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IT

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IT S TIME TO DESIGN YOUR WEBQUEST UNIVERSITY OF PHOENIX Master of Arts in Education/Curriculum and Instruction Computer Education Marianna Kiva, Ecole 7 Oaks ... – PowerPoint PPT presentation

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Title: IT


1
ITS TIME TO DESIGN YOUR WEBQUESTUNIVERSITY
OF PHOENIXMaster of Arts in Education/Curriculum
and InstructionComputer Education Marianna
Kiva, Ecole 7 Oaks Middle School, CanadaDomenic
Kleine, Paulding Middle School, U.S.ATimothy
Brye, University Of Phoenix, U.S.A
2
  • Introduction
  • This WebQuest was developed by
    graduate students from University of Phoenix as
    part of their Master Degree in Curriculum and
    Instruction with Computers in the Classroom. The
    goal of this project is to encourage teachers to
    use technology in the classroom and to build
    their own WebQuest using classroom created
    materials. The focus of this project is to create
    a comprehensive guide that would help teachers
    generate their own WebQuest and use this project
    as a resource to teach others about the benefits
    of a WebQuest-based model. We hope that this
    project will become a springboard for the
    creation of many interesting units by teachers
    interested in this cutting-edge teaching method.
  • What is it? 
  • WebQuest is a multi-disciplinary,
    multi-media approach to learning. The purpose of
    this approach is to broaden students horizons in
    acquisition of knowledge and develop
    communication and critical thinking skills. This
    type of learning fosters the  independence of a
    learner within a group setting. As educators, we
    see the benefits of this kind of a unit as
    exponential.
  • Who is this for?
  • These workshops are designed for teachers
    interested in using technology in the classroom
    as part of their daily teaching methods. They are
    also for teachers that share their
    accomplishments with other educators to benefit
    students learning outcomes. Teachers that are
    prepared to contribute, share, and learn from one
    another are welcome to participate in these
    workshops.

3
Index
  • 1 Introduction
  • 2 Index
  • 3 Two Seminar WebQuests
  • 4 Tutorial WebQuest with link
  • 5 Learning Team Project Development WebQuest
    Log In
  • 10 Benefits of WebQuest Learning
  • 12 International Standards
  • 13 Teacher Resources
  • 16 Assessments and Evaluations
  • 21 Fine Points of Web-Page Development
  • 31 WebQuest Template
  • 35 Teachers Guides
  • 40 Rubric for WebQuest Evaluations
  • 45 Conclusion
  • 48 References

4
Two Seminar WebQuests
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  • Tutorial WebQuest
  • This site will provide instructions, examples,
    and tasks for the first section of our seminar.
    We hope this overview will help open your eyes to
    the capabilities of this powerful teaching tool.
    We will spend a good amount of time initially on
    this site. (Once open, we invite you to hold
    ALT down then tap TAB on your computer to
    toggle between the PowerPoint and the WebQuest or
    any other applications you have open.)
  • Learning Team Project Development WebQuest
  • Once we are familiar with the Tutorial WebQuest,
    we will come to this Learning Team site where we
    will work in the second part of our seminar. You
    must log in as a member of WebQuest to access the
    editing (development) portion of this site. (Easy
    instructions for access are on the subsequent
    pages of this PowerPoint presentation.) In this
    part of the project, participants develop and
    publish their own team WebQuest based on
    information presented in the Tutorial WebQuest.

