Production of WebQuests

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Production of WebQuests
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Agenda

• Developing vs doing a WebQuest
• The Basic Web-production
• The Design
• The Task
• The Process -- Scaffolding
• Web Searching
• Rubric
• Counter-Examples

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Developing vs doing a WebQuest

• Define a problem
• Develop questions
• Search for and evaluate resources
• Design a site with an audience in mind
• Work on a team for project creation
• Synthesize information
• Apply logical thinking
• Consider and accept multiple possible solutions

• Respond to a problem
• Respond to questions
• Evaluate information within pre-selected
  resources
• Navigate within a site
• Work on a team for problem solution
• Synthesize information
• Apply logical thinking
• Arrive at a possible solution to the problem

Jonassen, D. H., Howland, J., Moore, J. Marra,
R. M. (2002). Learning to solve problems with
technology A constructivist perspective. New
York Prentice Hall. p.48
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Webpage Production

• Download the template at
• English version http//www3.fed.cuhk.edu.hk/ited
  /webquest/webquesttemp/
• Chinese version http//www3.fed.cuhk.edu.hk/ited/
  webquest/webquesttempchi/
• Modify the content
• Upload to Learning Community by using FTP

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Web Design Process

• Building Blocks of a WebQuest http//projects.edte
  ch.sandi.net/staffdev/buildingblocks/p-index.htm
• 10 Deadly Website Sins http//www.sitepoint.com/ar
  ticle/deadly-web-site-sins

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Creating a WebQuest
http//www.spa3.k12.sc.us/WebQuests.HTM
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Planning a WebQuest
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Selecting a Topic

• The WebQuest should
• be tied to local, state or national curriculum
  standards
• replace a lesson that you're not totally
  satisfied with
• make good use of the Web
• require a degree of understanding that goes
  beyond mere comprehension.

http//webquest.sdsu.edu/project-selection.html
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Select A Topic
http//webquest.sdsu.edu/project-selection.html
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The Idea Machine

• http//www.ozline.com/learning/machine.html

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WebQuest Design The Task

• What do you want your learners to know and be
  able to do at the end of the experience?
• Identify the key concept, and then construct a
  concept map on all the related concepts
• Visit the WebQuest Portal http//webquest.org/ or
  the CU WebQuest Resource Bank http//www3.fed.cuhk
  .edu.hk/community/webquest/ to see if there are
  sites that work on similar concepts.
• Think about the task that can enable your
  learners to learn the concepts. The following are
  some possibilities.

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WebQuest Taskonomy

• Retelling Tasks
• Compilation Tasks
• Mystery Tasks
• Journalistic Tasks
• Design Tasks
• Creative Product Tasks

• Consensus Building Tasks
• Persuasion Tasks
• Self-Knowledge Tasks
• Analytical Tasks
• Judgment Tasks
• Scientific Tasks

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Retelling Tasks

• students is to absorb some information and then
  demonstrate that they've understood it.
• report by way of PowerPoint or HyperStudio
  presentations, posters, or short reports.
• task requires looking for simple, sure answers to
  pre-determined questions, is not a WebQuest
  butjust worksheets with URLs.
• A modest WebQuest could be based on retelling if
• the format and wording of their report is
  significantly different than what they read
  (i.e., the report wasn't produced by cutting and
  pasting)
• students are given latitude about what to report
  and how to organize their findings
• skills of summarizing, distilling, and
  elaborating are required and supported.
• Examples
• Will That Volcano Spoil Our Party
• Kia Ora
• Deserts of the World
• Tropical Travelers

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Compilation Task

• Students take information from a number of
  sources and put it into a common format
• To make a compilation task qualify as a true
  WebQuest, there needs to be some transformation
  of the information compiled. Simply putting a
  hotlist of web sites or a collection of web
  images together arbitrarily isn't enough.
• To ramp up the thinking skills
• use information resources that are in different
  formats, require rewriting or reformatting
• set standards for the organization of the
  compilation, but don't make all the organization
  and formatting decisions for the students. Leave
  some of that job for them, and evaluate their
  product based on the consistency and
  reasonableness of the organization they come up
  with
• require students to develop their own criteria
  for selecting the items they put together and to
  articulate their criteria.
• Examples
• a cookbook compiled from recipes solicited from
  relatives Cooking with your Three Sisters
• a deck of cards to aid field trips Identifying
  Leaves of Pennsylvania
• a selection of web resources to build a virtual
  exhibition 1960's Museum.
• A time capsule A Separate Peace.

