Designing an Internet WebQuest Instructional Technology Services of Central Ohio, Inc. 2400 Olentangy River Rd Columbus, OH 43210 http://www.itsco.org

What is a WebQuest? Inquiry-oriented activity Based on an engaging task Uses pre-defined resources from the Web (and others) Can be short- or long-term

Inquiry-oriented activity

Based on an engaging task

Uses pre-defined resources from the Web (and others)

Can be short- or long-term

History Developed by Bernie Dodge, professor of Educational Technology at San Diego State University, in 1995. Wrote a summary of idea and posted it to the Web: Some Thoughts About WebQuests http://webquest.sdsu.edu/about_webquests.html

Developed by Bernie Dodge, professor of Educational Technology at San Diego State University, in 1995.

Wrote a summary of idea and posted it to the Web: Some Thoughts About WebQuests

http://webquest.sdsu.edu/about_webquests.html

Short-Term WebQuest Instructional Goal: knowledge acquisition and integration. Time Frame: 1-3 class periods.

Instructional Goal: knowledge acquisition and integration.

Time Frame: 1-3 class periods.

Long-Term WebQuest Instructional Goal: extend, refine, analyze knowledge; demonstrate understanding by making presentation to class. Time Frame: one week to one month.

Instructional Goal: extend, refine, analyze knowledge; demonstrate understanding by making presentation to class.

Time Frame: one week to one month.

Bloom’s Taxonomy and WebQuests Synthesize conflicting opinions. Put multiple sources of data together to discover the non-obvious. Create something new within the constraints of a problem definition. Define a stance and defend it.

Synthesize conflicting opinions.

Put multiple sources of data together to discover the non-obvious.

Create something new within the constraints of a problem definition.

Define a stance and defend it.

WebQuest Building Blocks Introduction Task Process Resources Evaluation Conclusion

Introduction

Task

Process

Resources

Evaluation

Conclusion

Introduction Purpose: To prepare and hook the reader. Length: Short paragraph Style: Set the stage with a role or scenario; or Provide a short advance organizer or overview Example: Back in Time http://www.greece.k12.ny.us/ath/library/webquests/backintime/default.htm

Purpose: To prepare and hook the reader.

Length: Short paragraph

Style:

Set the stage with a role or scenario; or

Provide a short advance organizer or overview

Example: Back in Time

http://www.greece.k12.ny.us/ath/library/webquests/backintime/default.htm

The Task Concisely describe what end result of learners’ activities will be. Anything that requires the learners to process and transform what they’ve gathered. series of questions that must be answered; summary to be created; problem to be solved; position to be formulated or defended; creative work. Example: Hurricane 2000 http://geocities.com/charatbeach/huricane.html

Concisely describe what end result of learners’ activities will be.

Anything that requires the learners to process and transform what they’ve gathered.

series of questions that must be answered;

summary to be created;

problem to be solved;

position to be formulated or defended;

creative work.

Example: Hurricane 2000

http://geocities.com/charatbeach/huricane.html

The Process Outline of learners’ steps. Provide guidance on how to organize the information gathered. Suggestions to use flow charts, summary tables, concept maps, etc. Checklist of questions to analyze the information with. Optional: Links to guide documents Example: Colonial American Art http://www.teachtheteachers.org/projects/JSmall/public_html/amerart/index.htm

Outline of learners’ steps.

Provide guidance on how to organize the information gathered.

Suggestions to use flow charts, summary tables, concept maps, etc.

Checklist of questions to analyze the information with.

Optional: Links to guide documents

Example: Colonial American Art

http://www.teachtheteachers.org/projects/JSmall/public_html/amerart/index.htm

Resources List and point to resources that learners can use to accomplish the task. Electronic Print Other Include brief description of each resource. Example: Extreme Sports WebQuest http://www.longwood.k12.ny.us/wmi/wq/werner2/index.htm

List and point to resources that learners can use to accomplish the task.

Electronic

Print

Other

Include brief description of each resource.

Example: Extreme Sports WebQuest

http://www.longwood.k12.ny.us/wmi/wq/werner2/index.htm

Evaluation Describe how learners’ performance will be evaluated. briefly summarize your criteria; or link to separate rubric document; Specify whether there will be a common grade for group work vs. individual grades. Should evaluate accomplishments of objectives listed in lesson. Example: The Four Houses of Hogwarts http://www.itsco.org/webquest/class/plittle/webquest.html#Evaluation

Describe how learners’ performance will be evaluated.

briefly summarize your criteria; or

link to separate rubric document;

Specify whether there will be a common grade for group work vs. individual grades.

Should evaluate accomplishments of objectives listed in lesson.

Example: The Four Houses of Hogwarts

http://www.itsco.org/webquest/class/plittle/webquest.html#Evaluation

Conclusion Summarize what learners will have accomplished or learned by completing WebQuest. Optional: Include rhetorical questions or additional links. Example: Get Me Out of Here! http://www.teachtheteachers.org/projects/JGarnett/index.htm

Summarize what learners will have accomplished or learned by completing WebQuest.

Optional: Include rhetorical questions or additional links.

Example: Get Me Out of Here!

http://www.teachtheteachers.org/projects/JGarnett/index.htm