5
Back to Index
Tutorial WebQuest
As we travel through this seminar, ask questions
of your team-mates, other teams, as well as your
seminar facilitators. The idea is to leave today
with an increased understanding of how to develop
a WebQuest not to have a perfect product! The
purpose of these workshops is to give every
participant time to learn, share, and practice
then to come back with some part of the project
completed. Enjoy yourself and learn from one
another as you make the very best of team
learning. Please click on the following link to
take you to our Seminar Tutorial WebQuest.
http//questgarden.com/45/84/0/070123005743/ We
will spend a good deal of time on this site!
6
Student Team WebQuest Log-In
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Log In
This is a screenshot of the WebQuest Design Home
Page, where student teams will grow your
WebQuest! Click http//questgarden.com/ to go to
the home page to log in. Both the user ID and
password are studentteame (student team e with
no spaces!).
7
Student Team WebQuest Log-In Cont.
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Pencil
After you log in, you will be taken to this page.
Please click on the small pencil next to the
title of our project WebQuest Seminar Team E to
enter the project editing site. (Once again, Both
the user ID and password are studentteame
(student team e with no spaces!). This will
take you to the introduction of the Tutorial
WebQuest.
8
This is the first WebQuest Design page which
provides valuable information. Look at the
column of headings on the left side of the page.
Click on Title/Authors and you will be taken
to the appropriate page that has
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Student Team WebQuest Editing
9
Student Team WebQuest Editing cont.
Back to Index
the title of your project, WebQuest Seminar
Team E. Follow the instructions and feel free to
change the name of your project because it is now
yours! Continue to look around the site and add
information by following the detailed
instructions provided by WebQuest. You may
Copy/Paste from the Tutorial WebQuest, a Word
document or anywhere. Just be sure you have
permission from authors
10
Preview!!
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Preview
As you progress with designing your WebQuest, you
will want to see what the real product will look
like. At the bottom of the blue selection area on
the left of the page under Polish and Publish
is Preview. Click once and you will see what your
creation will look like! When you are ready to
make changes, just close this window and you will
be back in your editing area. Once again, while
editing, please remember to submit before
changing to another editing page.
11
The benefits of this style of learning include
the following
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  • Learning is meaningful and purposeful because all
    aspects of the curriculum can be tied together
  • It develops skills technological, oral, written,
    and verbal. This prepares students to take their
    rightful place in the global market
  • It fosters both interdependence as well as
    preserving the uniqueness of each learner
  • It gives students control over their learning
  • It teaches organizational skills and time
    management in order to meet deadlines
  • It teaches students to recognize the strengths of
    individuals and respect people for what they have
    to offer
  • Self-evaluation, peer evaluation and group
    evaluation using a language of respect
  • Promotes critical thinking and problem solving
  • The way that the unit is structured permits a
    natural way to adapt and modify materials to meet
    the needs of all learners
  • Assessment and evaluation is done using various
    strategies
  • Promotes inclusion
  • Allows for conferencing between teachers and
    students on a regular basis
  • Reduces the ration of teacher/student support
  • Teaches thought processes (high order thinking)
  • Teaches strategies that students can use in the
    future
  • It brings the outside world in so that
    individuals can see themselves as members of a
    global community and how people can assist others
  • This design of a unit can be adapted to any
    topic
  •  

12
This WebQuest is designed as an instructional
tool that will
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  • 1)  Provide a description of the WebQuest concept
  • 2)  Provide examples of quality existing
    WebQuests
  • 3)  Provide team-based evaluation of various
    WebQuest designs (pros and cons)
  • 4)  Provide team-based opportunity to brainstorm
    possible new WebQuest-based projects
  • 5)  Provide team-based opportunity to design a
    basic WebQuest from provided material options.
  • This endeavor will hopefully provide insight into
    ways of educating students in a
    technology-oriented, fun-to-use package.

13
Links to National Curriculum Standards
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  • United States
  • http//www.education-world.com/standards/national/
    index.shtml
  • Canada
  • http//www.edu.gov.mb.ca/k12/
  • United Kingdom
  • http//sg.dir.yahoo.com/Regional/Countries/United_
    Kingdom/Education/Teaching/Curriculum/
  • Australia
  • http//www.curriculum.wa.edu.au/
  • New Zealand
  • http//www.minedu.govt.nz/index.cfm?layoutindexi
    ndexid1005indexparentid1004
  • Singapore
  • http//www.sonlight.com/singapore.html

14
Teacher Resources
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  • The following resources are placed here to assist
    you the teacher, in the construction of  a
    WebQuest unit.
  • They include the following
  • Training pages
  • Curriculum sites
  • Instruments for rubric development
  • Articles related to assessment
  • Articles related to the benefits using technology
    in the classroom
  • Testing and Assessment       

  • Amanda Kendle                                    
                          
  • http//www.suite101.com/articles.cfm/testing_asses
    sment
  • Integrating Technology in the Elementary
    Classroom
  • Tammy Payton              
                    
  • http//www.siec.k12.in.us/west/article/integrate.
    htm
  •  Excellent WebQuest training page from the
    WebQuest site.
  • http//webquest.sdsu.edu/materials.htm
  •  Really Fine Rubrics
  • http//www.really-fine.com/Rubrics.html 
  • Rubric Creation Tools
  • Rubistar

15

WebQuest Collectionshttp//www.west.asu.edu/achr
istie/wqmatrix.html
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16
Samples of WebQuests available on
linehttp//www.west.asu.edu/achristie/wqmatrix.ht
mlDr. Alice Christie's Matrix of 400
WebQuestsWritten by her Students. These are
areas that are available on her site Language
Arts Social Studies Science Math Foreign
Language The Arts PECross Curricular
Vocational Professional Development More than
20 NEW WebQuests added  June 2006
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17
ASSESSMENT AND EVALUATION
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  • Valid assessment must be closely matched to the
    curriculum. Assessment measures not only what has
    been taught, but also how it has been taught. In
    order for assessment to be valid it has to be
    done frequently and timely. Assessment needs to
    be flexible to meet the changing requirements of
    a modern curriculum and reflect its objectives,
    methods, and approaches. Teachers need to
    differentiate instruction to meet the varied
    learning needs and styles of individual students.
      Within this model, the assessment of
    students achievement would beCurriculum based
     Locally designed and implemented  An
    opportunity for teachers to design assessment
    measures, to work with colleagues in marking and
    considering student workPart of a process of
    assessment and reporting to parents that would
    constitute a Division Assessment Plan in each
    division. 