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Mystery Tasks

• A puzzle or detective story
• A well designed mystery task requires synthesis
  of information from a variety of sources.
• Examples
• Aztec Adventure
• King Tutankhamun Was It Murder?

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Journalistic Tasks

• ask your learners to act like reporters covering
  the event.
• involves gathering facts and organizing them into
  an account within the usual genres of news and
  feature writing.
• In evaluating, accuracy is important and
  creativity is not.
• To design such a lesson, you'll need to provide
  the right resources and establish the importance
  of fairness and accuracy in reporting.
• Examples
• The Vietnam Memorial
• The Mexico City EarthQuake
• The Gilded Age

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Design Tasks

• requires learners to create a product or plan of
  action that accomplishes a pre-determined goal
  and works within specified constraints.
• Asking students to design an ideal X without also
  requiring them to work within a budget and within
  a body of legal and other restrictions doesn't
  really teach much.
• Examples
• Design a Canadian Vacation Future Quest
  Designing a Home Adventure Trip Quest

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Creative Product Tasks

• production of something within a given format
  (e.g. painting, play, skit, poster, game,
  simulated diary or song) but they are much more
  open-ended and unpredictable than design tasks.
• The evaluation criteria for these tasks would
  emphasize creativity and self-expression, as well
  as criteria specific to the chosen genre.
• Examples Radio Days , Sworn to Serve

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Consensus Building Tasks

• the requirement that differing viewpoints be
  articulated, considered, and accomodated where
  possible.
• Examples Vietnam Mural, Vietnam
  Memorial,Searching for China,

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Persuasion Tasks

• requiring students to develop a convincing case
  that is based on what they've learned.
• Examples The Amistad Case, Rock the Vote ,
  Conflict Yellowstone Wolves

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Self-Knowledge Tasks

• the goal is a greater understanding of oneself,
  an understanding that can be developed through
  guided exploration of on- and off-line resources.
  
• Example What Will I Be When I Get Big?

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Analytical Tasks

• learners are asked to look closely at one or more
  things and to find similarities and differences,
  to figure out the implications for those
  similarities and differences.
• They might look for relationships of cause and
  effect among variables and be asked to discuss
  their meaning.
• Examples
• March Madness
• Meet the Immigrants
• What Qualities Cause a College Teacher to be
  Rated Bad?

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Judgment Tasks

• Judgment tasks present a number of items to the
  learner and ask them to rank or rate them, or to
  make an informed decision among a limited number
  of choices.
• Examples The WebQuest about WebQuests
  Evaluating Math Games

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Scientific Tasks

• It would include
• making hypotheses based on an understanding of
  background information provided by on- or
  off-line sources
• testing the hypotheses by gathering data from
  pre-selected sources
• determining whether the hypotheses were supported
  and describing the results and their implications
  in the standard form of a scientific report.
• Examples KanCRN Collaborative Research Network,
  Journey North

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Characteristics of Driving Questions (Tasks)

• Frames the curricular unit
• Worthwhile
• Contains rich science concepts/principles
• Promotes higher order thinking
• Related to what scientists really do
• Complex enough to be broken down into smaller
  questions
• Helps link concepts/principles across disciplines
  

• Feasible
• Students can design and perform investigations to
  answer question
• Appropriate time frame
• Materials readily available Contextualized
• Anchored in the lives of learners
• Related to real-world problems
• Meaningful
• Interesting to learners
• Relevant to learners own lives
• Ill-structured/Open-ended
• Divergent
• No straight forward answer
• Complex

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Summary on Choosing Tasks

• A Task should
• Involve the use of the Web
• Require students to understand the learning
  materials and reflect in certain ways
• Inquiry-based
• Normally one task for one WebQuest, although
  subtasks are allowed.
• No need for telling students the steps, this
  should be done in the Process.

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How you can do that?

• Rephrase learning objectives to tasks
• The student will learn to recognize personal
  responsibility to the community.
• How does my community affect my life? What do I
  owe my community -- or do I?
• No need to specify the ways (or terms) which
  should be either done in the Process or be
  discovered by the students, e.g.,
• ??????,????????????????????,??????????
• ??,???????????????????????????????????????????,???
  ?????????????????????!

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Activity

• Group work
• From the CU WebQuest Resource Bank
  http//www3.fed.cuhk.edu.hk/community/webquest/ ,
  pick out any two of them
• Evaluate these 2 WebQuests by using the
  evaluation sheet with your group members
• Present your results to the class.

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The Process
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The Process

• To accomplish the task, what steps should the
  learners go through?...
• Learners will access the on-line resources that
  you've identified as they go through the
  Process....
• you might also provide some guidance on how to
  organize the information gathered
• Done by scaffolding provides help at specific
  points in the learning process

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Why Scaffold?

