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WebQuest Lesson Plans For Wiki Projects

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WebQuests and wikis provide vehicles for interactive, authentic projects that can become springboards for heightened research resulting in higher critical thought. A WebQuest is a kind of roadmap that …

WebQuests and wikis provide vehicles for interactive, authentic projects that can become springboards for heightened research resulting in higher critical thought. A WebQuest is a kind of roadmap that takes the explorer on a journey through the many informative components of the World Wide Web. A wiki is like a web page that is always open to collaboration promoting editing and sharing of ideas and knowledge.

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  • The education student will be asked to create a WebQuest or wiki that meets the criteria of collaborative learning.The tools of the Web are forever evolving as users expand the boundaries from knowledge that is individual to that which is shared.  New ideas become realities as the tools themselves create paths to infinite possibilities.  A WebQuest is suppose to become an interactiveproject that provides a springboard for heightened research resulting in higher critical thought. In today's 2.0 world, can a WebQuest expand and grow along with the tools?  Can it result in a collaborative, educational experience?
  • An important component of meaningful teaching is the development of lesson plans that promote and engage a student's ability to inquire, analyze and create through a process of collaboration and shared learning experiences. Does the WebQuest serve as a tool for teachers to experience this process as they organize content and clarify succinct goals and learning objectives?  Is a wiki a tool that uses the 1.0 concept of internet experience and moves learning into the world of 2.0? 
  • The target audience in this case is a Jr. Honors English class. They will be assessed on how will they collaborate online. Specifically by developing a wiki, how well the engage in shared research experience, and how will they use the tool to think critically in the final product.
  • The target audience will be provided with instruction to create a wiki from a WebQuest lesson plan. The test will be to create a wiki over a specific unit that integrates Web 2.0 tools. The procedure will include(but not be limited to): Choosing a unit anddeveloping a lesson plan that involves internet research that effectively engages collaboration as an interactive and shared experience. Students will need to work within the framework of the WebQuest or the Wiki to accomplish this end result.
  • For the development phase of our project a WebQuest was created in order to provide the target audience the guidance in which to complete the project. A basic WebQuest consists of: an Introduction, Task, Process, Evaluation, and Conclusion. These will be explained on the following slides in which you will see the actual WebQuest lesson plan given to the Target Audience. Next Slide.
  • This is the look of the WebQuest page provided for the target audience. The Title slide gives the name of the Subject, who the WebQuest is intended for and who created it. On the left slide of each WebQuest page the users can toggle between each WebQuest component. Next Slide.
  • The Introduction is used to provide an engaging first statement that sets the stage for the entire Webquest. It includes the essential or guiding question around which the WebQuest revolves and provides necessary background information as illustrated on this slide. Next Slide.
  • The Task describes the end result of the work students will do. It may be a performance, a multimedia presentation, or in this case the creation of a wiki for a “Short Story Project”. You may have everyone complete the same task, such as creating a PowerPoint presentation, or you may offer your students a variety of tasks from which to choose. Next Slide.
  • The Process is used to clearly describe the step-by-step process students will go through to accomplish the task and define any roles they will be playing. You may also want to give students advice and guidance about how to approach each of the individual steps of the process. Taking the time to carefully explain the process up front will head off many potential problems and help to avoid frustration and confusion. Next Slide.
  • Evaluations describe to the learners how their performance will be evaluated. Specify whether there will be a common grade for group work vs. individual grades.
  • The conclusion is a final statement that brings closure to the WebQuest and gives students an opportunity to reflect on what they’ve learned. Many quests conclude by encouraging students to extend their learning. I will be following by Ms. Jill Hare who will explain our implementation of the assignment. Next Slide.
  • The Jr. Honors English class had a project in place that needed to be organized for the Internet. Most students in this class have taken classes at WNMU, are self-motivated, and understand both independent and collaborative lesson design. A pre-organization had already taken place I the classroom as short stories were posted for initial reads, edits, reviews, abstracts and author interviews.
  • The initial Web Quest was developed as a springboard, allowing the student to follow an initial path and then explore off the path. I made changes to the WebQuest the first day after the discussion board lit up with discoveries, ideas and necessary steps. I stopped changing it as WebQuest vehicle not only embraced, but became an integral part and was no longer needed to promote the project.
  • With this said the students took off, very rarely asking me for help, but instead informing me of their needs. There was one exception. An extremely ADHD driven 17 year old genius first completely turned off to the project. My first impulse was to respond to this, however, I waited and the class responded. That night, he emailed me for help and the need went out to all students who were incredible. The result was his wiki page.