18
EVALUATIONof WEBQUESTS
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  • Determine the Fine Points of the Project
  • Develop an Assessment Rubric
  • Evaluate the WebQuest Before Students use it
  • Provide students with a clear understanding of
    the grading criteria which will be used to
    evaluate their efforts.
  • Provide links to online rubrics which will show
    students what grading criteria will be used.

19
WebQuest Evaluation Form
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Proficient Competent Basic
Frames the essential question The essential question scaffolds learning, spanning Blooms Taxonomy the learner is encouraged to wonder the learner is encouraged to invent his/her own solution the essential question builds on prior knowledge. The question spans the lower levels of Blooms Taxonomyknowledge, comprehension and application the student is able to quickly reach a conclusion in response to the question does not attempt to have students make judgment or evaluation. The question can be answered directly the focus of the question is knowledge and comprehension the question has one obvious answer (i.e., Is slavery good or bad).
Connects WebQuest to Academic Standards at developmentally appropriate grade level WebQuest is interdisciplinary with clearly targeted standards standards are directly correlated To the task WebQuest is not interdisciplinary no effort is made to connect to other disciplines standards are related to the WebQuest. WebQuest lists multiple items from standards that are peripherally connected to the topic standards listed are not appropriate to the WebQuest.
20
WebQuest Evaluation Form Cont.
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Proficient Competent Basic
Engaging Scenario Tasks The scenario and task is engaging for students the task provides sufficient background information to excite the interest of students the procedures are clearly outlined. The scenario is interesting the tasks are not clearly defined inadequate background information is supplied for each role directions are clear. The scenario is one-dimensional the task requires a student to research at the knowledge or comprehension level directions are vague.
Relevant Internet sources at appropriate grade level for students All information listed is relevant information sources are differentiated for each role puts meaning of the problem in personal, social or community perspectives sources are at an appropriate reading level for students. Information listed includes relevant and irrelevant materials uses a limited number of sources sites do not encourage reflection sites may be developmentally inappropriate. Links to sites and materials are not directly connected to the assignment uses one source interprets meaning from one source does not provide information for students to analyze or interpret.
21
WebQuest Evaluation Form
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Proficient Competent Basic
Roles are interesting and create dissonance The WebQuest introduces characters who would interact with the information in the "real world" there are several characters the characters are unique characters have different points of view on the subject. The characters are similar in belief or thought there is insufficient background information their two or fewer roles the character is clearly "invented" and would not be involved in the scenario in the real world. There are no clearly defined characters characters are stereotypical or one-dimensional background information is the same for all characters there is one role in the WebQuest.
Produces Product Connected to Assignment The description of the product is clearly and coherently presented, product is clearly related to task product is unique and would clearly stretch the group's thinking The product does not encourage students to reflect and evaluate contrasting points of view product is similar to other products that have been produced. Product is not clearly connected to the question.
Creativity Student would be able to generate multiple approaches of looking at the problem Student would be challenge to demonstrate different approaches Student would be able to demonstrate one clear approach to understanding the problem does not ask students to draw conclusion. Student copies and pastes from the Internet without discrimination product demonstrates little connection to the question product does not show reflection.
22
Fine Points
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  • Fine Point 1 Line Length
  • Research has shown that reading from the screen
    is more difficult than reading from paper.
    Because this is so, you need to take extra steps
    to make the best of the situation. One mistake
    web developers often make is to let the length of
    lines of text fill the screen without
    constraints, something that doesn't happen on
    paper.
  • Readability is best when each line contains 8 to
    15 words. There are several ways to achieve this.
  • Design your pages within frames to create a left
    margin and thus shorten the length of the
    remaining screen, or use a large type size
    (appropriate for primary grades only), or put all
    your pages within tables.
  • The third possibility is the one most generally
    applicable. The text on this page is contained
    within a table 550 pixels wide, with an empty
    column 50 pixels wide. The line length, then, is
    constrained to 500 pixels