• It allows learners to complete a challenging task
  which they would not be able to accomplish
  without help
• Because you cant be everywhere at once, so its
  useful to capture some of the help youd give and
  make it available for just-in-time learning.

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How Do We Scaffold?

• By
• Providing outlines, guides and templates
• Guiding thinking through visual and other means

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Key attributes of good scaffolding

• Available for Just-in-time learning
• Skippable by those who dont need it
• Blends content and structure an appropriate
  degree
• Fades as students become more adept

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Types of Scaffolding
http//edweb.sdsu.edu/webquest/TV/
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Examples of Reception Scaffolds

• Guidance on how to interview an expert
• Reading guides
• Dictionaries and glossaries
• Observation guides

Reception Scaffolds
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Transformation Scaffolds

• Guidance on applying specific transformations

Transformation Scaffolds
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Examples of Production Scaffolds

• Guidance on organizing information in particular
  formats
• Prompted writing templates
• Multimedia templates

Production Scaffolds
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Scaffolding Your Own WebQuest

• For every Input, ask yourself
• Do all of my students know how to make sense of
  this source of information?
• For every Transformation, ask ..
• Do all of my students know how to manipulate
  information in this way?
• For every Output, ask
• Do all of my students know how to produce
  information in this format?

Process Guide http//projects.edtech.sandi.net/s
taffdev/tpss99/processguides/index.htm
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Scaffolding the Process

• Process section
• Teachers explain to the students exactly what
  they are supposed to do
• Teachers direct them to specific resources
• Other help files, graphic organizers, templates,
  and other forms of scaffolding

How much guidance shall we give to our students
(in a project)?
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Scaffolding the model

• Full model
• Introduction (title/topic)
• Task
• Process (information sources)
• Evaluation
• Conclusion

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Scaffolding the model

• Model 1
• Introduction (title/topic)
• Task
• Process (information sources)
• Evaluation
• Conclusion

Common project learning
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Scaffolding the model

• Model 2
• Introduction (title/topic)
• Task
• Process (information sources)
• Evaluation
• Conclusion

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Scaffolding the model

• Model 3
• Introduction (title/topic)
• Task
• Process (information sources)
• Evaluation
• Conclusion

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Scaffolding the model

• Model 4
• Introduction (title/topic)
• Task
• Process (information sources)
• Evaluation
• Conclusion

What is it?
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Scalfolding Heuristics versus Procedures

• Heuristic
• involving or serving as an aid to learning,
  discovery, or problem-solving by experimental and
  especially trial-and-error methods
• relating to exploratory problem-solving
  techniques that utilize self-educating techniques
  (as the evaluation of feedback) to improve
  performance

• Procedure
• 1 a a particular way of accomplishing something
  or of acting b a step in a procedure
• 2 a a series of steps followed in a regular
  definite order ltlegal proceduregt lta surgical
  proceduregt

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FOCUSFive Rules for Writing a Great WebQuest

• Find great sites master a search engine keep
  record of good sites
• Orchestrate learners and resources
• Ensure trouble-free group work by creating a
  cooperative learning environment
• Challenge learners to think
• A WebQuest is not the vehicle for mastering a
  list of U.S. presidents and their terms of
  office.
• Take your learners to task like design,
  persuasion amid controversy

Dodge, B. (2001). FOCUS Five Rules for Writing a
Great WebQuest. Learning Leading with
Technology, 28(8).
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FOCUSFive Rules for Writing a Great WebQuest

• Use the Medium
• Access to multimedia resources such as video or
  audio
• Take advantage of the unique features the
  Internet contains
• Scaffold high expectations
• Make it easy for students to succeed by providing
  guides that help them acquire, transform, and
  present knowledge.
• Types of scaffolding include Reception,
  Transformation and Production

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Concept Map and Webquest Process

• Can you link up your concept map on the topic you
  have chosen and the different stages of WebQuest?

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Four NETS for Better Searching

• Sources Bernie Dodge (2004) retrieved at
• http//webquest.sdsu.edu/searching/fournets.htm

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What to Do Before Searching?