  • Like the WebQuest, the evaluation became an integral part of the project. It however was ongoing as my assessment questions acted as prompts for the students create a way to self-evaluate and be on the same page of their evaluation of the project as a whole.  
  •  From the time the screen captures of this wiki were done for this presentation, the wiki has undergone significant changes in organization, look and content. I cannot see giving the traditional grade for this project. Everyone has contributed stories, abstracts, reviews, organizational designs, comments, etc. They just don’t discuss, they do.
  • This project has truly heightened a sense of connectivity between students and the student/teacher relationship. We are continually learning from each other. The wiki is a tool that allows both student and teacher the power of Web based exploration. Problems arise, capabilities are inhibited and the resolution is found. What was first frustration now is patience as students understand the structure of the tool’s fundamentals. As the WebQuest became a springboard, a roadmap providing the means to further exploration, the wiki provides a framework that can be manipulated and redesigned. What first seemed confining becomes understandable.
  • These students are working toward the same end. The wiki filled in the need for an organizational tool that allowed collaboration, creativity and critical thought beyond the blackboards, file folders and presentational board of the classroom. It gave them the independence they needed to work in the Internet world of today, something they would never learn from books, a video or a lecture. Very simply put, the proof is in the project. You are seeing day one and day two screen captures. Go to the site today and you can see for yourself what is happening as you take a WebQuest through their wiki. The student takes on the role of the teacher and the teacher builds on the creation and critical thought of the student. This, to me, is what constructivism is all about. 
  • Transcript

    • 1. WEBQUESTS LESSON PLANS FOR WIKI PROJECTS GROUP 6 MS. JILL HARE MS. KARA RANDALL MR. ROBBIE CANTRELL
    • 2. INSTRUCTIONAL CONCEPT • DESIGN • DEVELOPMENT • IMPLEMENTATION • EVALUATION AND REFLECTION
    • 3. GENERAL GOAL STATEMENT — Teachers- use WebQuest to develop lesson plans — Students- in this case specifically Honors Junior English students will create a Wiki. • Students will use WebQuest as a scaffold to develop a Wiki, organize content, and clarify goals for learning objectives DESIGN
    • 4. RATIONAL • Development of lessons plans is a meaningful teaching element • Provides shared learning experiences through process of collaboration • Engages student’s learning ability to: • Inquire • Think critically • Create DESIGN
    • 5. TARGET AUDIENCE / PREREQUISITES Silver High School • Mrs. Hare's Honors Junior English Class Prerequisites • Ability to research and evaluate online tools • Basic reading and writing skills • Organizational skills • Ability to work in groups DESIGN
    • 6. TECHNICAL RESOURCES • WebQuests-online learning Activity – Example • www.kn.pacbell.com/wired/democracy/d ebtquest.html – Facilitates inquiry oriented lesson plans – All information comes from the web • Wiki-online collaboration tool – Example: • Wikipedia – Teachers can use Wiki’s for students to write, edit, and revise a document. • ―Wiki Walk-Through‖ – http://www.teachersfirst.com/content/wiki/ DESIGN
    • 7. ASSESSMENT PROCEDURES The target audience for this project will be assessed on the use of Web-based resources as they are used and integrated to: • Develop a wiki that engages collaboration • Promote integrated, shared research experiences • Encourage heightened critical thinking in the creation of a final product DESIGN
    • 8. FIELD TEST PROCEDURE • Class • Which educational Wiki they will use • Name the Wiki • Teams • Will go through step by step to create Wiki • Explore Wiki page • Add Pictures, begin discussion, and upload stories • Students • Create a user name, password, and profile • Post comments on what they have learned DESIGN
    • 9. WEBQUESTS PLANNING COMPONENTS • INTRODUCTION • TASK • PROCESS • EVALUATION • CONCLUSION DEVELOPMENT
    • 10. Top Wiki Through a WebQuest or Vice Versa Introduction Task A WebQuest for Silver High School Honors Junior English Class Process Evaluation Conclusion Designed by Ms. Jill Hare
    • 11. INTRODUCTION Top Introduction A WebQuest is a kind of roadmap that takes the explorer on a journey through the many Task informative components of the World Wide Web. Process A wiki is like a web page that is always open to collaboration promoting editing and sharing of Evaluation ideas and knowledge. Wikipedia is the most Conclusion famous of the wikis. Of course, with this collaborative capability comes the security risk of hackers and other factors providing additions and information that is either incorrect or unwanted. Luckily, there are websites that provide the creation of wikis with the control of inviting chosen collaborators. Additionally, there are sites that provide educational wikis free of charge. These sites can still be viewed as a public website.