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Fine Point 2 Paragraph Length
  • Fine Point 2 Paragraph Length
  • As mentioned in Fine Point 1, reading from the
    screen is more difficult than reading
  • on paper. Another strategy you can use to make
    reading your web document easier is to shorten
    your paragraphs. This will help the readers' eyes
    from getting lost in your text. These breaks help
    the eye track.
  • A few short and easy tips can make your
    pages a little more user friendly.
  • Limit your paragraphs to 1-3 sentences.
    This style is is commonly used by journalists in
    newspapers around the world.
  • Be as brief as possible. Say what you
    mean, mean what you say. This will limit the
    length of the your paragraphs and document.
  • Fine Point 3 Use Sans-Serif Fonts
  • Another way to make your pages more readable is
    to use a sans-serif font. The serif fonts
  • like Times, Palatino, and New York are
    good fonts for printing, but on the screen the
    serifs
  • make them more difficult to read, especially in
    a smaller font size or on a smaller screen.
  • Fonts that work well are Verdana, Arial, and
    Helvetica. You may also review your font listing
    for other more readable fonts. Not all
    computers have all the same fonts so you may want
    to indicate several two or three fonts so you can
    make sure others see your pages as you designed
    them.
  • See for yourself. The first paragraph below is
    Times, the second Verdana. They are both the same
    font size. Which would you rather read all day?

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24
Fine Point 4 Using Fonts ConsistentlyIf you
decide to change the font of your document you
must stick with it. Now this may sound like a no
brainer, but in fact, Home Page sometimes will
slip right out of your changed font and back into
Time or whatever the default font is. Some
things that could cause the font to change back
include 1. hitting return, 2. changing from a
number/bulleted list back to normal text, or 3.
clicking below the paragraph you are working on.
The fix is quite simple. 1. Examine your text
closely. 2. Change the font again if it slips
out of your designated font. 3. When finished
with your document, Select all and change
everything on the page at once.
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25
  • Fine Point 5 Checking the Reading Level
  • You have to consider who is going to be reading
    your online documents as you
  • write and edit them. The teacher page can be as
    complex as you need it to be, but
  • the student pages need to reflect the reading
    levels of the target grade level.
  • Kathy Schrock's Guide for Educators has a look at
    readability for different grade
  • levels complete with a graph.
  • You don't want your students to get stuck on the
    directions, here are some tips to ensure
    understanding.
  • 1. Be direct and simple.
  • 2. Use vocabulary appropriate to the reading
    level.
  • 3. If necessary use an online dictionary to
    assist your student.
  • Fine Point 6 Underlining
  • There is an easy rule when using underlining in
    web pages. Don't. Links are automatically
  • underlines and when people start underlining
    regular text, users get confused. Less
  • experienced users think the link is broken. How
    do you get around underlining? Use italics
  • or bold. Book titles should be italized.

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26
Back to Index
  • Fine Point 7 Meaningful Titles
  • Nothing says "I was in a hurry!" louder than
    when the title bar has no title, or one that
  • say "Put the Name of Your WebQuest Here".
  • The WebQuest template Title needs to be
    changed and it is up to you! Use a name that
  • suits your specific topic. Generic titles like
    "WebQuest" or "Student Page" should be
  • avoided. Specific titles add more character
    and individuality to your page.
  • When you get to the page, it is very apparent
    whether or not you took the time to
  • change the title.
  • Fine Point 8 Using Transparency
  • When using GIFs you can make a single color
    value become transparent. Since images can only
    be rectangular in size, transparency is a way to
    get around this limitation. This only works with
    GIFs with backgrounds that are a single color
    value (if you notice little color specs in the
    background it will not work).
  • On a white or patterned background, this image
    would look awkward. With a transparent
    background, the blue disappears and it appears
    the image is in the shape of the light bulb.


27
  • Fine Point 9 Pad the Image Space
  • When you place an image into a document and
    align it left or right, any text you have will
    simply hug itself around the image. This fine
    point nudges the text away from the graphic,
    giving it more space and reducing the clutter on
    the web page.
  • Now this can be easily accomplished by changing
    what is called the VSPACE and HSPACE of an image.
    Sound familiar? Probably not, Home Page has not
    yet incorporated this option. Despite that, it is
    easily done.
  • Fine Point 10 Lighten a Background
  • Have you ever found the perfect background for
    the subject of your page, but you just couldn't
    read the text very well? Instead of finding
    another background, using a color, or risking
    your students not being able to read the text,
    you can easily lighten the background so you can
    use it.
  • Using a shareware program called Graphic
    Converter from Lemke Software, you can easily and
    quickly lighten a background.
  • This program may be downloaded directly from
    Downloads.com. While you can use the trial
    version without any limitations, the 35.00
    dollar shareware fee covers all future
  • updates.

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28
Back to Index
  • Fine Point 11 Give Text
    Some Room
  • When using tables you need to keep your text
    from being right on the borders or edges, much
    like Fine Point 9 did with images. This is
    especially important when using a background or
    borders.
  • This is another easy task to complete. All you
    need to do is adjust the padding of the table and
  • you are set.
  • Fine Point 12 Put text and graphics next to
    each other in
  • Home Page
  • Another way to conserve space on your page is to
    put your graphics next to your text in a table,
    this technique can be particularly helpful with
    the use of photographs and other medium sized
    images.
  • In stead of describing the image or continuing
    with your text below the image, you can simply
    run the text on either side. This compacts the
    page in stylish and uncluttered fashion.



