Designing and Internet WebQuest

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  • 1. Designing an Internet WebQuest Instructional Technology Services of Central Ohio, Inc. 2400 Olentangy River Rd Columbus, OH 43210
  • 2. 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
  • 3. 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
  • 4. Short-Term WebQuest
    • Instructional Goal: knowledge acquisition and integration.
    • Time Frame: 1-3 class periods.
  • 5. Long-Term WebQuest
    • Instructional Goal: extend, refine, analyze knowledge; demonstrate understanding by making presentation to class.
    • Time Frame: one week to one month.
  • 6. 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.
  • 7. WebQuest Building Blocks
    • Introduction
    • Task
    • Process
    • Resources
    • Evaluation
    • Conclusion
  • 8. 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
  • 9. 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
  • 10. 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
  • 11. 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
  • 12. 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
  • 13. 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!