    • 12. THE TASK Top Introduction The next stage of our “Short Story Book Project” Task is online collaboration. Everyone needs to be on the “same page” (you know I love puns) so Process that this shared process can be done in an Evaluation organized way. I will jumpstart the organization by providing the WebQuest. You, as a class, will Conclusion break into teams and use the WebQuest to design a wiki that will explain, inform and organize the project. You will design a place where the creative process can break through the boundaries of the written page. You will become the teachers as you inform other students and teachers about what you went through to successfully complete our “Short Story Book Project.”
    • 13. THE PROCESS • Your WebQuest will begin at the site http://www.teachersfirst.com/content/wiki/. Top At the “Wiki Walk-Through” explore and learn. Pay attention to the information pertaining to keywords: language arts, writing, and creativity. When you get to Introduction “Wiki Step by Step” you will see two educational wiki choices, WikiSpaces and PBWorks. Divide into teams and explore the possibilities of the two. Task • As a class, decide on your wiki tool choice. • Take any tutorials to familiarize yourself with use. Process • Name your wiki • Go through all of the steps to create your wiki. I will sign on as your teacher and Evaluation invite you per your email address. Once you are a member feel free to create a unique user name and profile. Conclusion • Next, you will explore the gadgets, tools, etc. that will enhance the organizational, presentational and promotional process and end result. Break up into teams to cover each of these three areas. If you think another area needs to be covered, go for it. Remember, you need to access and import documents that have been edited and link to other educational sites including http://www.languageartsnewmexico.org/ and publishers. • Add pictures, begin discussions and upload stories being sure to cite as necessary. • Add the tools to the wiki with either an example of use or a reason for its addition. Be sure to cite the place the tool or gadget was found with a link for easy access. • Upload abstracts, interviews, etc. • Individually post a comment on: what you learned from the process, how it helped with the overall organization of the project, etc.
    • 14. EVALUATION Top Introduction Task Process Assessment is a part of a whole. Students continually Evaluation evaluate the components and apply this evaluation to the Conclusion complete project.
    • 15. Top CONCLUSION Introduction Students Will: Task • Gain a heightened understanding of Internet tools and their use • Understand how to collaboratively work within the framework of Process a wiki Evaluation • Individually add ideas and critical analysis that will benefit the entire project Conclusion • Become part of the entire learning process Teachers Will: • Gain a heightened understanding of authentic learning • Become an integral part of the collaborative effort • Understand the importance of a student's connection to what is learned
    • 16. EVIDENCE • The target audience development is a wiki based on the WebQuest instructions. • The link for their wiki project is: http://theshortstoryproject.wikispaces.com/ IMPLEMENTATION
    • 17. EVIDENCE - SCREENSHOTS Short Stories IMPLEMENTATION
    • 18. EVIDENCE - SCREENSHOTS IMPLEMENTATION
    • 19. EVIDENCE - SCREENSHOTS Neglect and Regret Story IMPLEMENTATION
    • 20. EVIDENCE - SCREENSHOTS Review for Neglect and Regret Story IMPLEMENTATION
    • 21. EVALUATION The Short Story Project evaluation was based on the following questions to capture the target audience learning experience. • To date, what do you like best about the overall project experience? • What have you learned that you didn't know about before? • Are there parts of the wiki that you think need to be reworked? If so, which parts and how? • What additions or deletions do you think need to be made to the wiki? • Is there anything else that you think should be addressed or included in this evaluation? EVALUATION
    • 22. REFLECTION Below are some of the reflections captured by the target audience based on the evaluation questions. • I like the variety and the freedom that this project allows. ~katie-v • This is an out-of-the-classroom learning experience that doesn't leave anyone out. - Master-Lauron • I am really amazed with this website! I have never used anything like it before. I am learning a lot about the format and the way we can edit and improve things. -genajane. • i have learned that it takes a lot of patience and team work to make the whole project come together. chelslight . REFLECTION
    • 23. WORKS CITED www.languagearts.org Solomon, Gwen, Schrum, Lynne. (2007). Web 2.0, new tools, new schools. www.teachersfirst.com. www.wikispaces.com.
    • 24. QUESTIONS ?