29
Fine Point 12 Put text and graphics next to
each other in Home PageIf you have been working
down the list of Fine Points, you will have
noticed that we are trying to make your pages
more readable and efficient. Another way to
conserve space on your page is to put your
graphics next to your text in a table,This
technique can be particularly helpful with the
use of photographs and other medium sized images.
In stead of describing the image or continuing
with your text below the image, you can simply
run the text on either side. This compacts the
page in stylish and uncluttered fashion.
Back to Index
  • This image of Crater Lake in Oregon is sitting
    directly above the text. Notice
  • all of the wasted space on either side of the
    image?
  • This method allows you to utilize that
    space that would otherwise be wasted.
  • It would be a good idea to adjust the padding
    to keep the text off the edge
  • of the table.

30
Back to Index
  • Fine Point 13
  • Removing Borders on Images in Home Page
  • When using an image as a link or button, you
    need to remove the border. Otherwise,
  • you will have a blue box around the linked
    graphic. While this may not seem like
  • much, it is one of the many characteristics
    that separates a good page from a great
  • page.
  • Unless you change it, the default border for a
    linked image will be the color of your
  • links. After you visit the link, it will turn
    the color of your visited links. This situation
    is
  • easily remedied by changing the border to
    zero.

31
Back to Index
  • Fine Point 14 Making Your Page Accessible
  • It's easy to forget that not everyone is able to
    perceive your web pages the way you do. If you're
    designing your pages with the hope that people
    you'll never meet will be using them (and you
    should), you'll need to consider the fine points
    of making them accessible.
  • You can check your pages for accessibility by
    calling up the new Bobby page, though you might
    find that to be unduly daunting.
  • The IBM Guidelines for Web Accessibility page
    lists 11 recommendations for web page designers.
    For most WebQuest pages, you'll probably only
    need to think about rules 1, 2 and 10.
  • Rule 10 is pretty self-evident. It recommends
    that you make your hyperlinks self-descriptive
    (like the IBM one in the paragraph above) rather
    than links that simply say click here.
  • Rules 1 and 2 are about providing a text
    alternative to every graphical link. By doing so,
    the visually impaired will be able to have the
    computer read the page to them. When the computer
    comes to a graphic, it reads the text caption
    which (if written correctly) will communicate at
    least some of the information provided by the
    graphic.

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WebQuest Template
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  • Put the Title of the WebQuest Here
  • Developed by (put your name, an email link, and
    your URL)
  • OverviewIntroductionQuest(ions)ProcessResource
    sEvaluationConclusion
  • 1. Overview
  • Describe what the lesson is about. Specify
    content area (mathematics, language arts, etc)
    and grade level (middle, elementary, early
    childhood, etc.). Specify strands and objectives
    from the South Carolina Curriculum Standards that
    this WebQuest Supports. List by subject area
    (WebQuests should be interdisciplinary projects).
    List any special resources that a teacher would
    need in the classroom or in the media center for
    the students to complete the activity. For
    example, print resources in the media center, art
    reproductions, or video and audio materials.
  • OverviewIntroductionQuest(ions)ProcessResource
    sEvaluationConclusion
  • 2. Introduction
  • Write an introduction to your WebQuest that will
    give students some background about your topic. 
    Try to interest them.
  • If your webquest is about a place, include some
    general information, a picture, and/or audio
    files. 
  • If it is about a person, describe something about
    the person that gives general background to the
    students.
  • If you are creating a scenario with opposing
    points of view, describe the views briefly.  
  • Remember, you want to interest the students in
    pursuing this WebQuest.
  • OverviewIntroductionQuest(ions)ProcessResource
    sEvaluationConclusion

33
WebQuest Template
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  • 3. Quest(ions) and the Task
  • What are the guiding questions that students need
    to keep in mind in order to accomplish their
    task? What is the task that the student(s) must
    undertake? Why is the job necessary? What are the
    circumstances surrounding the task or the
    question that may cause conflict? What led up to
    this circumstance? Is there more than one way of
    looking at this. Can you see conflicting roles
    for people--such as environmentalist and
    industrialist.
  • You should briefly outline for student(s) what
    they are expected to learn. For example Despite
    the known risks of space flight should the
    elderly be encouraged to make space shuttle
    flights for the sake of gaining potentially
    beneficial medical knowledge?
  • Assign various roles to students. A good WebQuest
    generates some tension or conflict that must be
    resolved so you should try to develop two to four
    roles. Remember that you want this to be a
    collaborative activity for students.
  • Person 1
  • Person 2
  • Person 3
  • Person 4 
  • OverviewIntroductionQuest(ions)ProcessResource
    sEvaluationConclusion
  • 4 Process
  • Explain that students who have similar roles may
    work together to compare ideas based on the
    factual information they have collected, or that
    students may continue to pursue their role
    individually until the conflict generated by the
    original guiding question (s) forces them to
    resolve the issue with the entire group.

