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

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Why Use WebQuests?

• Authenticity
• Active exploration
• Applied learning
• Adult connections through collaboration
• Authentic assessment
• Using information is more important than merely
  having it.

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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.
• http//webquest.sdsu.edu

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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

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Look for these before you choose a WebQuest
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Other Characteristics

• Cooperative Learning
• Motivational Elements
• role playing
• simulated interaction
• work scenario

• Interdisciplinary
• Differentiation

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The Introduction

• Should orient the learner to what is coming
• Should raise some interest
• Fun?
• Important because of global implications?
• Relevant to the learners past and/or future?
• Attractive?

• The Titanic (9-12) http//asterix.ednet.lsu.edu/e
  dtech/webquest/titanic.html
• Lotto Fever (9-12)
• http//homepages.moeller.org/tfairbanks/lottofever
  .htmIntroduction

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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/grant/aquarium/ta
  sks.html
• The Crucible" McCarthyism (9-12)
• http//projects.edtech.sandi.net/hoover/crucible/
• The Diary of Anne Franke In Search of Truth
  (6-8)
• http//projects.edtech.sandi.net/lewis/annefrank/
  
• Zeldas Zany Zoo (4-5)
• http//hrsbstaff.ednet.ns.ca/nbarkhou/class/zanyzo
  o/

12 Tasks Link
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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.
• Scaffolding is used to guide learning.

• Gallery of Art-I-Facts (9-12) http//www.teachthet
  eachers.org/projects/PWalker2/index.htm
• Fashion Quest (9-12)
• http//www.mamkschools.org/mhs/class/home_and_care
  er/nelson/fashion_questJune2.htmFashion_Review
• A Personal Journey Gettysburg (7-12)
• http//www.pls.uni.edu/nielsen/Gettysburg/process.
  html

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Resources

• Pre-selected
• Reviewed to all students or a small number of
  students
• Different reading levels

• Examples
• Web sites
• Audiotapes
• Videotapes
• Audio-conference
• Videoconference
• Textbooks
• Newspapers
• Interviews
• Online Experts
• Maps
• Historical Records

• An Insects Perspective (K-2) http//projects.edte
  ch.sandi.net/grant/insects/process.htm
• Return of the Great Game (9-12)
  http//projects.edtech.sandi.net/kearny/greatgame/
  stage_2.htm
• Amistad (9-12)
• http//projects.edtech.sandi.net/hoover/amistad/
  Process

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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

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Sample Evaluations

• Mad Cow WebQuest (8-12) http//nths.newtrier.k12.i
  l.us/academics/faculty/entman/madcow/index.htm
• Family of Nations Celebration (1-2)
  http//projects.edtech.sandi.net/balboa/nations/ev
  aluation.htm
• The Oceans In Trouble (4-5) http//projects.edtec
  h.sandi.net/grant/oceanpollution/evaluation.html
• Biotech, Inc. (9-10) http//projects.edtech.sandi.
  net/kearny/biotech/evaluation.htm

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The Conclusion

• To summarize the experience
• To encourage reflection about the process
• To extend generalize what was learned
• To bring closure to the WebQuest

• Finding the Lighthouse Diamond Thief (5-8)
• http//projects.edtech.sandi.net/kroc/scimethod/C
  onclusion
• Genocide Indifference Can be Tempting (8th)
• http//projects.edtech.sandi.net/ofarrell/genocide
  webquest/conclusion.htm

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Teacher Page/Notes

• Ideas for implementation
• Target learners
• Standards Write out the Indiana Academic
  Standards
• Notes for teaching
• Examples of student work
• Designing a Tour of Washington DC
  http//infosys.pls.uni.edu/nielsen/nielsen/teacher
  page.html
• Hello Dolly http//www.powayschools.com/projects/d
  olly/toolbox.htm

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Thank you!

• Sandy Schaufelberger
• ACELINK Project Coordinator/IPFW
• 260-481-0747
• schaufes_at_ipfw.edu
• www.acelink.org
• http//acelink.blogspot.com