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WEB QUESTS<br />
Definition<br />An inquiry-oriented activity in which some or all of the information that students interact with comes fro...
Why Web Quests?<br />Bring together the most effective instructional practices into one integrated student activity<br />I...
Two types<br />Short term<br />1-3 class periods<br />Instructional goal is knowledge acquisition and integration<br />Lon...
Critical Attributes of a Web Quest<br />Introduction<br />Task<br />Process<br />Evaluation<br />Conclusion<br />
Introduction<br />Introduces students to the online learning activity<br />Often starts with a story in which the student ...
Task<br />Defines the learning outcomes of the WebQuest activity<br />Primary objective that students will undertake, gene...
Process<br />The ‘heart’ of the activity <br />Generally the longest section<br />The step-by-step guidance about the expe...
Evaluation<br />Essential part to ensure students understand how success will be evaluated<br />Great place for a rubric, ...
Conclusion<br />Designed to encourage students to reflect, seek further information<br />End with additional web links to ...
Examples<br />There are many poor ones so think critically when reviewing other WebQuests for ideas<br />Some resources (a...
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EME2040 WebQuests

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Transcript of "EME2040 WebQuests"

  1. 1. WEB QUESTS<br />
  2. 2. Definition<br />An inquiry-oriented activity in which some or all of the information that students interact with comes from resources on the Internet<br />Students usually work in teams<br />Activity involves some level of problem-solving<br />Works well with interdisciplinary lessons<br />Often begins with research and ends with a completed product of some kind (i.e., presentation, paper, book, etc. - something to show what the student has learned)<br />
  3. 3. Why Web Quests?<br />Bring together the most effective instructional practices into one integrated student activity<br />Increase motivation<br />Develop thinking skills<br />Cooperative learning process<br />
  4. 4. Two types<br />Short term<br />1-3 class periods<br />Instructional goal is knowledge acquisition and integration<br />Long term<br />1 week to 1 month<br />Instructional goal is extending and refining knowledge<br />
  5. 5. Critical Attributes of a Web Quest<br />Introduction<br />Task<br />Process<br />Evaluation<br />Conclusion<br />
  6. 6. Introduction<br />Introduces students to the online learning activity<br />Often starts with a story in which the student plays a role, i.e., “You are about to embark on a powerful adventure.”<br />
  7. 7. Task<br />Defines the learning outcomes of the WebQuest activity<br />Primary objective that students will undertake, general and brief overview<br />Keep the ‘inquiry-based’ characteristic in mind!!<br />
  8. 8. Process<br />The ‘heart’ of the activity <br />Generally the longest section<br />The step-by-step guidance about the expectations <br />Resources, usually carefully selected web links, to provide information, exploration, etc. to accomplish task<br />Not ‘spoon fed’ though – room for independent and creative work <br />
  9. 9. Evaluation<br />Essential part to ensure students understand how success will be evaluated<br />Great place for a rubric, since the end product is project-based!<br />
  10. 10. Conclusion<br />Designed to encourage students to reflect, seek further information<br />End with additional web links to explore deeper,or with related games, extra credit, journal prompts to help students reflect on their learning.<br />
  11. 11. Examples<br />There are many poor ones so think critically when reviewing other WebQuests for ideas<br />Some resources (all available via Livebinders):<br />WebQuest.org (Dr. Bernie Dodge, SDSU)<br />Concept to Classroom<br />Annette Lamb’s Eduscapes<br />Templates:<br />Zunal (free)<br />Google Sites (free)<br />WebQuest.Org – Quest Garden ($, but free trial)<br />
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