34
WebQuest Template
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  • 4a Process
  • Once students have understood their roles and
    investigated the background material necessary to
    make informed decisions, then it is time for them
    to come together as a group and to discuss the
    issue(s). Group work should result in a consensus
    document or presentation.
  • Give students directions on this group work.
  • Be sure that they understand that their role may
    place them in conflict with another person's
    role. How should they resolve this conflict?
    What overall idea should they keep in mind that
    will allow them to compromise? Is there a
    greater good?
  • Provide options for how students may present
    their information to the group. Here are some
    ideas
  • Flowcharts Multimedia Presentations Web Page
    Summary Tables Concept Maps Venn Diagrams
  • OverviewIntroductionQuest(ions)ProcessResource
    sEvaluationConclusion
  • 5 Resources
  • Identify for the students which other resources
    they may use to complete their task(s). Other
    resources may include

35
WebQuest Template
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  • 6. Evaluation
  • Provide students with a clear understanding of
    the grading criteria which will be used to
    evaluate their efforts.
  • Provide links to online rubrics which will allow
    students to know upfront what grading criteria
    will be used. Following are some examples that
    could be used for a variety of projects.
  • Include a phrase such as, "Please click here to
    review the criteria on which your individual
    grade will be based."
  • OR
  • "You will also receive a collaborative grade.
    Please click here to review the criteria which
    will determine you collaborative grade."
  • Explain how the grades will be counted or
    averaged.
  • OverviewIntroductionQuest(ions)ProcessResource
    sEvaluationConclusion
  • 7. Conclusion
  • Explain to students how the conclusion will offer
    the opportunity to engage in further analysis.
    For example
  • Ask students how their roles could have been
    interpreted in a different light? Ask students if
    they had interpreted their roles differently, how
    might the outcome have changed? Ask students if
    they were flexible enough to compromise with the
    group and attain resolution, or did they yield to
    group pressures? Ask students what new questions
    did the issue(s) generate? Why would these new
    questions be important in answering the original
    question(s)?
  • OverviewIntroductionQuest(ions)ProcessResource
    sEvaluationConclusion
  • Return to WebQuests

36
Teacher Guide 1 Evaluating Web Pages
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  • Just about anyone can create a web page on just
    about any topic. It is very important that
    students and teachers recognize that not
    everything out there is a viable resource. There
    are several things to look for when trying to
    determine if a web page is a viable source.
  • The following are the items you and your
    students should consider before using a web page
    as a resource (information here is adapted from
    the Evaluating Internet Information page by
    Elizabeth E. Kirk).
  • 1. Author -
  • Who is the person writing on this topic?
  • Is he/she an expert in the field? A professor or
    teacher? Or just someone with a little interest
    in the area?
  • Is there biographical information available?
  • Is the information in a reputable online
    publication?
  • Is there a bibliography? All information from
    academic or official sources will have a
    bibliography.
  • Unless the web page is part of a larger site
    (e.g. an encyclopedia or journal), there must be
    an author sited.

37
Teacher Guide 1 Continues
Back to Index
  • 2. Publisher -
  • Has an individual just put up his/her own site?
    Or is it part of a larger site?
  • Does someone evaluate the information prior to
    being published on the web?
  • Does this Web page actually reside in an
    individual's personal Internet account rather
    than being part of an official Web site? This
    type of information resource should be approached
    with the greatest caution.
  • If you come across a geocities or aol site, you
    need to remember that anyone can (and does)
    create web pages on these sites.
  • If in doubt of the source, try going to the base
    site (i.e. http//www.geocities.com). If this
    site ends up being just a web page provider,
    think twice about the validity of the
    information.
  • 3. Bias -
  • Who is providing the information?
  • Do they have any self interest in the way they
    present the information? Watch out for
    information on smoking from a tobacco company!
  • 4. Age of Information -
  • When was the information published?
  • There should be a date somewhere on the page,
    especially if the page contains statistics or
    other time sensitive material.
  • The age of some materials is irrelevant (like
    slave narratives).

38
Teacher Guide 2 Using Photographs
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  • The following is a short list of strategies for
    using photographs in the classroom. This list is
    by no means complete, so don't be limited by
    these ideas. Use the Looking at Photographs Guide
    to help your students evaluate the content of the
    images.
  • 1. QuickWrite Topics
  • Describe everything you see in the photograph.
  • What is/are the person/people thinking in the
    photograph?
  • What questions does the photo answer? pose?
  • List anything that comes to mind when looking at
    the photo?
  • Write about what led up to this moment or what
    happened directly after it.
  • 2. Creative Activities
  • Write a short story about what is happening in
    the photo.
  • Write a poem.
  • Write a play and act it out with your classmates.
  • Have Socratic Seminar.