• Think About Your Topic
• Create a 3M List of Search Terms

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What is NETS?
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Google Advanced Search
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Net 1 Start Narrow

• Bad search
• With all the words hong kong legislative council
  
• Good search
• With all the words hong kong legislative council
• With at least one of the words voters
• Without the words democracy

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Net 2 Find Exact Phrases

• Bad search
• With all the words hong kong legislative council
  
• Good search
• With all the words hong kong legislative council
• With the exact phrase political reform
• Return pages written in Chinese (Traditional)

Help teachers to find out whether students work
is being copied from Internet
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Net 3 Trim Back the URL

• Start here
• http//www.ncrel.org/sdrs/areas/issues/students/le
  arning/lr1zpda.htm
• Trim back segments by segments
• http//www.ncrel.org/sdrs/areas/issues/students/le
  arning
• http//www.ncrel.org/sdrs/areas/issues/students
• http//www.ncrel.org/sdrs/areas/issues
• http//www.ncrel.org/sdrs/areas
• http//www.ncrel.org/sdrs

Tell us where the pages come from Help us to
find out the missing pages
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Net 4 Look for Similar Pages
Use the tool below to find pages that are linked
to a page that you find useful
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Rubrics for Project Learning
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Why Rubic?

• Evaluating student performance in areas which are
  complex and vague
• Giving clearer idea of what is expected in terms
  of specific performance
• Foster high level of learning which cannot be
  scored by numbers, such as critical thinking,
  creativity
• Authentic assessment tool
• Evaluating a wider range of students
  work/deliverables

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Authentic assessment

• Learning tasks in WebQuest involves real life
  activity where students are engaged in solving
  real-life problems
• Peer- and self-assessment
• Students declaration on how much they have done

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Creating A Rubric for a Given Task

• Generate Potential Dimensions
• Select a Reasonable Number of Dimensions
• Write Benchmark Descriptions
• http//webquest.sdsu.edu/rubrics/rubrics.html

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Potential Dimensions
62

• A Rubric for evaluating WebQuests
  http//edweb.sdsu.edu/webquest/webquestrubric.html
  

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What is NOT A Webquest
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A web containing educational resources is NOT a
Webquest

• Examples
• ????? http//members.xoom.com/tangpoetry/
• ??????? http//come.to/china2000
• Reasons
• No Task
• No Processes, No product.

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Virtual Experiment is NOT a Webquest

• Examples
• ???? http//home.netvigator.com/wingkei9/
• ?????????? http//www.phy.ntnu.edu.tw/class/demola
  b/index.htm
• Reasons
• Just use information or tools provided by the
  same website.

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Web-based Learning Environment may NOT be a
Webquest

• Examples
• HAS Centre ??????? http//www.ied.edu.hk/has/
• Reasons
• Instructional Approach that
• Present materials
• Quizzes

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Inquiry-based learning but NOT on the Web is NOT
a Webquest

• Example a website for students to download
  experiment instructions and worksheets to work on
  an experiment
• Reasons
• Not involve resources on the Web.

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End

• Special thanks
• Prof Bernie Dodge, Adjunct Professor, Faculty of
  Education, CUHK, for all the ideas he has given
  to our IT group
• Our PGDE students, without their contributions a
  local WebQuest resource bank cannot be realized.

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References

• WebQuest for learning http//ozline.com/webquests/
  intro.html
• WebQuest Taskonomy http//webquest.sdsu.edu/taskon
  omy.html
• WebQuest Design Process http//webquest.sdsu.edu/d
  esignsteps/index.html
• Web Design Patterns http//webquest.sdsu.edu/desig
  npatterns/all.htm
• WebQuest Workshop
• WebQuest Collections
• WebQuest Templates
• WebQuest Taskonomy
• Why WebQuest http//www.ozline.com/webquests/intro
  .html
• WebQuest Collection http//edweb.sdsu.edu/webquest
  /webquest_collections.htm
• http//www2.hkedcity.net/iclub_files/a/1/119/webpa
  ge/project_learning_03/feature/jun04/webquest/main
  page.htm

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Examples

• The Best WebQuest on the Web http//eduscapes.com/
  tap/topic4.htm1
• WebQuests.com http//bestwebquests.com/

????-?????????????
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Physical Education and the WebQuest Project

• I really thought that the webquest projects
  turned out to be a very educational experience.
  When it was first introduced in class that we had
  to do the webquest project I was very skeptical.
  I thought to myself, How is this applicable to
  physical education and how are my group members
  and I going to find things to do this project?
  As we got the project moving my outlook really
  changed. My group and I had to construct a health
  webquest so we thought about things we could use
  in the project, and we came up with doing it on
  the debate over the legal drinking age in
  Wisconsin. It turned out to be a really good
  webquest and after it was all said and done I
  finally realized that a person can use reading
  and technology in any aspect of education, even
  health and physical education.

Physical Education Webquest http//academics.uww.
edu/cni/webquest/PE/