39
Teacher Guide 3 Evaluating Web Pages
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  • Did you know that anyone can write and publish a
    web page? Because of this, it is important that
    you and your teacher use web sites that are
    created by people who are are qualified to be
    writing on the subject matter. For example, would
    you rather use information on the human body
    written by a doctor, or someone who has just been
    to the doctor?
  • The following are a list of questions you need
    to consider when evaluating at a web page along
    with some tips and things to look for.
  • 1. Who wrote it?
  • Is he/she an expert in the field? A professor or
    teacher? Or just someone with a little interest
    in the area?
  • Is there biographical information available?
  • What exactly do we know about the author?
  • Unless the web page is part of a larger site
    (e.g. an encyclopedia or journal), there must be
    an author cited.

40
Teacher Guide 3 Continued
Back to Index
  • 2. Who is publishing it?
  • Has an individual just put up his/her own site?
    Or is it part of a university or company site?
  • If you come across a geocities, angelfire,
    tripod, or aol site, you need to remember that
    anyone can (and does) create web pages on these
    sites.
  • If in doubt of the source, try going to the base
    site (i.e. http//www.geocities.com). If this
    site ends up being just a web page provider,
    think twice about using the information.
  • 3. Is there an opinion being presented?
  • Who is providing the information?
  • Do they have any self interest in the way they
    present the information? (e.g. Watch out for
    information on smoking from a tobacco company!)
  • 4. How old is the web page?
  • When was the information published?
  • There should be a date somewhere on the page,
    especially if the page contains statistics or
    other time sensitive material.

41
A Rubric for Evaluating WebQuests
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  • The WebQuest format can be applied to a variety
    of teaching situations. If you take advantage of
    all the possibilities inherent in the format,
    your students will have a rich and powerful
    experience. This rubric will help you pinpoint
    the ways in which your WebQuest isn't doing
    everything it could do. If a page seems to fall
    between categories, feel free to score it with
    in-between point.

Once you've got a copy of the rubric, here are
the three steps to putting your rubric
together. 1.Generate a number of potential
dimensions to use 2. Select a reasonable
number of the most important dimensions 3.
Identify benchmarks for each level of each
dimension
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Back to Index
Overall Aesthetics Beginning 0 points Developing 2 points Accomplished 4 points Score
Overall Visual Appeal There are few or no graphic elements. No variation in layout or typographic OR Color is garish and/or typographic variations are overused and legibility suffers. Background interferes with the readability. Graphic elements sometimes, but not always, contribute to the understanding of concepts, ideas and relationships. There is some variation in type size, color, and layout. Appropriate and thematic graphic elements are used to make visual connections that contribute to the understanding of concepts, ideas and relationships. Differences in type size and/or color are used well and consistently..
Navigation Flow Getting through the lesson is confusing and unconventional. Pages can't be found easily and/or the way back isn't clear. There are a few places where the learner can get lost and not know where to go next. Navigation is seamless. It is always clear to the learner what all the pieces are and how to get to them.
Mechanical Aspects There are more than 5 broken links, misplaced or missing images, badly sized tables, misspellings and/or grammatical errors. 1 point There are some broken links, misplaced or missing images, badly sized tables, misspellings and/or grammatical errors. 2 points No mechanical problems noted.
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Back to Index
Introduction Beginning Developing Accomplished Score
Motivational Effectiveness of Introduction 0 points The introduction is purely factual, with no appeal to relevance or social importance OR The scenario posed is transparently bogus and doesn't respect the media literacy of today's learners. 1 point The introduction relates somewhat to the learner's interests and/or describes a compelling question or problem 2 points The introduction draws the reader into the lesson by relating to the learner's interests or goals and/or engagingly describing a compelling question or problem.
Cognitive Effectiveness of the Introduction 0 points The introduction doesn't prepare the reader for what is to come, or build on what the learner already know 1 point The introduction makes some reference to learner's prior knowledge and previews to some extent what the lesson is about. 2 points The introduction builds on learner's prior knowledge and effectively prepares the learner by foreshadowing what the lesson is about.
44
Back to Index
Task Beginning Developing Accomplished Score
Connection of Task to Standards 0 points The task is not related to standards. 2 point The task is referenced to standards but is not clearly connected to what students must know and be able to do to achieve proficiency of those standards. 4 points The task is referenced to standards and is clearly students must know and be able to do to achieve proficiency of those standards.
Cognitive Level of the Task 0 points Task requires simply comprehending or retelling of information found on web pages and answering factual questions. 3 points Task is doable but is limited in its significance to students' lives. The task requires analysis of information and/or putting together information from several sources. 6 points Task is doable and engaging, and elicits thinking that goes beyond rote comprehension. The task requires synthesis of multiple sources of information, and/or taking a position, and/or going beyond the data given and making a generalization or creative product.
45
Back to Index
Process Beginning Developing Accomplished Score
Clarity of Process 0 points Process is not clearly stated. Students would not know exactly what they were supposed to do just from reading this. 2 points Some directions are given, but there is missing information. Students might be confused. 4 points Every step is clearly stated. Most students would know exactly where they are at each step of the process and know what to do next.
Scaffolding of Process 0 points The process lacks strategies and organizational tools needed for students to gain the knowledge needed to complete the task. Activities are of little significance to one another and/or to the accomplishment of the task 3 points Strategies and organizational tools embedded in the process are insufficient to ensure that all students will gain the knowledge needed to complete the task. Some of the activities do not relate specifically to the accomplishment of the task. 6 points The process provides students coming in at different entry levels with strategies and organizational tools to access and gain the knowledge needed to complete the task. Activities are clearly related and designed to take the students from basic knowledge to higher level thinking. Checks for understanding are built in to assess whether students are getting it.
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Richness of process 0 points Few steps, no separate roles assigned. 1 points Some separate tasks or roles assigned. More complex activities required 2 points Different roles are assigned to help students understand different perspectives and/or share responsibility in accomplishing the task.
Resources Beginning Developing Accomplished Score
Relevance Quantity of Resources 0 points Resources provided are not sufficient for students to accomplish the task. OR There are too many resources for learners to look at in a reasonable time. 2 point There is some connection between the resources and the information needed for students to accomplish the task. Some resources don't add anything new. 4 points There is a clear and meaningful connection between all the resources and the information needed for students to accomplish the task. Every resource carries its weight.
Quality of Resoures 0 points Links are mundane. They lead to information that could be found in a classroom encyclopedia. 2 points Some links carry information not ordinarily found in a classroom. 4 points Links make excellent use of the Web's timeliness and colorfulness. Varied resources provide enough Meaningful information for students to think deeply.
47
Back to Index
Evaluation Beginning Developing Accomplished Score
Clarity of Evaluation Criteria Total 0 points Criteria for success are not described. 3 points Criteria for success are at least partially described. 6 points Criteria for success are clearly stated in the form of a rubric. Criteria include qualitative as well as quantitative descriptors. The evaluation instrument clearly measures what students must know and be able to do to accomplish the task. /50
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ConclusionSums up the activity and encourages
students to reflect on the process and results
Back to Index
  • Explain to students how the conclusion will off
    the opportunity to engage in further analysis.
  • 1. Ask students how their roles could have been
    interpreted in a different manner.
  • 2. Ask students if they had interpreted their
    roles differently, how might the outcome
    have changed?
  • 3. Ask students if they were flexible
    enough to compromise with the group and
    attain resolution, or did they yield to group
    pressure?
  • 4. Ask students what new questions did the
    project generate? Why would these new
    questions be important in answering the
    original question.

49
References
Back to Index
  • Process Guides Teacher guides. Retrieved
    February 13, 2007, from
  • http//webquest.sdsu.edu/processguides/index.htm
  • Fine Points Little things that make a
    difference. Retrieved February 8, 2007, from
  • http//webquest.sdsu.edu/finepoints/index.htm
  • A Rubric for Evaluating WebQuests. Retrieved
    February 13, 2007, from
  • http//webquest.sdsu.edu/webquestrubric.html
  • WebQuest Evaluation Form. Retrieved February 8,
    2007, from
  • http//www.spa3.k12.sc.us/webquestrubric.htm
  • Dr. Alice Christie's Matrix of 400 WebQuests.
    Retrieved February 8, 2007, from
  • http//www.west.asu.edu/achristie/wqmatrix.html
  • Images of group work. Retrieved February 15,
    2007, from
  • http//ca.search.yahoo.com/search/images?pgroup
    work2CstudentseiUTF-8frFP-tab-img-t340xwrt

50
References (continued)
Back to Index
  • International Curriculum Standards. Retrieved
    February 15, 2007, from
  • http//questgarden.com/author/create-standards.ph
    p
  • United States
  • http//www.education-world.com/standards/national/
    index.shtml
  • Canada
  • http//www.edu.gov.mb.ca/k12/
  • United Kingdom
  • http//sg.dir.yahoo.com/Regional/Countries/United_
    Kingdom/Education/Teaching/Curriculum/
  • Australia
  • http//www.curriculum.wa.edu.au/
  • New Zealand
  • http//www.minedu.govt.nz/index.cfm?layoutindexi
    ndexid1005indexparentid1004
  • Singapore
  • http//www.sonlight.com/singapore.html
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